Date of Conferral
2022
Degree
Ph.D.
School
Psychology
Advisor
Elisabeth E. Weinbaum
Abstract
Researchers and educators recognize the need for an effective in-class mediator to avoid the removal of students from class, to accomplish and achieve positive academic and social change by eliminating classroom disruption. The purpose of this research study was to address this need by examining a classroom mediation using a self-analysis point sheet for disruptive, graduating seniors. The specific focus of this qualitative, phenomenological study was to examine the real-life classroom experience from the perspective of senior high school students as it relates to immediate classroom discipline via a self-analysis point sheet. The main question examined how students experience the use of the self-analysis point sheet, an intervention to reduce disruptive classroom behavior. The subquestions explored whether the use of seeing and applying a point-sheet as an in-class mediator eliminated any suspension and whether a self-analysis point-sheet served as a positive social change tool. The social cognitive theory of self-regulation was the framework to understand how students experienced this intervention. A content analysis was conducted on the data to determine themes in the student experience. The participants agreed they would suggest the use of the self-analysis point sheet be recommended and used by other senior high school students. Implications for positive social change included getting a better understanding of the effectiveness of the self-analysis point sheet from the student’s perspective. This study could also provide additional research on the self-analysis point sheet method, thus potentially increasing its use by educators.
Recommended Citation
Gridiron, Teresia R., "A Self-Analysis Point Sheet for Classroom Mediation With Disruptive Graduating Seniors" (2022). Walden Dissertations and Doctoral Studies. 12375.
https://scholarworks.waldenu.edu/dissertations/12375
