Date of Award
Graduate School of Education and Professional Development
Type of Degree
Sandra S. Stroebel
Stephen L. O’Keefe
Ray V. Haning
Fred Jay Krieg
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.
School psychology - Education (Higher)
Cooper, Britainey Anne, "Reading Compliance in a School Psychology Graduate Program" (2015). Theses, Dissertations and Capstones. 902.