Claudia Sutter - Profile on Academia.edu (original) (raw)
Papers by Claudia Sutter
Age Differences in American Indian Students' Self-Determined and Controlled Reading Motivation: Development Across Grades 3 Through 8
Proceedings of the 2021 AERA Annual Meeting
Pre- and Mid-COVID Concerns in an Introductory Statistics Course and Their Correlates With Expectancy-Value-Cost Theory
Proceedings of the 2022 AERA Annual Meeting
Linking School Policies to Bullying: Implications for Improving the Collaboration Between Researchers and Educational Stakeholders
Proceedings of the 2020 AERA Annual Meeting
Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students
Journal of Statistics and Data Science Education
The role of academic self-determined reading motivation, reading self-concept, home reading environment, and student reading behavior in reading achievement among American Indian and Hispanic students
Contemporary Educational Psychology
Child & Youth Care Forum
Background Teachers are important gatekeepers in suicide prevention for children and youth, yet l... more Background Teachers are important gatekeepers in suicide prevention for children and youth, yet little is known about factors that contribute to suicide prevention training effectiveness and the influence of student suicidality on teachers' role as gatekeepers. Objective This study examined teachers' attitudes and self-efficacy in suicide prevention including an examination of suicide prevention training and exposure to student suicidality. Researchers examined incremental prediction of the relationship between teachers' selfefficacy, outcome expectations, and outcome values following prevention training. Methods Participants included teachers in PreK-12th grade schools in the United States (N = 505). Researchers used non-parametric statistics to examine group level differences and a structural equation model (SEM) to test the proposed theoretical model. Results Teachers who experienced a student death by suicide reported significantly higher levels of gatekeeper reluctance than teachers who had not experienced a student death by suicide (p < 0.01). Similarly, teachers who encountered students with suicidal thoughts reported greater levels of gatekeeper reluctance (p < 0.01) and higher self-efficacy to engage in suicide prevention (p < 0.05) compared to teachers who had not had this exposure. Results of the SEM indicated an adequate goodness of fit and fit statistics [χ 2 (87) = 194.420, p = 0.000; CFI = 0.95; RMSEA = 0.05]. The model remained intact when exposure to student suicide was added. Conclusions Findings support the importance of supporting teachers continued engagement in youth suicide prevention and prevention training that targets specific outcomes in teachers' attitudes and efficacy.
Contemporary Educational Psychology, 2018
Based on self-determination theory and control-value theory, the present study examined the longi... more Based on self-determination theory and control-value theory, the present study examined the longitudinal and reciprocal relationships between students' self-determined motivation (intrinsic and identified motivation) and negative academic emotions (anxiety, anger, and boredom) in mathematics. In a longitudinal study, 348 seventh grade students (51.4% girls) completed three self-report measures (t0-t2) assessing their motivation and emotions at the beginning and end of seventh grade as well as at the end of eighth grade. Structural equation modelling in Mplus was used to test cross-lagged panel models of reciprocal effects between self-determined motivation and each emotion, controlling for prior achievement and gender. Over the course of seventh grade (t0-t1), exclusively unidirectional, negative effects between self-determined motivation and anger, anxiety, and boredom were found. The direction of the relationship was the same for all emotions in terms of the impact from students' emotions on their motivation from t0 to t1, with one exception that indicated the reverse association: there was a negative relation from intrinsic motivation to boredom. During the eighth grade (t1 to t2), the analyses revealed no further significant cross-lagged effects. Implications for educational practices and future research on motivation and emotion are discussed.
How much students value an introductory statistics course, how value levels change across the term, and how they predict learning
Proceedings of the IASE 2021 Satellite Conference
Motivational processes are a promising avenue for addressing concerns related to interest, persis... more Motivational processes are a promising avenue for addressing concerns related to interest, persistence, engagement, and learning in STEM courses. We examined changes in utility value in an introductory statistics course overall, by sex and underrepresented racial minority (URM) and tested the relationship between utility value and learning. Data were collected from 810 students, including their perceived utility value of the course, quiz scores, and course grades. Utility value declined from the beginning to the middle of the course. Significant differences were found by URM status, but not by sex. While URM students continued to experience a decline towards the end of the course, White and Asian students did not. Students’ utility value (t3) and their formative assessments (t2 and t3) predicted their final grade. The findings highlight the need for a deeper understanding of short-term relationships between motivation, learning, and performance as well as the ongoing concern for und...
Democratizing Reading Evidence in a Computer-Adaptive Learning Environment: The Quest for Improving Achievement Inequalities
Professional School Counseling
Researchers conducted a content analysis of nine social media platforms’ bullying policies based ... more Researchers conducted a content analysis of nine social media platforms’ bullying policies based on the American School Counseling Association position statement on bullying to determine the content of the social media platforms’ bullying policies as they connect to school counseling guidelines. Main findings indicated (a) common terms are often unclear and vary, (b) language in policies was mainly negative and punitive, (c) cultural awareness was limited to anti-discrimination, and (d) mental health concerns were addressed but rarely associated with cyberbullying. School counselors can utilize these findings to inform training and prevention efforts to build and maintain safe schools and aid students impacted by cyberbullying.
Predicting Second-Grade Students’ Yearly Standardized Reading Achievement Using a Computer-Adaptive Assessment
Computers in the Schools
Abstract The present study investigated the predictability of a computer-adaptive, curriculum-bas... more Abstract The present study investigated the predictability of a computer-adaptive, curriculum-based reading assessment for measuring second-grade students’ overall and comprehension reading achievement on a standardized reading achievement test. Specifically, second-grade student scores (N = 428) of the Istation’s Indicators of Progress for Early Reading (ISIP-ER) and the Standardized Test for the Assessment of Reading (STAR Reading) in one state were examined. Linear regression analysis was conducted in Mplus to determine the predictability between the ISIP-ER and STAR Reading scores, identifying that both the ISIP-ER overall reading and comprehension scores in December predicted the standardized reading scores in Spring (May). Confidence intervals were estimated to identify the ISIP-ER cut scores that predict STAR Reading scores for all achievement levels. Overall, ISIP-ER shows promise as a universal screening tool for second-grade student yearly reading skills.
International Journal of Bullying Prevention
Although all states in the United States require school districts to adopt anti-bullying policies... more Although all states in the United States require school districts to adopt anti-bullying policies, relatively little research explores the content of bullying policies. A content analysis of anti-bullying policies from 76 school districts across the State of Louisiana was conducted. A 63-item coding scheme was developed to guide the analysis. The overall compliance to the coding framework by the Louisiana school districts considered in this study was 64%, with many policies covering logistical aspects of bullying response such as definitions, reporting, investigating, monitoring, disseminating policies, and consequences for perpetrators. While many school districts addressed evidenced-based practices and mental health support for victims and perpetrators, few school district policies addressed the use of personally owned technology, mental health support for witnesses, evaluating programs, or enumeration of vulnerable groups. There was also a noticeable gap in policies that were culturally responsive in nature. Implications are discussed for educators, policy-makers, and researchers.
Building Capacity for Mental Health Literacy of Suicidality and Self-Injurious Behaviors: a Formative Design Investigation
Journal of Formative Design in Learning
Teachers receive minimal training regarding mental health literacy and more specifically behavior... more Teachers receive minimal training regarding mental health literacy and more specifically behavioral indicators for suicide ideation, suicidality, and self-injurious behaviors that may be occurring among their students. Yet, research has identified the value of training teachers on self-injury and suicide as findings indicate that intentional trainings can increase participants’ knowledge, attitudes, and confidence in supporting students at risk for self-injury and/or suicide. In this formative design study, the development of an online curriculum was explored. Further, the pilot data was collected after a field test of two of the modules of the Behavioral Indicator Training (BIT) program. Results indicate an improvement in knowledge of behavioral indicators and improved self-efficacy for recognizing suicide ideation, suicidality, and self-injurious behavioral indicators.
Reading Psychology
Students' reading losses during the summer are a concern for schools in the United States. The pu... more Students' reading losses during the summer are a concern for schools in the United States. The purpose of this investigation was to examine fourth grade students' (N ¼ 5,113) reading development over the summer. The results indicated that students in the lowest two quartiles made achievement gains over summer while these same students evidenced limited reading growth throughout the academic year. In contrast, students in the upper two quartiles evidenced reading losses over summer, although evidencing continuous reading growth throughout the school year. The findings support the need for further investigation of the effects of summer on reading achievement. Policy makers, school districts, and other stakeholders throughout the United States have debated formal year-round education for elementary school students . Some scholars have noted that continual year-round learning during elementary school would close the achievement gap and minimize summer reading losses, while enriching and extending students' learning opportunities
Measuring the Predictability of Istation Indicators of Progress Early Reading (ISIP-ER) scores on Renaissance STAR Reading® scores
Utility value trajectories and their relationship with behavioral engagement and performance in introductory statistics
Learning and Individual Differences
Teachers’ Motivation to Participate in Anti-bullying Training and Their Intention to Intervene in School Bullying: a Self-determination Theory Perspective
International Journal of Bullying Prevention
The Teacher Expectations and Values for Suicide Prevention Scale
Crisis
. Background: Teachers play a critical role in youth suicide prevention, yet few psychometrically... more . Background: Teachers play a critical role in youth suicide prevention, yet few psychometrically sound instruments exist to measure teachers' expectations and values regarding suicide prevention. Aims: This study examined the factor structure and psychometric properties of the Teacher Expectations and Values for Suicide Prevention (TEVSP) Scale. Method: The TEVSP was administered to 500 teachers in the United States. Confirmatory factor analysis was used to determine the factor structure and bivariate correlations were used to investigate convergent and discriminant validity. Mann–Whitney U tests investigated group differences in TEVSP scores between participants who had received suicide training and those who had not. Results: Results support a three-factor hierarchical model with strong internal consistency and evidence of validity. Significant differences were found in TEVSP scores between groups. Limitations: There is a need to further explore the psychometric properties of the scale across samples and face-to-face methods. Conclusion: The TEVSP is a sound instrument that can be used to measure teachers' expectations and values for suicide prevention.
An essential goal of educational instruction is to ensure that all students become competent read... more An essential goal of educational instruction is to ensure that all students become competent readers. To support students in becoming qualified readers, teachers need to identify struggling students and implement adequate curriculum programs. This study examined the effects of a computer-adaptive reading program on third-grade students’ reading achievement, accounting for their achievement level, their usage of computer-adaptive reading program, gender, and free and reduced lunch eligibility. Results indicated that students in the lowest academic level (below the 20 percentile; n = 5,042, 65.6% eligible for free and reduced lunch) and in the greatest need of intensive reading instruction evidenced greater gains than those above the 20 percentile (n = 17,920, 47.4% eligible for free and reduced lunch), exceeding normed expectations. On average, the achievement gap for students in the lowest academic level remained evident. The study provided evidence regarding the benefits of compute...
Pre-Service Teachers’ Intentions towards using Emerging Technologies
Age Differences in American Indian Students' Self-Determined and Controlled Reading Motivation: Development Across Grades 3 Through 8
Proceedings of the 2021 AERA Annual Meeting
Pre- and Mid-COVID Concerns in an Introductory Statistics Course and Their Correlates With Expectancy-Value-Cost Theory
Proceedings of the 2022 AERA Annual Meeting
Linking School Policies to Bullying: Implications for Improving the Collaboration Between Researchers and Educational Stakeholders
Proceedings of the 2020 AERA Annual Meeting
Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students
Journal of Statistics and Data Science Education
The role of academic self-determined reading motivation, reading self-concept, home reading environment, and student reading behavior in reading achievement among American Indian and Hispanic students
Contemporary Educational Psychology
Child & Youth Care Forum
Background Teachers are important gatekeepers in suicide prevention for children and youth, yet l... more Background Teachers are important gatekeepers in suicide prevention for children and youth, yet little is known about factors that contribute to suicide prevention training effectiveness and the influence of student suicidality on teachers' role as gatekeepers. Objective This study examined teachers' attitudes and self-efficacy in suicide prevention including an examination of suicide prevention training and exposure to student suicidality. Researchers examined incremental prediction of the relationship between teachers' selfefficacy, outcome expectations, and outcome values following prevention training. Methods Participants included teachers in PreK-12th grade schools in the United States (N = 505). Researchers used non-parametric statistics to examine group level differences and a structural equation model (SEM) to test the proposed theoretical model. Results Teachers who experienced a student death by suicide reported significantly higher levels of gatekeeper reluctance than teachers who had not experienced a student death by suicide (p < 0.01). Similarly, teachers who encountered students with suicidal thoughts reported greater levels of gatekeeper reluctance (p < 0.01) and higher self-efficacy to engage in suicide prevention (p < 0.05) compared to teachers who had not had this exposure. Results of the SEM indicated an adequate goodness of fit and fit statistics [χ 2 (87) = 194.420, p = 0.000; CFI = 0.95; RMSEA = 0.05]. The model remained intact when exposure to student suicide was added. Conclusions Findings support the importance of supporting teachers continued engagement in youth suicide prevention and prevention training that targets specific outcomes in teachers' attitudes and efficacy.
Contemporary Educational Psychology, 2018
Based on self-determination theory and control-value theory, the present study examined the longi... more Based on self-determination theory and control-value theory, the present study examined the longitudinal and reciprocal relationships between students' self-determined motivation (intrinsic and identified motivation) and negative academic emotions (anxiety, anger, and boredom) in mathematics. In a longitudinal study, 348 seventh grade students (51.4% girls) completed three self-report measures (t0-t2) assessing their motivation and emotions at the beginning and end of seventh grade as well as at the end of eighth grade. Structural equation modelling in Mplus was used to test cross-lagged panel models of reciprocal effects between self-determined motivation and each emotion, controlling for prior achievement and gender. Over the course of seventh grade (t0-t1), exclusively unidirectional, negative effects between self-determined motivation and anger, anxiety, and boredom were found. The direction of the relationship was the same for all emotions in terms of the impact from students' emotions on their motivation from t0 to t1, with one exception that indicated the reverse association: there was a negative relation from intrinsic motivation to boredom. During the eighth grade (t1 to t2), the analyses revealed no further significant cross-lagged effects. Implications for educational practices and future research on motivation and emotion are discussed.
How much students value an introductory statistics course, how value levels change across the term, and how they predict learning
Proceedings of the IASE 2021 Satellite Conference
Motivational processes are a promising avenue for addressing concerns related to interest, persis... more Motivational processes are a promising avenue for addressing concerns related to interest, persistence, engagement, and learning in STEM courses. We examined changes in utility value in an introductory statistics course overall, by sex and underrepresented racial minority (URM) and tested the relationship between utility value and learning. Data were collected from 810 students, including their perceived utility value of the course, quiz scores, and course grades. Utility value declined from the beginning to the middle of the course. Significant differences were found by URM status, but not by sex. While URM students continued to experience a decline towards the end of the course, White and Asian students did not. Students’ utility value (t3) and their formative assessments (t2 and t3) predicted their final grade. The findings highlight the need for a deeper understanding of short-term relationships between motivation, learning, and performance as well as the ongoing concern for und...
Democratizing Reading Evidence in a Computer-Adaptive Learning Environment: The Quest for Improving Achievement Inequalities
Professional School Counseling
Researchers conducted a content analysis of nine social media platforms’ bullying policies based ... more Researchers conducted a content analysis of nine social media platforms’ bullying policies based on the American School Counseling Association position statement on bullying to determine the content of the social media platforms’ bullying policies as they connect to school counseling guidelines. Main findings indicated (a) common terms are often unclear and vary, (b) language in policies was mainly negative and punitive, (c) cultural awareness was limited to anti-discrimination, and (d) mental health concerns were addressed but rarely associated with cyberbullying. School counselors can utilize these findings to inform training and prevention efforts to build and maintain safe schools and aid students impacted by cyberbullying.
Predicting Second-Grade Students’ Yearly Standardized Reading Achievement Using a Computer-Adaptive Assessment
Computers in the Schools
Abstract The present study investigated the predictability of a computer-adaptive, curriculum-bas... more Abstract The present study investigated the predictability of a computer-adaptive, curriculum-based reading assessment for measuring second-grade students’ overall and comprehension reading achievement on a standardized reading achievement test. Specifically, second-grade student scores (N = 428) of the Istation’s Indicators of Progress for Early Reading (ISIP-ER) and the Standardized Test for the Assessment of Reading (STAR Reading) in one state were examined. Linear regression analysis was conducted in Mplus to determine the predictability between the ISIP-ER and STAR Reading scores, identifying that both the ISIP-ER overall reading and comprehension scores in December predicted the standardized reading scores in Spring (May). Confidence intervals were estimated to identify the ISIP-ER cut scores that predict STAR Reading scores for all achievement levels. Overall, ISIP-ER shows promise as a universal screening tool for second-grade student yearly reading skills.
International Journal of Bullying Prevention
Although all states in the United States require school districts to adopt anti-bullying policies... more Although all states in the United States require school districts to adopt anti-bullying policies, relatively little research explores the content of bullying policies. A content analysis of anti-bullying policies from 76 school districts across the State of Louisiana was conducted. A 63-item coding scheme was developed to guide the analysis. The overall compliance to the coding framework by the Louisiana school districts considered in this study was 64%, with many policies covering logistical aspects of bullying response such as definitions, reporting, investigating, monitoring, disseminating policies, and consequences for perpetrators. While many school districts addressed evidenced-based practices and mental health support for victims and perpetrators, few school district policies addressed the use of personally owned technology, mental health support for witnesses, evaluating programs, or enumeration of vulnerable groups. There was also a noticeable gap in policies that were culturally responsive in nature. Implications are discussed for educators, policy-makers, and researchers.
Building Capacity for Mental Health Literacy of Suicidality and Self-Injurious Behaviors: a Formative Design Investigation
Journal of Formative Design in Learning
Teachers receive minimal training regarding mental health literacy and more specifically behavior... more Teachers receive minimal training regarding mental health literacy and more specifically behavioral indicators for suicide ideation, suicidality, and self-injurious behaviors that may be occurring among their students. Yet, research has identified the value of training teachers on self-injury and suicide as findings indicate that intentional trainings can increase participants’ knowledge, attitudes, and confidence in supporting students at risk for self-injury and/or suicide. In this formative design study, the development of an online curriculum was explored. Further, the pilot data was collected after a field test of two of the modules of the Behavioral Indicator Training (BIT) program. Results indicate an improvement in knowledge of behavioral indicators and improved self-efficacy for recognizing suicide ideation, suicidality, and self-injurious behavioral indicators.
Reading Psychology
Students' reading losses during the summer are a concern for schools in the United States. The pu... more Students' reading losses during the summer are a concern for schools in the United States. The purpose of this investigation was to examine fourth grade students' (N ¼ 5,113) reading development over the summer. The results indicated that students in the lowest two quartiles made achievement gains over summer while these same students evidenced limited reading growth throughout the academic year. In contrast, students in the upper two quartiles evidenced reading losses over summer, although evidencing continuous reading growth throughout the school year. The findings support the need for further investigation of the effects of summer on reading achievement. Policy makers, school districts, and other stakeholders throughout the United States have debated formal year-round education for elementary school students . Some scholars have noted that continual year-round learning during elementary school would close the achievement gap and minimize summer reading losses, while enriching and extending students' learning opportunities
Measuring the Predictability of Istation Indicators of Progress Early Reading (ISIP-ER) scores on Renaissance STAR Reading® scores
Utility value trajectories and their relationship with behavioral engagement and performance in introductory statistics
Learning and Individual Differences
Teachers’ Motivation to Participate in Anti-bullying Training and Their Intention to Intervene in School Bullying: a Self-determination Theory Perspective
International Journal of Bullying Prevention
The Teacher Expectations and Values for Suicide Prevention Scale
Crisis
. Background: Teachers play a critical role in youth suicide prevention, yet few psychometrically... more . Background: Teachers play a critical role in youth suicide prevention, yet few psychometrically sound instruments exist to measure teachers' expectations and values regarding suicide prevention. Aims: This study examined the factor structure and psychometric properties of the Teacher Expectations and Values for Suicide Prevention (TEVSP) Scale. Method: The TEVSP was administered to 500 teachers in the United States. Confirmatory factor analysis was used to determine the factor structure and bivariate correlations were used to investigate convergent and discriminant validity. Mann–Whitney U tests investigated group differences in TEVSP scores between participants who had received suicide training and those who had not. Results: Results support a three-factor hierarchical model with strong internal consistency and evidence of validity. Significant differences were found in TEVSP scores between groups. Limitations: There is a need to further explore the psychometric properties of the scale across samples and face-to-face methods. Conclusion: The TEVSP is a sound instrument that can be used to measure teachers' expectations and values for suicide prevention.
An essential goal of educational instruction is to ensure that all students become competent read... more An essential goal of educational instruction is to ensure that all students become competent readers. To support students in becoming qualified readers, teachers need to identify struggling students and implement adequate curriculum programs. This study examined the effects of a computer-adaptive reading program on third-grade students’ reading achievement, accounting for their achievement level, their usage of computer-adaptive reading program, gender, and free and reduced lunch eligibility. Results indicated that students in the lowest academic level (below the 20 percentile; n = 5,042, 65.6% eligible for free and reduced lunch) and in the greatest need of intensive reading instruction evidenced greater gains than those above the 20 percentile (n = 17,920, 47.4% eligible for free and reduced lunch), exceeding normed expectations. On average, the achievement gap for students in the lowest academic level remained evident. The study provided evidence regarding the benefits of compute...
Pre-Service Teachers’ Intentions towards using Emerging Technologies