Browsing by Author "Hebl, Michelle R"

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    Promoting First-Generation Latino Success through Parental Pro-Educational Interventions: A Longitudinal Study
    (2017-04-19) Moreno, Carlos A; Hebl, Michelle R
    Latinos comprise the fastest growing minority group and are expected to comprise the largest contribution (75%) to the U.S. workforce growth between 2020 and 2034 (U.S. Bureau of Labor Statistics, 2012). In particular, Latino job seekers are anticipated to fill many of the absences that will emerge as the baby boomers retire at unprecedented rates. The expectancy-value theory (Eccles, 2009), social role theory (Eagly, 1987) and lack-of-fit model (Heilman, 1983) provide theoretical explanations for several social and structural barriers facing Latino parents’ decision to encourage their children’s post-secondary education. The current study explores four barriers that limit Latino parents’ attitudes and behaviors toward their children’s higher educational attainment: a) a belief that familism is contrary to seeking higher education, b) lack of knowledge about college and the application process, c) inaccurate perceptions of social networks in higher education, and d) a lack of awareness of Latino role models, particularly those who have college degrees. In a longitudinal experimental study, we examined the impact that educating parents about one of these four constraints have on their follow-up attitudes and behaviors. Time 1 of the study employed the interventions that were conducted in the greater Houston-area and in which brochures were provided to parents. Time 2 and Time 3, the focus of this master’s thesis, focused on documenting the potential longer-term impact and behavioral ramifications that might result from the initial presentations. Results revealed support for effective strategies that, in term, increased the behavioral engagement of parents for post-secondary education attainment. The most effective strategy was the process knowledge intervention. In addition, these interventions enhanced parents’ supportive knowledge and leadership knowledge from Time 1 to Time 2. Implications and future research are discussed.
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    The Effects of Structure and Metacognitive Prompts on Training Outcomes
    (2015-02-27) Young, Carmen K; Beier, Margaret E; Hebl, Michelle R; Villado, Anton J
    This study investigates the use of metacognitive prompts and training structure for a computer-based training intervention. It is framed in resource allocation theory (Kanfer & Ackerman, 1989) and includes a fully-crossed 2 (low vs. high structure) x 2 (no prompts vs. metacognitive prompts) experimental design to examine how different training methods affect training outcomes – performance and self-efficacy – via metacognitive activity. Individual differences such as cognitive ability, motivation, and goal orientation were also anticipated to affect trainee performance on a test of immediate and delayed performance. Results from this research indicate that structure affected scores on a delayed performance test but not immediate performance or self-efficacy. Furthermore, metacognitive prompts did not produce any predicted effects on performance. Future research should carefully consider the viability of metacognitive prompts for affecting training outcomes.
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    Virtual Teams: A Qualitative and Quantitative Review of Best Practices
    (2015-08-28) Zimmer, Christina; Villado, Anton J.; Beier, Margaret E; Hebl, Michelle R; Wilson, Rick
    Corporate activity is shifting towards globalization, and communication technologies are becoming more sophisticated, facilitating a quicker pace of change within organizations (Bell & Kozlowski, 2002). Thus, organizations are using virtual teams (teams who primarily rely on technology to communicate) to accomplish work more effectively and efficiently. Growing in tandem with organizations’ increasing reliance on virtual teams are the number of articles in the popular business press suggesting “best practices” for these teams (e.g., Forbes, Harvard Business Review). It remains to be seen, however, whether these best practices are substantiated by empirical research. Thus, the purpose of the current study is to (a) meta-analytically test the best practices found in the popular business press to determine whether they are supported by empirical evidence and (b) review theoretical qualitative evidence that supports or refutes the best practice when direct empirical tests are absent. The results suggested that many of the general categories of virtual team best practices from the popular business press were supported by empirical research (i.e., communication, community, leadership, and structured work). Other best practices received less support (i.e., selection), had mixed support (i.e., conflict), or were unable to be tested (i.e., cultural sensitivity and order of face-to-face communication). The more specific best practices did not receive equal attention in the empirical literature, and with the exception of trust, were supported by few studies or unable to be tested. Finally, the relationships between virtual team best practices and important outcomes might be more nuanced than they appear in the popular business press. The moderator analysis suggested team size and type of performance outcome influence the virtual team best practice-outcome relationship, such that small and large teams generally benefit more from virtual team best practices than medium teams, and best practices generally impact satisfaction outcomes to a greater extent than performance. These results contribute to the empirical literature by providing a comprehensive qualitative and quantitative review of empirically tested popular business press best practices of virtual teams as well as serving as a catalyst for future research and as a practical reference for practitioners working in organizations that use virtual teams.