Degree: PhD ❌
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1.
Davis, Desiree.
The Coping Strategies of Nontraditional Female Students in Southwest Michigan and Northern Indiana.
Degree: PhD, Educational Psychology, Ph.D., 2017, Andrews University
URL: https://digitalcommons.andrews.edu/dissertations/1623
► Problem The purpose of this research study was to examine the coping strategies of nontraditional female students in a private university in Southwest Michigan,…
(more)
▼ Problem
The purpose of this research study was to examine the coping strategies of nontraditional female
students in a private university in Southwest Michigan, and a public university in Northern Indiana. According to Carney-Compton & Tan (2002), nontraditional female
students characterize the leading emergent set of
students beginning
college. This study examined the reasons why they are in
college, the problems they face while there, and the coping strategies they used to make the adjustment to school life.
Method
The Coping Scale for Adults survey was used to determine what coping strategies are utilized by nontraditional female
students. The factor analysis produced seven factor scales (work at succeeding, positive ways to cope, healthy coping strategies, selfdefeating behaviors, proactive self-care, negative coping skills, and means of getting help) that adequately depicted coping strategies employed by this population. Descriptive statistics, multivariate analysis of variance were used to analyze the data.
Results
The result of the Coping Scale for Adults survey indicated the following: 1. Work at succeeding is used often as a coping strategy. 2. Positive ways to cope, healthy coping strategies, self-defeating behaviors, proactive self-care, and negative coping skills are sometimes used. 3. Means of getting help is the least used coping strategy. 4. Non traditional female
students used proactive self-care only sometimes with Caucasian using it significantly less than African-American or
students from other ethnic background. 5. Non traditional female
students use work at succeeding frequently with
students with one child using it more frequently than those with no children, or
students with two or more children. 6. Self-defeating behaviors, positive ways to cope and proactive self-care as coping strategies are related to income levels. Generally, higher income non traditional
students use these coping strategies less frequently than lower income
students. 7. Self-defeating behaviors, positive ways to cope and proactive self-care were related to age groups. Younger
students tend to use self-defeating behaviors and positive ways to cope slightly more than older
students. Older
students tend to use proactive selfcare slightly more than younger
students. 8. Coping strategies are not related to marital status.
Conclusions
Based on the analysis, the following conclusions were deduced. 1. Nontraditonal female
students work hard to succeed. However, they utilize the other coping strategies only sometimes to cope with their problems. Means of getting help is the least used coping strategy but possibly one of the most needed. 2. It is easier for nontraditional female
students with one child to work at succeeding than parent with none, two, or three or more children. 3. Minority nontraditional female students’ utilization of proactive self-care may derive from a need to take care of oneself in a hostile environment. 4. Nontraditional female
students with higher incomes…
Advisors/Committee Members: Elvin Gabriel, Jimmy Kijai, Lena Caesar.
Subjects/Keywords: Coping Strategy; Nontraditional Students; Female College Students; Educational Psychology; Higher Education
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APA (6th Edition):
Davis, D. (2017). The Coping Strategies of Nontraditional Female Students in Southwest Michigan and Northern Indiana. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1623
Chicago Manual of Style (16th Edition):
Davis, Desiree. “The Coping Strategies of Nontraditional Female Students in Southwest Michigan and Northern Indiana.” 2017. Doctoral Dissertation, Andrews University. Accessed December 15, 2019.
https://digitalcommons.andrews.edu/dissertations/1623.
MLA Handbook (7th Edition):
Davis, Desiree. “The Coping Strategies of Nontraditional Female Students in Southwest Michigan and Northern Indiana.” 2017. Web. 15 Dec 2019.
Vancouver:
Davis D. The Coping Strategies of Nontraditional Female Students in Southwest Michigan and Northern Indiana. [Internet] [Doctoral dissertation]. Andrews University; 2017. [cited 2019 Dec 15].
Available from: https://digitalcommons.andrews.edu/dissertations/1623.
Council of Science Editors:
Davis D. The Coping Strategies of Nontraditional Female Students in Southwest Michigan and Northern Indiana. [Doctoral Dissertation]. Andrews University; 2017. Available from: https://digitalcommons.andrews.edu/dissertations/1623

Antioch University
2.
Johnston, Rita Audy.
Experiential Journey of Females Who Enter or Re-enter
College Later in Life to Degree Completion.
Degree: PhD, Leadership and Change, 2017, Antioch University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510225525657587
► Given the scope and paucity of knowledge about the lived experiences of the female adult student entering or re-entering college later in life to degree…
(more)
▼ Given the scope and paucity of knowledge about the
lived experiences of the female adult student entering or
re-entering
college later in life to degree completion, this
research study identified significant themes in their lived
experiences. With an appreciative eye, this study captured the
female adult students’ lived experiences conveyed in a rich,
inter-connected, and inspiring picture of who they are embedded
into the larger context of society; such as role identity theory,
social identity theory and the applicability and interpretations of
these two theories on their journey to degree completion. This
study also portrayed selected aspects of the feminist movement in
the context of women’s access to higher education with reference to
contemporary feminist views relevant to the female adult student
entering or reentering
college later in life to degree completion.
The central question in this study: What was it like to be on a
journey as a female adult student who enters, or re-enters,
college
later in life to degree completion? In order to inquire into the
journey, or phenomenon, a qualitative methodology with a
phenomenological design was used that allowed the participants to
describe their lived experiences and how they made meaning of the
journey to degree completion. Through a three-phased approach nine
emergent themes and multiple sub-themes emerged that identified the
journey and lived experiences of this group of female adult
students to degree completion. This research study makes a unique
contribution to the study of the marginalized group of females by
not just identifying obstacles and challenges, but imparting in the
participant’s own words how they overcame both internal and
external influences that may have dissuaded other adult females
from continuing to degree completion. By identifying the
significant themes, it brought to the forefront the importance of
raising awareness of the lived experiences of this marginalized
group of female adult
students to higher education institutions in
order to bring changes in policies and procedures that will support
their academic success to degree completion. This dissertation is
available in open access at AURA: Antioch University Repository and
Archive, http://aura.antioch.edu/and Ohiolink ETD Center,
https://etd.ohiolink.edu/
Advisors/Committee Members: Booysen, Lize A.E. (Committee Chair).
Subjects/Keywords: Education; Gender Studies; Higher Education; Womens Studies; Educational Psychology; adult female college students; women; nontraditional students; access to higher education; women degree completion; social identity; role identity; intersectionality; phenomenological research design; feminism; phenomenology
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Johnston, R. A. (2017). Experiential Journey of Females Who Enter or Re-enter
College Later in Life to Degree Completion. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510225525657587
Chicago Manual of Style (16th Edition):
Johnston, Rita Audy. “Experiential Journey of Females Who Enter or Re-enter
College Later in Life to Degree Completion.” 2017. Doctoral Dissertation, Antioch University. Accessed December 15, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510225525657587.
MLA Handbook (7th Edition):
Johnston, Rita Audy. “Experiential Journey of Females Who Enter or Re-enter
College Later in Life to Degree Completion.” 2017. Web. 15 Dec 2019.
Vancouver:
Johnston RA. Experiential Journey of Females Who Enter or Re-enter
College Later in Life to Degree Completion. [Internet] [Doctoral dissertation]. Antioch University; 2017. [cited 2019 Dec 15].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510225525657587.
Council of Science Editors:
Johnston RA. Experiential Journey of Females Who Enter or Re-enter
College Later in Life to Degree Completion. [Doctoral Dissertation]. Antioch University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510225525657587
3.
Schwartz, Harriet L.
Thankful Learning: A Grounded Theory Study of Relational
Practice between Master’s Students and Professors.
Degree: PhD, Leadership and Change, 2009, Antioch University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338
► Master’s education in the social sciences provides a unique opportunity for students and teachers. Students often bring extensive professional and life experience to the classroom,…
(more)
▼ Master’s education in the social sciences provides a
unique opportunity for
students and teachers.
Students often bring
extensive professional and life experience to the classroom, as
well as clarity regarding their academic goals. Professors who
teach on the master’s level are distinctly committed to the
teaching mission and see their students’ experience as valuable to
their own growth as teachers and to the ongoing development and
vitality of their academic programs. The purpose of this study is
to explore what goes on in relational practice between master’s
students and professors. Ten matched pairs of recent alumni and
professors (from six different schools) were interviewed.
Participants reflected on their relationships while the student was
enrolled in the master’s program, and the evolution of their
relationships in the alumni context. Grounded theory dimensional
analysis was employed to analyze the interview data. Six dimensions
each emerged from the professor and student data respectively. The
professor dimensions are: Orienting, Self-organizing, Valuing,
Advancing, Bounding, and Regenerating. The student dimensions are:
Engaging, Navigating, Developing, Connecting, Reconstructing, and
Collaborating. The professors’ Regenerating and the students’
Reconstructing are the core dimensions. A combined exploration of
the professor and student dimensional analyses surfaced six
theoretical propositions: energizing the relationship, teaching and
learning are bidirectional, difference is potential, asymmetrical
primacy, working close to the boundaries, and the connection
paradox. This study draws from literature in the following domains:
relational cultural theory, positive
psychology, positive work
relationships, mentoring, adult development, and adult learning.
The wisdom of these literatures combined with the findings of this
study, provide a deep consideration of the relational space and
experience of master’s
students and professors, exploring elements
such as mutuality, boundaries, friendship, professional
development, positionality, humor, connection and collaboration.
The electronic version of this dissertation is at OhioLink ETD
Center, www.ohiolink.edu/etd
Advisors/Committee Members: Holloway, Elizabeth (Committee Chair).
Subjects/Keywords: Adult Education; Education; Educational Psychology; Higher Education; Psychology; Teacher Education; Teaching; relational practice; college faculty; master&8217; s students; grounded theory; mentoring relationships; adult learners; relational cultural theory; qualitative research; student professor relations; graduate students; positive psychology
…and Davidson (1986) studied graduate psychology
students and found that faculty… …Intellectual Home
Tempering My Wonder and My Intent
Why Focus on Master’s Students?
Why Explore… …Emotions
Positive Emotions and Relational Practice Between Students
and Teachers
Positive Work… …Development Theory
Additional Relational Psychology
Relevant Adult Development Theory
Adult Learners… …Emotional Challenges of Adult Students
Motivating Adult Students
Mentoring Adult Students…
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Schwartz, H. L. (2009). Thankful Learning: A Grounded Theory Study of Relational
Practice between Master’s Students and Professors. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338
Chicago Manual of Style (16th Edition):
Schwartz, Harriet L. “Thankful Learning: A Grounded Theory Study of Relational
Practice between Master’s Students and Professors.” 2009. Doctoral Dissertation, Antioch University. Accessed December 15, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338.
MLA Handbook (7th Edition):
Schwartz, Harriet L. “Thankful Learning: A Grounded Theory Study of Relational
Practice between Master’s Students and Professors.” 2009. Web. 15 Dec 2019.
Vancouver:
Schwartz HL. Thankful Learning: A Grounded Theory Study of Relational
Practice between Master’s Students and Professors. [Internet] [Doctoral dissertation]. Antioch University; 2009. [cited 2019 Dec 15].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338.
Council of Science Editors:
Schwartz HL. Thankful Learning: A Grounded Theory Study of Relational
Practice between Master’s Students and Professors. [Doctoral Dissertation]. Antioch University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338
4.
Duncan, Robin A.
Students' Perceived Value of the Community College
Experience: A Mixed Methods Study.
Degree: PhD, Leadership and Change, 2018, Antioch University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1519568668769337
► The purpose of this study was to explore students’ perceived value of their community college experience and its relationship to other factors often related to…
(more)
▼ The purpose of this study was to explore students’
perceived value of their community
college experience and its
relationship to other factors often related to student persistence
in
college, namely satisfaction, academic quality, service quality,
and engagement. The research was guided by three focused questions:
How do
students describe and define perceived value of community
college; what components emerge from exploratory factor analysis of
items designed to measure perceived value; and how, if at all, is a
student’s perception of the value of a community
college experience
different from related measures such as satisfaction, engagement,
or quality? Data were collected from
students enrolled at,
primarily, three Massachusetts community colleges, employing a
three-phased, mixed methods exploratory sequential approach. Phase
1 consisted of focus group interviews with
students from one of the
participating colleges to identify the themes and language for
developing the perceived value construct. Phase 2 consisted of an
online survey targeting currently enrolled community
college
students. Factor analysis identified key components of the
perceived value scale and multiple regression analysis determined
the relationship between perceived value and other control
variables. Phase 3 consisted of a virtual post survey focus group
with voluntary survey participants from Massachusetts community
colleges to discuss and clarify the quantitative results and
narrative survey responses. The dominant theme emerging from the
findings was that
students described perceived value as “I am
valued” by the
college. Results also indicated that the perceived
value construct was different from other measures and suggested
promising ways for further exploring and measuring student
persistence. As a result of the study’s findings, a conceptual
framework in the form of a Perceived Value Wheel was proposed with
recommendations to community
college leaders and practical
contribution to higher education leadership and change. This
dissertation is available in open access at AURA: Antioch
University Repository and Archive, http://aura.antioch.edu/ and
Ohiolink ETD Center, https://etd.ohiolink.edu/
Advisors/Committee Members: Wergin, Jon (Committee Chair).
Subjects/Keywords: Adult Education; Behavioral Psychology; Behavioral Sciences; Behaviorial Sciences; Business Administration; Business Education; Community College Education; Community Colleges; Continuing Education; Education; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology; Educational Tests and Measurements; Educational Theory; Education Philosophy; Education Policy; Higher Education; Higher Education Administration; Management; Marketing; Organizational Behavior; Organization Theory; Perceived Value; Service Quality; Academic Quality; Satisfaction; Student Engagement; Involvement; Student Experience; Higher Education; Two Year Colleges; Community College; Students; Mixed Methods; Regression; Factor Analysis; Persistence; Retention
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Duncan, R. A. (2018). Students' Perceived Value of the Community College
Experience: A Mixed Methods Study. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1519568668769337
Chicago Manual of Style (16th Edition):
Duncan, Robin A. “Students' Perceived Value of the Community College
Experience: A Mixed Methods Study.” 2018. Doctoral Dissertation, Antioch University. Accessed December 15, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1519568668769337.
MLA Handbook (7th Edition):
Duncan, Robin A. “Students' Perceived Value of the Community College
Experience: A Mixed Methods Study.” 2018. Web. 15 Dec 2019.
Vancouver:
Duncan RA. Students' Perceived Value of the Community College
Experience: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Antioch University; 2018. [cited 2019 Dec 15].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1519568668769337.
Council of Science Editors:
Duncan RA. Students' Perceived Value of the Community College
Experience: A Mixed Methods Study. [Doctoral Dissertation]. Antioch University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1519568668769337

Arizona State University
5.
Hess, Timothy Robert.
Differential Help Seeking Among College Students.
Degree: PhD, Counseling Psychology, 2011, Arizona State University
URL: http://repository.asu.edu/items/9509
► Research on psychological help seeking has continued to grow as the field of psychology has expanded. Much of the research is often variable driven and…
(more)
▼ Research on psychological help seeking has continued
to grow as the field of psychology has expanded. Much of the
research is often variable driven and assumes this construct is a
global construct. The current study used the Theory of Planned
Behavior to provide a theory based approach to understanding
psychological help seeking intention. Also, the theory was tested
for three common presenting concerns: Anxiety or Depression, Career
Choice Concerns, and Alcohol or Substance Use. Two samples of over
400 university students completed surveys for all three concerns.
Results produced invariance across path loadings for the concerns
being compared. When thinking about seeking psychological help,
university students do not appear to consider the type of concern
but do rely on attitude, stigma, and how much control and efficacy
they have to address their problems on their own. Mean differences
emerged for some variables in the model, but no meaningful mean
differences were noted for gender. Overall, the variables used in
the decision making process do not appear to consider concern when
seeking help, but the beliefs about seeking help differ some. These
results extend the Theory of Planned Behavior to consider the
importance of an individual's ability to address their problem on
their own. When considering psychological help seeking, college
students have similar attitudes and beliefs about their ability to
access mental health resources, their beliefs about stigma, ability
to address their problems on their own, and their intention to seek
help vary more by concern. The specific concerns being addressed
does not appear to impact the weight each variable is given in the
decision making process; attitude, stigma, and ability to solve the
problem on their own appear to be the variables given greatest
consideration.
Subjects/Keywords: Counseling Psychology; college students; help seeking behavior; path analysis; theory of planned behavior
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Hess, T. R. (2011). Differential Help Seeking Among College Students. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/9509
Chicago Manual of Style (16th Edition):
Hess, Timothy Robert. “Differential Help Seeking Among College Students.” 2011. Doctoral Dissertation, Arizona State University. Accessed December 15, 2019.
http://repository.asu.edu/items/9509.
MLA Handbook (7th Edition):
Hess, Timothy Robert. “Differential Help Seeking Among College Students.” 2011. Web. 15 Dec 2019.
Vancouver:
Hess TR. Differential Help Seeking Among College Students. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Dec 15].
Available from: http://repository.asu.edu/items/9509.
Council of Science Editors:
Hess TR. Differential Help Seeking Among College Students. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9509
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)
▼ 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
increase graduation rates with the Theory of Planned Behavior (TPB). The TPB states
individuals are influenced to perform a behavior based on their attitudes, perceived
norms, and perceived abilities. The greater these influences and individuals’ motivation
to comply with each, the more likely the behavior will be performed. Moreover, three
research questions were examined: (1) Can the TPB predict undergraduates’ graduation
intention? (2) Does graduation intention differ by students’ year of enrollment? (3) Can
the TPB predict transfer students’ graduation intention? Results indicated that although
the TPB variables predict graduation intention, students’ year of enrollment does not
significantly affect their attitudes, perceived norms, perceived control and intention to
graduate. These findings were discussed in relation to possible intervention programs
college officials could utilize to increase their graduation rates.
Advisors/Committee Members: Paulson, Sharon E. (advisor).
Subjects/Keywords: Prediction of scholastic success; College students – Attitudes; College students – Psychology
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Sutter, Nathan. “Predicting college students' intention to graduate : a test of the theory of planned behavior.” 2014. Doctoral Dissertation, Ball State University. Accessed December 15, 2019.
http://cardinalscholar.bsu.edu/handle/123456789/198445.
MLA Handbook (7th Edition):
Sutter, Nathan. “Predicting college students' intention to graduate : a test of the theory of planned behavior.” 2014. Web. 15 Dec 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 Dec 15].
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
7.
Jones, Kristen N.
Psychological adjustment of sexual minority youth from rural and non-rural areas.
Degree: PhD, 2011, Ball State University
URL: http://cardinalscholar.bsu.edu/handle/123456789/195136
► Bronfenbrenner (2001) proposes that individual development is based on reciprocal interactions between personal variables, social interactions and the environment. If exposed to a non-accepting environment,…
(more)
▼ Bronfenbrenner (2001) proposes that individual development is based on reciprocal interactions between personal variables, social interactions and the environment. If exposed to a non-accepting environment, individuals are assumed to have poorer adjustment as compared to those in accepting environments. Once exposed to a more accepting environment, psychosocial adjustment is expected to increase. D’Augelli (1994b) also sees sexual identity development as influenced by interpersonal interactions occurring in one’s environment. Sexual minority adolescents have high rates of depression, suicidality and victimization, and lower levels of self-esteem and social support. Methodological issues, including recruitment and inclusion of only those who are “out”, have potentially inflated previous results regarding psychosocial maladjustment. Therefore, the current study was designed to address those methodological flaws. A sample consisting of 286 sexual minority
college students completed the following measures: demographics questionnaire, Center for Epidemiological Studies Depression Scale, Suicidal Behavior Questionnaire-Revised, Rosenberg Self-esteem Scale, The Multidimensional Scale of Perceived Social Support, and victimization questionnaires. It was hypothesized that when controlling for social support, rural participants would report higher rates of psychological maladjustment (depression, suicidality, self-esteem) and victimization (in person and electronic), as compared to non-rural participants; males would have higher rates of suicidality and victimization as compared to females, whereas females were expected to have higher levels of depression and lower self-esteem as compared to males; and sexual minorities spending more time in an accepting macrosystem (greater than two years in
college) were expected to have lower levels of psychological maladjustment and victimization than those spending less time in an accepting macrosystem (less than two years in
college). It was also hypothesized that participants would report higher rates of victimization prior to
college, as compared to when in
college. Results showed that psychological maladjustment did not differ based on gender, environment or time spent in
college. However, rates of psychological maladjustment were found to be lower than previous studies reported. This may indicate that previous research is skewed due to using a non representative sample. Rates of victimization were higher for participants prior to entering
college, as compared to when in
college, and were higher for men than women. No differences were found between rates of victimization between environments, however. These results may indicate different things. It is plausible that persons in rural environments are more accepting of sexual minorities than has been noted in the past. This may be due to the increased exposure of sexual minority issues in the media and the internet. However, rates of perceived social support were high for the current sample, and essentially the same between those from…
Advisors/Committee Members: Bowman, Sharon L. (advisor).
Subjects/Keywords: Adjustment (Psychology); Sexual minority college students – Psychology; Rural youth – Psychology; Urban youth – Psychology
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Jones, K. N. (2011). Psychological adjustment of sexual minority youth from rural and non-rural areas. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/195136
Chicago Manual of Style (16th Edition):
Jones, Kristen N. “Psychological adjustment of sexual minority youth from rural and non-rural areas.” 2011. Doctoral Dissertation, Ball State University. Accessed December 15, 2019.
http://cardinalscholar.bsu.edu/handle/123456789/195136.
MLA Handbook (7th Edition):
Jones, Kristen N. “Psychological adjustment of sexual minority youth from rural and non-rural areas.” 2011. Web. 15 Dec 2019.
Vancouver:
Jones KN. Psychological adjustment of sexual minority youth from rural and non-rural areas. [Internet] [Doctoral dissertation]. Ball State University; 2011. [cited 2019 Dec 15].
Available from: http://cardinalscholar.bsu.edu/handle/123456789/195136.
Council of Science Editors:
Jones KN. Psychological adjustment of sexual minority youth from rural and non-rural areas. [Doctoral Dissertation]. Ball State University; 2011. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195136
8.
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 (6th 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 (16th 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 December 15, 2019.
http://cardinalscholar.bsu.edu/handle/123456789/196123.
MLA Handbook (7th Edition):
Vannatter, Aarika B. “Influence of generational status and financial stress on academic and career self-efficacy: Generational status and financial stress.” 2012. Web. 15 Dec 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 Dec 15].
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
9.
Miller, Joshua Lane.
The autonomous journey: a phenomenological study of the lived experiences of first generation college students who persist.
Degree: PhD, 2015, Ball State University
URL: http://cardinalscholar.bsu.edu/handle/123456789/199829
► The U.S. remains competitive in terms of providing access to higher education; however, it rests near the bottom of industrialized nations in relation to degree…
(more)
▼ The U.S. remains competitive in terms of providing access to higher education; however, it rests
near the bottom of industrialized nations in relation to degree attainment. Only 31 percent of
first time full-time
students who attend a public
college or university will graduate in the
traditionally allotted time-frame of four years. As first generation
students comprise an everincreasing
percentage of the overall student population, it would serve that they also hold a
position of significance in the study of student persistence and degree attainment.
The purpose of this descriptive phenomenological study was to explore how seven first
generation university
students, or recent graduates, experienced autonomy during their academic
journey at a midsized Midwestern public university, and to view its potential influence on
academic persistence. In this study, autonomy was viewed as the socially constructed notion of
self-authoring one’s course through life, which is a positive condition that allows the individual
to reach his or her full potential through the development of creativity and authenticity.
The primary aim of the study was to develop a better understanding of how first generation
students experience autonomy in relation to academic pursuits. The study found that autonomy, as experienced by study participants, is experienced through six themes: sense of purpose, selfreflection,
internal locus of control, resistance to conformity, perseverance, and the uniqueness
of being first generation. Study findings affirm much of the literature concerning the benefits of
fostering autonomy, as well as the struggles associated with being a first generation university
student. Further, findings suggest that autonomy positively influenced the persistence of
participants and served to support their attainment of a university degree. The findings indicate
that fostering student autonomy within the academic community could help to allay the rising
tide of student attrition.
Advisors/Committee Members: Ambrosio, John (advisor).
Subjects/Keywords: Autonomy (Psychology); Academic achievement.; First-generation college students – Psychology.
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Chicago ·
MLA ·
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CSE |
Export
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APA (6th Edition):
Miller, J. L. (2015). The autonomous journey: a phenomenological study of the lived experiences of first generation college students who persist. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/199829
Chicago Manual of Style (16th Edition):
Miller, Joshua Lane. “The autonomous journey: a phenomenological study of the lived experiences of first generation college students who persist.” 2015. Doctoral Dissertation, Ball State University. Accessed December 15, 2019.
http://cardinalscholar.bsu.edu/handle/123456789/199829.
MLA Handbook (7th Edition):
Miller, Joshua Lane. “The autonomous journey: a phenomenological study of the lived experiences of first generation college students who persist.” 2015. Web. 15 Dec 2019.
Vancouver:
Miller JL. The autonomous journey: a phenomenological study of the lived experiences of first generation college students who persist. [Internet] [Doctoral dissertation]. Ball State University; 2015. [cited 2019 Dec 15].
Available from: http://cardinalscholar.bsu.edu/handle/123456789/199829.
Council of Science Editors:
Miller JL. The autonomous journey: a phenomenological study of the lived experiences of first generation college students who persist. [Doctoral Dissertation]. Ball State University; 2015. Available from: http://cardinalscholar.bsu.edu/handle/123456789/199829
10.
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 ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Chen, Hongying. “A cross-cultural study of coping: Coping: Cross cultural study of coping.” 2009. Doctoral Dissertation, Ball State University. Accessed December 15, 2019.
http://cardinalscholar.bsu.edu/handle/123456789/193427.
MLA Handbook (7th Edition):
Chen, Hongying. “A cross-cultural study of coping: Coping: Cross cultural study of coping.” 2009. Web. 15 Dec 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 Dec 15].
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
11.
Sullivan, Jillian E.
Type I diabetes and insulin omission : an in-depth look: Type one diabetes and insulin omission: Type 1 diabetes and insulin omission.
Degree: PhD, 2012, Ball State University
URL: http://cardinalscholar.bsu.edu/handle/123456789/196120
► While insulin omission has been found to be a common behavior in those with type I diabetes, it has been primarily studied within the context…
(more)
▼ While insulin omission has been found to be a common behavior in those with type I diabetes, it has been primarily studied within the context of disordered eating behavior. Previous research supports medical providers and patients lack of comfort in discussing insulin omission. This study was designed to answer two questions. Why do young adult
college students with type I diabetes omit insulin? and what factors facilitate and act as barriers to open communication regarding insulin omission in the patient-provider interaction. A total 13 (10 females, 3 males)
college students completed a qualitative interview focused on insulin omission and communication of this behavior to medical providers, and 11 of the 13 completed a modified EAT-26. Using consensual qualitative research methods CQR (Hill, Thompson, & Williams, 1997), domains that emerged were reasons for insulin, predominant reason for insulin omission, motivators to give insulin as prescribed (i.e., adhere), overall communication of insulin omission to medical providers, and factors facilitating and barriers inhibiting communication regarding insulin omission to medical providers. Typical reasons for insulin omission included forgetting or delaying and forgetting, worrying about hypoglycemia and its social implications, being in situations where limited access to food/medical supplies, planning to be physically active, or being unsure of carbohydrate count in food. Insulin omission as a weight loss behavior was not reported by any of the participants during the interviews and all denied using insulin as a way to control their weight or shape on the EAT-26. Clinical implications and future research directions are discussed.
Advisors/Committee Members: Nicholas, Donald R. (advisor).
Subjects/Keywords: Insulin – Therapeutic use; Patient compliance; Diabetics – Psychology; College students – Psychology; Physician and patient
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sullivan, J. E. (2012). Type I diabetes and insulin omission : an in-depth look: Type one diabetes and insulin omission: Type 1 diabetes and insulin omission. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/196120
Chicago Manual of Style (16th Edition):
Sullivan, Jillian E. “Type I diabetes and insulin omission : an in-depth look: Type one diabetes and insulin omission: Type 1 diabetes and insulin omission.” 2012. Doctoral Dissertation, Ball State University. Accessed December 15, 2019.
http://cardinalscholar.bsu.edu/handle/123456789/196120.
MLA Handbook (7th Edition):
Sullivan, Jillian E. “Type I diabetes and insulin omission : an in-depth look: Type one diabetes and insulin omission: Type 1 diabetes and insulin omission.” 2012. Web. 15 Dec 2019.
Vancouver:
Sullivan JE. Type I diabetes and insulin omission : an in-depth look: Type one diabetes and insulin omission: Type 1 diabetes and insulin omission. [Internet] [Doctoral dissertation]. Ball State University; 2012. [cited 2019 Dec 15].
Available from: http://cardinalscholar.bsu.edu/handle/123456789/196120.
Council of Science Editors:
Sullivan JE. Type I diabetes and insulin omission : an in-depth look: Type one diabetes and insulin omission: Type 1 diabetes and insulin omission. [Doctoral Dissertation]. Ball State University; 2012. Available from: http://cardinalscholar.bsu.edu/handle/123456789/196120
12.
Goodwin, Jamie L.
The retrospective impact of relational victimization and attachment quality on the psychological and social functioning of college students.
Degree: PhD, 2010, Ball State University
URL: http://cardinalscholar.bsu.edu/handle/123456789/194612
► Although growing evidence suggests that relational victimization is harmful to children as it occurs and shortly after, less is known about the potential long-term effects.…
(more)
▼ Although growing evidence suggests that relational victimization is harmful to children as it occurs and shortly after, less is known about the potential long-term effects. The present study develops and validates a retrospective measure of childhood relational victimization experiences. A model is
tested of the relations between childhood relational victimization experiences and early parental attachment quality on early adult psychological and social adjustment factors such as peer attachment quality, loneliness, and social anxiety, as mediated by rejection sensitivity. It has been proposed that
early parental attachment quality, mediated by rejection sensitivity, may largely impact adult functioning (Downey, Khouri, & Feldman, 1997), but childhood relational victimization may also affect this psychosocial functioning. The Retrospective Relational Victimization Questionnaire (RRVQ) was developed and validated for this study to measure past relational victimization experiences. The primary
study used structural equation modeling to assess a primary model of how both childhood parental
attachment quality and relational victimization contribute to the experience of rejection sensitivity and in turn affects early adult functioning. A comparison is made with an alternative model which included
only early parental attachment as a predictor of early adult adjustment. The RRVQ was found to be a
reliable and valid measure of
college students’ retrospectively recalled childhood relational
victimization experiences. Neither the primary nor the alternative model was found to be well-fitting; however, additional exploratory results suggest that both early parental attachment and relational victimization experiences are significantly associated with current rejection sensitivity, while early relational victimization is somewhat more associated with current adult peer attachment, loneliness, and social anxiety than is early parental attachment. Educational, clinical, and research implications are
discussed.
Advisors/Committee Members: Spengler, Paul M. (advisor).
Subjects/Keywords: Interpersonal conflict in children.; Attachment behavior in children.; Rejection (Psychology); College students – Psychology.
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Goodwin, J. L. (2010). The retrospective impact of relational victimization and attachment quality on the psychological and social functioning of college students. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/194612
Chicago Manual of Style (16th Edition):
Goodwin, Jamie L. “The retrospective impact of relational victimization and attachment quality on the psychological and social functioning of college students.” 2010. Doctoral Dissertation, Ball State University. Accessed December 15, 2019.
http://cardinalscholar.bsu.edu/handle/123456789/194612.
MLA Handbook (7th Edition):
Goodwin, Jamie L. “The retrospective impact of relational victimization and attachment quality on the psychological and social functioning of college students.” 2010. Web. 15 Dec 2019.
Vancouver:
Goodwin JL. The retrospective impact of relational victimization and attachment quality on the psychological and social functioning of college students. [Internet] [Doctoral dissertation]. Ball State University; 2010. [cited 2019 Dec 15].
Available from: http://cardinalscholar.bsu.edu/handle/123456789/194612.
Council of Science Editors:
Goodwin JL. The retrospective impact of relational victimization and attachment quality on the psychological and social functioning of college students. [Doctoral Dissertation]. Ball State University; 2010. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194612
13.
Hsu, Yueh-Ching.
Taiwanese and U.S. student adult attachment within close relationships: Taiwanese and United States student adult attachment within close relationships.
Degree: PhD, 2012, Ball State University
URL: http://cardinalscholar.bsu.edu/handle/123456789/196979
► The purpose of this project was to examine potential differences in undergraduate student attachment styles based on their nationality (Taiwanese and U.S.), gender (female and…
(more)
▼ The purpose of this project was to examine potential differences in undergraduate student attachment styles based on their nationality (Taiwanese and U.S.), gender (female and male), and the duration of their dating relationships (no relationship, less than 1 year, more than 1 year but less than 2 years, more than 2 years but less than 3 years, and more than 3 years). A total of 2,580
students participated in this study. Of these
students, 1,298 were recruited from a university in Taiwan, and 1,282 were obtained from a university in the U.S.
Due to a lack of culturally-sensitive attachment theory and measures for the Asian population, in the current project, the author created a new scale based on the five Eastern cultural constructs identified by Wang and Song (2010) in order to gather data to better understand Taiwanese relational patterns. However, rather than confirming the five cultural constructs, a three-factor solution was found in this project. This solution better fit the data for Taiwanese
students. The three-factors that were discovered were dialectical thinking and interdependent self-construal, filial piety, and yuan.
In the study to test the hypotheses, it was found that among the three cultural constructs, dialectical thinking and interdependency and yuan seemed to be more relevant to the attachment styles of Taiwanese
students than filial piety. For the U.S.
students, however, responses to yuan were significantly correlated with responses to attachment styles. Regarding the comparison between Taiwanese and U.S. participants, Taiwanese respondents seemed to relate to a dialectical thinking pattern, interdependency, and yuan better than U.S.
students, while U.S. respondents rated higher on filial piety than the Taiwanese participants. In addition, the longer individuals were involved in a dating relationship, the lower they scored on attachment avoidance. Even though females' overall scores on avoidance were higher than males, being in a relationship had greater salience for females than males. Strengths, limitations, and implications for research, theory, and practice are discussed.
Advisors/Committee Members: Gerstein, Lawrence H. (advisor).
Subjects/Keywords: Attachment behavior – Cross-cultural studies; Man-woman relationships – Cross-cultural studies; College students – Taiwan – Psychology; College students – United States – Psychology
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hsu, Y. (2012). Taiwanese and U.S. student adult attachment within close relationships: Taiwanese and United States student adult attachment within close relationships. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/196979
Chicago Manual of Style (16th Edition):
Hsu, Yueh-Ching. “Taiwanese and U.S. student adult attachment within close relationships: Taiwanese and United States student adult attachment within close relationships.” 2012. Doctoral Dissertation, Ball State University. Accessed December 15, 2019.
http://cardinalscholar.bsu.edu/handle/123456789/196979.
MLA Handbook (7th Edition):
Hsu, Yueh-Ching. “Taiwanese and U.S. student adult attachment within close relationships: Taiwanese and United States student adult attachment within close relationships.” 2012. Web. 15 Dec 2019.
Vancouver:
Hsu Y. Taiwanese and U.S. student adult attachment within close relationships: Taiwanese and United States student adult attachment within close relationships. [Internet] [Doctoral dissertation]. Ball State University; 2012. [cited 2019 Dec 15].
Available from: http://cardinalscholar.bsu.edu/handle/123456789/196979.
Council of Science Editors:
Hsu Y. Taiwanese and U.S. student adult attachment within close relationships: Taiwanese and United States student adult attachment within close relationships. [Doctoral Dissertation]. Ball State University; 2012. Available from: http://cardinalscholar.bsu.edu/handle/123456789/196979
14.
Shepler, Dustin K.
An examination of sexual orientation and identity status in relation to self-esteem and psychological distress: Sexual identity development.
Degree: PhD, 2012, Ball State University
URL: http://cardinalscholar.bsu.edu/handle/123456789/196985
► A sample of 791 college students between the ages of 18 and 25 years-old completed an online survey. Respondents were administered a series of measures…
(more)
▼ A sample of 791
college students between the ages of 18 and 25 years-old completed an online survey. Respondents were administered a series of measures to determine their sexual identity development status, global self-esteem, global psychological distress, sexual esteem and sexual distress. A 2 X 4 MANOVA (Sexual Orientation X Sexual Identity Development Status) was conducted. Results indicated that no significant difference was observed in terms of psychological distress, global self-esteem, sexual esteem or sexual distress between those who identified as gay, lesbian, or bisexual and those who identified as heterosexual. Significant differences were found among participants in relation to sexual identity development status. Specifically, those who were classified as having achieved a sexual identity scored higher on measures of self-esteem and lower on measures of psychological distress. Notably, follow up DFA indicated that sexual distress emerged as a particularly stable and important variable in explaining differences among those in different sexual identity development statuses. Implications for research and practice are discussed.
Advisors/Committee Members: Perrone-McGovern, Kristin M. (advisor).
Subjects/Keywords: Gender identity; Self-esteem; Distress (Psychology); College students – Psychology
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Shepler, D. K. (2012). An examination of sexual orientation and identity status in relation to self-esteem and psychological distress: Sexual identity development. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/196985
Chicago Manual of Style (16th Edition):
Shepler, Dustin K. “An examination of sexual orientation and identity status in relation to self-esteem and psychological distress: Sexual identity development.” 2012. Doctoral Dissertation, Ball State University. Accessed December 15, 2019.
http://cardinalscholar.bsu.edu/handle/123456789/196985.
MLA Handbook (7th Edition):
Shepler, Dustin K. “An examination of sexual orientation and identity status in relation to self-esteem and psychological distress: Sexual identity development.” 2012. Web. 15 Dec 2019.
Vancouver:
Shepler DK. An examination of sexual orientation and identity status in relation to self-esteem and psychological distress: Sexual identity development. [Internet] [Doctoral dissertation]. Ball State University; 2012. [cited 2019 Dec 15].
Available from: http://cardinalscholar.bsu.edu/handle/123456789/196985.
Council of Science Editors:
Shepler DK. An examination of sexual orientation and identity status in relation to self-esteem and psychological distress: Sexual identity development. [Doctoral Dissertation]. Ball State University; 2012. Available from: http://cardinalscholar.bsu.edu/handle/123456789/196985
15.
Hedge, Stephanie L.
Investigating student identity practices across material spaces and social software : from the classroom to digital environments.
Degree: PhD, 2013, Ball State University
URL: http://cardinalscholar.bsu.edu/handle/123456789/197132
► This study is based on a semester-long qualitative study that investigates student perceptions of and interactions with social software and mobile technologies, particularly as they…
(more)
▼ This study is based on a semester-long qualitative study that investigates student
perceptions of and interactions with social software and mobile technologies, particularly as they move between digital and physical spaces. As digital technologies become more ubiquitous, both within the classroom and without, it becomes increasingly important to investigate the ways these technologies are influencing lived writing practices, particularly if instructors are incorporating these technologies into their teaching. In particular, this dissertation investigates constructions of student identities in technology-rich environments, and the ways that digital, mobile, social, and spatial factors both afford and constrain student identities.
This dissertation focuses on movement—of
students and information—between
academic and non-academic spaces. The research focuses on the lived practices of
students as they use mobile technologies and social software as a part of their writing practices and habitus, and this study explores in depth both their physical contexts and their habits and attitudes
towards the ways the digital meets the physical. This study is based on 10 semester-long qualitative case studies which followed
students as they engaged in writing activities, both within class and without. The findings from this study point to the ways that contemporary
students are rapidly embracing an existence which incorporates machines into their self constructions: their identities and their physical bodies.
These
students have adapted their writing styles to incorporate multiple kinds of physical technologies, and almost all interactions in their social sphere are mediated through social software and digital technology. This dissertation presents the findings from this study, arguing for
a conceptualization of student as cyborg.
Advisors/Committee Members: Grutsch McKinney, Jackie (advisor).
Subjects/Keywords: Identity (Psychology) – Case studies; Online identities – Case studies; College students – Psychology – Case studies; English language – Rhetoric – Study and teaching (Higher) – Case studies
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hedge, S. L. (2013). Investigating student identity practices across material spaces and social software : from the classroom to digital environments. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197132
Chicago Manual of Style (16th Edition):
Hedge, Stephanie L. “Investigating student identity practices across material spaces and social software : from the classroom to digital environments.” 2013. Doctoral Dissertation, Ball State University. Accessed December 15, 2019.
http://cardinalscholar.bsu.edu/handle/123456789/197132.
MLA Handbook (7th Edition):
Hedge, Stephanie L. “Investigating student identity practices across material spaces and social software : from the classroom to digital environments.” 2013. Web. 15 Dec 2019.
Vancouver:
Hedge SL. Investigating student identity practices across material spaces and social software : from the classroom to digital environments. [Internet] [Doctoral dissertation]. Ball State University; 2013. [cited 2019 Dec 15].
Available from: http://cardinalscholar.bsu.edu/handle/123456789/197132.
Council of Science Editors:
Hedge SL. Investigating student identity practices across material spaces and social software : from the classroom to digital environments. [Doctoral Dissertation]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197132
16.
Hansen, Rebecca A.
Impact of study abroad on ethnocultural empathy and global-mindedness.
Degree: PhD, 2010, Ball State University
URL: http://cardinalscholar.bsu.edu/handle/123456789/194615
► The purpose of this study was to examine the impact of a study abroad experience on levels of ethnocultural empathy and global-mindedness. Now more than…
(more)
▼ The purpose of this study was to examine the impact of a study abroad experience on levels of ethnocultural empathy and global-mindedness. Now more than ever, universities are being asked to provide concrete evidence about the effectiveness and outcomes of studying abroad. Participation in study abroad programs has continued to substantially increase over the past decade, resulting in a higher demand of such international programs at universities (IIE, 2004). A sample of 76 university
students completed the following measures: demographics questionnaire, Scale of Ethnocultural Empathy, and Global-Mindedness Scale. It was hypothesized that
students who study abroad would exhibit higher levels of both pre- and post-test ethnocultural empathy and global-mindedness. It was also expected that participants with previous experience abroad would have higher levels of both pre- and post-test ethnocultural empathy and global-mindedness. Results indicated that levels of ethnocultural empathy and global-mindedness did not differ based on the study abroad, diversity class, or control group, but that scores on both measures increased from the pre- to post-test for both the diversity class and the control group. Results for the study abroad group remained the same between the pre- and post-test for both measures. Despite the fact that this study had no significant findings, it has provided groundwork for future research regarding study abroad experiences, ethnocultural empathy, and global-mindedness.
Advisors/Committee Members: Bowman, Sharon L. (advisor).
Subjects/Keywords: Foreign study – Psychological aspects.; Cultural awareness.; Empathy.; Globalization.; College students – Psychology.
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APA ·
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CSE |
Export
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Manager
APA (6th Edition):
Hansen, R. A. (2010). Impact of study abroad on ethnocultural empathy and global-mindedness. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/194615
Chicago Manual of Style (16th Edition):
Hansen, Rebecca A. “Impact of study abroad on ethnocultural empathy and global-mindedness.” 2010. Doctoral Dissertation, Ball State University. Accessed December 15, 2019.
http://cardinalscholar.bsu.edu/handle/123456789/194615.
MLA Handbook (7th Edition):
Hansen, Rebecca A. “Impact of study abroad on ethnocultural empathy and global-mindedness.” 2010. Web. 15 Dec 2019.
Vancouver:
Hansen RA. Impact of study abroad on ethnocultural empathy and global-mindedness. [Internet] [Doctoral dissertation]. Ball State University; 2010. [cited 2019 Dec 15].
Available from: http://cardinalscholar.bsu.edu/handle/123456789/194615.
Council of Science Editors:
Hansen RA. Impact of study abroad on ethnocultural empathy and global-mindedness. [Doctoral Dissertation]. Ball State University; 2010. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194615
17.
Hum, Karen R.
Using latent profile methodology to obtain a midwestern community college student typology.
Degree: PhD, 2016, Ball State University
URL: http://cardinalscholar.bsu.edu/handle/123456789/200291
► The accurate classification of college students is critical if educators are to better understand their student populations. Doing so will enable institutions to target specific…
(more)
▼ The accurate classification of
college students is critical if educators are to better understand their student populations. Doing so will enable institutions to target specific student groups with interventions geared toward improving persistence, retention, and overall achievement, which ultimately could result in more effective and efficient approaches. The current study examined the development of student typologies in higher education using student enrollment behavior. The investigation looked at whether a typological model could be shared between institutions, or if regional policies, processes, and student demographics dictated a locally grown solution. Using Latent Profile Analysis (LPA), the results found that each institution would be best served to establish its own model. Additional findings supported the use of behavioral variables, but suggested that the inclusion of gender and race had an impact on a student’s group classification.
Advisors/Committee Members: Finch, W. Holmes (William Holmes) (advisor).
Subjects/Keywords: Community college students – Middle West – Mathematical models.; Community college students – Psychological testing – Middle West.; Typology (Psychology)
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hum, K. R. (2016). Using latent profile methodology to obtain a midwestern community college student typology. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200291
Chicago Manual of Style (16th Edition):
Hum, Karen R. “Using latent profile methodology to obtain a midwestern community college student typology.” 2016. Doctoral Dissertation, Ball State University. Accessed December 15, 2019.
http://cardinalscholar.bsu.edu/handle/123456789/200291.
MLA Handbook (7th Edition):
Hum, Karen R. “Using latent profile methodology to obtain a midwestern community college student typology.” 2016. Web. 15 Dec 2019.
Vancouver:
Hum KR. Using latent profile methodology to obtain a midwestern community college student typology. [Internet] [Doctoral dissertation]. Ball State University; 2016. [cited 2019 Dec 15].
Available from: http://cardinalscholar.bsu.edu/handle/123456789/200291.
Council of Science Editors:
Hum KR. Using latent profile methodology to obtain a midwestern community college student typology. [Doctoral Dissertation]. Ball State University; 2016. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200291
18.
Fang, Qijuan.
Attachment, Bullying, and Romantic Relationships in College
Students.
Degree: PhD, Psychology/Developmental, 2017, Bowling Green State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1494865432747648
► Some studies have examined the relationships between early attachment and bullying,bullying and romantic relationships, and attachment and romantic relationships. However, thereis a dearth of empirical…
(more)
▼ Some studies have examined the relationships between
early attachment and bullying,bullying and romantic relationships,
and attachment and romantic relationships. However, thereis a
dearth of empirical evidence regarding how later adverse
experiences during adolescence,such as in-person bullying and
cyberbullying, combines with early attachment to predict
laterromantic attachment and romantic relationships. In other
words, my dissertation examines howearly attachment style during
childhood and online and offline bullying experience
duringadolescence may together affect someone’s later attachment
styles and romantic relationships.There are some interesting
findings. For instance, the more securely attached someone is to
hisor her mother in early childhood, and the less they were
involved in bullying as an adolescent(regardless of online or
offline), the more likely it is for them to be securely attached to
theirromantic partners later as a young adult. They also trust
their romantic partners more and aremore satisfied with their
relationships. Childhood attachment and adolescent
bullyinginvolvement uniquely contributes to later romantic
attachment as well as romantic relationshipsatisfaction. There are
also some interaction effects on gender. Detailed differences
between inpersonbullying and cyberbullying as well as the
interactions between predictors were examined.
Advisors/Committee Members: Tisak, Marie (Committee Co-Chair), Tisak , John (Committee Co-Chair).
Subjects/Keywords: Developmental Psychology; Individual and Family Studies; Psychology; Attachment, traditional bullying, cyberbullying, romantic
relationships, adolescent, college students
…attachment style.
Consistently, another study found that insecure college students (anxious… …intimate
relationships among college students. One of the studies found that those who were high… …examined a group of male college students to discover
in what ways rejection sensitivity may… …attachment styles and infliction and receipt of
emotional abuse among female college students in… …x29;.
In a study with students of grades 6 to 10, Vaillancourt et al. (2003) found…
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Fang, Q. (2017). Attachment, Bullying, and Romantic Relationships in College
Students. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1494865432747648
Chicago Manual of Style (16th Edition):
Fang, Qijuan. “Attachment, Bullying, and Romantic Relationships in College
Students.” 2017. Doctoral Dissertation, Bowling Green State University. Accessed December 15, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1494865432747648.
MLA Handbook (7th Edition):
Fang, Qijuan. “Attachment, Bullying, and Romantic Relationships in College
Students.” 2017. Web. 15 Dec 2019.
Vancouver:
Fang Q. Attachment, Bullying, and Romantic Relationships in College
Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2017. [cited 2019 Dec 15].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1494865432747648.
Council of Science Editors:
Fang Q. Attachment, Bullying, and Romantic Relationships in College
Students. [Doctoral Dissertation]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1494865432747648

Bowling Green State University
19.
Kupo, V. Leilani.
What is Hawaiian?: Explorations and Understandings of Native
Hawaiian College Women's Identities.
Degree: PhD, Higher Education Administration, 2010, Bowling Green State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273603294
► This qualitative study used narrative data to explore and understand eight NativeHawaiian college women’s conceptions of identity. The utilization of personal storytelling andnarrative provided…
(more)
▼ This qualitative study used narrative data to
explore and understand eight NativeHawaiian
college women’s
conceptions of identity. The utilization of personal storytelling
andnarrative provided opportunities for deeper exploration and
understandings of Hawaiian identity.In addition, the use of Tribal
Critical Race Theory (TribalCrit), identity performance
constructs,and intersectionality research helped framed the study
and provided lenses that acknowledgedthe impact colonization,
societal expectations, and performance of self had on
identityconstruction and understanding. The
findings revealed that although all of the women acknowledged the
importance of different facets of their identities, their Hawaiian
culturalidentities were the most significant for each of them.
In-depth interviews enabled exploration oftheir definitions and
conceptions of Hawaiian identity. Participants reflected on
theirexperiences involving identity performance, cultural
competency, and validation and describedways in which facets of
their identities intersected to create unique lived experiences.
Inaddition, participants reflected on their university experiences
and discussed how the collegeexperience shaped their understandings
of identity.
Advisors/Committee Members: Wilson, Maureen (Committee Chair).
Subjects/Keywords: Education; Educational Psychology; Higher Education; college students; college student identity; college women; identity development; Native Hawaiian; Native Hawaiian women; Native Hawaiian education; qualitative research; Tribal Critical Race Theory; intersectionality; identity performance
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kupo, V. L. (2010). What is Hawaiian?: Explorations and Understandings of Native
Hawaiian College Women's Identities. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273603294
Chicago Manual of Style (16th Edition):
Kupo, V Leilani. “What is Hawaiian?: Explorations and Understandings of Native
Hawaiian College Women's Identities.” 2010. Doctoral Dissertation, Bowling Green State University. Accessed December 15, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273603294.
MLA Handbook (7th Edition):
Kupo, V Leilani. “What is Hawaiian?: Explorations and Understandings of Native
Hawaiian College Women's Identities.” 2010. Web. 15 Dec 2019.
Vancouver:
Kupo VL. What is Hawaiian?: Explorations and Understandings of Native
Hawaiian College Women's Identities. [Internet] [Doctoral dissertation]. Bowling Green State University; 2010. [cited 2019 Dec 15].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273603294.
Council of Science Editors:
Kupo VL. What is Hawaiian?: Explorations and Understandings of Native
Hawaiian College Women's Identities. [Doctoral Dissertation]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1273603294

Bowling Green State University
20.
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)
▼ 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 secular
intervention and a no treatment control condition. The spiritual
intervention and secular intervention were of equivalent length and
were offered to participants via the internet. Participants
completed criterion measures for psychological and spiritual well
being at three time points during the course of the study: at the
outset of the study, directly following the five-week
interventions, and one month following the completion of the
interventions. Results of statistical significance testing
suggested that the explicit inclusion of spirituality in an
intervention for depression does not offer resources that are
unique to the problems of depression. More specifically,
participants reported similar psychological improvement across all
three conditions. However, follow-up and exploratory analyses
suggested that participants who completed the spiritually
integrated intervention reported less depression and more positive
affect than other participants. Results from statistical and
clinical significance testing are discussed.
Advisors/Committee Members: Pargament, Kenneth (Advisor).
Subjects/Keywords: Psychology; spirituality; depression; college students
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Gibbel, Meryl Reist. “Evaluating a Spiritually Integrated Intervention for
Depressed College Students.” 2010. Doctoral Dissertation, Bowling Green State University. Accessed December 15, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274920865.
MLA Handbook (7th Edition):
Gibbel, Meryl Reist. “Evaluating a Spiritually Integrated Intervention for
Depressed College Students.” 2010. Web. 15 Dec 2019.
Vancouver:
Gibbel MR. Evaluating a Spiritually Integrated Intervention for
Depressed College Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2010. [cited 2019 Dec 15].
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

Bowling Green State University
21.
Abadi, Layal.
College Students' Spiritual Resources and Struggles in
Coping with Intimate Partner Verbal Aggression: A Longitudinal
Study.
Degree: PhD, Psychology/Clinical, 2018, Bowling Green State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1471915168
► To my knowledge, this is the first longitudinal study to examine how college students’ use of religious/spiritual strategies to cope with being the target of…
(more)
▼ To my knowledge, this is the first longitudinal study
to examine how
college students’ use of religious/spiritual
strategies to cope with being the target of verbal aggression by a
romantic partner may change the frequency of verbal aggression by
both partners over the following year and contribute to whether the
couple split up or stayed together. Predictor variables included
religious/spiritual resources to cope effectively with partner
aggression as well as religious/spiritual struggles in response to
being the target of verbal hostility by a partner. The sample was
comprised of 60
college students who indicated at Time 1 (T1) that
that they were in a current romantic relationship were they had
been the target of at least once incident of verbal aggression from
a romantic partner in the prior year and who then completed
measures one year later at Time 2 (T2; 21% retention rate of
eligible participants). At both T1 and T2, participants reported
the frequency of verbal aggression by both partners and whether the
relationship was intact. Correlational analyses did not yield any
significant links between religious/spiritual strategies to cope
with verbal aggression by the partner at T1 and subsequent verbal
aggression by either partner or relationship status. Possible
reasons for the non-significant results could be the very low base
rates of verbal aggression among couples in this sample and low
levels of religious coping. Follow-up analyses indicated that
subjects who participated in both waves of data collection reported
attending more religious services and praying more often, but
utilizing collaborative R/S coping mechanisms less often at T1 to
deal with verbal aggression from their partner compared to T1
subjects who did not participate in T2 data collection
.
Advisors/Committee Members: Mahoney, Annette (Advisor).
Subjects/Keywords: Psychology; Religious Coping; Spiritual Coping; Intimate Partner Violence; College Students; Depression; Anxiety
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Abadi, L. (2018). College Students' Spiritual Resources and Struggles in
Coping with Intimate Partner Verbal Aggression: A Longitudinal
Study. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1471915168
Chicago Manual of Style (16th Edition):
Abadi, Layal. “College Students' Spiritual Resources and Struggles in
Coping with Intimate Partner Verbal Aggression: A Longitudinal
Study.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed December 15, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1471915168.
MLA Handbook (7th Edition):
Abadi, Layal. “College Students' Spiritual Resources and Struggles in
Coping with Intimate Partner Verbal Aggression: A Longitudinal
Study.” 2018. Web. 15 Dec 2019.
Vancouver:
Abadi L. College Students' Spiritual Resources and Struggles in
Coping with Intimate Partner Verbal Aggression: A Longitudinal
Study. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2019 Dec 15].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1471915168.
Council of Science Editors:
Abadi L. College Students' Spiritual Resources and Struggles in
Coping with Intimate Partner Verbal Aggression: A Longitudinal
Study. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1471915168

Bowling Green State University
22.
Sedlar, Aaron Edward.
The Effects of Experienced Cyber-Aggression on Subsequent
Aggressive Behavior among College Students.
Degree: PhD, Psychology/Clinical, 2019, Bowling Green State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1551890210628806
► Cyber-aggression has been of increasing interest to psychological and communication researchers over the past decade. Cyber-aggression is defined as “… any behaviour enacted through the…
(more)
▼ Cyber-aggression has been of increasing interest to
psychological and communication researchers over the past decade.
Cyber-aggression is defined as “… any behaviour enacted through the
use of information and communication technologies that is intended
to harm another person(s) that the target person(s) wants to avoid”
(Corcoran, 2015; p. 253). Much research has been carried out on the
prevalence, predictors, and consequences of cyber-aggression among
children and adolescents (e.g., Kowalski, Giumetti, Schroeder,
& Lattanner, 2014; Patchin & Hinduja, 2012). Less is known
about experiences of cyber-aggression among
college students.
College students experience important changes in cognition and
social setting compared to adolescents, which may result in
different expressions of cyber-aggressive behavior. Though
prevalence rates of cyber-aggression among
college students are
estimated to be lower than the adolescent rate, experiencing
cyber-victimization is related to important outcomes among
college
students, including depressive symptoms (Selkie, Kota, Chan, &
Moreno, 2015) and increased negative emotions (Kowalski et al.,
2014). Despite these important findings, very little work has been
done that examines cyber-victimization in an experimental setting
among
college students. In this study, I carried out an experiment
with 141
college students in which participants were randomly
assigned to be exposed to higher levels (experimental group) or
lower levels (control group) of cyber-aggression and then assessed
in terms aggressive behavior, thoughts, and emotions. I assessed
the link between exposure to cyber-aggression and aggressive
outcomes and examined moderating effects of three social cognitive
variables on this relation. Results demonstrated that there were no
significant differences between participants exposed to higher
levels of cyber-aggression and participants exposed to lower levels
of cyber-aggression on measures of aggressive behavior or
cognitions, while there were significant differences between the
control and experimental groups on a measure of aggressive affect;
participants exposed to higher levels of cyber-aggression reported
higher levels of aggressive affect. Normative beliefs about
cyber-aggression significantly moderated the relation between
exposure to cyber-aggression and aggressive behavior. I discuss the
significance of these results, strengths and weaknesses of the
current experimental method, and outline how the methods of this
study could be put to use in future experimental studies of
cyber-aggression.
Advisors/Committee Members: Dubow, Eric (Advisor).
Subjects/Keywords: Psychology; aggression; cyber-aggression; cyber-bullying; cyber aggression; cyber bullying; online aggression; online bullying; online experiments; internet usage; college students; cyber victimization; cyber-victimization
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sedlar, A. E. (2019). The Effects of Experienced Cyber-Aggression on Subsequent
Aggressive Behavior among College Students. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1551890210628806
Chicago Manual of Style (16th Edition):
Sedlar, Aaron Edward. “The Effects of Experienced Cyber-Aggression on Subsequent
Aggressive Behavior among College Students.” 2019. Doctoral Dissertation, Bowling Green State University. Accessed December 15, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1551890210628806.
MLA Handbook (7th Edition):
Sedlar, Aaron Edward. “The Effects of Experienced Cyber-Aggression on Subsequent
Aggressive Behavior among College Students.” 2019. Web. 15 Dec 2019.
Vancouver:
Sedlar AE. The Effects of Experienced Cyber-Aggression on Subsequent
Aggressive Behavior among College Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2019. [cited 2019 Dec 15].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1551890210628806.
Council of Science Editors:
Sedlar AE. The Effects of Experienced Cyber-Aggression on Subsequent
Aggressive Behavior among College Students. [Doctoral Dissertation]. Bowling Green State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1551890210628806

Bowling Green State University
23.
Gonzales, Sabrina Marie.
Applying An Intersectional Framework to the Experiences of
Low-Income, First-Generation, Sexual Minority College
Students.
Degree: PhD, Psychology/Clinical, 2019, Bowling Green State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1567442669851448
► Research on the experiences of students with marginalized identities has primarily focused on one marginalized identity at a time. Intersectional frameworks provide a context for…
(more)
▼ Research on the experiences of
students with
marginalized identities has primarily focused on one marginalized
identity at a time. Intersectional frameworks provide a context for
centering the experiences of
students with multiple marginalized
identities. Few studies exist that examine the experiences of
low-income, first-generation, sexual minority
students. The present
qualitative study examined first-person accounts of 16
undergraduate and graduate low-income, first-generation, sexual
minority
students. Participants completed individual
semi-structured interviews in which they described the development
of their sexual orientation identity, their first-generation
college status, their adjustment and integration into the
university community, and nature of their relationships with
family, friends, and members of the university community. Using a
grounded theory framework, student accounts described a variety of
ways that they felt different from peers and family as they
navigated the university with limited economic, social, and
cultural capital.
Students described institutional barriers related
to their struggle to find a sense of belonging that stemmed from
both their first-generation status and their LGBTQ identities.
Students identified pride in their personal growth and
accomplishments as
students and identified people who have
supported them throughout their academic journeys. Implications of
study findings for research, clinical practice, and academic
institutional change are discussed.
Advisors/Committee Members: Stein, Catherine (Advisor).
Subjects/Keywords: Psychology; Glbt Studies; Higher Education; Sociology; Social Psychology; Intersectionality; Qualitative; Grounded Theory; LGBTQ; Sexual Minority; College Students; Low-Income; Low SES; Identity; Student Development; First-Generation; First Generation; Graduate Students; Intersectional
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gonzales, S. M. (2019). Applying An Intersectional Framework to the Experiences of
Low-Income, First-Generation, Sexual Minority College
Students. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1567442669851448
Chicago Manual of Style (16th Edition):
Gonzales, Sabrina Marie. “Applying An Intersectional Framework to the Experiences of
Low-Income, First-Generation, Sexual Minority College
Students.” 2019. Doctoral Dissertation, Bowling Green State University. Accessed December 15, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1567442669851448.
MLA Handbook (7th Edition):
Gonzales, Sabrina Marie. “Applying An Intersectional Framework to the Experiences of
Low-Income, First-Generation, Sexual Minority College
Students.” 2019. Web. 15 Dec 2019.
Vancouver:
Gonzales SM. Applying An Intersectional Framework to the Experiences of
Low-Income, First-Generation, Sexual Minority College
Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2019. [cited 2019 Dec 15].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1567442669851448.
Council of Science Editors:
Gonzales SM. Applying An Intersectional Framework to the Experiences of
Low-Income, First-Generation, Sexual Minority College
Students. [Doctoral Dissertation]. Bowling Green State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1567442669851448

Brigham Young University
24.
Hansen, Jamie Marie.
A Career Course Follow-Up: Does a Student Development Elective Make a Difference?.
Degree: PhD, 2015, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6501&context=etd
► Since its inception, work and career-related issues have been central to the aims and scope of counseling psychology as a discipline. One common career…
(more)
▼ Since its inception, work and career-related issues have been central to the aims and scope of counseling psychology as a discipline. One common career counseling intervention in the University setting is to offer elective, credit-bearing courses in career development and exploration to provide help and direction to college students as they decide on majors and prepare for careers. Much research has been conducted which suggests that the use of career courses in the university setting has strong, positive impact on students' career decision-making ability and other output variables. What is less established is the impact of these career courses on macro-level outcome variables like retention, graduation rate, and academic performance. This ex post facto study examined two samples of undergraduate students from an eight-year span (2000-2007): one that successfully completed the Student Development 117 course at the site university (Career Exploration) during that time (N = 3,546) and a reasonably matched sample of students who did not take the career course to act as the comparison group (N = 3,510). The two groups were compared to determine if students who completed the Career Exploration course differed significantly from non-course participants in terms of graduation rate, time to graduation (in semesters and credits), course withdrawals, and total cumulative GPAs. Results indicated that the Career Exploration course was not a significant predictor of whether or not students graduated in six years, the number of semesters it took students to graduate and the number of withdrawals students incurred. However, the Career Exploration course did significantly predict total number of credits (with course participants graduating with about five more credits than the non-course participants) and cumulative GPA at graduation (with course participants graduating with higher GPAs than the comparison group). Implications for future research and practitioners are discussed.
Subjects/Keywords: college students; career development; university career course; retention; career course outcome; academic performance; Counseling Psychology; Special Education and Teaching
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hansen, J. M. (2015). A Career Course Follow-Up: Does a Student Development Elective Make a Difference?. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6501&context=etd
Chicago Manual of Style (16th Edition):
Hansen, Jamie Marie. “A Career Course Follow-Up: Does a Student Development Elective Make a Difference?.” 2015. Doctoral Dissertation, Brigham Young University. Accessed December 15, 2019.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6501&context=etd.
MLA Handbook (7th Edition):
Hansen, Jamie Marie. “A Career Course Follow-Up: Does a Student Development Elective Make a Difference?.” 2015. Web. 15 Dec 2019.
Vancouver:
Hansen JM. A Career Course Follow-Up: Does a Student Development Elective Make a Difference?. [Internet] [Doctoral dissertation]. Brigham Young University; 2015. [cited 2019 Dec 15].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6501&context=etd.
Council of Science Editors:
Hansen JM. A Career Course Follow-Up: Does a Student Development Elective Make a Difference?. [Doctoral Dissertation]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6501&context=etd

Brigham Young University
25.
Lyman, Michael James.
Barriers to Accommodation Use for Students with Disabilities in Postsecondary Education.
Degree: PhD, 2013, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4524&context=etd
► Students with disabilities at the postsecondary level face a number of different barriers to accommodation use. Past research has shown that students with disabilities that…
(more)
▼ Students with disabilities at the postsecondary level face a number of different barriers to accommodation use. Past research has shown that students with disabilities that use accommodations obtain greater academic achievement and higher graduation rates. Limited research has been conducted to identify barriers to accommodation use, and the research that has been conducted has not sampled a population that was specifically identified as having faced barriers to accommodation use. By interviewing students with disabilities, who had been identified as having faced barriers, this study identified seven themes. Four of the identified themes were considered complex as they contained sub-themes, while the other three themes were more straightforward and contained no sub-themes. The four complex themes were Desire for Self-Sufficiency, Desire to Avoid Negative Social Reactions, Insufficient Knowledge, and Quality and Usefulness of DSS and Accommodations. The three straightforward themes were Negative Experiences with Professors, Fear of Future Ramifications, and Accommodations are Not Needed. It is hoped that the findings of this study help both disability support service providers and students with disabilities in making better and more informed decisions regarding barriers to accommodation use.
Subjects/Keywords: students with disabilities; college students; accommodations; disability support services; barriers; Counseling Psychology; Special Education and Teaching
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APA (6th Edition):
Lyman, M. J. (2013). Barriers to Accommodation Use for Students with Disabilities in Postsecondary Education. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4524&context=etd
Chicago Manual of Style (16th Edition):
Lyman, Michael James. “Barriers to Accommodation Use for Students with Disabilities in Postsecondary Education.” 2013. Doctoral Dissertation, Brigham Young University. Accessed December 15, 2019.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4524&context=etd.
MLA Handbook (7th Edition):
Lyman, Michael James. “Barriers to Accommodation Use for Students with Disabilities in Postsecondary Education.” 2013. Web. 15 Dec 2019.
Vancouver:
Lyman MJ. Barriers to Accommodation Use for Students with Disabilities in Postsecondary Education. [Internet] [Doctoral dissertation]. Brigham Young University; 2013. [cited 2019 Dec 15].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4524&context=etd.
Council of Science Editors:
Lyman MJ. Barriers to Accommodation Use for Students with Disabilities in Postsecondary Education. [Doctoral Dissertation]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4524&context=etd

Brigham Young University
26.
Carl, Brian Charles.
Acceptance of Disability in College Students.
Degree: PhD, 2013, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5179&context=etd
► This dissertation presents the findings of a study examining the following questions: How do students in a particular disability group differ from students in…
(more)
▼ This dissertation presents the findings of a study examining the following questions: How do students in a particular disability group differ from students in other disability groups in the degree to which they accept their disability? How are level of functional impairment and acceptance related? How are an individual's view of disability as a defining characteristic and acceptance related? How are functional impairment and the degree to which disability is seen as a defining characteristic related? Analysis using ANOVA indicated that there was not a significant difference in the level of acceptance between disability groups. Three Pearson's r correlation analyses were conducted using the total score on the Acceptance of Disability Scale- Revised (ADS-R), the clients' self-apprised level of functional impairment, and the degree to which disability is seen as a defining characteristic. All analyses resulted in significant correlations. Results of the first analysis indicated that there is a significant correlation between acceptance of disability and functional impairment. Results of the second analysis indicate that there is a significant correlation between acceptance of disability and the degree to which disability is seen as a defining characteristic. Results of the third analysis indicate that there is a significant correlation between functional impairment and the degree to which disability is seen as a defining characteristic.
Subjects/Keywords: Disability; acceptance; college students; postsecondary; disability group; Counseling Psychology; Special Education and Teaching
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Carl, B. C. (2013). Acceptance of Disability in College Students. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5179&context=etd
Chicago Manual of Style (16th Edition):
Carl, Brian Charles. “Acceptance of Disability in College Students.” 2013. Doctoral Dissertation, Brigham Young University. Accessed December 15, 2019.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5179&context=etd.
MLA Handbook (7th Edition):
Carl, Brian Charles. “Acceptance of Disability in College Students.” 2013. Web. 15 Dec 2019.
Vancouver:
Carl BC. Acceptance of Disability in College Students. [Internet] [Doctoral dissertation]. Brigham Young University; 2013. [cited 2019 Dec 15].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5179&context=etd.
Council of Science Editors:
Carl BC. Acceptance of Disability in College Students. [Doctoral Dissertation]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5179&context=etd

Brigham Young University
27.
Reiser, Matthew L.
Exploring Genealogical Roots and Family History and Their Influence on College Student Development: A Qualitative Study.
Degree: PhD, 2012, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4355&context=etd
► Family genealogy research has grown exponentially over the past decade, making it an area worthy of scholarly inquiry (Smith, 2010). Genealogy is now one of…
(more)
▼ Family genealogy research has grown exponentially over the past decade, making it an area worthy of scholarly inquiry (Smith, 2010). Genealogy is now one of the world's most popular hobbies, with hundreds of millions of people worldwide actively engaged in some form of family research (Veale, 2004). In the United States, there has recently been a significant increase in the interest of searching out one's genealogical roots (Triseliotis, 1998). For most young people, the years from late teens to early twenties represent a period of profound change (Arnett, 2000). Many young adults search for and solidify their identity during the years they attend college (Muuss, 1996). Few research studies have examined the experience of searching one's genealogy and the impact it might have on college student development. This study focused on the experiences of college students who were searching their own personal ancestry in an undergraduate class on family history/genealogy. Participants reported that researching their family history (a) ignited or intensified a strong interest in genealogical research, (b) developed connections, closeness, and bonds to ancestors which motivated them in their lives, (c) discovered shared physical and personality characteristics, (d) impacted their current relationships with living relatives, (e) stimulated spiritual experiences, and (f) influenced their identity development.
Subjects/Keywords: genealogy; family history; identity development; college students; Counseling Psychology; Special Education and Teaching
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Reiser, M. L. (2012). Exploring Genealogical Roots and Family History and Their Influence on College Student Development: A Qualitative Study. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4355&context=etd
Chicago Manual of Style (16th Edition):
Reiser, Matthew L. “Exploring Genealogical Roots and Family History and Their Influence on College Student Development: A Qualitative Study.” 2012. Doctoral Dissertation, Brigham Young University. Accessed December 15, 2019.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4355&context=etd.
MLA Handbook (7th Edition):
Reiser, Matthew L. “Exploring Genealogical Roots and Family History and Their Influence on College Student Development: A Qualitative Study.” 2012. Web. 15 Dec 2019.
Vancouver:
Reiser ML. Exploring Genealogical Roots and Family History and Their Influence on College Student Development: A Qualitative Study. [Internet] [Doctoral dissertation]. Brigham Young University; 2012. [cited 2019 Dec 15].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4355&context=etd.
Council of Science Editors:
Reiser ML. Exploring Genealogical Roots and Family History and Their Influence on College Student Development: A Qualitative Study. [Doctoral Dissertation]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4355&context=etd

Brigham Young University
28.
Proctor, Keith R.
A Social Influences Framework Related to College Student Learning Failures.
Degree: PhD, 2017, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7330&context=etd
► This dissertation explored ways that college students reflectively described the social influences related to their learning failures. This exploration was conducted using semi-structured interviews and…
(more)
▼ This dissertation explored ways that college students reflectively described the social influences related to their learning failures. This exploration was conducted using semi-structured interviews and Stake's multiple case analysis method. The findings from the interviews were used to develop a framework that describes the key social influence attributes of the learning failure experiences. The key attributes of the framework include: (a) roles, (b) context, and (c) phases. Each key attribute is discussed in detail. The framework serves as the means for exploring several related strands of research related to learning failure in a cohesive way, potentially enriching our understanding of these experiences. This improved understanding may lead to improved intervention designs and advisement strategies that could improve learning outcomes for students.
Subjects/Keywords: learning failure; college students; academic failure; social interaction; Educational Psychology
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Proctor, K. R. (2017). A Social Influences Framework Related to College Student Learning Failures. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7330&context=etd
Chicago Manual of Style (16th Edition):
Proctor, Keith R. “A Social Influences Framework Related to College Student Learning Failures.” 2017. Doctoral Dissertation, Brigham Young University. Accessed December 15, 2019.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7330&context=etd.
MLA Handbook (7th Edition):
Proctor, Keith R. “A Social Influences Framework Related to College Student Learning Failures.” 2017. Web. 15 Dec 2019.
Vancouver:
Proctor KR. A Social Influences Framework Related to College Student Learning Failures. [Internet] [Doctoral dissertation]. Brigham Young University; 2017. [cited 2019 Dec 15].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7330&context=etd.
Council of Science Editors:
Proctor KR. A Social Influences Framework Related to College Student Learning Failures. [Doctoral Dissertation]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7330&context=etd

Brigham Young University
29.
Potkar, Kirti.
Adaptation to the U.S. and Religion/Spirituality: Experiences of Indian International Students.
Degree: PhD, 2013, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4600&context=etd
► Religion and spirituality are deemed an important aspect of human diversity, found to be important to people, and have significant impact on different aspects…
(more)
▼ Religion and spirituality are deemed an important aspect of human diversity, found to be important to people, and have significant impact on different aspects of functioning. Given the rising numbers of international students on U.S. campuses, it becomes important to examine how religion/spirituality impacts their sojourn in the U.S. This study explored the religious/spiritual experiences of Indian international students here in the U.S. using a qualitative approach. Thirteen Indian international students pursuing graduate degrees in the U.S. were interviewed. The interviews were then transcribed and analyzed using a synthesis of hermeneutic methods informed by Kvale (1996). The following themes emerged through the analysis of data: religion is a highly personalized and complex concept, coming to a foreign land brings about changes in the practice of religion, context is important in the experience of religion, certain religious ideas and practices are seen as helpful, and new experiences lead to an evolved way of thinking about religion. The findings suggest that religion/spirituality does tend to be important for Indian international students, though often in an indirect manner. These results offer ideas about ways in which advisement and counseling center staff, international student associations, and university personnel can best serve Indian international students through an open and welcoming approach that acknowledges and respects this important aspect of human diversity.
Subjects/Keywords: religion; spirituality; adaptation; international university/college students; Asian Indians/South Asians; Counseling Psychology; Special Education and Teaching
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Potkar, K. (2013). Adaptation to the U.S. and Religion/Spirituality: Experiences of Indian International Students. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4600&context=etd
Chicago Manual of Style (16th Edition):
Potkar, Kirti. “Adaptation to the U.S. and Religion/Spirituality: Experiences of Indian International Students.” 2013. Doctoral Dissertation, Brigham Young University. Accessed December 15, 2019.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4600&context=etd.
MLA Handbook (7th Edition):
Potkar, Kirti. “Adaptation to the U.S. and Religion/Spirituality: Experiences of Indian International Students.” 2013. Web. 15 Dec 2019.
Vancouver:
Potkar K. Adaptation to the U.S. and Religion/Spirituality: Experiences of Indian International Students. [Internet] [Doctoral dissertation]. Brigham Young University; 2013. [cited 2019 Dec 15].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4600&context=etd.
Council of Science Editors:
Potkar K. Adaptation to the U.S. and Religion/Spirituality: Experiences of Indian International Students. [Doctoral Dissertation]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4600&context=etd

Brigham Young University
30.
Clark, Leslie Elizabeth.
Native American Students' Experiences of Cultural Differences in College: Influence and Impact.
Degree: PhD, 2012, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4808&context=etd
► The culture of most colleges and universities is very different for Native American students with close ties to their traditional communities. "Traditional," in a Native…
(more)
▼ The culture of most colleges and universities is very different for Native American students with close ties to their traditional communities. "Traditional," in a Native American sense, means multiple interconnections of emotional, physical, intellectual, and spiritual identity that combine to define expectations for the Native American way. This traditional cultural perspective is often in conflict with college cultures where typically only the academic or social aspects of identity are addressed. Research on college students of several ethnicities has found that the experience of post-secondary education can change individuals' attitudes, values, and behaviors. However, none of these studies focused on the experience of Native American students. This study attempted to determine how students' with a traditional Native American upbringing feel that their attitudes, values, and behaviors have been changed by exposure to the Western culture of a college environment, and further, whether this potential change was a factor in their academic persistence. In order to begin to explore Native American students' experiences of recognizing and negotiating differences of culture, attitudes, and values, this study analyzed unstructured qualitative interviews of 15 Native American college students. Themes resulting from the analysis of texts that describe the students' experiences included class differences,feeling academically unprepared, lifestyle differences, desire to disprove negative stereotypes,importance of finding supportive others, experiences of greater diversity, experiences of cultural tension, changes in viewpoint, increased independence, and an increased desire to give back to their native communities.
Subjects/Keywords: Native American populations; college students; academic persistence; cultural differences; changes in attitudes; values; and beliefs; Counseling Psychology; Special Education and Teaching
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Clark, L. E. (2012). Native American Students' Experiences of Cultural Differences in College: Influence and Impact. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4808&context=etd
Chicago Manual of Style (16th Edition):
Clark, Leslie Elizabeth. “Native American Students' Experiences of Cultural Differences in College: Influence and Impact.” 2012. Doctoral Dissertation, Brigham Young University. Accessed December 15, 2019.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4808&context=etd.
MLA Handbook (7th Edition):
Clark, Leslie Elizabeth. “Native American Students' Experiences of Cultural Differences in College: Influence and Impact.” 2012. Web. 15 Dec 2019.
Vancouver:
Clark LE. Native American Students' Experiences of Cultural Differences in College: Influence and Impact. [Internet] [Doctoral dissertation]. Brigham Young University; 2012. [cited 2019 Dec 15].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4808&context=etd.
Council of Science Editors:
Clark LE. Native American Students' Experiences of Cultural Differences in College: Influence and Impact. [Doctoral Dissertation]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4808&context=etd
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