subject:(undergraduates)

University of Hawaii – Manoa

1. Vornholt, Sarah Ilysa. Visualizing the article : an exploratory study of undergraduates' educational reactions to images in scholarly articles.

Degree: 2016, University of Hawaii – Manoa

URL: http://hdl.handle.net/10125/101842

►

M.L.I.S. University of Hawaii at Manoa 2013.

The aim ofthis research is to explore undergraduate underclassmen interactions with scholarly communication and in what manner the… (more)

▼

M.L.I.S. University of Hawaii at Manoa 2013.

The aim ofthis research is to explore undergraduate underclassmen interactions with scholarly communication and in what manner the inclusion of images impact the student's educational interests. Scholarly journals and articles are a common companion to many university courses. According to Bishop and Neumann (2000), students tend to retrieve digital scholarly journals more than their faculty. Libraries at university campuses subscribe to multiple types ofcostly educational databases to provide faculty, students, and researchers with access to scholarly materials. To provide an example, Harvard University recently performed a complete overhaul of their library subscriptions claiming these subscriptions were "fiscally unsustainable and academically restrictive" with 3.75 million dollars of their budget paid in 2011 to database providers for access to scholarly articles (Harvard Faculty Advisory Council, memorandum, April 17, 20'l2). With so much of the universities funds pouring into scholarly communication resources, the student users should feel their academic needs are met. To begin an experimental questionnaire study was conducted at a research university on underclass undergraduate students from an introduction Information Resources and Library Science (IRLS) course. The participants were presented with brief articles on various subjects (history, business, sociology, and art) containing either an image related to the topic or text only. The participants were asked a variety of open-ended, free response questions related to their perceptions of the articles, their opinions on using them in further research, and recall information retained from the articles. The research questions center around the general impact of images in scholarly publications, but specifically (a) how will undergraduate underclassmen respond to articles with images as compared to those without images, (b) what kinds of factors influence this population's educational interests in scholarly journals, (c) how are educational interest and images linked, (d) if unprovoked, will students notice and comment on the addition of images in a scholarly article. Because the study's core is the students' unprovoked responses to images, the participants were not aware of the true nature of the study, and any references to images were spontaneous and not suggested. This thesis is organized as such: Chapter 2 surveys the literature and experimental investigations from various related fields to information sciences. Chapter 3 details the methods and procedures adopted to study participants' relationships with images in scholarly articles, with a focus on measuring educational interests (defined as motivations behind interest in academic materials). Chapters 4-5 review and discuss the results of the experimental survey. In Chapter 6, the conclusion, it will be shown there are many different causes for students to view an article as educationally interesting, but images do appear to be a factor for many…

Subjects/Keywords: undergraduates

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APA (6^th Edition):

Vornholt, S. I. (2016). Visualizing the article : an exploratory study of undergraduates' educational reactions to images in scholarly articles. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101842

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

Chicago Manual of Style (16^th Edition):

Vornholt, Sarah Ilysa. “Visualizing the article : an exploratory study of undergraduates' educational reactions to images in scholarly articles.” 2016. Thesis, University of Hawaii – Manoa. Accessed March 05, 2021. http://hdl.handle.net/10125/101842.

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

MLA Handbook (7^th Edition):

Vornholt, Sarah Ilysa. “Visualizing the article : an exploratory study of undergraduates' educational reactions to images in scholarly articles.” 2016. Web. 05 Mar 2021.

Vancouver:

Vornholt SI. Visualizing the article : an exploratory study of undergraduates' educational reactions to images in scholarly articles. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10125/101842.

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

Council of Science Editors:

Vornholt SI. Visualizing the article : an exploratory study of undergraduates' educational reactions to images in scholarly articles. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101842

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

Queens University

2. Nay, Sylvia Anna. Undergraduate students and risk factors for excessive drinking .

Degree: Psychology, 2015, Queens University

URL: http://hdl.handle.net/1974/13796

► Excessive drinking is associated with significant negative consequences for individuals, and enormous costs to the healthcare system and economy. Around the world, university students comprise… (more)

▼ Excessive drinking is associated with significant negative consequences for individuals, and enormous costs to the healthcare system and economy. Around the world, university students comprise a particularly vulnerable population with respect to excessive drinking. This demographic group exhibits heavier drinking patterns than older adults and like-aged peers who do not attend university. Given the widespread negative fallout associated with alcohol misuse, the identification of pre-existing factors that are associated with increased vulnerability for this behaviour is critically important, especially among high-risk groups such as undergraduates. The goal of the current dissertation was to explore, among undergraduates, individual differences in intrapersonal factors that confer risk for excessive drinking, particularly disinhibited behaviour and stress – factors that have been robustly associated with the development of alcohol use disorder. Study 1 examined whether impulsivity, sensation seeking, and anxiety sensitivity were related to escalated drinking behaviour in the transition between high school and the first year of undergraduate studies. Our findings demonstrated that individual differences in trait impulsivity prospectively predicted increases in hazardous drinking and, at a trend level, drinking intensity. Study 2 assessed whether exposure to acute stress increases voluntary alcohol intake and, further, whether intake of alcohol relates to individual differences in anxiety. Consistent with our hypotheses, psychosocial stress increased voluntary intake of alcohol, but not placebo or non-alcoholic beverages. In contrast, ad libitum alcohol intake was not related to individual differences in anxiety. Finally, Study 3 examined whether alcohol induces biochemical stress responses in a non-clinical population and, moreover, whether this effect relates to individual differences in impulsivity and subjective alcohol responses. Our data demonstrated that alcohol intoxication was associated with increases in biochemical markers of stress, namely cortisol and alpha amylase, among males. Biochemical responses were highest among individuals who reported the greatest stimulant effects of alcohol. Additionally, trait impulsivity was positively correlated with cortisol responses to alcohol. Taken together, the current studies underscore the importance of individual differences in behavioural disinhibition (e.g., impulsivity) on the subjective effects of alcohol and drinking behaviour among undergraduates. Clinical implications and avenues for future research are discussed.

Subjects/Keywords: Alcohol ; Undergraduates

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APA (6^th Edition):

Nay, S. A. (2015). Undergraduate students and risk factors for excessive drinking . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13796

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

Chicago Manual of Style (16^th Edition):

Nay, Sylvia Anna. “Undergraduate students and risk factors for excessive drinking .” 2015. Thesis, Queens University. Accessed March 05, 2021. http://hdl.handle.net/1974/13796.

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

MLA Handbook (7^th Edition):

Nay, Sylvia Anna. “Undergraduate students and risk factors for excessive drinking .” 2015. Web. 05 Mar 2021.

Vancouver:

Nay SA. Undergraduate students and risk factors for excessive drinking . [Internet] [Thesis]. Queens University; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1974/13796.

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

Council of Science Editors:

Nay SA. Undergraduate students and risk factors for excessive drinking . [Thesis]. Queens University; 2015. Available from: http://hdl.handle.net/1974/13796

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

University of Georgia

3. Packer, Catherine Lynne. An investigation of life-skills development, racial/ethnic identity, self-esteem, and self-efficacy in high achieving undergraduates of color.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/23488

► Over the last decade, there has been an increase in the recruitment and enrollment of international and historically underrepresented students of color at Traditionally White… (more)

▼ Over the last decade, there has been an increase in the recruitment and enrollment of international and historically underrepresented students of color at Traditionally White Institutions (TWIs). Furthermore, there has been an increase in specific, intentional efforts to recruit high achieving students of color to TWIs through special programs and university-wide diversity initiatives. The increasing cultural and racial/ethnic diversity at TWIs through special programs and diversity recruitment initiatives requires educators, counseling psychologists, student affairs professionals, and other human services professionals to investigate the unique development and psychological well-being of high achieving undergraduates of color The purpose of this study was to empirically investigate life-skills development, racial/ethnic identity, self-esteem, and self-efficacy in high achieving undergraduates of color. Specifically, this study first explored differences based on gender and race/ethnicity on measures of life-skills development, racial/ethnic identity, self-esteem, and self-efficacy. Secondly, the relationship among life-skills, racial/ethnic identity, self-esteem, and self-efficacy were investigated. Finally, some of the messages high achieving undergraduates receive from their primary caregivers related to life-skills development, racial/ethnic identity, self-esteem, and self-efficacy were explored. A mixed-method research design was utilized to conceptualize this study. Fifty-seven high achieving undergraduate students of color participated in the study. Results indicated that gender did not significantly influence life-skills development, racial/ethnic identity, self-esteem, or self-efficacy. Race/ethnicity was found to have an impact on life-skills development, racial/ethnic identity, and self-esteem. Significant relationships were also found among scores on all measures. Qualitative analysis resulted in three major messages that currently influence the thoughts and behaviors of participants the most: (1) the meaning of success, (2) how to handle difficult problems, and (3) the importance of education. Suggestions for future research, program development issues, and counseling implications are addressed.

Subjects/Keywords: African American undergraduates; Asian undergraduates; Biracial/Multiracial undergraduates; Black undergraduates; Caucasian undergraduates; gifted undergraduates; high achieving undergraduates; Hispanic and Latina/o undergraduates; honors students; life-

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APA (6^th Edition):

Packer, C. L. (2014). An investigation of life-skills development, racial/ethnic identity, self-esteem, and self-efficacy in high achieving undergraduates of color. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23488

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

Chicago Manual of Style (16^th Edition):

Packer, Catherine Lynne. “An investigation of life-skills development, racial/ethnic identity, self-esteem, and self-efficacy in high achieving undergraduates of color.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/23488.

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

MLA Handbook (7^th Edition):

Packer, Catherine Lynne. “An investigation of life-skills development, racial/ethnic identity, self-esteem, and self-efficacy in high achieving undergraduates of color.” 2014. Web. 05 Mar 2021.

Vancouver:

Packer CL. An investigation of life-skills development, racial/ethnic identity, self-esteem, and self-efficacy in high achieving undergraduates of color. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/23488.

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

Council of Science Editors:

Packer CL. An investigation of life-skills development, racial/ethnic identity, self-esteem, and self-efficacy in high achieving undergraduates of color. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23488

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

Central Connecticut State University

4. Sapere, Heather L., 1987-. Perceived Stress and Sexual Risk Behavior : The Role of Alcohol Use and Social Support.

Degree: Department of Psychology, 2013, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1856

► This study examined the relationship between perceived stress and sexual risk behavior in undergraduate college students. Alcohol use was also studied as a mediator of… (more)

▼ This study examined the relationship between perceived stress and sexual risk behavior in undergraduate college students. Alcohol use was also studied as a mediator of the relationship between perceived stress and sexual risk behavior, and social support was studied as a moderator of the relationship between perceived stress and alcohol use. Hypothesis one of this study was that there would be a significant relationship between perceived stress and sexual risk behavior. More specifically, it was predicted that individuals who have higher perceived stress would engage in more sexual risk behaviors. Hypothesis two of this study was that alcohol use would significantly mediate the relationship between perceived stress and sexual risk behavior. Hypothesis three was that social support would moderate the relationship between perceived stress and alcohol use. Results were obtained through four brief questionnaires which were administered online; The Sexual Risk Survey (Turchik & Garske, 2009), the Perceived Stress Scale, (Cohen & Williamson, 1988) The Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet, & Farley, 1988), and the Alcohol Use Disorders Identification Test (AUDIT) (Saunders, Aasland, Babor, de la Fuente, & Grant, 1993). The main hypotheses of this study were not supported; a positive association between perceived stress and sexual risk behavior was found, but the finding was not statistically significant. A significant main effect of alcohol use on sexual risk behavior was found, but the hypothesized mediation analysis was not statistically significant. Hypothesis three was also not supported; results showed that there was not a significant interaction effect of perceived stress and perceived social support on alcohol use. In addition, results of an exploratory analysis which examined social support as a moderator of the relationship between perceived stress and sexual risk behavior were not statistically significant. Results of this study did show a strong, positive correlation between alcohol use and sexual risk behavior. There was a significant difference in sexual risk behavior and alcohol use for white and non-white participants; white participants reported engaging in more sexual risk behaviors compared to non-white participants, which supports findings from other studies. A significant difference in alcohol use for males and females was also found; males scored higher on the alcohol use measure compared to females, which also supports findings from other studies. In addition, findings indicated a moderate, positive correlation between perceived stress and perceived social support, which was measured as the degree of social support received. Conclusions of this study indicate that further research needs to be conducted on perceived stress (appraisal of stress) and sexual risk behavior, since most of the previous research has examined the relationship using other conceptions of stress, such as Posttraumatic Stress Disorder (PTSD) and negative life events. Further research should also… Advisors/Committee Members: DiPlacido, Joanne.

Subjects/Keywords: Undergraduates – Job stress.; Undergraduates – Sexual behavior.; Undergraduates – Alcohol use.; Undergraduates – Social networks.

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APA (6^th Edition):

Sapere, Heather L., 1. (2013). Perceived Stress and Sexual Risk Behavior : The Role of Alcohol Use and Social Support. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1856

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

Chicago Manual of Style (16^th Edition):

Sapere, Heather L., 1987-. “Perceived Stress and Sexual Risk Behavior : The Role of Alcohol Use and Social Support.” 2013. Thesis, Central Connecticut State University. Accessed March 05, 2021. http://content.library.ccsu.edu/u?/ccsutheses,1856.

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

MLA Handbook (7^th Edition):

Sapere, Heather L., 1987-. “Perceived Stress and Sexual Risk Behavior : The Role of Alcohol Use and Social Support.” 2013. Web. 05 Mar 2021.

Vancouver:

Sapere, Heather L. 1. Perceived Stress and Sexual Risk Behavior : The Role of Alcohol Use and Social Support. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2021 Mar 05]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1856.

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

Council of Science Editors:

Sapere, Heather L. 1. Perceived Stress and Sexual Risk Behavior : The Role of Alcohol Use and Social Support. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1856

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

5. Horne, Kenneth W., Jr. A constructivist grounded theory of social media literacy and identity influence : traditional-age undergraduate students and their experiences with social media: Title on signature form: Constructivist grounded theory of social media literacy and identity influence : traditional age undergraduate college students and their experiences with social media.

Degree: MA, 2013, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/197163

► The purpose of this study was to understand how traditional-aged undergraduate students describe their experiences with social media. Another focus was to gain students’ perspectives… (more)

Subjects/Keywords: Social media.; Undergraduates.; Online identities.

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APA (6^th Edition):

Horne, Kenneth W., J. (2013). A constructivist grounded theory of social media literacy and identity influence : traditional-age undergraduate students and their experiences with social media: Title on signature form: Constructivist grounded theory of social media literacy and identity influence : traditional age undergraduate college students and their experiences with social media. (Masters Thesis). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197163

Chicago Manual of Style (16^th Edition):

Horne, Kenneth W., Jr. “A constructivist grounded theory of social media literacy and identity influence : traditional-age undergraduate students and their experiences with social media: Title on signature form: Constructivist grounded theory of social media literacy and identity influence : traditional age undergraduate college students and their experiences with social media.” 2013. Masters Thesis, Ball State University. Accessed March 05, 2021. http://cardinalscholar.bsu.edu/handle/123456789/197163.

MLA Handbook (7^th Edition):

Horne, Kenneth W., Jr. “A constructivist grounded theory of social media literacy and identity influence : traditional-age undergraduate students and their experiences with social media: Title on signature form: Constructivist grounded theory of social media literacy and identity influence : traditional age undergraduate college students and their experiences with social media.” 2013. Web. 05 Mar 2021.

Vancouver:

Horne, Kenneth W. J. A constructivist grounded theory of social media literacy and identity influence : traditional-age undergraduate students and their experiences with social media: Title on signature form: Constructivist grounded theory of social media literacy and identity influence : traditional age undergraduate college students and their experiences with social media. [Internet] [Masters thesis]. Ball State University; 2013. [cited 2021 Mar 05]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197163.

Council of Science Editors:

Horne, Kenneth W. J. A constructivist grounded theory of social media literacy and identity influence : traditional-age undergraduate students and their experiences with social media: Title on signature form: Constructivist grounded theory of social media literacy and identity influence : traditional age undergraduate college students and their experiences with social media. [Masters Thesis]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197163

University of Tennessee – Knoxville

6. Crusenberry, Kelly Jean. An online study of undergraduates' knowledge, awareness, and attitudes of preconception care.

Degree: MS, Nutrition, 2016, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_gradthes/4006

► Background: The majority of pregnancies in the United States are unplanned. Health status and health-related behaviors such as poor nutrition, alcohol consumption, and/or tobacco… (more)

▼ Background: The majority of pregnancies in the United States are unplanned. Health status and health-related behaviors such as poor nutrition, alcohol consumption, and/or tobacco use, occurring prior to conception, have been linked to poor obstetric outcomes for mothers and their offspring, many of which can result in lifelong challenges. Knowledge, awareness, and attitudes can be predictors of health-related behaviors, and preconception care and education may reduce risk of some of these poor obstetric outcomes. Undergraduate students are at an increased risk for many of these risky behaviors and for unplanned pregnancies, as compared to older individuals. However, little is known about undergraduates’ knowledge, awareness, and attitudes related to optimal preconception behaviors. Objective: To assess knowledge, awareness, and attitudes of undergraduate students related to preconception care and to explore potential differences by gender, age, sexual activity status, weight status, prior classroom exposure to pregnancy and child development, and class standing. Methods: This was an online, cross-sectional survey, conducted among students enrolled in a basic undergraduate nutrition course, during the first week of class. The survey measured knowledge, awareness, and attitudes of pregnancy-related issues and preconception care. Results/Conclusions: Sixty-nine students completed the survey. Overall, students demonstrated low to moderate knowledge of issues related to preconception health, with an average composite knowledge score of 50%. Those reporting exposure from friends, family, and/or healthcare providers regarding preconception care demonstrated less knowledge than those who reported little exposure. It is possible that those with greater knowledge are less likely to be aware of these cues to action, or that individuals in their lives are less concerned about issues of preconception health. However, overall knowledge scores were very low, and demonstrate need for education regardless of age or perception of cues to action. Additional research is needed to identify the most effective techniques to impact preconception health-related awareness and subsequent behaviors in this population. Advisors/Committee Members: Katie F. Kavanagh, Marsha L. Spence, Sarah E. Colby.

Subjects/Keywords: preconception care; online; undergraduates; Nutrition

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APA (6^th Edition):

Crusenberry, K. J. (2016). An online study of undergraduates' knowledge, awareness, and attitudes of preconception care. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/4006

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

Chicago Manual of Style (16^th Edition):

Crusenberry, Kelly Jean. “An online study of undergraduates' knowledge, awareness, and attitudes of preconception care.” 2016. Thesis, University of Tennessee – Knoxville. Accessed March 05, 2021. https://trace.tennessee.edu/utk_gradthes/4006.

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

MLA Handbook (7^th Edition):

Crusenberry, Kelly Jean. “An online study of undergraduates' knowledge, awareness, and attitudes of preconception care.” 2016. Web. 05 Mar 2021.

Vancouver:

Crusenberry KJ. An online study of undergraduates' knowledge, awareness, and attitudes of preconception care. [Internet] [Thesis]. University of Tennessee – Knoxville; 2016. [cited 2021 Mar 05]. Available from: https://trace.tennessee.edu/utk_gradthes/4006.

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

Council of Science Editors:

Crusenberry KJ. An online study of undergraduates' knowledge, awareness, and attitudes of preconception care. [Thesis]. University of Tennessee – Knoxville; 2016. Available from: https://trace.tennessee.edu/utk_gradthes/4006

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

University of North Texas

7. Aguirre, Jacqueline S. Interpersonal Factors Related to the Pursuit of a Higher Education Among First Generation Undergraduate Students.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc149558/

► The typical educational stressors experienced by college students, in conjunction with developmental stressors such as separation from parents, individuation, and perceived social support, can interact… (more)

Subjects/Keywords: Academics; undergraduates; first generation

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APA (6^th Edition):

Aguirre, J. S. (2012). Interpersonal Factors Related to the Pursuit of a Higher Education Among First Generation Undergraduate Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149558/

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

Chicago Manual of Style (16^th Edition):

Aguirre, Jacqueline S. “Interpersonal Factors Related to the Pursuit of a Higher Education Among First Generation Undergraduate Students.” 2012. Thesis, University of North Texas. Accessed March 05, 2021. https://digital.library.unt.edu/ark:/67531/metadc149558/.

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

MLA Handbook (7^th Edition):

Aguirre, Jacqueline S. “Interpersonal Factors Related to the Pursuit of a Higher Education Among First Generation Undergraduate Students.” 2012. Web. 05 Mar 2021.

Vancouver:

Aguirre JS. Interpersonal Factors Related to the Pursuit of a Higher Education Among First Generation Undergraduate Students. [Internet] [Thesis]. University of North Texas; 2012. [cited 2021 Mar 05]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149558/.

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

Council of Science Editors:

Aguirre JS. Interpersonal Factors Related to the Pursuit of a Higher Education Among First Generation Undergraduate Students. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149558/

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

Utah Valley University

8. Pratt, Angel Alena. University Retention and Resilience: Resilience and Hardiness in Undergraduate Students.

Degree: 2014, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,648

►

This thesis reviews the issue of retention and graduation rates through the relationship between university and student characteristics, and more specifically the importance of cultivating… (more)

Subjects/Keywords: Resilience (Personality trait); Undergraduates; Dissertations, Academic

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APA (6^th Edition):

Pratt, A. A. (2014). University Retention and Resilience: Resilience and Hardiness in Undergraduate Students. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,648

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

Chicago Manual of Style (16^th Edition):

Pratt, Angel Alena. “University Retention and Resilience: Resilience and Hardiness in Undergraduate Students.” 2014. Thesis, Utah Valley University. Accessed March 05, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,648.

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

MLA Handbook (7^th Edition):

Pratt, Angel Alena. “University Retention and Resilience: Resilience and Hardiness in Undergraduate Students.” 2014. Web. 05 Mar 2021.

Vancouver:

Pratt AA. University Retention and Resilience: Resilience and Hardiness in Undergraduate Students. [Internet] [Thesis]. Utah Valley University; 2014. [cited 2021 Mar 05]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,648.

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

Council of Science Editors:

Pratt AA. University Retention and Resilience: Resilience and Hardiness in Undergraduate Students. [Thesis]. Utah Valley University; 2014. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,648

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

Texas A&M University

9. Mathew, Minna. Women in Construction Management: Identification of the Most Effective Factors in Attracting and Retaining Freshmen and Sophomore Level Students.

Degree: MS, Construction Management, 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153296

► Despite the several initiatives developed to encourage women to enter and remain in Construction Management (CM) programs, the percentage of women in CM continues to… (more)

▼ Despite the several initiatives developed to encourage women to enter and remain in Construction Management (CM) programs, the percentage of women in CM continues to be low. This study was focused on identifying the factors and programs which are most effective in attracting and retaining female students in CM degree programs based on surveys administered to 40 female CM freshmen and sophomore students in five selected universities. Awareness of career opportunities in the construction industry, internships completed before entering the degree program, and field trips to job sites were reported by students to be the three factors which were the most positively influential in their decision to enter the construction management programs. Similarly, construction lab classes, scholarships and fellowships, and internships were identified as the most effective in retaining female CM students. The study also supports existing literature that there is a general lack of knowledge among high school students about the career opportunities and educational qualifications required in the construction industry. Several study participants advocated the need for high school initiatives such as shadowing programs to Construction Science classes and schools, mentoring programs, and workshops for high school students; and better advertisement. Finally, some guidelines on how to improve advertisement of the industry to recruit females into CM programs are also provided. Based on the results obtained, advertisements must emphasize career opportunities in the Commercial and Residential sectors of the industry in terms of job profiles (both field and office) and job security. Similarly, the target population should be made aware of the coursework of CM degree programs and the educational qualifications required for a career in the industry. Scholarships and fellowships offered should also be emphasized. Advisors/Committee Members: Bilbo, David (advisor), Bigelow, Ben F. (advisor), Van Zandt, Shannon S. (committee member).

Subjects/Keywords: Construction Management; Undergraduates; Recruitment; Attraction; Retention

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APA (6^th Edition):

Mathew, M. (2014). Women in Construction Management: Identification of the Most Effective Factors in Attracting and Retaining Freshmen and Sophomore Level Students. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153296

Chicago Manual of Style (16^th Edition):

Mathew, Minna. “Women in Construction Management: Identification of the Most Effective Factors in Attracting and Retaining Freshmen and Sophomore Level Students.” 2014. Masters Thesis, Texas A&M University. Accessed March 05, 2021. http://hdl.handle.net/1969.1/153296.

MLA Handbook (7^th Edition):

Mathew, Minna. “Women in Construction Management: Identification of the Most Effective Factors in Attracting and Retaining Freshmen and Sophomore Level Students.” 2014. Web. 05 Mar 2021.

Vancouver:

Mathew M. Women in Construction Management: Identification of the Most Effective Factors in Attracting and Retaining Freshmen and Sophomore Level Students. [Internet] [Masters thesis]. Texas A&M University; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1969.1/153296.

Council of Science Editors:

Mathew M. Women in Construction Management: Identification of the Most Effective Factors in Attracting and Retaining Freshmen and Sophomore Level Students. [Masters Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153296

University of North Texas

10. Soles, Kathryn L. Relationship between the Big Five and Creative Self-Beliefs in Undergraduates in Terms of College Enrollment and Major.

Degree: 2020, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc1703347/

► Supporting creativity in undergraduate education is important for the future development of society. To do this, an understanding of undergraduate characteristics is needed. A systematic… (more)

Subjects/Keywords: Personality; Creativity; Undergraduates; Education, Educational Psychology

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APA (6^th Edition):

Soles, K. L. (2020). Relationship between the Big Five and Creative Self-Beliefs in Undergraduates in Terms of College Enrollment and Major. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1703347/

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

Chicago Manual of Style (16^th Edition):

Soles, Kathryn L. “Relationship between the Big Five and Creative Self-Beliefs in Undergraduates in Terms of College Enrollment and Major.” 2020. Thesis, University of North Texas. Accessed March 05, 2021. https://digital.library.unt.edu/ark:/67531/metadc1703347/.

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

MLA Handbook (7^th Edition):

Soles, Kathryn L. “Relationship between the Big Five and Creative Self-Beliefs in Undergraduates in Terms of College Enrollment and Major.” 2020. Web. 05 Mar 2021.

Vancouver:

Soles KL. Relationship between the Big Five and Creative Self-Beliefs in Undergraduates in Terms of College Enrollment and Major. [Internet] [Thesis]. University of North Texas; 2020. [cited 2021 Mar 05]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703347/.

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

Council of Science Editors:

Soles KL. Relationship between the Big Five and Creative Self-Beliefs in Undergraduates in Terms of College Enrollment and Major. [Thesis]. University of North Texas; 2020. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703347/

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

Addis Ababa University

11. Emebet, Mulugeta. Workforce Development: Career Development, Preparation and Readiness of Undergraduates to Join the Workforce The Case of Sociology and Social Anthropology and Psychology Students in Addis Ababa University .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3633

► The central focus of the paper is to review and analyze the existing status of workforce development. Students do not get services that can shape… (more)

Subjects/Keywords: Workforce Development; Preparation and Readiness; Undergraduates

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

APA (6^th Edition):

Emebet, M. (2012). Workforce Development: Career Development, Preparation and Readiness of Undergraduates to Join the Workforce The Case of Sociology and Social Anthropology and Psychology Students in Addis Ababa University . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3633

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

Chicago Manual of Style (16^th Edition):

Emebet, Mulugeta. “Workforce Development: Career Development, Preparation and Readiness of Undergraduates to Join the Workforce The Case of Sociology and Social Anthropology and Psychology Students in Addis Ababa University .” 2012. Thesis, Addis Ababa University. Accessed March 05, 2021. http://etd.aau.edu.et/dspace/handle/123456789/3633.

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

MLA Handbook (7^th Edition):

Emebet, Mulugeta. “Workforce Development: Career Development, Preparation and Readiness of Undergraduates to Join the Workforce The Case of Sociology and Social Anthropology and Psychology Students in Addis Ababa University .” 2012. Web. 05 Mar 2021.

Vancouver:

Emebet M. Workforce Development: Career Development, Preparation and Readiness of Undergraduates to Join the Workforce The Case of Sociology and Social Anthropology and Psychology Students in Addis Ababa University . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Mar 05]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3633.

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

Council of Science Editors:

Emebet M. Workforce Development: Career Development, Preparation and Readiness of Undergraduates to Join the Workforce The Case of Sociology and Social Anthropology and Psychology Students in Addis Ababa University . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3633

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

12. Bruh, Molly. The Effects of Instagram Messaging on Women's Psychological Empowerment.

Degree: 2019, American University

URL: http://hdl.handle.net/1961/auislandora:84103

►

This thesis examines the psychological empowerment of female undergraduates taking introductory level science, technology, engineering, and math (STEM) classes. Using original Instagram messaging from women… (more)

Subjects/Keywords: Social media – Psychological aspects; Women – Undergraduates

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

APA (6^th Edition):

Bruh, M. (2019). The Effects of Instagram Messaging on Women's Psychological Empowerment. (Thesis). American University. Retrieved from http://hdl.handle.net/1961/auislandora:84103

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

Chicago Manual of Style (16^th Edition):

Bruh, Molly. “The Effects of Instagram Messaging on Women's Psychological Empowerment.” 2019. Thesis, American University. Accessed March 05, 2021. http://hdl.handle.net/1961/auislandora:84103.

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

MLA Handbook (7^th Edition):

Bruh, Molly. “The Effects of Instagram Messaging on Women's Psychological Empowerment.” 2019. Web. 05 Mar 2021.

Vancouver:

Bruh M. The Effects of Instagram Messaging on Women's Psychological Empowerment. [Internet] [Thesis]. American University; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1961/auislandora:84103.

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

Council of Science Editors:

Bruh M. The Effects of Instagram Messaging on Women's Psychological Empowerment. [Thesis]. American University; 2019. Available from: http://hdl.handle.net/1961/auislandora:84103

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

Colorado State University

13. Winer, Marcia H. Knowledge of and attitudes towards eating disorders of undergraduate nutrition majors at three Colorado universities.

Degree: MS(M.S.), Food Science and Human Nutrition, 2014, Colorado State University

URL: http://hdl.handle.net/10217/88615

► Eating disorders are potentially deadly conditions. RDs who are knowledgeable about eating disorders can have a positive impact in eating disorder treatment. They can also… (more)

▼ Eating disorders are potentially deadly conditions. RDs who are knowledgeable about eating disorders can have a positive impact in eating disorder treatment. They can also contribute by recognizing symptoms of eating disordered behavior in clients and bringing awareness of the issue to the public through education on the differences between healthy and disordered eating. The question addressed in this research is: Are the Didactic Programs in Dietetics at three Colorado universities adequately preparing students, intent on becoming RDs, for encounters with patients with eating disorders? In this study, participants were asked to complete a survey on their knowledge, beliefs, and attitudes towards eating disorders. Participation was completely optional and anonymous. Topics included etiology of eating disorders, knowledge of the physical effects of eating disorders, attitudes towards treating patients with eating disorders, and knowledge of treatment options and procedures for eating disorders. There was no difference between schools in students' knowledge and attitudes except for the belief in the likelihood of anorexia nervosa to be fatal and the number of practitioners to which students would refer a client with an eating disorder. Significant differences were found between students who suspected and/or had been diagnosed with an eating disorder compared to those who had not. Those who had been diagnosed with or suspected they had an eating disorder were more knowledgeable about anorexia and bulimia nervosa, felt eating disorders were harder to treat, and felt that individuals who develop eating disorders were less in control of the disease. While undergraduate Didactic Programs in Dietetics (DPD) students in Colorado appear somewhat knowledgeable about anorexia and bulimia nervosa, they know less about binge eating disorder. It is recommended that DPD programs make time for at least a brief overview of EDs in appropriate classes, such as medical nutrition therapy or lifecycle nutrition, to better prepare students for encountering patients with EDs during their careers. This instruction should not only cover the physical signs, symptoms, and treatment options for EDs but also the psychological aspects of the disorders. Advisors/Committee Members: Auld, Garry (advisor), Wdowik, Melissa (advisor), Rickard, Kathryn (committee member).

Subjects/Keywords: eating disorders; attitudes; dietetic; knowledge; nutrition; undergraduates

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

APA (6^th Edition):

Winer, M. H. (2014). Knowledge of and attitudes towards eating disorders of undergraduate nutrition majors at three Colorado universities. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/88615

Chicago Manual of Style (16^th Edition):

Winer, Marcia H. “Knowledge of and attitudes towards eating disorders of undergraduate nutrition majors at three Colorado universities.” 2014. Masters Thesis, Colorado State University. Accessed March 05, 2021. http://hdl.handle.net/10217/88615.

MLA Handbook (7^th Edition):

Winer, Marcia H. “Knowledge of and attitudes towards eating disorders of undergraduate nutrition majors at three Colorado universities.” 2014. Web. 05 Mar 2021.

Vancouver:

Winer MH. Knowledge of and attitudes towards eating disorders of undergraduate nutrition majors at three Colorado universities. [Internet] [Masters thesis]. Colorado State University; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10217/88615.

Council of Science Editors:

Winer MH. Knowledge of and attitudes towards eating disorders of undergraduate nutrition majors at three Colorado universities. [Masters Thesis]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/88615

Boston College

14. Costello, Jamie Glanton. Exploring the connection between same-sex friendships and the development of self-authorship in black undergraduate women.

Degree: PhD, Educational Administration and Higher Education, 2010, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101986

► Against a backdrop of increasing diversity in the United States, the number of Black women undergraduates enrolled at predominantly white institutions across the country is… (more)

▼ Against a backdrop of increasing diversity in the United States, the number of Black women undergraduates enrolled at predominantly white institutions across the country is growing. Yet while colleges and universities are eager to diversify their campuses, often the climate of these campuses has not changed in ways that support the success of Black women. Experiences of discrimination, social isolation and hostility are commonplace, leading these women to feel as if they are guests at the institution. This research project sought to explore how same-sex, same-race friendships among Black women helped them toward developing self-authorship. Self-authorship involves the development of internal mechanisms for self-worth and decision-making. Typically, achievement of self authorship occurs after the undergraduate years. This phenomenological research study was conducted at a large religiously-affiliated university in the Northeast. Black undergraduate women were interviewed to identify their important friendships, the issues they deal with on campus, and their developmental stage of self-authorship. Findings showed that these women were dealing with racism and microinequities on campus every day. The women in this study turned to their Black women friends for support and advice to navigate the sometimes-hostile campus environment. Ethnicity related to national origin was an important factor in identity and friendship group composition. Study participants showed significant progression towards self-authorship prior to graduation. In addition to the strong positive role of same-race friendships, their experiences as Black women on campus encouraged them to become activists. Activism, in turn, enhanced their empowerment and self-authorship. This research shows that encouraging diversity on campus does not guarantee institutional climate change to meet the unique needs of these Black women. Implications from this study include the need for women of color to have opportunities for mentorship, leadership, and same-race, same-ethnicity residential environments. Advisors/Committee Members: Karen D. Arnold (Thesis advisor).

Subjects/Keywords: black; friendships; self-authorshop; undergraduates; women

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

APA (6^th Edition):

Costello, J. G. (2010). Exploring the connection between same-sex friendships and the development of self-authorship in black undergraduate women. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101986

Chicago Manual of Style (16^th Edition):

Costello, Jamie Glanton. “Exploring the connection between same-sex friendships and the development of self-authorship in black undergraduate women.” 2010. Doctoral Dissertation, Boston College. Accessed March 05, 2021. http://dlib.bc.edu/islandora/object/bc-ir:101986.

MLA Handbook (7^th Edition):

Costello, Jamie Glanton. “Exploring the connection between same-sex friendships and the development of self-authorship in black undergraduate women.” 2010. Web. 05 Mar 2021.

Vancouver:

Costello JG. Exploring the connection between same-sex friendships and the development of self-authorship in black undergraduate women. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2021 Mar 05]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101986.

Council of Science Editors:

Costello JG. Exploring the connection between same-sex friendships and the development of self-authorship in black undergraduate women. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101986

15. Daniels, Rolland E. A phenomenological examination of the diversity experiences of undergraduates at a private, religiously-affiliated university.

Degree: Thesis (D. Ed.), 2010, Ball State University

URL: http://cardinalscholar.bsu.edu/handle/123456789/194611

► The purpose of this study was to explore the essence of diversity experiences of some undergraduates on a private, religiously-affiliated university. Sixteen undergraduates from a… (more)

▼ The purpose of this study was to explore the essence of diversity experiences of some undergraduates on a private, religiously-affiliated university. Sixteen undergraduates from a Midwestern private, religiously affiliated university were interviewed and described their diversity experiences. The key components of their experiences revealed five emergent themes: Types of diversity experiences, Forms of diversity experiences, Influence of previous context, Benefits of diversity experiences, and Faith issues regarding diversity experiences. These overarching themes were viewed through van Manen’s (1990) notion that phenomenological themes may be defined as the structures of experience. This examination of a progression or flow of the themes explained how the following progression or flow worked within a system of contextually related experiences to help bring about benefits of student and faith development within the participants’ educational lives. The progression began when forms of diversity experiences enabled different types of diversity experiences to take place in the undergraduates’ lives. In turn, the dynamics created within those types of diversity experiences instigated critical reflection of the participants’ previous context and previous held beliefs and values. This process of reflection/critical thinking enabled personal reassessment/transformation to take place as the benefits of diversity experiences produced life change within the undergraduates’ lives. In sum, the progression or theme flow enabled significant individual student and faith development to take place as a result of diversity experiences within the undergraduates’ educational lives. Embracing van Manen’s (1990) concept of themes defining the structure of experiences may allow the progression or flow of themes to provide the possibility for colleges/universities to chart an intentional course along that progression directed towards achieving the positive benefits that diversity experiences can bring to undergraduates’ within their educational lives. Advisors/Committee Members: Mulvihill, Thalia M., 1963- (advisor).

Subjects/Keywords: Cultural pluralism.; Church college students.; Undergraduates.

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APA (6^th Edition):

Daniels, R. E. (2010). A phenomenological examination of the diversity experiences of undergraduates at a private, religiously-affiliated university. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/194611

Chicago Manual of Style (16^th Edition):

Daniels, Rolland E. “A phenomenological examination of the diversity experiences of undergraduates at a private, religiously-affiliated university.” 2010. Doctoral Dissertation, Ball State University. Accessed March 05, 2021. http://cardinalscholar.bsu.edu/handle/123456789/194611.

MLA Handbook (7^th Edition):

Daniels, Rolland E. “A phenomenological examination of the diversity experiences of undergraduates at a private, religiously-affiliated university.” 2010. Web. 05 Mar 2021.

Vancouver:

Daniels RE. A phenomenological examination of the diversity experiences of undergraduates at a private, religiously-affiliated university. [Internet] [Doctoral dissertation]. Ball State University; 2010. [cited 2021 Mar 05]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194611.

Council of Science Editors:

Daniels RE. A phenomenological examination of the diversity experiences of undergraduates at a private, religiously-affiliated university. [Doctoral Dissertation]. Ball State University; 2010. Available from: http://cardinalscholar.bsu.edu/handle/123456789/194611

University of Bath

16. Stupariu, Ioana. Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice.

Degree: PhD, 2012, University of Bath

URL: https://researchportal.bath.ac.uk/en/studentthesis/development-and-evaluation-of-a-professional-development-framework-for-pharmacy-undergraduate-students-to-support-their-learning-in-professional-practice(b2c55aba-6755-4f60-b1e1-5b34c95878ea).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816

► The roles of pharmacists have changed in the last decades requiring pharmacists to keep up with, and even anticipate, the changes in practice to continue… (more)

▼ The roles of pharmacists have changed in the last decades requiring pharmacists to keep up with, and even anticipate, the changes in practice to continue to be competent healthcare professionals. Competency or professional development frameworks have been developed and validated to support pharmacists with their learning and development. However, such a tool has not been developed for pharmacy undergraduate students and it is sensible to think that such a framework might also help pharmacy students in their learning and competency development. Thus, the aim of this research was to identify competencies required of pharmacy undergraduate students and to develop, and evaluate the use of, a professional development framework for these students. A mixed methods approach was adopted in the two-phased study. A cross-sectional design was employed in the first phase. Literature on pharmacy students’ competencies was reviewed and a series of workshops, focus groups and interviews with pharmacy students and academics, and stakeholders in pharmacy were conducted to identify the competencies required of pharmacy students during their degree and to develop the framework. The findings of previous rounds of data collection fed into the subsequent rounds. After five iterations 17 competencies were identified and divided in two clusters: Professional; and Delivery of Patient Care Competencies. A longitudinal design was used in the second phase. The use of the framework was evaluated with third and fourth year pharmacy students who self-assessed their competencies three times in two schools of pharmacy over the academic year of 2009-2010. The students’ self-assessed competencies increased over the year and correlated positively with their examination results and perceived self-directedness towards learning. This research provides evidence that the framework captures pharmacy undergraduate students’ development of their competencies during the academic year based on their self-assessed competence. Thus, the framework can be used as a self-assessment tool to support their learning.

Subjects/Keywords: 615.0715; competence; competency; pharmacy; undergraduates; competency framework

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APA (6^th Edition):

Stupariu, I. (2012). Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/development-and-evaluation-of-a-professional-development-framework-for-pharmacy-undergraduate-students-to-support-their-learning-in-professional-practice(b2c55aba-6755-4f60-b1e1-5b34c95878ea).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816

Chicago Manual of Style (16^th Edition):

Stupariu, Ioana. “Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice.” 2012. Doctoral Dissertation, University of Bath. Accessed March 05, 2021. https://researchportal.bath.ac.uk/en/studentthesis/development-and-evaluation-of-a-professional-development-framework-for-pharmacy-undergraduate-students-to-support-their-learning-in-professional-practice(b2c55aba-6755-4f60-b1e1-5b34c95878ea).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816.

MLA Handbook (7^th Edition):

Stupariu, Ioana. “Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice.” 2012. Web. 05 Mar 2021.

Vancouver:

Stupariu I. Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice. [Internet] [Doctoral dissertation]. University of Bath; 2012. [cited 2021 Mar 05]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/development-and-evaluation-of-a-professional-development-framework-for-pharmacy-undergraduate-students-to-support-their-learning-in-professional-practice(b2c55aba-6755-4f60-b1e1-5b34c95878ea).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816.

Council of Science Editors:

Stupariu I. Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice. [Doctoral Dissertation]. University of Bath; 2012. Available from: https://researchportal.bath.ac.uk/en/studentthesis/development-and-evaluation-of-a-professional-development-framework-for-pharmacy-undergraduate-students-to-support-their-learning-in-professional-practice(b2c55aba-6755-4f60-b1e1-5b34c95878ea).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816

17. Peterson, Erik L. Student survey response: use of SMS in higher education to encourage survey participation.

Degree: 2019, University of Wisconsin – Stout

URL: http://digital.library.wisc.edu/1793/79635 ; http://www2.uwstout.edu/content/lib/thesis/2019/2019petersone.pdf

► Surveys have been an integral mode of data collection for various industries and disciplines. Recently, a downward trend of response rates has been reported. Survey… (more)

Subjects/Keywords: Social surveys; Undergraduates; Electronic mail messages

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APA (6^th Edition):

Peterson, E. L. (2019). Student survey response: use of SMS in higher education to encourage survey participation. (Thesis). University of Wisconsin – Stout. Retrieved from http://digital.library.wisc.edu/1793/79635 ; http://www2.uwstout.edu/content/lib/thesis/2019/2019petersone.pdf

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

Chicago Manual of Style (16^th Edition):

Peterson, Erik L. “Student survey response: use of SMS in higher education to encourage survey participation.” 2019. Thesis, University of Wisconsin – Stout. Accessed March 05, 2021. http://digital.library.wisc.edu/1793/79635 ; http://www2.uwstout.edu/content/lib/thesis/2019/2019petersone.pdf.

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

MLA Handbook (7^th Edition):

Peterson, Erik L. “Student survey response: use of SMS in higher education to encourage survey participation.” 2019. Web. 05 Mar 2021.

Vancouver:

Peterson EL. Student survey response: use of SMS in higher education to encourage survey participation. [Internet] [Thesis]. University of Wisconsin – Stout; 2019. [cited 2021 Mar 05]. Available from: http://digital.library.wisc.edu/1793/79635 ; http://www2.uwstout.edu/content/lib/thesis/2019/2019petersone.pdf.

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

Council of Science Editors:

Peterson EL. Student survey response: use of SMS in higher education to encourage survey participation. [Thesis]. University of Wisconsin – Stout; 2019. Available from: http://digital.library.wisc.edu/1793/79635 ; http://www2.uwstout.edu/content/lib/thesis/2019/2019petersone.pdf

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

University of Technology, Sydney

18. Burford, M. Meanings of 'care' in higher education : undergraduates' experiences.

Degree: 2013, University of Technology, Sydney

URL: http://hdl.handle.net/10453/29213

► Care is an integral component of education. Care at a tertiary level, particularly from the student perspective, is under-researched. University students are adults who have… (more)

▼ Care is an integral component of education. Care at a tertiary level, particularly from the student perspective, is under-researched. University students are adults who have diverse experiences and needs, differing from their pre-tertiary counterparts in that care as nurturing or ‘mothering’ and ‘pastoral care’ are less expected or desired. This study sets out to develop a deeper understanding of what care for an undergraduate student might mean in the current university milieu where increasingly students are viewed as ‘consumers of educational services’. Exploring the notion of ‘care’ is confounded by the pluralistic and contextual nature of the word care in everyday usage. An interpretive approach was utilised to tap into the essences of care evident in a student’s experiences in the first few transition years of university. Phenomenological interviews with students undertaking an introductory business course were explored. Automated Leximancer semantic text analysis was used to support iterative systematic interrogation of the interviews, building an understanding of common and uncommon care meanings. Further interpretation of the multifaceted meanings drew on educational and services marketing literatures. Students said little about the university except in relation to selection of their degree, where reputation and family familiarity played a part in influencing their decisions. Despite being a prevalent topic in the education literature, institutional ‘duty of care’ was not identified by students as an issue. Rather, students held the institution responsible for providing opportunities to improve their future employment prospects, a form of ‘corporate care’. Care in educational relationships was most likely to occur between students and tutors. Lecturers provided ‘educational care’ through curriculum design and course management. Diversity was also apparent in care-giving and care-seeking activities outside the university in students’ ‘other lives’. These findings have brought care in higher education into perspective. Care matters. Though lecturers do not need to know their students personally they do need to demonstrate care through knowledge and passion for their subject and design of effective learning opportunities. Tutors, in the students’ eyes, have an important, often undervalued, care role of engaging with students as individuals, knowing and responding to diverse needs. Academics need to be mindful of students’ complex lives. Students in turn need a stronger voice in their education. Services marketing principles can help us understand students as ‘customers’. It is only through engaging with students that we can begin to appreciate how we as academics might care for and help students be students.

Subjects/Keywords: Undergraduates.; Higher education.; Care.; Social aspects.

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APA (6^th Edition):

Burford, M. (2013). Meanings of 'care' in higher education : undergraduates' experiences. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/29213

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

Chicago Manual of Style (16^th Edition):

Burford, M. “Meanings of 'care' in higher education : undergraduates' experiences.” 2013. Thesis, University of Technology, Sydney. Accessed March 05, 2021. http://hdl.handle.net/10453/29213.

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

MLA Handbook (7^th Edition):

Burford, M. “Meanings of 'care' in higher education : undergraduates' experiences.” 2013. Web. 05 Mar 2021.

Vancouver:

Burford M. Meanings of 'care' in higher education : undergraduates' experiences. [Internet] [Thesis]. University of Technology, Sydney; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10453/29213.

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

Council of Science Editors:

Burford M. Meanings of 'care' in higher education : undergraduates' experiences. [Thesis]. University of Technology, Sydney; 2013. Available from: http://hdl.handle.net/10453/29213

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

Montana State University

19. Toran, Marta L. Mind the gap : a study into the transition between high school and college biology : a study into the transition between high school and college biology.

Degree: MS, Graduate School, 2011, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/2433

► Instructors of college introductory level biology courses agree that the large majority of students enrolled in these courses are inadequately prepared for the course content… (more)

▼ Instructors of college introductory level biology courses agree that the large majority of students enrolled in these courses are inadequately prepared for the course content and coursework. One of the reasons why students are not successful in entry level biology courses (usually required for majors) is that their high school biology course failed to thoroughly prime them for college level science courses. In this study, I examine the knowledge gap between high school and college biology courses and perspectives of students, high school teachers and professors. In particular, the emphasis of this research project is on the transfer of subject content knowledge. To measure the level of student preparedness, I used a survey/pretest hybrid composed of several background questions about students' high school biology experience as well as questions designed to test student understanding of fundamental biological questions. The online survey was administered to over 3000 students in 42 randomly selected universities across six geographical regions of the United States during the first week of their introductory biology course in college. An exit poll was used towards the end of the semester to obtain student perspectives regarding how well prepared they had been for the college biology course they were about to complete. Online questionnaires and phone interviews provided insight into high school teacher and professor perspectives regarding the gap in biology knowledge transfer. The low average score on the pre-test indicates that high school graduates are poorly prepared for college biology in terms of fundamental concept knowledge. Professors agreed with this and most students surveyed at the end of their first college biology course felt that their high school biology experience had not adequately prepared them for college biology or that their teachers or the curriculum they followed could have done more to prepare them. Findings from this study also show that a lack of communication between secondary and higher education biology instructors is an important factor contributing to the misalignment between high school and college biology. Increased vertical communication between the two levels of education would enable secondary school teachers to better prepare their students for the transition to introductory college biology and give professors a more accurate idea of the expectations they can hold their students to. Advisors/Committee Members: Chairperson, Graduate Committee: Peggy Taylor. (advisor).

Subjects/Keywords: Biology.; High school students.; Undergraduates.; Academic achievement.

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APA (6^th Edition):

Toran, M. L. (2011). Mind the gap : a study into the transition between high school and college biology : a study into the transition between high school and college biology. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2433

Chicago Manual of Style (16^th Edition):

Toran, Marta L. “Mind the gap : a study into the transition between high school and college biology : a study into the transition between high school and college biology.” 2011. Masters Thesis, Montana State University. Accessed March 05, 2021. https://scholarworks.montana.edu/xmlui/handle/1/2433.

MLA Handbook (7^th Edition):

Toran, Marta L. “Mind the gap : a study into the transition between high school and college biology : a study into the transition between high school and college biology.” 2011. Web. 05 Mar 2021.

Vancouver:

Toran ML. Mind the gap : a study into the transition between high school and college biology : a study into the transition between high school and college biology. [Internet] [Masters thesis]. Montana State University; 2011. [cited 2021 Mar 05]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2433.

Council of Science Editors:

Toran ML. Mind the gap : a study into the transition between high school and college biology : a study into the transition between high school and college biology. [Masters Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2433

University of Toronto

20. Aslemand, Asal. Undergraduate Social Sciences Students' Attitudes Toward Statistics.

Degree: PhD, 2018, University of Toronto

URL: http://hdl.handle.net/1807/82943

► This study investigated the changes in undergraduate social sciences students’ attitudes toward statistics in an introductory statistics course for social science students. The relationships between… (more)

▼ This study investigated the changes in undergraduate social sciences students’ attitudes toward statistics in an introductory statistics course for social science students. The relationships between students’ attitudes toward statistics and their past mathematics achievement, their statistics outcomes, their sex, and their year of study were also investigated. The Survey of Attitudes Toward Statistics (SATS-36©) was used to collect data on students’ attitudes toward statistics. The study found no significant differences between male and female students’ attitudes toward statistics. Moreover, no significant differences in attitudes were found by year of study of the participants. By the end of their introductory statistics course, students’ attitudes improved for those students with low initial scores regarding their feelings concerning statistics, their competency in doing statistics, their valuing of the subject in their personal and professional lives, their perception of the difficulty of the subject, and their efforts to learn statistics. However, their interest in statistics remained the same. Students’ attitudes-scores dropped for those students with high initial responses regarding their competency to do statistics, their valuing of the subject, and their interest in statistics. Their feelings concerning statistics, their perception of the difficulty of the subject, and their effort to learn statistics remained the same. Students’ past mathematics achievement, their valuing of, and their effort to learn statistics predicted their statistics outcomes by the end of the course. Additionally, students’ interest in statistics predicted their effort to learn statistics and their valuing of the subject by the end of the course, which contributed to their statistics outcomes. The results also revealed that, students’ past mathematics achievement, and their perception of the difficulty of the subject predicted their cognitive competence in statistics, and their cognitive competence predicted their affect toward statistics by the end of the course. Advisors/Committee Members: McDougall, Doug, Curriculum, Teaching and Learning.

Subjects/Keywords: Attitudes; Social Sciences; Statistical Literacy; Undergraduates; 0280

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APA (6^th Edition):

Aslemand, A. (2018). Undergraduate Social Sciences Students' Attitudes Toward Statistics. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/82943

Chicago Manual of Style (16^th Edition):

Aslemand, Asal. “Undergraduate Social Sciences Students' Attitudes Toward Statistics.” 2018. Doctoral Dissertation, University of Toronto. Accessed March 05, 2021. http://hdl.handle.net/1807/82943.

MLA Handbook (7^th Edition):

Aslemand, Asal. “Undergraduate Social Sciences Students' Attitudes Toward Statistics.” 2018. Web. 05 Mar 2021.

Vancouver:

Aslemand A. Undergraduate Social Sciences Students' Attitudes Toward Statistics. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1807/82943.

Council of Science Editors:

Aslemand A. Undergraduate Social Sciences Students' Attitudes Toward Statistics. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/82943

University of North Texas

21. Phillips, Sarah Ramby. The Development of Disordered Eating Among Female Undergraduates: A Test of Objectification Theory.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc84267/

► Objectification theory (Fredrickson & Roberts, 1997) has been used to explain how mechanisms related to socialization, sexual objectification, and psychological variables interact to predict mental… (more)

Subjects/Keywords: bulimic symptomatology; female undergraduates; sexual objectification

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APA (6^th Edition):

Phillips, S. R. (2011). The Development of Disordered Eating Among Female Undergraduates: A Test of Objectification Theory. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84267/

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

Chicago Manual of Style (16^th Edition):

Phillips, Sarah Ramby. “The Development of Disordered Eating Among Female Undergraduates: A Test of Objectification Theory.” 2011. Thesis, University of North Texas. Accessed March 05, 2021. https://digital.library.unt.edu/ark:/67531/metadc84267/.

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

MLA Handbook (7^th Edition):

Phillips, Sarah Ramby. “The Development of Disordered Eating Among Female Undergraduates: A Test of Objectification Theory.” 2011. Web. 05 Mar 2021.

Vancouver:

Phillips SR. The Development of Disordered Eating Among Female Undergraduates: A Test of Objectification Theory. [Internet] [Thesis]. University of North Texas; 2011. [cited 2021 Mar 05]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84267/.

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

Council of Science Editors:

Phillips SR. The Development of Disordered Eating Among Female Undergraduates: A Test of Objectification Theory. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84267/

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

University of Texas – Austin

22. -1352-321X. Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences.

Degree: MA, Educational psychology, 2015, University of Texas – Austin

URL: http://hdl.handle.net/2152/34056

► According to social cognitive theory (Bandura, 1977), self-efficacy refers to beliefs that one is capable of succeeding at particular tasks and navigating one’s environment. Self-efficacy… (more)

Subjects/Keywords: Sources of self-efficacy; Chinese undergraduates; Motivation

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APA (6^th Edition):

-1352-321X. (2015). Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/34056

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-1352-321X. “Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences.” 2015. Masters Thesis, University of Texas – Austin. Accessed March 05, 2021. http://hdl.handle.net/2152/34056.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-1352-321X. “Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences.” 2015. Web. 05 Mar 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1352-321X. Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences. [Internet] [Masters thesis]. University of Texas – Austin; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2152/34056.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1352-321X. Chinese undergraduates’ sources of self-efficacy: a mixed-methods investigation and exploration of individual differences. [Masters Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/34056

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Drexel University

23. Trieger, Michael. iComm: An Intervention Designed to Teach Undergraduates to use Non-Directive Support.

Degree: 2012, Drexel University

URL: http://hdl.handle.net/1860/3934

►

Stress is a normal physiological response to an event that threatens or upsets a person. Stress can be useful and act as a motivator, but… (more)

Subjects/Keywords: Public Health; iComm; Non-Directive support; Undergraduates

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APA (6^th Edition):

Trieger, M. (2012). iComm: An Intervention Designed to Teach Undergraduates to use Non-Directive Support. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/3934

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

Chicago Manual of Style (16^th Edition):

Trieger, Michael. “iComm: An Intervention Designed to Teach Undergraduates to use Non-Directive Support.” 2012. Thesis, Drexel University. Accessed March 05, 2021. http://hdl.handle.net/1860/3934.

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

MLA Handbook (7^th Edition):

Trieger, Michael. “iComm: An Intervention Designed to Teach Undergraduates to use Non-Directive Support.” 2012. Web. 05 Mar 2021.

Vancouver:

Trieger M. iComm: An Intervention Designed to Teach Undergraduates to use Non-Directive Support. [Internet] [Thesis]. Drexel University; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1860/3934.

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

Council of Science Editors:

Trieger M. iComm: An Intervention Designed to Teach Undergraduates to use Non-Directive Support. [Thesis]. Drexel University; 2012. Available from: http://hdl.handle.net/1860/3934

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

University of Wisconsin-Stout

24. Stecklein, Heather J. Identifying knowledge practices from the ACRL Framework within engineering workplace contexts.

Degree: 2020, University of Wisconsin-Stout

URL: http://digital.library.wisc.edu/1793/81331

► University librarians and archivists are continuously redefining instructional strategies for engaging undergraduate students with information literacy skills. The recent pedagogical shift from instructional models featuring… (more)

Subjects/Keywords: Engineering; Information literacy; Library orientation; Undergraduates

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APA (6^th Edition):

Stecklein, H. J. (2020). Identifying knowledge practices from the ACRL Framework within engineering workplace contexts. (Thesis). University of Wisconsin-Stout. Retrieved from http://digital.library.wisc.edu/1793/81331

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

Chicago Manual of Style (16^th Edition):

Stecklein, Heather J. “Identifying knowledge practices from the ACRL Framework within engineering workplace contexts.” 2020. Thesis, University of Wisconsin-Stout. Accessed March 05, 2021. http://digital.library.wisc.edu/1793/81331.

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

MLA Handbook (7^th Edition):

Stecklein, Heather J. “Identifying knowledge practices from the ACRL Framework within engineering workplace contexts.” 2020. Web. 05 Mar 2021.

Vancouver:

Stecklein HJ. Identifying knowledge practices from the ACRL Framework within engineering workplace contexts. [Internet] [Thesis]. University of Wisconsin-Stout; 2020. [cited 2021 Mar 05]. Available from: http://digital.library.wisc.edu/1793/81331.

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

Council of Science Editors:

Stecklein HJ. Identifying knowledge practices from the ACRL Framework within engineering workplace contexts. [Thesis]. University of Wisconsin-Stout; 2020. Available from: http://digital.library.wisc.edu/1793/81331

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

Michigan State University

25. Billington, Abigail Q. Helping undergraduates improve their grades : a comparison of verbal and imagery rehearsal for enhancing training transfer.

Degree: 2012, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:648

►

Thesis Ph. D. Michigan State University. Psychology 2012.

The purpose of this study was twofold: to explore an imagery-based alternative to verbally based training transfer… (more)

▼

Thesis Ph. D. Michigan State University. Psychology 2012.

The purpose of this study was twofold: to explore an imagery-based alternative to verbally based training transfer interventions and to examine whether individual differences in preferred processing style impact transfer. In sport and therapeutic settings, imagery-based rehearsal has been found to be very effective at changing behavior. Despite the widespread use of techniques related to future-oriented mental rehearsal in other fields, there has been very little exploration into the possibility of its use in workplace or classroom training. For this study, undergraduate students were presented with training on strategies to improve their scores on multiple-choice exams followed by a verbally based intervention, an imagery based intervention, or no intervention. Within the month following training, all of the students completed at least one multiple-choice exam in a psychology course. After the exam, the students reported whether they had used the strategies they learned in training and whether their exam grade had improved.The evidence showed that the training had a positive effect on transfer, but that the interventions were no more effective than the control. It was expected that the participants in both the verbal and imagery based intervention groups would use more of the trained skills and show more improvements in their exam scores than the participants in the control group. However, there were no differences between the participants in the three groups, indicating that the interventions were not effective at promoting transfer. Although the interventions were not effective, the training was. The use of trained skills was positively related to improvements in exam scores. Although the original experimental hypotheses could not be addressed, the study contributed to the literature by providing evidence that processing style may be an important characteristic to consider for training design. Participants who naturally process information visually (rather than verbally) had more test anxiety and felt less efficacious about performing the trained skills. In addition, the study provided more evidence that trainees' motivation to transfer the trained material is a key predictor of whether they use the trained skills.

Description based on online resource; title from PDF t.p. (ProQuest, viewed Feb. 25, 2013)

Advisors/Committee Members: Ford, Kevin, Yelon, Stephen, Schmitt, Neal, Leong, Frederick.

Subjects/Keywords: Michigan State University – Undergraduates; Michigan State University; Test-taking skills – Study and teaching (Higher) – Michigan – East Lansing; Undergraduates – Michigan – East Lansing; Undergraduates; Psychology; Instructional design; Organizational behavior

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

APA (6^th Edition):

Billington, A. Q. (2012). Helping undergraduates improve their grades : a comparison of verbal and imagery rehearsal for enhancing training transfer. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:648

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

Chicago Manual of Style (16^th Edition):

Billington, Abigail Q. “Helping undergraduates improve their grades : a comparison of verbal and imagery rehearsal for enhancing training transfer.” 2012. Thesis, Michigan State University. Accessed March 05, 2021. http://etd.lib.msu.edu/islandora/object/etd:648.

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

MLA Handbook (7^th Edition):

Billington, Abigail Q. “Helping undergraduates improve their grades : a comparison of verbal and imagery rehearsal for enhancing training transfer.” 2012. Web. 05 Mar 2021.

Vancouver:

Billington AQ. Helping undergraduates improve their grades : a comparison of verbal and imagery rehearsal for enhancing training transfer. [Internet] [Thesis]. Michigan State University; 2012. [cited 2021 Mar 05]. Available from: http://etd.lib.msu.edu/islandora/object/etd:648.

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

Council of Science Editors:

Billington AQ. Helping undergraduates improve their grades : a comparison of verbal and imagery rehearsal for enhancing training transfer. [Thesis]. Michigan State University; 2012. Available from: http://etd.lib.msu.edu/islandora/object/etd:648

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

Michigan State University

26. Beasley, Eric Matthew. The many sides of academic dishonesty sanctions.

Degree: 2012, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:1314

►

Thesis Ph. D. Michigan State University. Sociology 2012.

ABSTRACTTHE MANY SIDES OF ACADEMIC DISHONESTY SANCTIONSByEric Matthew BeasleyIn the fall of 2009, Michigan State University (MSU)… (more)

Subjects/Keywords: Michigan State University – Undergraduates – Attitudes; Michigan State University; Cheating (Education); Undergraduates – Michigan – East Lansing – Attitudes; Sociology; Sociology of education; Criminology

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APA (6^th Edition):

Beasley, E. M. (2012). The many sides of academic dishonesty sanctions. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:1314

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

Chicago Manual of Style (16^th Edition):

Beasley, Eric Matthew. “The many sides of academic dishonesty sanctions.” 2012. Thesis, Michigan State University. Accessed March 05, 2021. http://etd.lib.msu.edu/islandora/object/etd:1314.

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

MLA Handbook (7^th Edition):

Beasley, Eric Matthew. “The many sides of academic dishonesty sanctions.” 2012. Web. 05 Mar 2021.

Vancouver:

Beasley EM. The many sides of academic dishonesty sanctions. [Internet] [Thesis]. Michigan State University; 2012. [cited 2021 Mar 05]. Available from: http://etd.lib.msu.edu/islandora/object/etd:1314.

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

Council of Science Editors:

Beasley EM. The many sides of academic dishonesty sanctions. [Thesis]. Michigan State University; 2012. Available from: http://etd.lib.msu.edu/islandora/object/etd:1314

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

27. Wijeratne, Warshani Himanshi Pilimatalawwe. A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities.

Degree: MA, English, 2015, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/21

► Measuring the motivational elements of students towards learning English and demarcating the salient elements of their motivation is crucial as this information can be… (more)

▼ Measuring the motivational elements of students towards learning English and demarcating the salient elements of their motivation is crucial as this information can be used to make the English learning experience more effective. The motivation of Sri Lankan undergraduate students towards learning English is generally rated as quite low. Therefore, measuring the motivational elements pertaining to their L2 learning and finding the salient features would be essential to enhancing their learning experience within the university system. The study of motivation in SLA has taken a different direction from the socio- educational method by R. Gardner and R. N. Lalonde (1985) which heavily focused on the concept of integrativeness as the main motivating element in SLA. As this was later found to be inadequate in explaining the current learning experience of ESL or EFL in a more globalized and international context, additional elements were incorporated to make the measurement more meaningful Dörnyei (2009a) conceptualized the L2 self-system which is conditioned to meet the current status of SLA. The L2 self-system incorporates integrativeness and also uses the concept of the ‘ideal L2 self’, corresponding with motivation as the drive for the ultimate goal of a competent L2 self. It has been validated a number of times in both EFL and ESL contexts as Japan, China, Iran and Pakistan. This system has not been so far implemented to study the L2 motivation within the ESL context in Sri Lanka. This study presents the motivational elements present among the undergraduates studying in government funded universities in Sri Lanka. An online questionnaire developed for this by integrating subscales from previous studies from Tagushi, Magid, and Papi (2009) and Ryan (2009) with the addition of a few contextual questions, was distributed among Sri Lankan undergraduate students. After testing the completed questionnaires for reliability the salient motivating factors for different demographics were extracted and the correlations between salient factors were studied. The study shows a strong correlation between the ‘ideal L2 self’ and the ‘ought to L2 self’ which is an indication of strong motivation towards learning the L2. The findings also indicates that Sri Lankan undergraduate students are strongly influenced by promotional instrumentality and preventional instrumentality, denoted by the strong correlation between the two subscales. Their motivation is geared towards learning English for the personal extrinsic goals such as employment opportunities and graduate studies. While their levels of motivation was generally high the need to pedagogically assist their requirements of promotional instrumentality was seen as a crux to the pedagogical implications. A significant difference between the demographics in the study was not observed. Advisors/Committee Members: James H. Robinson, Isolde Muller, Susan P. Dowds.

Subjects/Keywords: SLA; Motivation; Identity; L2; L2 self-system; university undergraduates; Sri Lanka

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APA (6^th Edition):

Wijeratne, W. H. P. (2015). A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/21

Chicago Manual of Style (16^th Edition):

Wijeratne, Warshani Himanshi Pilimatalawwe. “A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities.” 2015. Masters Thesis, St. Cloud State University. Accessed March 05, 2021. https://repository.stcloudstate.edu/engl_etds/21.

MLA Handbook (7^th Edition):

Wijeratne, Warshani Himanshi Pilimatalawwe. “A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities.” 2015. Web. 05 Mar 2021.

Vancouver:

Wijeratne WHP. A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities. [Internet] [Masters thesis]. St. Cloud State University; 2015. [cited 2021 Mar 05]. Available from: https://repository.stcloudstate.edu/engl_etds/21.

Council of Science Editors:

Wijeratne WHP. A Study of Second Language Identity and Motivation among Undergraduates in Sri Lankan Universities. [Masters Thesis]. St. Cloud State University; 2015. Available from: https://repository.stcloudstate.edu/engl_etds/21

Utah Valley University

28. Schultz, Michael David. Impact of a Field Research Experience on Undergraduate Science Majors.

Degree: 2016, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,697

►

Undergraduate field research experiences are becoming an emerging force in higher education. There is widespread support for these experiences in a variety of fields such… (more)

Subjects/Keywords: Science – Study and teaching (Higher); Experiential research; Undergraduates

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APA (6^th Edition):

Schultz, M. D. (2016). Impact of a Field Research Experience on Undergraduate Science Majors. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,697

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

Chicago Manual of Style (16^th Edition):

Schultz, Michael David. “Impact of a Field Research Experience on Undergraduate Science Majors.” 2016. Thesis, Utah Valley University. Accessed March 05, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,697.

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

MLA Handbook (7^th Edition):

Schultz, Michael David. “Impact of a Field Research Experience on Undergraduate Science Majors.” 2016. Web. 05 Mar 2021.

Vancouver:

Schultz MD. Impact of a Field Research Experience on Undergraduate Science Majors. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2021 Mar 05]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,697.

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

Council of Science Editors:

Schultz MD. Impact of a Field Research Experience on Undergraduate Science Majors. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,697

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

University of Tasmania

29. Grace, AAS. Mobile phone text messaging language : how and why undergraduates use textisms.

Degree: 2013, University of Tasmania

URL: https://eprints.utas.edu.au/17508/3/Whole-Grace-_thesis-inc-pub-mat.pdf

► Mobile phone text messaging has continued to increase in popularity since its inception in 1992, but research into the language used in text messages has… (more)

▼ Mobile phone text messaging has continued to increase in popularity since its inception in 1992, but research into the language used in text messages has produced variable results. The overall purpose of this thesis was to investigate factors which might be associated with variations in textism use between individual phone users. In previous research, methodological variations between studies have made comparisons difficult and include the use of various message collection methods (e.g., asking participants to create messages versus to provide previously sent messages) and variations in the definition, categorisation and counting of altered words in text messages, or “textisms” (e.g., 2nite for tonight). In Study 1 of this thesis, undergraduates (155 in Canada, 86 in Australia) were asked to provide text messages via three different collection methods. Messages that were translated and elicited under experimental conditions were found to contain more textisms than naturalistic messages copied from phones. Further, Australian participants used more contractive textisms (e.g., fri for Friday, bday for birthday) than Canadians, and more textisms overall. In Study 2, naturalistic data were collected from a further 386 Australian first-year undergraduates between 2009 and 2012. Over these time-points, textism use decreased, particularly for contractive textisms. Females used more expressive textism types (e.g., pleeease!?! for please) than males. Further differences in textism use were found to be related to the technology on participants’ phones and to participants’ attitudes towards textism use. In Study 3, the Australian and Canadian undergraduates from Study 1 completed a range of literacy and language tasks. The very few correlations between task scores and textism use that reached statistical significance were negative (students with higher linguistic scores used fewer textisms), although this relationship may have been influenced by differences in attitude and early literacy experience. In Study 4, the Australian students of Study 3 were able to discern situations in which textism use is appropriate. Further, the examination of 303 written exams of a separate group of Australian undergraduates confirmed that textisms were avoided in these students’ formal writing. In conclusion, individual textism use in messages is related to a number of factors, especially the technology on mobile phones. Rather than being associated with poor literacy skills, textism use can be conceptualised as a form of literacy skill that is adapted to the social expectations of undergraduates and the developing technology on phones to produce maximally efficient and expressive text-based communication.

Subjects/Keywords: text messaging; texting; SMS; textisms; language; undergraduates; adults; mobile phones

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

APA (6^th Edition):

Grace, A. (2013). Mobile phone text messaging language : how and why undergraduates use textisms. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/17508/3/Whole-Grace-_thesis-inc-pub-mat.pdf

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

Chicago Manual of Style (16^th Edition):

Grace, AAS. “Mobile phone text messaging language : how and why undergraduates use textisms.” 2013. Thesis, University of Tasmania. Accessed March 05, 2021. https://eprints.utas.edu.au/17508/3/Whole-Grace-_thesis-inc-pub-mat.pdf.

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

MLA Handbook (7^th Edition):

Grace, AAS. “Mobile phone text messaging language : how and why undergraduates use textisms.” 2013. Web. 05 Mar 2021.

Vancouver:

Grace A. Mobile phone text messaging language : how and why undergraduates use textisms. [Internet] [Thesis]. University of Tasmania; 2013. [cited 2021 Mar 05]. Available from: https://eprints.utas.edu.au/17508/3/Whole-Grace-_thesis-inc-pub-mat.pdf.

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

Council of Science Editors:

Grace A. Mobile phone text messaging language : how and why undergraduates use textisms. [Thesis]. University of Tasmania; 2013. Available from: https://eprints.utas.edu.au/17508/3/Whole-Grace-_thesis-inc-pub-mat.pdf

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

Loyola University Chicago

30. Chelsen, Paul Olaf. An Examination of Internet Pornography Usage Among Male Students at Evangelical Christian Colleges.

Degree: PhD, School of Education, 2011, Loyola University Chicago

URL: https://ecommons.luc.edu/luc_diss/150

► Internet pornography access among male students at Evangelical Christian colleges presents two dilemmas. First, Internet pornography access is institutionally prohibited based on a Biblical… (more)

▼ Internet pornography access among male students at Evangelical Christian colleges presents two dilemmas. First, Internet pornography access is institutionally prohibited based on a Biblical view of sexuality. The second dilemma is that individual students who choose to follow the teaching of Jesus Christ in the context of Evangelical Christian faith tradition can experience internal distress in response to Internet pornography access. No empirical study to date has examined Internet pornography access only among male undergraduates only at Evangelical Christian colleges. The first guiding research question is, "To what extent do male undergraduates at select Evangelical Christian colleges in the Midwest access Internet pornography?" The second guiding research question is "Is there a correlation between the extent of access to Internet pornography among male undergraduates at select Evangelical Christian colleges in the Midwest and indicators of addiction patterns, guilt regarding online use and online sexual behavior - social?" This correlational study collected data through an online survey with 46 questions and was sent to 2,245 male undergraduate students at three different Evangelical Christian colleges in the Midwest. The purpose of the study was to provide information to help staff members at Evangelical Christian colleges design strategies to support male students in distress regarding Internet pornography access. Support for this study was found in the empirical literature regarding college student attitudes regarding Internet pornography including its effects on students. Further support came from both the general literature on sexual addiction and compulsion and specific empirical literature about college student sexual addiction and sexual compulsion. The descriptive statistical results helped to answer the first research question and demonstrated that 79.3 percent of male undergraduate students at Evangelical colleges reported accessing Internet pornography at some point in the previous year, with 61.1 percent reported accessing Internet pornography at least some amount of time each week. Linear relationships and multiple regression analyses generated data to answer the second research question. A statistically significant relationship exists between the extent of Internet pornography usage among male undergraduates at three Evangelical colleges and indicators of addictive patterns related to Internet pornography, guilt regarding online pornography use, and online sexual behavior that is social in nature. Furthermore, the multiple regression results overall suggest that students who do not self-identify as Evangelical, spend higher amounts of time online, demonstrate higher indicators of Internet pornography addiction and demonstrate online social behavior that is sexual in nature are more likely to access Internet pornography a higher number of hours each week. The addictive scale emerged as the strongest predictor for the amount of time, on average, spent viewing Internet pornography each week.

Subjects/Keywords: College; Evangelical; Internet; male; pornography; undergraduates; Higher Education Administration

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

APA (6^th Edition):

Chelsen, P. O. (2011). An Examination of Internet Pornography Usage Among Male Students at Evangelical Christian Colleges. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/150

Chicago Manual of Style (16^th Edition):

Chelsen, Paul Olaf. “An Examination of Internet Pornography Usage Among Male Students at Evangelical Christian Colleges.” 2011. Doctoral Dissertation, Loyola University Chicago. Accessed March 05, 2021. https://ecommons.luc.edu/luc_diss/150.

MLA Handbook (7^th Edition):

Chelsen, Paul Olaf. “An Examination of Internet Pornography Usage Among Male Students at Evangelical Christian Colleges.” 2011. Web. 05 Mar 2021.

Vancouver:

Chelsen PO. An Examination of Internet Pornography Usage Among Male Students at Evangelical Christian Colleges. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2011. [cited 2021 Mar 05]. Available from: https://ecommons.luc.edu/luc_diss/150.

Council of Science Editors:

Chelsen PO. An Examination of Internet Pornography Usage Among Male Students at Evangelical Christian Colleges. [Doctoral Dissertation]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/150

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Open Access Theses and Dissertations