Doctoral Dissertations
Permanent URI for this collection
Browse
Recent Submissions
1 - 5 of 998
-
ItemUncovering the Impact of Growth Mindset Factors on the Text Selection of Middle School Students(Middle Tennessee State University, 2025)National Common Core State Standards hold that students become increasingly more capable of comprehending complex text throughout their school years. There is high importance for students to increase their reading of complex text in order to support reading development. Text complexity research shows the factor of complex text offers students the opportunity to gain more vocabulary and knowledge as well as experience with more syntactically complex sentences and text structures. With regard to enhanced academic success, interventions using Carol Dweck’s growth mindset concepts promote the consideration of non-cognitive factors amidst student growth in learning. However, research reveals growth mindset interventions have shown limited effects amongst elementary and adolescent-aged students. Some growth mindset interventions have, however, shown some effects for at-risk students. This study examined the relationship among student growth mindset, attitudes of reading complex text, text selection choices, and reading comprehension. Middle schoolers in the sixth grade were administered a growth mindset and text complexity survey. They also completed a standardized comprehension measure. They participated in a daily text selection task in which they had three different levels of text to choose from. On the last day, students were randomly assigned to two conditions, one in which they received directions intended to promote a growth mindset about text selection and a control condition. Contrary to hypotheses, the results indicated that students with a higher growth mindset tended to choose less complex text. Additionally, there was a statistically negative relationship between student growth mindset and reading comprehension, suggesting students with a higher growth mindset tended to have lower scores in comprehension. In contrast, results also revealed that on average, students with exposure to growth mindset directions made more rigorous text selections than those without growth mindset instructions. However, those differences were not statistically significant.
-
ItemProperty Rights, Competition, and Wealth: A Public Choice Perspective on Markets and Institutions(Middle Tennessee State University, 2025)This dissertation focuses on the fundamentals of a free economic society. Chapter one begins with how economists deal with the basic institution of property rights. Economists generally hold that a free economic society cannot exist without property rights. This chapter examines how those beliefs are dealt with in economic textbooks. If economists believe that property rights are primary to economic thought, then one would assume that those rights should be explored and discussed in basic, entry level textbooks. Chapter two progresses to another fundamental basis of a free market system: competition. The example used in this chapter is the National Collegiate Athletic Association, which is charged with managing athletic events among colleges and universities, and their decision to change the method in which a championship is determined. This chapter evaluates the mixed results of the change and some possible reasons for the results. Lastly, chapter three focuses on how state control of an economy affects the accumulation of wealth and the ability of the individual to better themselves in a free market. Popular culture would say that a free market would benefit some people to the detriment of others. This examination attempts to show that the economy is more complex than simply a binary choice between a “free market” or a “command and control” system. The institutions and markets that create an economy are extremely complex and cannot be condensed into a single metric but are rather the culmination of the decisions of the myriad individual participants of the economy.
-
ItemThe Role of Organization and Stance Markers in the Persuasive Writing of Middle School ELs and non-ELs: A Sequential Explanatory Mixed-Methods Study(Middle Tennessee State University, 2025)This study examines the relationship between discourse markers and writing quality in persuasive essays written by middle school students institutionally designated as English Learners (ELs) (n = 173) and non-English Learners (non-ELs) (n = 173). Utilizing a mixed-methods design, I analyzed the frequency and impact of organization and stance markers on essay scores, identifying key differences in usage patterns and their predictive value for writing quality. Quantitative findings revealed that non-ELs consistently outperformed ELs in total writing scores, with significant gaps in conventions and topic development. Non-ELs also demonstrated a greater use of discourse markers, particularly conclusion, goal, and frame markers, which were strong predictors of essay quality. In contrast, ELs employed hedges and engagement markers more frequently, reflecting cautious argumentation and a focus on reader interaction. Qualitative analysis further highlighted that while both groups adhered to academic writing conventions, non-ELs exhibited more nuanced and diverse marker usage, contributing to higher-quality writing. These findings underscore the importance of explicit instruction in discourse marker application for ELs, emphasizing strategic use of organization and stance markers to enhance argument clarity and coherence. Implications for writing instruction and academic language development are discussed, with recommendations for targeted pedagogical interventions to support EL writing proficiency.
-
ItemRethinking Food Web Tracing: A Conceptual Framework Utilizing a Multi Biomarker Approach to Better Understand Trophic Relationships(Middle Tennessee State University, 2025)In this dissertation, a conceptual framework for tracing trophic interactions and providing more clearly defined food web reconstructions is introduced, the Tracer Trichotomy. This framework involves the use of three separate trophic tracing methods to inform trophic interactions: stable isotopes (carbon and nitrogen), polyunsaturated fatty acid biomarkers, and bioaccumulative contaminants (replaced with stress/ health biomarker in conservation scenarios). The use of the Tracer Trichotomy provides a more complete and accurate understanding of trophic pathways and contaminant transport than the use of any individual method. In this dissertation, four separate projects are described, each assessing environmental or individual life cycle variables that could impact the values of these food web tracers. The environmental effects associated with time of year and annual time changes are assessed in a sentinel spider species in chapters I and II. In chapter I, it was found that spider mass and length steadily increased from April to September to a maximum average value of 0.078 0.03g, then decreased in October. Seasonal trends were observed for carbon and nitrogen stable isotopes, with significantly decreased signatures occurring late in the active season. Overall, methyl mercury concentrations (range: 12.1-134.4 ng/g) and the methyl:total mercury ratio (range: 49-98% methyl mercury) increased throughout the active season, with higher variability observed at the end of the active season. These results indicated that seasonality impacted several important endpoints and that spiders collected during the end of the active season may not be representative of spiders during the entire active season. In chapter II, it was found that carbon and nitrogen stable isotopes, ⍵3:⍵6 ratios, and mercury concentrations differed significantly in tetragnathid spiders between consecutive years at the same site location. These results indicated that enough variation occurs annually that the data of one year cannot be applied to following years at the same sampling site using tetragnathid spiders. In chapters III and IV, the individual life cycle variable of metamorphosis and altered metamorphosis processes are assessed in laboratory-reared and field-caught mayflies and an endangered species of freshwater mussel. In chapter III, the results showed that the δ15N and %N increased significantly with metamorphosis in both laboratory-reared N. triangulifer and field-collected Heptageniidae mayflies. There were no significant differences in polyunsaturated fatty acid profiles between larval and adult stages of field-collected mayflies; however, there was a significant increase in % arachidonic acid in laboratory-reared individuals. The results of this study indicate that the metamorphosis has a significant impact on food web tracers in laboratory and field mayflies, which should be considered when using mayflies or potentially other emergent aquatic insects in calculations connected to ecological risk assessments. In Chapter IV, for the endangered mussel Toxolasma cylindrellus, in vitro propagated individuals were significantly larger and had lower δ13C values than fish propagated mussels. Otherwise, there were no differences found between in vitro propagated, and fish propagated mussels for nitrogen stable isotopes, total carbon, and nitrogen, lipids, polyunsaturated fatty acids, or glycogen content. The results of this study indicate that in vitro propagation is a viable method for T. cylindrellus conservation and displays minimal differences in juvenile health and nutrient uptake between propagation methods.
-
ItemGamification of Undergraduate French Courses: A Qualitative Study(Middle Tennessee State University, 2025)In response to the need for enhanced engagement and motivation in language acquisition, this study examines the impact of gamification within undergraduate French courses at a public university located in southeastern United States. Gamification, which incorporates game-like components such as points, badges, and leaderboards, has been acknowledged for its capacity to enhance educational results by fostering motivation and participatory learning (Kapp, 2012). Using a phenomenological approach grounded in Self-Determination Theory, Transition Theory, and Choice Theory, the research intends to document student experiences with gamified learning in foreign language education, a field that requires ongoing engagement and complex skill development (Deci & Ryan, 2000; Glasser, 1998). Finding the advantages and possible disadvantages of using gamified content in language classes, as well as investigating students' motivational reactions, are significant goals for higher education faculty and staff. To provide a thorough understanding of how gamified features affect language learning results, qualitative data will be collected using surveys, interviews, and content analysis. This research contributes to a growing field by addressing the specific challenges of gamification in language acquisition and offering insights for educators aiming to implement gamification to enhance engagement and academic success in language learning (Hanus & Fox, 2015).