subject:(College students Psychology)

North-West University

1. Tlatsana, Tsiamo Daniel. The relationship between wellness and adjustment to the University environment among students / Tsiamo Daniel Tlatsana .

Degree: 2012, North-West University

URL: http://hdl.handle.net/10394/16160

► Based on the principles of the salutogenic perspective to health this study explored the relationship between wellness as envisaged in the sense of coherence concept… (more)

Subjects/Keywords: College students; Psychology; Adjustment (Psychology)

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APA (6^th Edition):

Tlatsana, T. D. (2012). The relationship between wellness and adjustment to the University environment among students / Tsiamo Daniel Tlatsana . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16160

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tlatsana, Tsiamo Daniel. “The relationship between wellness and adjustment to the University environment among students / Tsiamo Daniel Tlatsana .” 2012. Thesis, North-West University. Accessed September 17, 2019. http://hdl.handle.net/10394/16160.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tlatsana, Tsiamo Daniel. “The relationship between wellness and adjustment to the University environment among students / Tsiamo Daniel Tlatsana .” 2012. Web. 17 Sep 2019.

Vancouver:

Tlatsana TD. The relationship between wellness and adjustment to the University environment among students / Tsiamo Daniel Tlatsana . [Internet] [Thesis]. North-West University; 2012. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10394/16160.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tlatsana TD. The relationship between wellness and adjustment to the University environment among students / Tsiamo Daniel Tlatsana . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/16160

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Bowling Green State University

2. Gibbel, Meryl Reist. Evaluating a Spiritually Integrated Intervention for Depressed College Students.

Degree: PhD, Psychology, 2010, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274920865

► With a sample of 65 mildly and moderately depressed undergraduates, the present study evaluated the effects of a spiritually integrated intervention as compared to a… (more)

Subjects/Keywords: Psychology; spirituality; depression; college students

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APA (6^th Edition):

Gibbel, M. R. (2010). Evaluating a Spiritually Integrated Intervention for Depressed College Students. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274920865

Chicago Manual of Style (16^th Edition):

Gibbel, Meryl Reist. “Evaluating a Spiritually Integrated Intervention for Depressed College Students.” 2010. Doctoral Dissertation, Bowling Green State University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274920865.

MLA Handbook (7^th Edition):

Gibbel, Meryl Reist. “Evaluating a Spiritually Integrated Intervention for Depressed College Students.” 2010. Web. 17 Sep 2019.

Vancouver:

Gibbel MR. Evaluating a Spiritually Integrated Intervention for Depressed College Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2010. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274920865.

Council of Science Editors:

Gibbel MR. Evaluating a Spiritually Integrated Intervention for Depressed College Students. [Doctoral Dissertation]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274920865

3. Vannatter, Aarika B. Influence of generational status and financial stress on academic and career self-efficacy: Generational status and financial stress.

Degree: PhD, 2012, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/196123

► Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) provided a theoretical framework for the present study. Students’ beliefs in their abilities to perform… (more)

▼ Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) provided a theoretical framework for the present study. Students’ beliefs in their abilities to perform academic tasks (i.e., academic self-efficacy; Solberg, O’Brien, Villarreal, Kennell, & Davis, 1993) and to make career-related decisions (i.e., career decision self-efficacy; Betz & Taylor, 2001) are influential in their completion of college. College students with limited financial resources and those who do not have a family member in an older generation who graduated from college may not experience the same degree of efficacy as those students with greater financial resources or a college graduate role model in their families (Horn & Nuñez, 2000; Oliver, Rodriguez, & Mickleson, 1985; Wohlgemuth et al., 2006-2007). The present study tested two hypotheses: 1) First-generation college students will express lower levels of academic self-efficacy and career decision self-efficacy than continuing-generation college students; and 2) College students with high financial stress will express lower levels of academic self-efficacy and career decision self-efficacy than those with low financial stress. A 2 x 3 factorial multiple analysis of variance (MANOVA) was used to test the hypotheses. Significant results of the MANOVA were explored using descriptive discriminant function analysis. Three post-hoc analyses were also completed. The results revealed no significant differences on levels of academic or career decision self-efficacy based on generational status, however, differences in both forms of self-efficacy were found based on financial stress. Strengths and limitations, implications for theory and counseling, and directions for future research are discussed. Consistent with SCCT, the salient factor of financial stress has an influence on college students’ academic self-efficacy and career decision self-efficacy. Contrary to much of the past research, one’s generational status does not have an influence on these two variables. Advisors/Committee Members: Perrone-McGovern, Kristin M. (advisor).

Subjects/Keywords: College students – Finance, Personal; Self-efficacy; First-generation college students – Psychology; College students – Psychology

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APA (6^th Edition):

Vannatter, A. B. (2012). Influence of generational status and financial stress on academic and career self-efficacy: Generational status and financial stress. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/196123

Chicago Manual of Style (16^th Edition):

Vannatter, Aarika B. “Influence of generational status and financial stress on academic and career self-efficacy: Generational status and financial stress.” 2012. Doctoral Dissertation, Ball State University. Accessed September 17, 2019. http://cardinalscholar.bsu.edu/handle/123456789/196123.

MLA Handbook (7^th Edition):

Vannatter, Aarika B. “Influence of generational status and financial stress on academic and career self-efficacy: Generational status and financial stress.” 2012. Web. 17 Sep 2019.

Vancouver:

Vannatter AB. Influence of generational status and financial stress on academic and career self-efficacy: Generational status and financial stress. [Internet] [Doctoral dissertation]. Ball State University; 2012. [cited 2019 Sep 17]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/196123.

Council of Science Editors:

Vannatter AB. Influence of generational status and financial stress on academic and career self-efficacy: Generational status and financial stress. [Doctoral Dissertation]. Ball State University; 2012. Available from: http://cardinalscholar.bsu.edu/handle/123456789/196123

Nelson Mandela Metropolitan University

4. Miano, Pamela Wanjiru. Positive psychology interventions in a student counselling centre: an exploratory study.

Degree: Faculty of Health Sciences, 2016, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/11702

► University students in South Africa today face a variety of issues with academic and relationship problems, career development issues, depression and anxiety being the most… (more)

Subjects/Keywords: Positive psychology; College students; Counseling psychology

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APA (6^th Edition):

Miano, P. W. (2016). Positive psychology interventions in a student counselling centre: an exploratory study. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/11702

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Miano, Pamela Wanjiru. “Positive psychology interventions in a student counselling centre: an exploratory study.” 2016. Thesis, Nelson Mandela Metropolitan University. Accessed September 17, 2019. http://hdl.handle.net/10948/11702.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Miano, Pamela Wanjiru. “Positive psychology interventions in a student counselling centre: an exploratory study.” 2016. Web. 17 Sep 2019.

Vancouver:

Miano PW. Positive psychology interventions in a student counselling centre: an exploratory study. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10948/11702.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miano PW. Positive psychology interventions in a student counselling centre: an exploratory study. [Thesis]. Nelson Mandela Metropolitan University; 2016. Available from: http://hdl.handle.net/10948/11702

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Oklahoma

5. Stewart, Sheilynda. An Examination of Pre-Entry and Academic Performance Factors that Predict Persistence for Academically Underprepared Students at a Public Research University.

Degree: PhD, 2010, University of Oklahoma

URL: http://hdl.handle.net/11244/318797

► The purpose of this study was to examine student demographic, family characteristics, pre-college, and college academic factors that predict persistence between freshmen students who were… (more)

▼ The purpose of this study was to examine student demographic, family characteristics, pre-college, and college academic factors that predict persistence between freshmen students who were placed or not placed in remediation courses. The participants for this study were comprised of 3,213 first-time, full-time and part-time, degree-seeking freshmen students enrolled at the University of Oklahoma during the fall 2006 through the fall 2008 semesters. Tinto's longitudinal model of institutional departure (1993) is widely utilized and focuses on traditional college students at four-year colleges and universities. Therefore, Tinto's model was appropriate for this study for examining demographic, pre-entry, family, and college academic performance variables that predict persistence of first-time entering traditional college students at a four-year public university. Quantitative methodology using an ex post facto design, Factorial Analysis of Variance (ANOVA), Pearson's product-moment correlations, and stepwise multiple regression, was utilized in this study to examine group differences on persistence after the independent variables had occurred. The findings of the study revealed (1) that females accounted for 59.6% of the students placed in remedial courses, while males accounted for 40.4% of the students placed in remedial courses, (2) there were statistically significant mean differences at the .01 percent level obtained for ethnicity, financial aid, and remedial status on persistence, (3) that there was a statistically significant relationship at the .01 percent level between high school GPA, first semester college cumulative GPA, ACT composite scores, and persistence, and (4) academic factors that predict persistence revealed that first semester college cumulative GPA and high school GPA were statistically significant predictors of persistence and together accounted for slightly over 26% of the variance. Implications and recommendations from this study suggest that a collaboration from higher education stakeholders is needed to develop an academic plan or centralized advising center to assist sophomores with selecting a major, time management, campus resources, and future goals to increase persistence and graduation rates. Administrators and faculty should work to develop programs to address the retention needs of second year students. Further research should be conducted to examine how participation in co-extracurricular activities, living and learning on-campus communities, campus climate, and social integration and institution commitment components contribute to student retention and persistence. Advisors/Committee Members: Williams, Vicki A||Weber, Jerome C (advisor).

Subjects/Keywords: College freshmen – Psychology; Underprepared college students – Psychology; College dropouts – Prevention; Persistence

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APA (6^th Edition):

Stewart, S. (2010). An Examination of Pre-Entry and Academic Performance Factors that Predict Persistence for Academically Underprepared Students at a Public Research University. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318797

Chicago Manual of Style (16^th Edition):

Stewart, Sheilynda. “An Examination of Pre-Entry and Academic Performance Factors that Predict Persistence for Academically Underprepared Students at a Public Research University.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed September 17, 2019. http://hdl.handle.net/11244/318797.

MLA Handbook (7^th Edition):

Stewart, Sheilynda. “An Examination of Pre-Entry and Academic Performance Factors that Predict Persistence for Academically Underprepared Students at a Public Research University.” 2010. Web. 17 Sep 2019.

Vancouver:

Stewart S. An Examination of Pre-Entry and Academic Performance Factors that Predict Persistence for Academically Underprepared Students at a Public Research University. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11244/318797.

Council of Science Editors:

Stewart S. An Examination of Pre-Entry and Academic Performance Factors that Predict Persistence for Academically Underprepared Students at a Public Research University. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/318797

6. Sutter, Nathan. Predicting college students' intention to graduate : a test of the theory of planned behavior.

Degree: PhD, 2014, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/198445

► With approximately half of incoming undergraduates obtaining a degree within four to six years since enrollment, the proposed study examined whether it is possible to… (more)

Subjects/Keywords: Prediction of scholastic success; College students – Attitudes; College students – Psychology

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APA (6^th Edition):

Sutter, N. (2014). Predicting college students' intention to graduate : a test of the theory of planned behavior. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/198445

Chicago Manual of Style (16^th Edition):

Sutter, Nathan. “Predicting college students' intention to graduate : a test of the theory of planned behavior.” 2014. Doctoral Dissertation, Ball State University. Accessed September 17, 2019. http://cardinalscholar.bsu.edu/handle/123456789/198445.

MLA Handbook (7^th Edition):

Sutter, Nathan. “Predicting college students' intention to graduate : a test of the theory of planned behavior.” 2014. Web. 17 Sep 2019.

Vancouver:

Sutter N. Predicting college students' intention to graduate : a test of the theory of planned behavior. [Internet] [Doctoral dissertation]. Ball State University; 2014. [cited 2019 Sep 17]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/198445.

Council of Science Editors:

Sutter N. Predicting college students' intention to graduate : a test of the theory of planned behavior. [Doctoral Dissertation]. Ball State University; 2014. Available from: http://cardinalscholar.bsu.edu/handle/123456789/198445

Montana State University

7. Neber, Elfriede. Nontraditional student's transition to college through the lens of Bronfenbrenner's ecological theory, Schlossberg's transition theory and gender schema theory.

Degree: College of Education, Health & Human Development, 2018, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/15097

► Over the past several decades, an increasing number of nontraditional students have been enrolling in college, however they face a variety of challenges in completing… (more)

▼ Over the past several decades, an increasing number of nontraditional students have been enrolling in college, however they face a variety of challenges in completing their educational goals and have lower completion rates than traditional students. Thus, the more institutions can understand about this student population, the better they can serve their unique needs. This qualitative study sought to understand how nontraditional students experience the transition to college, how these experiences differ by gender and which institutional factors help and/or hinder with the transition. To gain a better understanding of their transition to college, a transcendental phenomenological approach was used and the findings were analyzed using the lens of Schlossberg's Transition Theory, Bronfenbrenner's Ecological Theory and Gender Schema Theory. The participants included 10 female and 12 male participants who met the following criteria: over the age of 25, first year attending Great Falls College MSU and at least a one-year break since attending school elsewhere. They were interviewed two to three times, their interviews were transcribed and analyzed, and emergent categories were developed. The data was then analyzed using apriori codes developed from Schlossberg's Transition Theory followed by a further level of analysis using from Bronfenbrenner's Ecological Theory. Within the context of Ecological Theory, themes related to gender differences and institutional factors were identified. Key findings included that most students found the initial transition stressful, they resorted to a variety of coping skills and there were no significant gender differences in the transition experience. Overall, they demonstrated high levels of resilience and strong coping skills. They felt welcome and supported by the institution and only a few minor areas were identified for improvement. There were a few curious findings not identified in previous research including that the male participants actively sought opportunities to serve as mentors; that some students enroll seeking new careers with greater meaning and purpose rather than just economic gain; they had difficulty relating to traditional aged students and had attitudes of superiority towards them; most struggled with technology; and college did not necessarily become easier as they progressed through their education. Advisors/Committee Members: Chairperson, Graduate Committee: Tricia Seifert (advisor).

Subjects/Keywords: College students.; Nontraditional college students.; Change (Psychology).; Adjustment (Psychology).; Stereotypes (Social psychology).; Life skills.

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APA (6^th Edition):

Neber, E. (2018). Nontraditional student's transition to college through the lens of Bronfenbrenner's ecological theory, Schlossberg's transition theory and gender schema theory. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/15097

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Neber, Elfriede. “Nontraditional student's transition to college through the lens of Bronfenbrenner's ecological theory, Schlossberg's transition theory and gender schema theory.” 2018. Thesis, Montana State University. Accessed September 17, 2019. https://scholarworks.montana.edu/xmlui/handle/1/15097.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Neber, Elfriede. “Nontraditional student's transition to college through the lens of Bronfenbrenner's ecological theory, Schlossberg's transition theory and gender schema theory.” 2018. Web. 17 Sep 2019.

Vancouver:

Neber E. Nontraditional student's transition to college through the lens of Bronfenbrenner's ecological theory, Schlossberg's transition theory and gender schema theory. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 17]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15097.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Neber E. Nontraditional student's transition to college through the lens of Bronfenbrenner's ecological theory, Schlossberg's transition theory and gender schema theory. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15097

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Chen, Hongying. A cross-cultural study of coping: Coping: Cross cultural study of coping.

Degree: PhD, 2009, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/193427

► The purpose of the present study was to examine the influence of cultural factors, such as self-construal, and social beliefs, on coping for U.S. and… (more)

▼ The purpose of the present study was to examine the influence of cultural factors, such as self-construal, and social beliefs, on coping for U.S. and Chinese college students. Data from 325 U.S. and 321 Chinese college students were used for the analyses. It was found that independent self-construal, beliefs in reward for application and social complexity predicted task-oriented coping and self-regulation for both the U.S. and Chinese students. It was also found that beliefs in both fate control and social cynicism were associated with avoidance and emotion-focused coping in both groups. These two patterns of relationships were also observed across gender in each sample. Differences were also noted between the two countries. For the U.S. students, independent self-construal and interdependent self-construal contributed equally to task-oriented coping and self regulation, whereas for the Chinese students, only independent self-construal predicted these coping strategies. Moreover, religiosity was associated with emotion-focused coping and self regulation for the Chinese participants, while this pattern was not found in the U.S. student sample. The results of this study support the transactional model of coping. Consistent with previous findings, significant associations were found between three of the cultural variables (independent self-construal, beliefs in social complexity, and reward in application) and taskoriented coping. In contrast to prior research, the current study indicates that both independent and interdependent self-construal predicted task-oriented coping for the U.S. students. This contradicts Lam and Zane’s (2004) findings which suggested that these two dimensions of selfconstrual affect coping differently. Moreover, the current study found associations in the U.S. sample between self-construal, social beliefs, and coping dimensions which were originally identified in Chinese populations (i.e., self-regulation and help seeking). Similarly, the current research illuminated relationships in the Chinese sample between self-construal, social beliefs, and coping dimensions which were originally identified in the West (i.e., task-oriented and emotion-oriented coping). These findings suggest that current conceptualizations of coping in the West and China may not fully capture important aspects of coping in these two cultures. These results were discussed in relation to past findings in the literature, as well as the cultural contexts of the U.S. and China. Advisors/Committee Members: Aegisdottir, Stefania (advisor).

Subjects/Keywords: Adjustment (Psychology) Cross-cultural studies; College students – United States – Psychology; College students – China – Psychology

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APA (6^th Edition):

Chen, H. (2009). A cross-cultural study of coping: Coping: Cross cultural study of coping. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/193427

Chicago Manual of Style (16^th Edition):

Chen, Hongying. “A cross-cultural study of coping: Coping: Cross cultural study of coping.” 2009. Doctoral Dissertation, Ball State University. Accessed September 17, 2019. http://cardinalscholar.bsu.edu/handle/123456789/193427.

MLA Handbook (7^th Edition):

Chen, Hongying. “A cross-cultural study of coping: Coping: Cross cultural study of coping.” 2009. Web. 17 Sep 2019.

Vancouver:

Chen H. A cross-cultural study of coping: Coping: Cross cultural study of coping. [Internet] [Doctoral dissertation]. Ball State University; 2009. [cited 2019 Sep 17]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193427.

Council of Science Editors:

Chen H. A cross-cultural study of coping: Coping: Cross cultural study of coping. [Doctoral Dissertation]. Ball State University; 2009. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193427

9. Defferary, Tanya E. M. Assessing unwanted early sexual experiences: a South African university study.

Degree: Faculty of Social Sciences and Humanities, 2008, University of Fort Hare

URL: http://hdl.handle.net/10353/137

► This study assessed the prevalence of unwanted early sexual experiences (UESE), of the first year psychology students at the University of Fort Hare, in East… (more)

Subjects/Keywords: College students – Attitudes – South Africa; College students – Sexual behavior – South Africa; Students – South Africa – Psychology

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APA (6^th Edition):

Defferary, T. E. M. (2008). Assessing unwanted early sexual experiences: a South African university study. (Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/137

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Defferary, Tanya E M. “Assessing unwanted early sexual experiences: a South African university study.” 2008. Thesis, University of Fort Hare. Accessed September 17, 2019. http://hdl.handle.net/10353/137.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Defferary, Tanya E M. “Assessing unwanted early sexual experiences: a South African university study.” 2008. Web. 17 Sep 2019.

Vancouver:

Defferary TEM. Assessing unwanted early sexual experiences: a South African university study. [Internet] [Thesis]. University of Fort Hare; 2008. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10353/137.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Defferary TEM. Assessing unwanted early sexual experiences: a South African university study. [Thesis]. University of Fort Hare; 2008. Available from: http://hdl.handle.net/10353/137

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

10. Pendleton, Philip Winston. The academic role of the college student.

Degree: PhD, Graduate School, 1955, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1485792466325168

Subjects/Keywords: Psychology; College students

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APA (6^th Edition):

Pendleton, P. W. (1955). The academic role of the college student. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1485792466325168

Chicago Manual of Style (16^th Edition):

Pendleton, Philip Winston. “The academic role of the college student.” 1955. Doctoral Dissertation, The Ohio State University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1485792466325168.

MLA Handbook (7^th Edition):

Pendleton, Philip Winston. “The academic role of the college student.” 1955. Web. 17 Sep 2019.

Vancouver:

Pendleton PW. The academic role of the college student. [Internet] [Doctoral dissertation]. The Ohio State University; 1955. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1485792466325168.

Council of Science Editors:

Pendleton PW. The academic role of the college student. [Doctoral Dissertation]. The Ohio State University; 1955. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1485792466325168

University of Kentucky

11. Vincent, Laura E. Attention Deficit Hyperactivity Disorder & Narrative Comprehension Deficits in College Students.

Degree: 2016, University of Kentucky

URL: http://uknowledge.uky.edu/psychology_etds/97

► The current study examined if the narrative comprehension deficits that children with ADHD exhibit during childhood and adolescence continue in college students as a function… (more)

Subjects/Keywords: ADHD; narrative comprehension; college students; Developmental Psychology

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APA (6^th Edition):

Vincent, L. E. (2016). Attention Deficit Hyperactivity Disorder & Narrative Comprehension Deficits in College Students. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/psychology_etds/97

Chicago Manual of Style (16^th Edition):

Vincent, Laura E. “Attention Deficit Hyperactivity Disorder & Narrative Comprehension Deficits in College Students.” 2016. Masters Thesis, University of Kentucky. Accessed September 17, 2019. http://uknowledge.uky.edu/psychology_etds/97.

MLA Handbook (7^th Edition):

Vincent, Laura E. “Attention Deficit Hyperactivity Disorder & Narrative Comprehension Deficits in College Students.” 2016. Web. 17 Sep 2019.

Vancouver:

Vincent LE. Attention Deficit Hyperactivity Disorder & Narrative Comprehension Deficits in College Students. [Internet] [Masters thesis]. University of Kentucky; 2016. [cited 2019 Sep 17]. Available from: http://uknowledge.uky.edu/psychology_etds/97.

Council of Science Editors:

Vincent LE. Attention Deficit Hyperactivity Disorder & Narrative Comprehension Deficits in College Students. [Masters Thesis]. University of Kentucky; 2016. Available from: http://uknowledge.uky.edu/psychology_etds/97

12. Sujana Pasupulety. Impact of cell phones on professional college students; -.

Degree: Psychology, 2013, Andhra University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/8659

►

Wireless communication technologies have become widespread all over the world. In 2006, 90.9% of people in the developed countries and 32.4% of people in the… (more)

▼

Wireless communication technologies have become widespread all over the world. In 2006, 90.9% of people in the developed countries and 32.4% of people in the developing countries owned a cellular phone (ITU, 2006). Over the last decade the mobile phone has penetrated in every sector, presenting many opportunities to many areas, including higher education (Campbell, 2002). According to Brown et al. (2002), several features contribute to the popularity of the mobile phone, but it is the mobile component of the mobile devices which is the most important feature. Mobile communication offers a lot of advantages but it has also negative aspects. In response to a question about mobile-phone addiction, one out of three students said that they felt addicted to their phones. This sense of addiction may be related to dependency and heavy usage (Katz, 2005). The study was conducted on a sample of 613 students belonging to Medical and Engineering Colleges. In Medical, there were 436 students and in Engineering there were 177 students. There were 347 students below 20 years of age and 266 students above 20 years of age. And, the sample included 251 males and 362 females. The findings of the present study show that a substantial percentage of students uses the cell phone for more than 4 hours per day; receive on an average 18 calls per day and make about 8 calls daily. The most popular applications are music and games. They feel that cell phones are status symbols and that most of the world is addicted to cell phones. They admit that cell phones provide security when lost or in new places but state that late night conversations do not disturb concentration in the class. About 40 percent of students admit that they would prefer talking to friends on their cell phones rather than parents when they are at home. However, they do not prefer to engage in cell phone conversations when they are in a low mood. The study also highlighted significant gender differences in cell phone usage and effects.

References p.100 110, Appendix includes

Advisors/Committee Members: Madhu, K.

Subjects/Keywords: Psychology; cell phones; professional college students

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APA (6^th Edition):

Pasupulety, S. (2013). Impact of cell phones on professional college students; -. (Thesis). Andhra University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/8659

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pasupulety, Sujana. “Impact of cell phones on professional college students; -.” 2013. Thesis, Andhra University. Accessed September 17, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/8659.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pasupulety, Sujana. “Impact of cell phones on professional college students; -.” 2013. Web. 17 Sep 2019.

Vancouver:

Pasupulety S. Impact of cell phones on professional college students; -. [Internet] [Thesis]. Andhra University; 2013. [cited 2019 Sep 17]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/8659.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pasupulety S. Impact of cell phones on professional college students; -. [Thesis]. Andhra University; 2013. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/8659

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oregon State University

13. McMahon, Timothy R. Relationship between moral development and personality type of University undergraduates.

Degree: PhD, College Student Services Administration, 1992, Oregon State University

URL: http://hdl.handle.net/1957/12813

► The purpose of this study was to investigate the relationship between moral development and year in school, gender, and personality type for university undergraduates. Moral… (more)

▼ The purpose of this study was to investigate the relationship between moral development and year in school, gender, and personality type for university undergraduates. Moral development was measured by the Defining Issues Test (DIT) and personality was assessed using the Myers-Briggs Type Indicator (MBTI). The sample consisted of 320 freshmen, sophomores, juniors, and seniors enrolled as full-time students at The University of Iowa. From this sample, 188 (36.9%) students returned usable questionnaires. This random sample, stratified according to undergraduate class and gender, was provided by the university registrar. Subjects completed and returned a mailed questionnaire booklet containing the DIT and MBTI. These questionnaires were hand-scored and analyzed using analysis of variance and Pearson Product-Moment Correlations. An additional multiple comparisons test was done using the Scheff method. Systat software for the Macintosh was used to analyze the data. The analysis showed several significant results. Significant gender (p <0.001) and year in school (p <0.010) effects were found when analyzing the %P score of moral development level. Women scored significantly higher than men and seniors scored significantly higher than freshmen, sophomores, and juniors. The feeling dimension of the MBTI was found to be significantly associated with gender (females at p <0.001). Finally, the % Stage 4 score was found to be significantly related to the sensing (S) (p <0.001) and judging (J) (p <0.050) dimensions of the MBTI. The %P score was found to be significantly related to the intuitive (N) (p <0.050) and feeling (F) (p <0.050) dimensions of the MBTI. These results confirmed earlier studies in which a significant relationship was found between year in school and moral development level. The gender effect had been theorized and found in some studies but is unusual when using the DIT. The significant relationship between different dimensions of the MBTI and % Stage 4 and % P moral development scores had not been previously reported in the literature. Advisors/Committee Members: Penn, J. Roger (advisor), Holsberry, Will (committee member).

Subjects/Keywords: College students – Psychology

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APA (6^th Edition):

McMahon, T. R. (1992). Relationship between moral development and personality type of University undergraduates. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/12813

Chicago Manual of Style (16^th Edition):

McMahon, Timothy R. “Relationship between moral development and personality type of University undergraduates.” 1992. Doctoral Dissertation, Oregon State University. Accessed September 17, 2019. http://hdl.handle.net/1957/12813.

MLA Handbook (7^th Edition):

McMahon, Timothy R. “Relationship between moral development and personality type of University undergraduates.” 1992. Web. 17 Sep 2019.

Vancouver:

McMahon TR. Relationship between moral development and personality type of University undergraduates. [Internet] [Doctoral dissertation]. Oregon State University; 1992. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1957/12813.

Council of Science Editors:

McMahon TR. Relationship between moral development and personality type of University undergraduates. [Doctoral Dissertation]. Oregon State University; 1992. Available from: http://hdl.handle.net/1957/12813

Oregon State University

14. Jerome, Jerry Blair. A predictive model for identifying the highly anxious freshman.

Degree: PhD, College Student Services Administration, 1982, Oregon State University

URL: http://hdl.handle.net/1957/42745

Subjects/Keywords: College students – Psychology

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APA (6^th Edition):

Jerome, J. B. (1982). A predictive model for identifying the highly anxious freshman. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/42745

Chicago Manual of Style (16^th Edition):

Jerome, Jerry Blair. “A predictive model for identifying the highly anxious freshman.” 1982. Doctoral Dissertation, Oregon State University. Accessed September 17, 2019. http://hdl.handle.net/1957/42745.

MLA Handbook (7^th Edition):

Jerome, Jerry Blair. “A predictive model for identifying the highly anxious freshman.” 1982. Web. 17 Sep 2019.

Vancouver:

Jerome JB. A predictive model for identifying the highly anxious freshman. [Internet] [Doctoral dissertation]. Oregon State University; 1982. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1957/42745.

Council of Science Editors:

Jerome JB. A predictive model for identifying the highly anxious freshman. [Doctoral Dissertation]. Oregon State University; 1982. Available from: http://hdl.handle.net/1957/42745

15. Nordell Fort, Katherine. Experiences of transition to the American community college : a thematic literature review of international student adjustment and exploratory grounded theory study of South Korean students' successful transition.

Degree: PhD, Counseling, 2014, Oregon State University

URL: http://hdl.handle.net/1957/54743

► The purpose of this dissertation is twofold; to review existing literature regarding the process of international student transition to the United States and to specifically… (more)

Subjects/Keywords: international; Korean American college students – Psychology

11 more images…

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APA (6^th Edition):

Nordell Fort, K. (2014). Experiences of transition to the American community college : a thematic literature review of international student adjustment and exploratory grounded theory study of South Korean students' successful transition. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/54743

Chicago Manual of Style (16^th Edition):

Nordell Fort, Katherine. “Experiences of transition to the American community college : a thematic literature review of international student adjustment and exploratory grounded theory study of South Korean students' successful transition.” 2014. Doctoral Dissertation, Oregon State University. Accessed September 17, 2019. http://hdl.handle.net/1957/54743.

MLA Handbook (7^th Edition):

Nordell Fort, Katherine. “Experiences of transition to the American community college : a thematic literature review of international student adjustment and exploratory grounded theory study of South Korean students' successful transition.” 2014. Web. 17 Sep 2019.

Vancouver:

Nordell Fort K. Experiences of transition to the American community college : a thematic literature review of international student adjustment and exploratory grounded theory study of South Korean students' successful transition. [Internet] [Doctoral dissertation]. Oregon State University; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1957/54743.

Council of Science Editors:

Nordell Fort K. Experiences of transition to the American community college : a thematic literature review of international student adjustment and exploratory grounded theory study of South Korean students' successful transition. [Doctoral Dissertation]. Oregon State University; 2014. Available from: http://hdl.handle.net/1957/54743

Oregon State University

16. Ju, Jennie. An Exploratory Study of How Southeast Asian American Female College Students Experience Family Dynamics.

Degree: PhD, Counseling, 2016, Oregon State University

URL: http://hdl.handle.net/1957/59105

► The purpose of the dissertation was to gain an understanding of variables that influence the psychosocial health of Asian American college students. There is sufficient… (more)

▼ The purpose of the dissertation was to gain an understanding of variables that influence the psychosocial health of Asian American college students. There is sufficient literature support indicating this population experience greater levels of intrapersonal and interpersonal distress compared to non-Asian peers, and the significant role of family in their well-being. The investigation this phenomenon was accomplished through systematic review of literature and implementation of a qualitative exploration of the experience of family dynamics of a defined subpopulaton - Southeast Asian American (SEAA) female college students. Literature review revealed four themes that influenced Asian American students' psychosocial health, namely, intergenerational conflict, family acculturative stress, family obligation and expectations, and family support. The result of the review revealed that few research studies attempted to understand this population from their subjective experience. Therefore, this study utilized grounded theory to gain a deeper understanding of how 12 SEAA female college students experienced family relationship patterns, and the resulting impact to their well-being. Three rounds of semi-structured interviews were completed, audio recorded and transcribed, and member check was conducted in the third round. Through the coding process, three categories emerged; family dynamics, finding own voice and experiencing college. Finding own voice comprising of three development stages of feeling trapped, negotiating dual goals, and going for it, developed as the central category because of its essential relationship to how the participants experience family dynamics. Experiencing college proved to be significant in providing the context that adds tension to family dynamics in a way that led participants to feeling trapped, while challenging them to negotiate dual goals of personal desires vs. family expectations. When participants strongly believe in a personal goal, they confidently go for it, thus finding their own voice in the process. This study provides a narrative of how SEAA female young adults experience family dynamics. These findings as well as those from the literature review are relevant to the counseling profession in general, academic program development, counselor educators, and have implications for future research. Advisors/Committee Members: Rubel, Deborah (advisor), Aguilera, Mary (committee member).

Subjects/Keywords: Family dynamics; Asian American college students – Psychology

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APA (6^th Edition):

Ju, J. (2016). An Exploratory Study of How Southeast Asian American Female College Students Experience Family Dynamics. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/59105

Chicago Manual of Style (16^th Edition):

Ju, Jennie. “An Exploratory Study of How Southeast Asian American Female College Students Experience Family Dynamics.” 2016. Doctoral Dissertation, Oregon State University. Accessed September 17, 2019. http://hdl.handle.net/1957/59105.

MLA Handbook (7^th Edition):

Ju, Jennie. “An Exploratory Study of How Southeast Asian American Female College Students Experience Family Dynamics.” 2016. Web. 17 Sep 2019.

Vancouver:

Ju J. An Exploratory Study of How Southeast Asian American Female College Students Experience Family Dynamics. [Internet] [Doctoral dissertation]. Oregon State University; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1957/59105.

Council of Science Editors:

Ju J. An Exploratory Study of How Southeast Asian American Female College Students Experience Family Dynamics. [Doctoral Dissertation]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/59105

Oregon State University

17. Eisenbarth, Christopher A. Relations of appraised stress, coping strategies, and negative affect among college students : a structural equation modeling approach.

Degree: PhD, Public Health, 2003, Oregon State University

URL: http://hdl.handle.net/1957/29938

► College is recognized by many researchers to be an exceptionally stressful period of development. Despite considerable theoretical and empirical attention, many questions still remain regarding… (more)

Subjects/Keywords: College students – Psychology

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APA (6^th Edition):

Eisenbarth, C. A. (2003). Relations of appraised stress, coping strategies, and negative affect among college students : a structural equation modeling approach. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/29938

Chicago Manual of Style (16^th Edition):

Eisenbarth, Christopher A. “Relations of appraised stress, coping strategies, and negative affect among college students : a structural equation modeling approach.” 2003. Doctoral Dissertation, Oregon State University. Accessed September 17, 2019. http://hdl.handle.net/1957/29938.

MLA Handbook (7^th Edition):

Eisenbarth, Christopher A. “Relations of appraised stress, coping strategies, and negative affect among college students : a structural equation modeling approach.” 2003. Web. 17 Sep 2019.

Vancouver:

Eisenbarth CA. Relations of appraised stress, coping strategies, and negative affect among college students : a structural equation modeling approach. [Internet] [Doctoral dissertation]. Oregon State University; 2003. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1957/29938.

Council of Science Editors:

Eisenbarth CA. Relations of appraised stress, coping strategies, and negative affect among college students : a structural equation modeling approach. [Doctoral Dissertation]. Oregon State University; 2003. Available from: http://hdl.handle.net/1957/29938

University of Hong Kong

18. 劉洛恩; Lau, Lok-yan, Felicia. The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on universityundergraduate students.

Degree: Master of Social Sciences, 2006, University of Hong Kong

URL: Lau, L. F. [劉洛恩]. (2006). The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on university undergraduate students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3710166 ; http://dx.doi.org/10.5353/th_b3710166 ; http://hdl.handle.net/10722/53020

published_or_final_version

abstract

Clinical Psychology

Master

Master of Social Sciences

Subjects/Keywords: College students - Psychology

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APA (6^th Edition):

劉洛恩; Lau, Lok-yan, F. (2006). The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on universityundergraduate students. (Masters Thesis). University of Hong Kong. Retrieved from Lau, L. F. [劉洛恩]. (2006). The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on university undergraduate students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3710166 ; http://dx.doi.org/10.5353/th_b3710166 ; http://hdl.handle.net/10722/53020

Chicago Manual of Style (16^th Edition):

劉洛恩; Lau, Lok-yan, Felicia. “The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on universityundergraduate students.” 2006. Masters Thesis, University of Hong Kong. Accessed September 17, 2019. Lau, L. F. [劉洛恩]. (2006). The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on university undergraduate students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3710166 ; http://dx.doi.org/10.5353/th_b3710166 ; http://hdl.handle.net/10722/53020.

MLA Handbook (7^th Edition):

劉洛恩; Lau, Lok-yan, Felicia. “The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on universityundergraduate students.” 2006. Web. 17 Sep 2019.

Vancouver:

劉洛恩; Lau, Lok-yan F. The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on universityundergraduate students. [Internet] [Masters thesis]. University of Hong Kong; 2006. [cited 2019 Sep 17]. Available from: Lau, L. F. [劉洛恩]. (2006). The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on university undergraduate students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3710166 ; http://dx.doi.org/10.5353/th_b3710166 ; http://hdl.handle.net/10722/53020.

Council of Science Editors:

劉洛恩; Lau, Lok-yan F. The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on universityundergraduate students. [Masters Thesis]. University of Hong Kong; 2006. Available from: Lau, L. F. [劉洛恩]. (2006). The mediating effects of hope and forgiveness in the relationship between explanatory style and life satisfaction on university undergraduate students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3710166 ; http://dx.doi.org/10.5353/th_b3710166 ; http://hdl.handle.net/10722/53020

Ohio University

19. Strauss, Catherine V. Correlates of Stalking in Dating Relationships: The Role of Motivating Factors and Behavioral Repertoire Deficits.

Degree: MS, Clinical Psychology (Arts and Sciences), 2016, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1460393755

► Within the dating violence literature, physical, psychological, and sexual aggression have been extensively studied, and it has been well-documented that many college students will experience… (more)

Subjects/Keywords: Psychology; Stalking; dating violence; college students

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APA (6^th Edition):

Strauss, C. V. (2016). Correlates of Stalking in Dating Relationships: The Role of Motivating Factors and Behavioral Repertoire Deficits. (Masters Thesis). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1460393755

Chicago Manual of Style (16^th Edition):

Strauss, Catherine V. “Correlates of Stalking in Dating Relationships: The Role of Motivating Factors and Behavioral Repertoire Deficits.” 2016. Masters Thesis, Ohio University. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1460393755.

MLA Handbook (7^th Edition):

Strauss, Catherine V. “Correlates of Stalking in Dating Relationships: The Role of Motivating Factors and Behavioral Repertoire Deficits.” 2016. Web. 17 Sep 2019.

Vancouver:

Strauss CV. Correlates of Stalking in Dating Relationships: The Role of Motivating Factors and Behavioral Repertoire Deficits. [Internet] [Masters thesis]. Ohio University; 2016. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1460393755.

Council of Science Editors:

Strauss CV. Correlates of Stalking in Dating Relationships: The Role of Motivating Factors and Behavioral Repertoire Deficits. [Masters Thesis]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1460393755

University of California – Irvine

20. Smith, Anna Marie. Toward Refining the Stress-Buffering Model: Comparing Social Support and Friendship Satisfaction.

Degree: Social Ecology, 2014, University of California – Irvine

URL: http://www.escholarship.org/uc/item/2mx9b7kn

► Social relations may provide young adults with both direct health benefits and indirect benefits by mitigating stress. Research on social relations generally has focused on… (more)

Subjects/Keywords: Psychology; College students; Friendship; Social Support; Stress

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APA (6^th Edition):

Smith, A. M. (2014). Toward Refining the Stress-Buffering Model: Comparing Social Support and Friendship Satisfaction. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/2mx9b7kn

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smith, Anna Marie. “Toward Refining the Stress-Buffering Model: Comparing Social Support and Friendship Satisfaction.” 2014. Thesis, University of California – Irvine. Accessed September 17, 2019. http://www.escholarship.org/uc/item/2mx9b7kn.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smith, Anna Marie. “Toward Refining the Stress-Buffering Model: Comparing Social Support and Friendship Satisfaction.” 2014. Web. 17 Sep 2019.

Vancouver:

Smith AM. Toward Refining the Stress-Buffering Model: Comparing Social Support and Friendship Satisfaction. [Internet] [Thesis]. University of California – Irvine; 2014. [cited 2019 Sep 17]. Available from: http://www.escholarship.org/uc/item/2mx9b7kn.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith AM. Toward Refining the Stress-Buffering Model: Comparing Social Support and Friendship Satisfaction. [Thesis]. University of California – Irvine; 2014. Available from: http://www.escholarship.org/uc/item/2mx9b7kn

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

McGill University

21. Ycas, Martynas Albert. Relationship of student cognitive bias to personality and academic choices.

Degree: MA, Department of Psychology, 1973, McGill University

URL: http://digitool.library.mcgill.ca/thesisfile51667.pdf

Subjects/Keywords: College students – Psychology

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APA (6^th Edition):

Ycas, M. A. (1973). Relationship of student cognitive bias to personality and academic choices. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile51667.pdf

Chicago Manual of Style (16^th Edition):

Ycas, Martynas Albert. “Relationship of student cognitive bias to personality and academic choices.” 1973. Masters Thesis, McGill University. Accessed September 17, 2019. http://digitool.library.mcgill.ca/thesisfile51667.pdf.

MLA Handbook (7^th Edition):

Ycas, Martynas Albert. “Relationship of student cognitive bias to personality and academic choices.” 1973. Web. 17 Sep 2019.

Vancouver:

Ycas MA. Relationship of student cognitive bias to personality and academic choices. [Internet] [Masters thesis]. McGill University; 1973. [cited 2019 Sep 17]. Available from: http://digitool.library.mcgill.ca/thesisfile51667.pdf.

Council of Science Editors:

Ycas MA. Relationship of student cognitive bias to personality and academic choices. [Masters Thesis]. McGill University; 1973. Available from: http://digitool.library.mcgill.ca/thesisfile51667.pdf

Oregon State University

22. Edelbrock, Gary Ray. Personality characteristics of selected community college dropouts.

Degree: PhD, Education, 1975, Oregon State University

URL: http://hdl.handle.net/1957/38464

► The Purpose of the Study The central purpose of this study was to determine if certain personality characteristics differ between community college persisters and those… (more)

▼ The Purpose of the Study The central purpose of this study was to determine if certain personality characteristics differ between community college persisters and those who drop out of school. The following 12 a priori hypotheses involving six Adjective Check List personality scales were tested: 1. Male persisters would have a significant higher mean average than male non-persisters on the Deference (Def) Scale. 2. Female persisters would have a significantly higher mean average than female non-persisters on the Deference (Def) Scale. 3. Male persisters would have a significantly higher mean average than male non-persisters on the Succorance (SUC) scale. 4. Female persisters would have a significantly higher mean average than female non-persisters on the Succorance (SUC) scale. 5. Male persisters would have a significantly higher mean average than male non-persisters on the Order (Ord) Scale. 6. Female persisters would have a significantly higher mean average than female non-persisters on the Order (Ord) Scale. 7. Male non-persisters would have a significantly higher mean average than male persisters on the Autonomy (Aut) Scale. 8. Female non-persisters would have a significantly higher mean average than female persisters on the Autonomy (Aut) Scale. 9. Male non-persisters would have a significantly higher mean average than male persisters on the Exhibition (Exb) Scale. 10. Female non-persisters would have a significantly higher mean average than female persisters on the Exhibition (Exb) Scale. 11. Male non-persisters would have a significantly higher mean average than male persisters on the Change (Cha) Scale. 12. Female non-persisters would have a significantly higher mean average than female persisters on the Change (Cha) Scale. Procedures The project was conducted at Mt. Hood Community College, in Gresham, Oregon. One hundred and seventy-three students participated; 49 women persisters and 24 women dropouts, and 63 men persisters and 37 men who dropped out the first four weeks of spring term, 1974. The data were statistically analyzed using the F-test statistic for main effects and a t-value statistic for the subanalysis of data. Selected Findings Each of the 12 a priori hypotheses was rejected as no significant differences occurred between persisters on the following Adjective Check List scales: Order, Exhibition, Autonomy, Change, Succorance, or Deference. However, significant differences did exist on six scales when the enrollment category effect was tested. The male persisters scored significantly higher on the Defensiveness, Personal Adjustment, Intraception, Affiliation, and Number of Favorable Adjectives checked scales. And male and female persisters scored significantly higher than non-persisters on the Total Number of Adjectives Checked scale. Selected Conclusions Although all a priori hypotheses were rejected, there were a number of related findings. For instance, there were more differences between male persisters and non-persisters than female… Advisors/Committee Members: Sanders, Raymond S. (advisor), Carpenter, Charles E. (committee member).

Subjects/Keywords: College students – Psychology

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APA (6^th Edition):

Edelbrock, G. R. (1975). Personality characteristics of selected community college dropouts. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/38464

Chicago Manual of Style (16^th Edition):

Edelbrock, Gary Ray. “Personality characteristics of selected community college dropouts.” 1975. Doctoral Dissertation, Oregon State University. Accessed September 17, 2019. http://hdl.handle.net/1957/38464.

MLA Handbook (7^th Edition):

Edelbrock, Gary Ray. “Personality characteristics of selected community college dropouts.” 1975. Web. 17 Sep 2019.

Vancouver:

Edelbrock GR. Personality characteristics of selected community college dropouts. [Internet] [Doctoral dissertation]. Oregon State University; 1975. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1957/38464.

Council of Science Editors:

Edelbrock GR. Personality characteristics of selected community college dropouts. [Doctoral Dissertation]. Oregon State University; 1975. Available from: http://hdl.handle.net/1957/38464

Oregon State University

23. Jewett, Gretchen L. College persistence stories of low income, first-generation students.

Degree: MS, College Student Services Administration, 2008, Oregon State University

URL: http://hdl.handle.net/1957/8896

► Low income, first-generation college students face many barriers in their pursuit of a college degree. As a result, the retention rates for this student population… (more)

Subjects/Keywords: Persistence; First-generation college students – Psychology

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APA (6^th Edition):

Jewett, G. L. (2008). College persistence stories of low income, first-generation students. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/8896

Chicago Manual of Style (16^th Edition):

Jewett, Gretchen L. “College persistence stories of low income, first-generation students.” 2008. Masters Thesis, Oregon State University. Accessed September 17, 2019. http://hdl.handle.net/1957/8896.

MLA Handbook (7^th Edition):

Jewett, Gretchen L. “College persistence stories of low income, first-generation students.” 2008. Web. 17 Sep 2019.

Vancouver:

Jewett GL. College persistence stories of low income, first-generation students. [Internet] [Masters thesis]. Oregon State University; 2008. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1957/8896.

Council of Science Editors:

Jewett GL. College persistence stories of low income, first-generation students. [Masters Thesis]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/8896

Oregon State University

24. Flora, Thomas George. Attitude toward parents as a dimension of reverse transfer.

Degree: EdD, Education, 1975, Oregon State University

URL: http://hdl.handle.net/1957/44249

► The major purpose of the study was to compare reverse transfer students and four year college students for attitude toward mother, father, and both parents.… (more)

▼ The major purpose of the study was to compare reverse transfer students and four year college students for attitude toward mother, father, and both parents. A secondary purpose was to collect demographic data on the reverse transfer students. The experimental and control groups were chosen from the winter term enrollment of three four-year institutions and three community colleges in the state of Oregon. The four year college students (control group) were randomly selected from required, lower division personal health classes at the three institutions. The reverse transfer students (experimental group) were students enrolled in the three community colleges in the study during the winter term of 1975. The data were collected during the winter term using the Student Questionnaire for the demographic data, and the Itkin Attitude Toward Parents scales (Form F and Form M) for the parental attitude measurement. Each student's SAT score was acquired to use as a covariant, All demographic information collected was compiled and, where appropriate, descriptive statistics were computed. The scores from the Itkin tests were subjected to three two-way analysis of covariance designs. The final reverse transfer sample consisted of 36 males and 38 females. The sample represented the three community colleges in the study in terms of proportionate number from each school represented, and in terms of sex distribution by school. All students in the study were limited to those between the ages of 17 and 21 years. The major findings of the study were: 1. Reverse transfer students were, on the average, one year older than lower division four year students. This age variance appears to be a result of a time lag between attendance at a four year school and enrollment in the community college. 2. There was an unexplainable over-representation of women reverse transferring among the schools studied. 3. If a commuter choice existed between a four year institution and a community college, reverse transfer student at the community college were proportionately over-represented by transfers from the nearby four year institution. 4. Most reverse transfers ended their four year college experience after the spring term enrollment. 5. Reverse transfer students in the study allowed a time lag to occur before enrolling in a community college. 6. There was no significant difference in academic ability in reverse transfer students and four year college students as measured by the SAT composite test scores. 7. The only significant difference in intra-familial attitudes measured by this study was a difference in attitude toward mother between the reverse transfer and four year college groups. Discussion of the demographic findings centered on (1) age, (2) gender, (3) student movement, (4) recency of four year experience, (5) academic ability, and (6) choice of community college academic division. Issues surrounding these findings were raised and discussed in comparison with previous research findings… Advisors/Committee Members: Anderson, Gordon (advisor).

Subjects/Keywords: College students – Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Flora, T. G. (1975). Attitude toward parents as a dimension of reverse transfer. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/44249

Chicago Manual of Style (16^th Edition):

Flora, Thomas George. “Attitude toward parents as a dimension of reverse transfer.” 1975. Doctoral Dissertation, Oregon State University. Accessed September 17, 2019. http://hdl.handle.net/1957/44249.

MLA Handbook (7^th Edition):

Flora, Thomas George. “Attitude toward parents as a dimension of reverse transfer.” 1975. Web. 17 Sep 2019.

Vancouver:

Flora TG. Attitude toward parents as a dimension of reverse transfer. [Internet] [Doctoral dissertation]. Oregon State University; 1975. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1957/44249.

Council of Science Editors:

Flora TG. Attitude toward parents as a dimension of reverse transfer. [Doctoral Dissertation]. Oregon State University; 1975. Available from: http://hdl.handle.net/1957/44249

University of Cincinnati

25. Lanaway, Danni A. Perceived Racial Discrimination and Motivations for Illicit Substance Use among Black College Student Drug Users.

Degree: MA, Arts and Sciences: Psychology, 2015, University of Cincinnati

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1446546551

► The current study sought to examine Black college students’ motivations for illicit substance use, investigate whether particular motivations associated with managing negative feelings and with… (more)

▼ The current study sought to examine Black college students’ motivations for illicit substance use, investigate whether particular motivations associated with managing negative feelings and with enhancing academic performance are associated with greater frequency of drug use, and examine particular motivations as potential mediators for the relationship between PRD and frequency of substance use. The sample consisted of 151 participants (self-identified Black race, self-reported past year illicit substance user, enrolled in college at least part-time and at least 18 years of age) who were recruited using convenience sampling. Participants completed an online survey that captured demographic information, frequency of substance use, motivations for illicit drug use and experiences of perceived racial discrimination in the academic setting. For any substance use (n=151), the most commonly endorsed motivations included: enjoyment (83.4%; n=126), celebration (66.2%; n=100), and experimentation (58.9%; n=89). For cannabis, enjoyment (87.8%; n=115), celebration (66.4%; n=87) and perceived relatively low risk (60.3%; n=79) were endorsed most frequently. Self-medicating motivations were reported most often for opioids (81.3%, n=13). Academic enhancement motives were reported most frequently (80.6%; n=25) for stimulants. For sedatives (n=17), sleep (82.4%; n=14) was the most commonly reported motive. For hallucinogens (n=13), experimentation (92.3%; n=12), enjoyment (76.9%; n=10) and altered perceptions motivations (69.2%; n=9) were endorsed most frequently. Lastly, for cocaine (n=5), in conjunction with alcohol, altered perceptions, enjoyment and experimentation were endorsed by 100% of the cocaine users (n=5). No gender differences in reported coping or self-medicating motivations were found. Students who reported coping motives for cannabis use had higher frequencies of cannabis use (n=59, M=32.93 SD=23.90) compared to those who did not report coping motives (n=72, M=16.08, SD=20.18), t(113.83) = -4.30, p < .001. And, students who were in the high cannabis frequency group endorsed higher levels of coping motives for cannabis use (n=60, M=1.75, SD=1.72) compared to those students in the low cannabis frequency group (n=66, M=0.74, SD=1.32), t(110.52) = -3.66, p < .001. Further, level of PRD was found to be associated with cannabis coping motivations ß=0.48, t(46)=3.54, p< .001. Advisors/Committee Members: Whitton, Sarah (Committee Chair).

Subjects/Keywords: Psychology; Motivation; Substance Use; Black College Students

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APA (6^th Edition):

Lanaway, D. A. (2015). Perceived Racial Discrimination and Motivations for Illicit Substance Use among Black College Student Drug Users. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1446546551

Chicago Manual of Style (16^th Edition):

Lanaway, Danni A. “Perceived Racial Discrimination and Motivations for Illicit Substance Use among Black College Student Drug Users.” 2015. Masters Thesis, University of Cincinnati. Accessed September 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1446546551.

MLA Handbook (7^th Edition):

Lanaway, Danni A. “Perceived Racial Discrimination and Motivations for Illicit Substance Use among Black College Student Drug Users.” 2015. Web. 17 Sep 2019.

Vancouver:

Lanaway DA. Perceived Racial Discrimination and Motivations for Illicit Substance Use among Black College Student Drug Users. [Internet] [Masters thesis]. University of Cincinnati; 2015. [cited 2019 Sep 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1446546551.

Council of Science Editors:

Lanaway DA. Perceived Racial Discrimination and Motivations for Illicit Substance Use among Black College Student Drug Users. [Masters Thesis]. University of Cincinnati; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1446546551

University of North Carolina – Greensboro

26. Hoet, Ariana C. The relationship between goal characteristics and emotional well-being.

Degree: 2014, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16568

► Emotional well-being can be affected by the type of goals people have, how they view their goals, and their progress toward those goals. This paper… (more)

Subjects/Keywords: Goals (Psychology); College students – Mental health

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APA (6^th Edition):

Hoet, A. C. (2014). The relationship between goal characteristics and emotional well-being. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16568

Chicago Manual of Style (16^th Edition):

Hoet, Ariana C. “The relationship between goal characteristics and emotional well-being.” 2014. Masters Thesis, University of North Carolina – Greensboro. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16568.

MLA Handbook (7^th Edition):

Hoet, Ariana C. “The relationship between goal characteristics and emotional well-being.” 2014. Web. 17 Sep 2019.

Vancouver:

Hoet AC. The relationship between goal characteristics and emotional well-being. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2014. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16568.

Council of Science Editors:

Hoet AC. The relationship between goal characteristics and emotional well-being. [Masters Thesis]. University of North Carolina – Greensboro; 2014. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=16568

Western Carolina University

27. Kemp, Kristen A. Associations among the triarchic psychopathic constructs, five-factor model of personality, narcissism, disinhibition, and substance use in college students.

Degree: 2016, Western Carolina University

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19457

► The term “psychopathy” has had a controversial past with varying conceptualizations and definitions. Presently, psychopathy is “considered to entail persistent behavioral deviancy in the company… (more)

▼ The term “psychopathy” has had a controversial past with varying conceptualizations and definitions. Presently, psychopathy is “considered to entail persistent behavioral deviancy in the company of emotional-interpersonal detachment” (Patrick, 2010, p. 2). To explain psychopathy,Patrick (2010) formed the Triarchic Model of psychopathy, which divides psychopathy into three phenotypic constructs: disinhibition, boldness, and meanness. Disinhibition is explained by having a lack of impulse control, being irresponsible, and a dysregulation of emotions. Boldness is explained by social dominance, “high social efficacy, emotional resilience, [and] low stress reactivity” (p.3). Lastly, meanness is explained by deficiencies in empathy, being callous, and lack of attachment to others (Patrick, Fowles, & Krueger, 2009). In addition, the triarchic model of psychopathy has been conceptualized using the FFM in hopes to elicit the distinction between normal personality and psychopathy. Moreover, certain psychopathic (i.e., disinhibition and meanness) and personality traits (i.e., Extraversion, Agreeableness, and Conscientiousness) are related to substance misuse. This is of particular relevance to the present study, especially in lieu of the fact that substance use on college campuses is prevalent, and on the rise. College students could engage in substance use due to sensation-seeking tendencies, or personality characteristics associated with disinhibition (Magid, MacLean, & Colder, 2007; Patrick et al., 2009). For example, the combination of certain psychopathic traits (i.e., elevated disinhibition and meanness) may predict more adverse substance use consequences (Patrick et al., 2009), but this link has not received much attention in non-clinical or non-incarcerated samples, thus it warrants further study. Furthermore, the extent to which pathological narcissism and psychopathy represent different constructs has been widely debated. Specifically, psychopathy and narcissism share several behavioral indicators and are often viewed on the same personality continuum, but at different points of severity (Fossati, Pincus, Borroni, Munteanu, & Maffei, 2014). These similarities include characteristics of grandiosity, lack of empathy, callousness, and interpersonal relationship difficulties. It has been suggested, however, that psychopathy is more problematic than narcissism due to higher antagonism, impulsivity, and moral disengagement (Fossati et al.,2014). Given the limitations of the current literature, the call for studies that examine associations between dimensional traits and clinical issues (e.g., substance abuse), and the potential for psychopathy contributing to maladjustment in college students, the associations among psychopathy, personality traits, and substance use needs to be further evaluated.Participants consisted of 127 undergraduate students from Western Carolina University.Participants completed a series of self-report measures examining psychopathy, normal personality, narcissism, substance use, and substance use… Advisors/Committee Members: Kia Asberg (advisor).

Subjects/Keywords: Psychology, Pathological; College students – Substance use

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APA (6^th Edition):

Kemp, K. A. (2016). Associations among the triarchic psychopathic constructs, five-factor model of personality, narcissism, disinhibition, and substance use in college students. (Masters Thesis). Western Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19457

Chicago Manual of Style (16^th Edition):

Kemp, Kristen A. “Associations among the triarchic psychopathic constructs, five-factor model of personality, narcissism, disinhibition, and substance use in college students.” 2016. Masters Thesis, Western Carolina University. Accessed September 17, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19457.

MLA Handbook (7^th Edition):

Kemp, Kristen A. “Associations among the triarchic psychopathic constructs, five-factor model of personality, narcissism, disinhibition, and substance use in college students.” 2016. Web. 17 Sep 2019.

Vancouver:

Kemp KA. Associations among the triarchic psychopathic constructs, five-factor model of personality, narcissism, disinhibition, and substance use in college students. [Internet] [Masters thesis]. Western Carolina University; 2016. [cited 2019 Sep 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19457.

Council of Science Editors:

Kemp KA. Associations among the triarchic psychopathic constructs, five-factor model of personality, narcissism, disinhibition, and substance use in college students. [Masters Thesis]. Western Carolina University; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19457

28. Berdal, Lisa Marie. Mindful Eating: Is There a Relationship among Gender, Age, Physical Activity, Grade Level, Focus of Academic Major and Eating Mindfulness among College Students.

Degree: MS, Health, Nutrition and Exercise Sciences, 2012, North Dakota State University

URL: http://hdl.handle.net/10365/26536

► Mindful eating is the concept of being physically and emotionally aware of what and why you are eating. Currently the research is limited, especially in… (more)

Subjects/Keywords: College students; Mindfulness (Psychology); Food habits

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APA (6^th Edition):

Berdal, L. M. (2012). Mindful Eating: Is There a Relationship among Gender, Age, Physical Activity, Grade Level, Focus of Academic Major and Eating Mindfulness among College Students. (Masters Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/26536

Chicago Manual of Style (16^th Edition):

Berdal, Lisa Marie. “Mindful Eating: Is There a Relationship among Gender, Age, Physical Activity, Grade Level, Focus of Academic Major and Eating Mindfulness among College Students.” 2012. Masters Thesis, North Dakota State University. Accessed September 17, 2019. http://hdl.handle.net/10365/26536.

MLA Handbook (7^th Edition):

Berdal, Lisa Marie. “Mindful Eating: Is There a Relationship among Gender, Age, Physical Activity, Grade Level, Focus of Academic Major and Eating Mindfulness among College Students.” 2012. Web. 17 Sep 2019.

Vancouver:

Berdal LM. Mindful Eating: Is There a Relationship among Gender, Age, Physical Activity, Grade Level, Focus of Academic Major and Eating Mindfulness among College Students. [Internet] [Masters thesis]. North Dakota State University; 2012. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10365/26536.

Council of Science Editors:

Berdal LM. Mindful Eating: Is There a Relationship among Gender, Age, Physical Activity, Grade Level, Focus of Academic Major and Eating Mindfulness among College Students. [Masters Thesis]. North Dakota State University; 2012. Available from: http://hdl.handle.net/10365/26536

29. Stamates, Amy L. Environmental Context Effects on Impulsivity and Subjective Craving in Caffeinated Alcohol Users.

Degree: MS, Psychology, 2016, Old Dominion University

URL: 9781369164244 ; https://digitalcommons.odu.edu/psychology_etds/37

► Caffeinated alcohol beverages (CAB) (e.g., vodka and Red Bull, rum and Coke) have become increasingly popular among young drinkers. Research indicates that consumption of… (more)

▼ Caffeinated alcohol beverages (CAB) (e.g., vodka and Red Bull, rum and Coke) have become increasingly popular among young drinkers. Research indicates that consumption of caffeinated alcohol is associated with higher reports of injuries requiring medical attention, engaging in more risky behaviors, and achieving greater levels of intoxication. As such, consumers of CAB are a population that may be at a higher risk of experiencing alcohol-related harms. Although CAB drinkers have been shown to exhibit more impulsive behavior, little research has examined impulse control in this population or other mechanisms that may contribute to alcohol-related risks for these individuals. It has been suggested that environmental cues may trigger craving and drinking through the influence on impulsivity. Thus, a bar context may elicit greater impulsivity, which in turn, increases one’s craving for alcohol or CAB. Consequently, the present study sought: (1) to determine the influence of an environmental context (i.e., bar simulated lab) on subjective ratings of craving (i.e., alcohol craving, CAB-specific craving), and (2) to examine behavioral impulsivity as a mediator of the influence of environmental context on subjective cravings in a sample of moderate to heavy drinkers that consume CAB. Participants were 135 (66.7% female) college CAB drinkers. Using a between-subjects design, participants were randomized into either the experimental (i.e., simulated bar) condition or control (i.e., neutral context) condition and completed measures of alcohol use, CAB use, trait impulsivity, state impulsivity, and subjective craving for alcohol and CAB. Findings revealed that participants in the experimental condition, as compared to those in the neutral condition, reported more subjective craving for alcohol, but not for CAB. The association between environmental context and subjective craving for alcohol was not mediated by state-level changes in impulsivity. Trait impulsivity was positively associated with alcohol and CAB craving at each time point, in both conditions. Therefore, the current investigation suggests that consumers of CAB may be sensitive to alcohol-related cues as indicated by greater responses in alcohol craving. However, state impulsivity did not explain this association. Future research may benefit from examining other potential mechanisms that explain the relationship between context and craving among CAB consumers. Advisors/Committee Members: Cathy Lau-Barraco, Bryan E. Porter, Matt Henson.

Subjects/Keywords: Caffeinated alcohol; College students; Craving; Impulsivity; Psychology

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APA (6^th Edition):

Stamates, A. L. (2016). Environmental Context Effects on Impulsivity and Subjective Craving in Caffeinated Alcohol Users. (Thesis). Old Dominion University. Retrieved from 9781369164244 ; https://digitalcommons.odu.edu/psychology_etds/37

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stamates, Amy L. “Environmental Context Effects on Impulsivity and Subjective Craving in Caffeinated Alcohol Users.” 2016. Thesis, Old Dominion University. Accessed September 17, 2019. 9781369164244 ; https://digitalcommons.odu.edu/psychology_etds/37.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stamates, Amy L. “Environmental Context Effects on Impulsivity and Subjective Craving in Caffeinated Alcohol Users.” 2016. Web. 17 Sep 2019.

Vancouver:

Stamates AL. Environmental Context Effects on Impulsivity and Subjective Craving in Caffeinated Alcohol Users. [Internet] [Thesis]. Old Dominion University; 2016. [cited 2019 Sep 17]. Available from: 9781369164244 ; https://digitalcommons.odu.edu/psychology_etds/37.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stamates AL. Environmental Context Effects on Impulsivity and Subjective Craving in Caffeinated Alcohol Users. [Thesis]. Old Dominion University; 2016. Available from: 9781369164244 ; https://digitalcommons.odu.edu/psychology_etds/37

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

George Mason University

30. Rallis, Bethany. A Brief Peer Gatekeeper Suicide Prevention Training: Preliminary Examination and Individual Factors that Influence Outcomes .

Degree: 2017, George Mason University

URL: http://hdl.handle.net/1920/10420

► Suicide is the second leading cause of death among college students. Despite the availability of mental health resources on college campuses, less than half of… (more)

Subjects/Keywords: Psychology; college students; gatekeeper; prevention programs; suicide

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APA (6^th Edition):

Rallis, B. (2017). A Brief Peer Gatekeeper Suicide Prevention Training: Preliminary Examination and Individual Factors that Influence Outcomes . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10420

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rallis, Bethany. “A Brief Peer Gatekeeper Suicide Prevention Training: Preliminary Examination and Individual Factors that Influence Outcomes .” 2017. Thesis, George Mason University. Accessed September 17, 2019. http://hdl.handle.net/1920/10420.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rallis, Bethany. “A Brief Peer Gatekeeper Suicide Prevention Training: Preliminary Examination and Individual Factors that Influence Outcomes .” 2017. Web. 17 Sep 2019.

Vancouver:

Rallis B. A Brief Peer Gatekeeper Suicide Prevention Training: Preliminary Examination and Individual Factors that Influence Outcomes . [Internet] [Thesis]. George Mason University; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1920/10420.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rallis B. A Brief Peer Gatekeeper Suicide Prevention Training: Preliminary Examination and Individual Factors that Influence Outcomes . [Thesis]. George Mason University; 2017. Available from: http://hdl.handle.net/1920/10420

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations