Education and Human Sciences, College of (CEHS)


First Advisor

Roger H. Bruning

Date of this Version


Document Type



Hathaway, R.B. (2018). A mixed methods study exploring the relationship of cognitive and motivational factors to sonography student performance.


A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Psychological Studies in Education (Development and Learning Sciences), Under the Supervision of Professor Roger H. Bruning. Lincoln, Nebraska: August, 2018

Copyright (c) 2018 Renee B. Hathaway


The purpose of this mixed methods study was to examine relationships between sonography students’ levels of self-regulation and self-efficacy and their performance in a 16-week introductory vascular sonography skills laboratory course. Measures for the study were designed to yield qualitative and quantitative data related to student goals, strategies, and course performance, and were generated by both students and faculty. Qualitative data from the study included student self-reports of self-regulatory strategies and instructor evaluations of student performance, while quantitative data were provided by instructor and student ratings of performance, student self-efficacy ratings, and student reports on their use of deliberate practice. Results showed that many students learning how to perform sonographic examinations encountered motivational challenges that appeared to be tied both to their self-efficacy and their ability to effectively use self-regulatory activities. The findings of the present study suggest possibilities for improving sonography’s curricular models and teaching strategies toward the goal of making sonography instruction more efficient and effective.

Advisor: Roger H. Bruning