Date of Award
2015
Degree Name
School Psychology
College
Graduate School of Education and Professional Development
Type of Degree
Ed.S.
Document Type
Thesis
First Advisor
Sandra S. Stroebel
Second Advisor
Stephen L. O’Keefe
Third Advisor
Ray V. Haning
Fourth Advisor
Fred Jay Krieg
Abstract
The purpose of this study was to collect data on graduate reading compliance specific to the field of school psychology. This study examined the amount of required reading completed by graduate students in a National Association of School Psychologists accredited school psychology training program. An online questionnaire developed by McMinn & colleagues (2009) was adapted to fit the context of the current study. Thirty-two students (70%) responded. Analysis of Covariance (ANCOVA) revealed that reading compliance was affected by the number of adults living with students, F(1, 20) = 6.14, p = .022, ηp2 = .235. Students were most motivated to read when they were interested in a subject and most hindered when they had too many other academic assignments.
Subject(s)
School psychology - Education (Higher)
Recommended Citation
Cooper, Britainey Anne, "Reading Compliance in a School Psychology Graduate Program" (2015). Theses, Dissertations and Capstones. 902.
https://mds.marshall.edu/etd/902
