Colleges and Department Research
Permanent URI for this communityhttps://hdl.handle.net/10877/1
Research, creative, and scholarly works created by the university community organized by college.
Browse
Browsing Colleges and Department Research by Author "Acee, Taylor W."
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Promising Practices in Developmental Education(Texas State University, The Education Institute, 2017-01) Lujan, Denise; Barry, William J.; Trammell, Jack; Slentz Reynolds, Jessica; Sarker, Amber L.; Vrooman, Steven S.; Hodges, Russ; Acee, Taylor W.; Vice, Tasha; Caudle, Carolyn; Shetron, Tamara H.; Lussier, Kristie O'Donnell; Lutz, Holly; McConnell, Michael C.; Payne, Emily Miller; Ramirez, Ysabel; Hodges, Russ; Slentz Reynolds, Jessica; Sarker, Amber; Walker, LuannNo abstract prepared.Item Rationalizing the Decision to Cheat: An Empirical Analysis to Determine Whether Social Rational Orientation Can Predict Academic Dishonesty(NASPA, 2019-02) Krou, Megan R.; Acee, Taylor W.; Pino, Nathan W.; Hoff, MeaganAcademic dishonesty is a wide-spread issue in educational institutions, including higher education. This study determined if there was a correlation between social rational action orientations and the likelihood of engaging in academically dishonest acts. The relationship between course value and academic dishonesty was also examined. The researchers obtained data from 357 undergraduate students at a large public university in the Southwest. The instrument included a scale that was created to determine student social rational orientation membership. To measure potential academic dishonesty behaviors, vignettes were created and manipulated to portray either low or high perceived course value. Overall, this study found that social rational orientation and perceived course value predicted the likelihood of engaging in academically dishonest acts. This study uncovered new variables that can be used to predict academic dishonesty by elucidating how students rationalize their decision to cheat.Item Student-Perceived Interferences to College and Mathematics Success(National Center for Developmental Education, 2017-12) Acee, Taylor W.; Barry, William J.; Flaggs, Darolyn A.; Holschuh, Jodi P.; Daniels, S.; Schrauth, Michelle A.Nationally, developmental mathematics courses have some of the highest failure and withdrawal rates of post-secondary courses. A wide range of factors may be contributing to students’ struggles in these courses. In order to help identify these factors, we asked students enrolled in develop-mental mathematics to identify factors interfering with their college success. Results suggested that students in these courses perceive a diverse set of academic and nonacademic interferences to their college success. Perceived nonacademic interferences related negatively with academic achievement and persistence. Our findings provide a holistic framework for conceptualizing additional academic and nonacademic support students might need.