Date of Graduation

Spring 2010

Degree

Master of Science in Psychology

Department

Psychology

Committee Chair

Carol Shoptaugh

Keywords

blended course, autonomy support, retention, motivation, academic performance, stress, health, hardiness, self-determination theory, basic needs

Subject Categories

Psychology

Abstract

This study examines one retention initiative focusing on pedagogical changes that improve the classroom environment in Introductory Psychology. Classroom environment was manipulated, comparing a blended class format to a traditional lecture class. The impact of this manipulation on retention and student outcomes including motivation (satisfaction of basic needs), academic performance (course percent, exam percent, fall GPA, and cumulative spring GPA), perceived stress and physical health symptoms was examined. The blended format supported higher perceptions of autonomy support and better course performance, and was positively related to better overall wellbeing.

Copyright

© Jessica Denise Wooldridge

Campus Only

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