Dissertations / Theses on the topic 'College students Social networks Australia'
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Chen, Bai-Yin. "Social support in Taiwanese college students." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285084.
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Pinsky, David J. "A cross-secitional [i.e. cross-sectional] examination of differential social support for alcohol use within college students' social networks." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/pinskyd/davidpinsky.pdf.
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Fleming, Teresa M. "Adjustment to college life." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722227.
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Social support has been identified as an important mediator aiding adaptation during major life transitions such as matriculation in college. In the present study two models were proposed to predict social network development from measures of previous social support and individual characteristics collected prior to students' matriculation. It was hypothesized that initiation skills and previous social relationship patterns would predict the quantitative development of the students' new social support networks while negative affectivity and social relationship patterns would predict satisfaction with the forming network.The models were tested using path analysis techniques. Model I was supported. Initiation skills and relationship patterns both had significant direct effects on network size; while initiation skills also had a meaningful indirect effect on size through its effects on relationship patterns. Model II was not supported by the data. Network satisfaction was not meaningfully influenced by negative affect but was affected by initiation skills and by social relationship patterns. Changes in the characteristics of the network over time were also observed and considered. The results clarify the process through which new social networks develop and have implications for college-based intervention programs.Department of Psychological Science
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Agostinelli, Sara. "Impacts of student identity construction in online social networks." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/s_agostinelli_061809.pdf.
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Jamison, Alton L. "Making it on campus: The interplay between student strategies and social structure." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186187.
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This study examined the college student experience from a student perspective. The conceptual framework of Strauss' negotiated order was used to examine the relationship between structure and process in organizational settings. The ways in which students linked their immediate and larger social worlds were examined as an element in the adjustive processes of the organization. The data consisted of time activity reports, unstructured interviews, and a shadowing experience with a small sample of middle-class Mexican-American students at the University of Arizona. Content analysis of the data was conducted across three dimensions of "Making It On Campus"; Making the Grade, Making It With Others, and Making Money. Findings indicated that students perceived their experience from a generalized goal of becoming "On Your Own." Student coping strategies across the three areas of Making It became shared patterns of activities centered around attempts to organize their world, assert some control, and develop independence and autonomy.
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Woodard, Steven P. "Discourses, campus-based social networks, and career maturation : a case study analysis of African American female college students /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7831.
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Brooks, Brandon A. "Socioeconomic Status Updates: College Students, Family SES, and Emergent Social Capital in Facebook Networks." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1281577865.
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Wu, Yun. "A uses and gratifications perspective of Chinese college students' motivations in using renren (Chinese social networking site)." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/798.
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Recent years witnessed incredibly increasing popularity of online social networking sites around the globe. The emergence of new social media, including online social networking sites, brings the communication world a brand-new area to explore. The success of Facebook and MySpace in the U.S. has attracted a considerate number of communication scholars to examine this phenomenon from different perspectives.
As the most cutting-edge tool to investigate a newly-grown medium, uses and gratifications perspective focuses on why people use social media, and how people use them to satisfy their needs. In this study, the most popular online social networking site in China, Renren, was selected to investigate the uses and gratifications of Chinese college students. Four motivations, that is, socializing, entertainment, self-status seeking, and information seeking, were utilized to measure how much weight Chinese college students give to each motivation.
Culture's impact on the usage of online social networking sites was also investigated. The concept of interdependent self-construal and independent self-construal was borrowed to examine how culture could play a role in SNS use among Chinese college students.
The study found Chinese college students use SNS to gratify their needs of socializing, entertainment, information seeking, while self-status seeking seems to be a weaker factor of SNS use. Six themes emerged in the study including: 1) vision and outlook expansion, 2) friendship maintenance, 3) a sense of self-worth, 4) information seeking, 5) entertainment, and 6) cultivated as a habit, to pass time. In addition, Chinese college students seem to have independent self-construal rather than interdependent self-construal, but the tendency is weak and self-report statistics show they tend to give moderate answers regarding to the self-construal. The influence of different self-construals towards motives in using Renren is subtle. Further explanations of observed finding were provided in the thesis.
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Mitchell, Karrie Denise. "Cultural Capital Facilitators and First-Generation Community College Students." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194090.
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Cultural capital facilitators are an unexplored phenomenon in the higher education literature despite their crucial presence on community college campuses. Through the use of social capital theory, social networks, and cultural capital theory, this study explores the role that cultural capital facilitators play in first-generation, community college student information acquisition and ultimate success. Multiple qualitative methods are utilized to discover the cultural capital facilitator characteristics and attributes, social networks and types of cultural capital information shared between first-generation students and cultural capital facilitators. Implications for community college practitioners are also presented in terms of the role that classroom instructors play as cultural capital facilitators as well as the characteristics and attributes that these individuals can acquire through professional development opportunities. Finally, the interconnectedness of cultural capital facilitators' social networks and the domination of academic, cultural capital information are elaborated on for community college personnel in their examination of structural and functional barriers to first-generation student success.
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O'Brien, Celia Laird. "Navigating the Transition: The Informational Networks and Help-Seeking Behavior of Community College Transfer Students." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145297.
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While community college transfer students who successfully matriculate into the four-year institution enjoy high persistence and graduation rates, inequities continue to be inherent throughout the process. In order to succeed during this transition, students must employ effective help-seeking strategies that provide them with access to timely and accurate information. This study seeks to be a formal examination of these informational networks. It describes the extensity, composition and positionality of these networks as transfer students exit the community college and enter a large research-extensive university. It also studies the effect that participation in a transfer course has on these informational networks. The results imply that informational networks remain relatively similar throughout the transfer process but that certain populations, including first-generation students and females, are less likely to rely on institutional agents for information. In addition, the effects of a transfer success course appear to be short-term, although it may reap larger benefits for at-risk populations. These findings suggest that socio-academic integration theories are more relevant to community college transfer students than theories based on traditional populations who enter four-year institutions directly out of high school.
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Hadija, Zeljka. "Perceptions of advertising in online social networks : in-depth interviews /." Online version of thesis, 2008. http://hdl.handle.net/1850/5958.
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Goans, Christian R. R. "Racial/Ethnic Differences in Social Support." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799548/.
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Despite a substantially greater risk factor profile, Hispanics in the United States (US) consistently demonstrate better health outcomes compared to their non-Hispanic White counterparts, an epidemiologic phenomenon termed the Hispanic Mortality Paradox. Emerging hypotheses suggest cultural values regarding relational interconnectedness and social support may help to explain these surprising health outcomes. The present study sought to inform these hypotheses via two aims: the first was to examine racial/ethnic differences in perceived social support, and the second was to examine the relationship between acculturation and perceived social support among Hispanic college students. Non-Hispanic White, non-Hispanic Black, and Hispanic college students (N = 330) completed an online survey for course credit. Contrary to expectations, no racial/ethnic differences in perceived social support were observed, nor was an association between acculturation and perceived social support evident among the sampled Hispanic students. The limited sample size, homogeneity in social support levels across groups, and the restricted range of age and acculturation may have obscured relationships that may exist outside the college environment. Future work should consider a more heterogeneous sampling strategy to better assess these associations.
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Foregger, Sarah Katherine. "Uses and gratifications of Facebook.com." Diss., Connect to online resource - MSU authorized users, 2008.
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Ohl-Gigliotti, Christine Ann. "Social networks and social class how Caucasian, working class parents of first-generation college students experience their child's first year of college /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
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Lai, Yeung Wai-ching Susanna. "Stress, problem-solving and social support in college students with suicidal ideation /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17389835.
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Amm, Lesley E. "Individual, family, social support and stress factors affecting university students' generalised self-efficacy beliefs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/282.
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Students' success at university is influenced by their generalised self-ecfficacy beliefs. Previous studies compared these beliefs to individual variables derived from self-concept, family, stress, and self-support research. An holistic approach in this present study was used with data collected from 168 first-year students, to investigate the relationship between generalised self-efficacy beliefs and variables measuring students' self-descriptions, the functioning of their families-of-origin, their daily stress experienced in the university setting, stress management skills they wish to improve and their fear of disclosure in relation to peers.
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Lai, Yeung Wai-ching Susanna, and 勵楊蕙貞. "Stress, problem-solving and social support in college students with suicidal ideation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3123639X.
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Jones, Andrea M. "How influential are they? the role of parents, social support, attachment, and autonomy in college students' likelihood to experience social anxiety /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10074.
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Shen, Jun, and 沈君. "Loneliness among college students: the interactive effects of social network and attributional style." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35302628.
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McJunkin, Kyle Stewart. "Understanding the college-going aspirations of charter high school students and the role of social networks." Diss., Restricted to subscribing institutions, 2010. http://proquest.umi.com/pqdweb?did=2023836131&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Cunningham, Miranda. "Bridging the Worlds of Home and School: a Study of the Relational Worlds of First-Generation Students in a School of Social Work." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3088.
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Much scholarship on first-generation students has focused on their academic and social integration in college (Collier & Morgan, 2008; Lowery-Hart & Pacheco, 2011; Stuber, 2011). Little is known about the experiences of first-generation students in schools of social work. In this research I've expanded the focus beyond students' experiences of academic integration to explore how first-generation students in a school of social work describe their relational worlds and the implications for professional socialization.
Informed by Standpoint Feminism and Postmodern/Post structural Feminism, I conducted focus groups with 19 students in two undergraduate programs and one graduate program in a school of social work and analyzed these conversations using Voice-centered Relational Data Analysis (Brown & Gilligan, 1992). This research highlighted how students bridge the cultures of home and school through 1) Experiences of support from home cultures while 2) pursuing school largely on their own and experiencing 3) the potential for distance from cultures of home, as they 4) work to stay integrated in home cultures while simultaneously 5) working to become integrated in school. I've also written about students' experiences of becoming caught "in-between" the cultures of home and school (Anzaldúa, 1987/2012), a less common but nevertheless important experience for educators to attend to.
Here I've argued for broadening the focus beyond academic integration (Tinto, 1975, 1993) and underscored the relational nature of first-generation status, as well as drawing attention to potential for relational injury embedded in our narratives about educational attainment and class mobility. Implications for social work education, practice, and research are discussed.
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Marshall, Heather M. "Social connectedness as a mediating factor in the relationship between psychological distress and selected health behaviors of college students /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1417806991&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 117-135). Also available for download via the World Wide Web; free to University of Oregon users.
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Mohamed, Hassan. "Social media use among NMMU students." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1636.
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This research provides insight into the use of social networks and social media by students at the Nelson Mandela Metropolitan University. The primary purpose of this research is to investigate student social media practices at NMMU to establish the reasons for students engaging in social media. A growing number of educators acknowledge the potential of social networking to (re)engage learners with their studies, while others fear that such practices compromise and disrupt student engagement with traditional education provision (Selwyn, 2009). This study, therefore, aims to identify how and for what reasons students use social networks and social media. This study attempts to provide answers to the following research questions: For which social networking sites do students register and actively engage in? What is the most popular social networking site for students? How often do students engage in social media practices? What is the main purpose for students engaging in social media practices? How do students gain access to social media? For what educational purposes can social media be used? For which business purposes can social media be used? Do students use social media to collaborate with peers and lecturers? Do students use social media to make buying decisions? The literature overview was conducted on social media and social networks from journals and books published between the periods 2003 to 2011 as the popularity of social media came to the forefront during this period. Topics researched included social networks and libraries, educational and business uses of social networking and social media. A quantitative study was considered to be most appropriate to conduct the research for this study; and non-probability sampling was the most appropriate given the size of the population and the nature of this research. xiv Students were invited to participate in the research by completing and submitting a survey questionnaire at the conclusion of their lectures in the second semester during the month of September. The data collected was then analysed using descriptive and inferential statistics to provide insight into student use of social media. The results would determine if relationships exist between the independent variables from the questionnaire, namely, age, gender, campus and course enrolment and the dependent factors, namely, usage, information exchange and security. This relationship would be determined for both the perceptions of social networking in general and the perceptions of NMMU social networking. These results are then used to identify further areas of research in the future. The majority of the population sample was between the ages of 17 and 21 and primarily females. The sample typically became aware of social media by means of word-of-mouth and accesses their social networking site/s more than five times a day. The main reason for registering and joining social networking sites was for social purposes. Furthermore, the sample used social networking sites for entertainment, social involvement, meeting new friends and maintaining relationships. The sample agreed that social networking makes information searching easier. The majority of the sample indicated that they were not registered on any NMMU Social Networking sites of the university or any faculty, department or unit social networking sites at the NMMU. However, it was clear that the majority of students was registered on social networking sites of some sort and would continue to use social networking and social media. The results from the study indicated that the mean value for the perceptions of social media in general were greater than that of the perceptions of NMMU social media in terms of usage. Likewise, the mean value for the perceptions of social networking in general was also greater than that of the perceptions of NMMU Social Networking for information exchange but the difference were very small. However, the mean value for the perceptions of NMMU Social Networking showed a greater mean value than that of the perceptions of social networking in general in terms of security. This means that respondents used social networking in general more than NMMU Social Networking. xv However, the respondents perceived NMMU Social Networking sites to be more secure than social networking sites in general. The results of this study could provide Higher Education Institutions in South Africa with the impetus to use social networks and social media to enhance students‟ learning experiences.
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Spiro, Emma S. "Searching for community online: how virtual spaces affect student notions of community." Pomona College, 2007. http://ccdl.libraries.claremont.edu/u?/stc,15.
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Social networking sites and virtual spaces have flourished in the past few years. The author explores the impact of such social networking services on the local community at a small liberal arts college. The author investigates modern trends in community theory. Defining community has become more difficult in modern society, where community is no longer easily distinguished by geographical boundaries. From the background of modern community theory the author explores the designation of virtual spaces as “virtual communities.” Literature and research about virtual spaces indicates that they can provide many of the values thought be to inherent to community membership. The strong localized community on campus makes students hesitant in calling Facebook a “virtual community,” despite its strong integration with the face-to-face community itself. Facebook is seen as simply a tool. This thesis incorporates research on one specific case study: through mathematical and ethnographic research of Facebook.com, the author evaluates the opinions of students in considering virtual spaces as communities.
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Gadgil, Guruprasad Yashwant. "Analyzing Tradeoffs between Privacy Concerns and Active Social Media Presence of 18- to 30-Year-Old College Students." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248436/.
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This study applied the impression management theory in the context of social networking to investigate the generalized research question of this dissertation which is "Do active social media presence and various privacy concerns influence online behaviors of students on social media?" The results and conclusions are presented via the conduct of three different studies and the summary provides insights and explain the overall contribution of the research. For each study we developed a research model for which data was collected separately for each of these models. Hypotheses of each model were tested by partial least squares- structural equation modeling techniques using SmartPLS 2.0. Our findings confirm the hypotheses and showed that all the predictors positively influence online social networking behaviors. Active social media presence is operationalized as predictors such as SNS stalking awareness, Selective disclosure, desired differential persona, impression motivation, and information trustworthiness. Privacy concerns have been operationalized as SNS privacy awareness, technology awareness. Online behaviors have been operationalized as responsible image and reckless image.
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Stuart, Gale Sherwood. "Making connections the role of the social networks of first-year students enrolled in learning communities in predicting success in college /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1666398331&sid=5&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Lynn, Randy. "Learning to like Facebook? effects of cultural and educational capital on the use of social network sites in a population of university students /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2009. http://etd.umsl.edu/r3721.
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McCabe, Cameron Trim. "Vulnerability and Protective Factors of Stress-Related Drinking: an Exploration of Individual and Day-Level Predictors of Alcohol Involvement." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3287.
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Problem alcohol use has far-reaching economic, intra-, and interpersonal consequences. One particularly hazardous form of drinking pertains to the consumption of alcohol as a means of regulating stress, or drinking to cope. As such, it is critical to identify pathways through which stress-related alcohol use occurs, as well as protective factors which may mitigate the aforementioned consequences. To achieve this, I conducted three studies examining these topics at multiple levels of analysis among two at risk populations for engaging in problematic drinking: College students and military service members. Study 1 is a published manuscript examining the association between personality, a known vulnerability factor, and daily alcohol use among college students. This study tested whether these associations were mediated by the utilization of daily coping behaviors. Study 2 is an exploration of the association between of post-traumatic stress symptoms (PTSS) and alcohol involvement among employed service members. I conducted conditional process analysis to determine whether the indirect association of PTSS on alcohol involvement through coping motivations was conditional on one's perceived level of social support. Finally, Study 3 examined how daily experiences of occupational stressors influence alcohol consumption using a subsample of married and cohabiting participants from Study 2. I tested the moderating roles of coping motives and more adaptive, support-based coping strategies on work stress-daily drinking associations. Together, these studies help elucidate why individuals typically drink when stressed, who may be more apt to do so, and under what conditions these effects hold true.
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Calmenson, Nina. "Academic and Social Functioning of College Students with Attention-Deficit/Hyperactivity Disorder (ADHD)." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062861/.
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Attention-deficit/hyperactivity disorder (ADHD) is a complicated psychiatric disorder that is typically first diagnosed in childhood and associated with negative outcomes in adulthood such as poor academic performance and difficulties with social relationships. ADHD can be difficult to accurately diagnose in adulthood, given the absence of clear, agreed upon ADHD symptomology in adults. In the current study, two raters used psychometrically sound instruments and diagnostically valid assessment techniques on an archival dataset to create three distinct groups: ADHD [2/3 with other mental health diagnosis (OMH)], OMH only, and no diagnosis. Findings support the value of comprehensive assessment, combined with a thorough evaluation of the material by a trained clinician, for the accurate diagnosis of ADHD for research purposes. Comparisons were made across groups to infer that college students with ADHD have lower grade point averages and academic self-concept than students without mental health diagnoses. Yet, contrary to much of the current literature, college students with ADHD seem to create as strong, deep, supportive and harmonious relationships with loved ones and close friends as their non-diagnosed peers. Clinicians working with college students with ADHD may use the results of the current study to better inform conceptualization, better recognize the innate resilience college students with ADHD likely have, and inform treatment interventions.
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Kikuchi, Mami. "Investing and Vesting International Students' Expressive Resources in Social Capital at Portland State University." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/130.
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The study expands the conceptual and methodological precepts of social capital by examining how international students receive social capital from their friends and how students provide social capital to their friends in a North American university setting. The author examines the degree of emotional support that the participants provide ("Investing" social capital) and the support they receive from their friends ("Vesting" social capital), and the relationships between the two social capital variables. In addition, the study examines the influence of demographics and social interaction on social capital, and the influence of social capital on satisfaction. The study suggests that vesting and investing in social capital are correlated, and that giving and receiving social capital are influenced by social interactions with friends. However, social capital offered no significant contribution to satisfaction.
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Warfel, Elizabeth A. "Perceptions of privacy on Facebook /." Online version of thesis, 2008. http://hdl.handle.net/1850/6973.
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Crofchick, Frank C. "An evaluation of the effectiveness of social networking sites in assisting housing and residence life organizations in enhancing the resident student experience." Instructions for remote access, 2009. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 2009.Source: Masters Abstracts International, Volume: 47-05, page: 2453. Adviser: David Kintsfather. Includes bibliographical references (p. 39-40)
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Pysz, Dana Ross. "Student affairs administrators' perspectives on the legal and safety issues associated with students' use of online social networks on college and university campuses a national study /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1779392731&sid=3&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Stillo, Nicole D. "Sexual Behavior During the Emerging Adult Years: Attachment and Social Support Perspectives." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700062/.
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The purpose of this study was to better understand sexual development during the transition to adulthood. Previous research was extended by testing models that examined direct effects of romantic attachment and social support on emerging adults’ sexual outcomes, as well as models that examined the mediating role of sexual motivations in those associations. Undergraduate students (n = 290, 66% female) completed questionnaires that assessed romantic attachment, social support, sexual motives, risky sexual behaviors, and health-promoting sexual beliefs. Results indicated romantic attachment strongly predicted sexual functioning, such that higher levels of attachment insecurity were associated with fewer health-promoting sexual beliefs and more risky sexual behaviors. Attachment anxiety was most closely associated with sexual outcomes for females, while attachment avoidance was a stronger predictor of sexual outcomes for males. Furthermore, coping but not intimacy motivations were found to partially mediate the link between attachment anxiety and health-promoting sexual beliefs for females. Although overall relationships between social support and sexual outcomes were not significant as hypothesized, links between specific support sources and sexual outcomes emerged during further analysis. Conclusions underscore the usefulness of attachment theory as a framework for understanding sexual behavior and provide further support for the importance of considering gender differences when examining the interplay between the attachment and sexual systems. Practical implications for sexual health prevention and intervention efforts are discussed.
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Halter, Heather J. "Moving from a textbook to Facebook college students' motivations for using social networking sites in education." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4617.
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This study examined college student motivations for using social networking sites for educational purposes. Motives were examined through the uses and gratifications approach. If we can determine student motivations for using social networking sites, perhaps we can determine a way to successfully implement social networking sites into the classroom. By adding the concept of satisfaction, we can also determine if students will use the sites again. If students are satisfied with educational social networking site use, they will return to these sites for educational purposes again. Data was collected by giving a questionnaire to undergraduate students that assessed social networking site use, as well as motivations for and satisfaction with use. For general uses, students were motivated to use social networking sites for relationship maintenance, passing time, and information seeking purposes. Overall, students were satisfied with their use of the sites. For educational uses, students were motivated to use the sites for relationship maintenance and information seeking purposes. Overall, students are not satisfied with their use of these sites for educational purposes. Theoretical and practical implications of these findings are discussed.ID: 029050089; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 94-98).
M.A.
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Nicholson School of Communication
Sciences
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Dohanos, Andrew D. "Fraternity and sorority member perceptions of homophily, supportive communication, and group behavior as a function of control expectancies." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2992.
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Thesis (M.A.)--West Virginia University, 2003.Title from document title page. Document formatted into pages; contains vi, 60, [1] p. Vita. Includes abstract. Includes bibliographical references (p. 38-49).
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Olson, Amanda J. "Talk about "hooking up" how college students' accounts of "hooking up" in social networks influences engaging in risky sexual behavior /." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-08062009-095359/.
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Hayes, Kenneth J. II. "Socializing First Year Composition: A Study of Social Networking Sites' Impact on First Year Students." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429104678.
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Toller, Amanda C. Moody Mia Nodeen. "Social networking sites and intent to vote in the 2008 presidential election." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5288.
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Setari, Ryan R. "SUPPORT NETWORKS OF “EDUCATIONAL PIONEERS”: A METHODOLOGICAL APPROACH FOR EXAMINING THE IMPACT OF A RESIDENTIAL LEARNING COMMUNITY ON FIRST-GENERATION STUDENTS." UKnowledge, 2017. http://uknowledge.uky.edu/epe_etds/49.
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The purpose of this study is to demonstrate the use of social network analysis to examine the peer involvement and supportive relationships of students living within an exclusively first-generation RLC. Using network surveys targeted toward a first-generation population, the networks of first-year residents were visualized and measured. The supportive peer relationships that provided students with encouragement, validation, and academic assistance were identified, as well as the networks for friendship and study partnership. The networks identified for this study were examined to find if change occurred between the start and the end of the semester. Multiple regression QAPs were performed to explore if the RLC’s social programming displayed an association with the network ties students formed at the end of their first semester. The results of these analyses are presented, in addition to recommendations for future research studies and evaluations. This study indicates that first-generation RLCs can gain a great deal of information about their students’ social involvement using social network analysis techniques, as well as investigate if students are acquiring support from peers as intended.
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Reck, Jennifer K. "Males' Support Toward Females After Sexual Assault." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3625/.
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The current study explored the relations among rape myths, attitudes toward rape victims, perceived social support, sex role, and social reactions in a male undergraduate sample (N = 205). Males who have provided support to a sexual assault victim were compared to those who have not provided support to a sexual assault victim on several measures. Social reactions of those who have provided support to a sexual assault victim were compared to hypothetical reactions provided by individuals who have not previously provided support. Results indicated that rape related attitudes and beliefs did not differ between those who have and have not provided support to a sexual assault victim. In addition, individuals who were responding to a hypothetical situation reported that they would provide more positive social support than individuals who were responding to an actual situation. Implications for clinical work and future research in this area are discussed.
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Teixeira, Marisa Alexandra Pinto. "O facebook e os estudantes universitários: função, interacções e contributos da rede social." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/14928.
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Redes sociais são hoje serviços muito utilizados permitindo a comunicação,
troca de informação, acesso a conteúdos, entre outras. Com mais de mil milhões de
utilizadores, o Facebook é a rede mais usada.
Assim, pretendeu-se saber quais as funções, interacções e contributos que o
Facebook tem para os estudantes universitários.
Após recolha de dados junto de 20 estudantes da Universidade de Évora, as
respostas foram submetidas a uma análise de conteúdo, permitindo encontrar cinco
grandes temas: Caracterização, Funcionalidade, Utilização, Aspectos Sociais e
Privacidade do Facebook.
Os resultados obtidos indicaram que os estudantes utilizam o Facebook para
fins essencialmente sociais, como contacto com pessoas, incluindo amigos distantes
ou novas pessoas e para partilha de informação, nomeadamente fotografias, músicas,
vídeos, ou mesmo aspectos académicos.
Estes resultados apontam para uma crescente utilização das redes sociais para
comunicação e relações interpessoais, evidenciando a pertinência na investigação
sobre os contributos que redes como o Facebook trazem; ABSTRACT: Social network services are now widely used enabling communication,
information exchange, access to content, among others. With over a billion users,
Facebook is the most used network.
Thus, it is sought to learn what functions, interactions and contributions that
Facebook provides to college students.
After collecting data from 20 students at the University of Évora, the responses
were subjected to content analysis, allowing the finding of five major themes:
Characterization, Function, Use, Social Aspects and Facebook Privacy.
The results indicated that students use Facebook mainly for social purposes,
such as contact with people, including distant friends or new people and sharing
information, including photos, music, videos, or even academic aspects.
These results point to an increasing use of social networks for communication
and interpersonal relations, highlighting the relevance of research on the contributions
that networks like Facebook bring.
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Whittaker, Sanya Sholetta. "Investigation of Social Connectedness in a College Population and its Relationship to Perceived Stress and Health Symptoms." UNF Digital Commons, 2008. http://digitalcommons.unf.edu/etd/314.
Full textAbstract:
The present study investigated factors related to social connectedness and social support in a college population. Participants in the study were 486 volunteer students at the University of North Florida. All data were collected through a world wide web surveying program that allowed each participant to complete surveys on computers from any location. The surveys administered were the Social Connectedness Scale, the Multidimensional Scale of Perceived Social Support (MSPSS), the Perceived Stress Scale 10, the Patient Health Questionnaire 15 (PHQ15), and the Center for Epidemiological Studies Depression Scale- Revised (CESD-R) along with a demographics questionnaire. Results show that participants in the ethnic majority group report greater social connectedness and social support than minority participants. Social connectedness is associated with perceived stress and health symptoms, even when controlling for other related factors. The impact of social connectedness on perceived stress explains the health effects of social connectedness, as perceived stress mediates the relationship between social connectedness and stress.
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Greyling, Elsabe C. P. "Students with disabilities' experiences of support and barriers to their development at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1754.
Full textAbstract:
Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008.Since 1994 the South African government has been committed to the transformation of the education system, including higher education. Higher education institutions have been encouraged to include individuals representing groups that had been excluded on the grounds of age, race, gender and, more specifically, students with disabilities. Within this transformation process, some of the biggest challenges higher education institutions face are policy changes, flexible curriculum delivery, alternative assessment procedures, the physical accessibility of the campus and the provision of support services for students with disabilities or special needs. Although policy development is an important stepping-stone, the reality is that proper practice, adequate awareness, and positive attitudes are required to effectively support and accommodate the diverse needs of students with disabilities. The primary objective of this study was to obtain an in-depth understanding of how students with disabilities experience support and barriers to their development at Stellenbosch University. The study was also based upon the assumption that it is important to hear the voices of students with disabilities before any recommendations in terms of the existing strategy can be suggested. This study was conducted by means of qualitative research, and the methods of data collection consisted of individual and focus group interviews as well as a literature review. The research findings may be described as follows: · Students with disabilities experienced both internal and external support and barrier factors and processes that impacted on their development. · Internal support and barrier factors and processes include emotional, behavioural, beliefs, physical and cognitive aspects. · External support and barrier factors and processes include peers, the faculty and department, university accommodation, the classroom and the university. · Four overarching themes that emerged from the data of the participants, namely attitudes and awareness, communication, level of inclusion, and advocacy, were outlined. The findings of the study have important implications for the support practices and training of academic staff and all role players at Stellenbosch University. Recommendations are also made to improve support services and the campus climate at Stellenbosch University to ultimately embrace diversity in order to offer an inclusive environment where the principles of equal opportunities, full participation and non-discrimination are dear to the heart of all the relevant role players involved in teaching, learning, service provision and policy making at Stellenbosch University.
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Schroeder, Peter J. "The relationship between academic integration and basketball participation at one NCAA Division III institution." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2334.
Full textAbstract:
The purpose of this study was to assess the relationship between basketball participation and academic integration at one NCAA Division Ill school. Research on the college experiences of NCAA Division I male student-athletes in corporate sports has demonstrated that athletic participation does not enhance academic integration. Conversely, Division I women athletes have become academically integrated despite participating in intercollegiate athletics. Therefore, this study sought to discover integration differences between males and females at the Division Ill level and made comparisons with the Division I literature. Academic integration was defined as a belief in the academic goals of an institution based on academic involvement, peer interaction, faculty interaction and involvement in work, sport or other extracurricular activities. Nine male and five female Division Ill basketball players from one liberal arts college were interviewed. Based on qualitative analyses, three major themes were identified. First, the student-athletes were predisposed to academic integration based on their high school grade point averages, test scores, parent's education and social class. Second, once in college, they became academically integrated through academic planning, extracurricular involvement, and peer and faculty interaction. Finally, through their coach's assistance with academic planning and the social interaction it created, basketball played a partial role in the integration process for men. Women, however, did not use basketball as their primary means of establishing social ties and did not receive academic assistance from their coach. These were the only differences between genders. The school's academic climate and structure were the most significant factors impacting academic integration. The coach's ability to support these was a secondary factor. When compared to Division I males, these male student-athletes were much more integrated. The females in the current study were similar to their Division I counterparts with respect to academic integration.
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Bostwick, Richard. "University Student Support Systems, Help-Seeking Behaviour And The Management Of Student Psychological Distress." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1458.
Full textAbstract:
The issue of student management and retention remains one of the most pertinent considerations for any university. In a climate of increasing awareness of mental and physical health issues, university policy development needs to adapt to ensure all students engage with and utilise support services effectively. It would appear that there are various influences on a student’s university experience, including learning abilities and styles, impact of life events and situations, for example, housing and finance, availability of support services and the ability of an individual to seek out appropriate help. Maslow’s Hierarchy of Needs, in combination with the Health Belief Model can provide a strong foundation for universities to begin to understand why a student may not achieve their potential, or may depart prematurely. This theoretical interaction postulates how needs are determined and prioritised subsequently influences help-seeking behaviour. The application of this interaction assists with developing a picture of students who have ongoing issues, for example: housing, finance, and lack of family support, and how these issues can lead to problems with learning, achievement, and ultimately academic performance. The purpose of this thesis is concerned with seeking to understand how and why students access support services within the university setting, and whether the support services have an impact on the levels of psychological distress. This thesis was conducted in two phases, both collecting data through the use of surveys. Phase one, intended to collect information directly from support services concerning students who were accessing them, however, phase one did not achieve its aim due to lack of responses from support services. Phase two profiled the experience of students who have interacted with support services; this profile assisted in a review of relevant services including how the provision of university support services potentially affects student’s psychological distress. Results revealed a lack of data for measuring service outcomes, for example measures of psychological distress, which might impact on students’ ability to succeed at university. Recommendations were generated based on the discussion relating to the lack of phase one data and the phase two student profile, these recommendations aiming to enhance the ability of university systems to identify and promote effective help-seeking behaviour, and the efficacy of those systems in reducing psychological distress. The implications of this research include the potential for enhancing operational policies relating to student management and retention within Australian universities.
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Larsen, Kelly Jo M. "Social Capital for LGBTQ+ Student Leaders of LGBTQ+ Identity-based Student Groups." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435239618.
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Saculla, Meghan M. "Addressing Relationships among Moral Judgment Development, Narcissism, and Electronic Media and Communication Devices." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/192.
Full textAbstract:
Recently, Thoma and Bebeau (2008) reported moral judgment developmental trends among various samples of undergraduates and graduates where increases in Personal Interests reasoning and decreases in Postconventional reasoning were observed. In an attempt to explain such trends, they cited recent trends in increased narcissism among college students (Twenge, Konrath, Foster, Campbell, & Bushman, 2008) and also noted that certain types of technological devices (i.e. social networking websites, cell phones, etc.) may have adverse effects social decision-making and self-presentation. The current study, therefore, addresses the relationships among moral judgment development, narcissism, and electronic media and communication devices (EMCD's). Analyses support that the extent of EM CD usage, as well as the reasons for usage, contribute to decreased Postconventional reasoning, but have a negligible effect on Personal Interests reasoning.
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Kidenda, Thomas J. "A study of cultural variability and relational maintenance behaviors for international and domestic proximal and long distance interpersonal relationships." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3238/.
Full textAbstract:
This thesis examined 228 college students' reported use of relational maintenance behaviors and strategies and their reported perception of the degree of relational satisfaction and solidarity with the relational partners they chose to identify. The study gathered extensive data with the intention of primarily investigating the validity and reliability of measurement of relational maintenance behaviors across cultures with some attention to correlations between relationship maintenance behaviors, relationship satisfaction, and interpersonal solidarity. The study focused on refining previous measures of relationship maintenance behaviors in order to develop a comprehensive global measure. The study found that a linear combination of factors or relationship maintenance behaviors are related to relational satisfaction and interpersonal solidarity.
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López, Costa Marta. "Perfils de participació a la xarxa dels estudiants universitaris: Pràctiques socioculturals i repercussions en l'aprenentatge." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/373198.
Full textAbstract:
L'aparició d'una nova societat, la societat digital, ha modificat els patrons de comunicació i interacció entre les persones, transformant així tots els àmbits de la societat: el polític, l'econòmic, i també l'educatiu.
Gran part de la informació i el coneixement ha estat digitalitzada, i qualsevol usuari pot crear, transformar i compartir informació amb qualsevol persona o grup de persones. L'aprenentatge al llarg de la vida, ara més que mai, està a l'abast de qualsevol. Però les competències i habilitats que s'han d'adquirir per poder aconseguir aquest aprenentatge estan en constant debat.
L'alta freqüència de participació dels joves a la xarxa ha provocat que en determinats moments es donessin per suposades les altes competències digitals dels joves, però la literatura ens diu (Kennedy, 2008, 2010; Gros, García i Escofet, 2012) que això no és així. No tots els joves tenen un alt empoderament de les TIC, ni tampoc les institucions educatives han integrat les tecnologies acompanyades de pedagogies emergents, amb elements com la ubiqüitat, l'obertura o la participació en comunitats.
La recerca que es presenta pretén abraçar aquesta situació, posant en el punt de mira la veu de l'estudiant i la seva participació a la xarxa. Per això, l'objectiu principal d'aquest estudi és analitzar les pràctiques i espais digitals de participació a la xarxa on la tecnologia actua com a mediadora de l'aprenentatge dels estudiants universitaris.
Pel que fa l'estructura d'aquesta recerca, els tres primers capítols de la investigació estan destinats a situar l'estat de la qüestió. En el primer s'analitza l'evolució de l'anomenada societat en xarxa i la interacció dels ciutadans, amb les noves formes de comunicació, de crear coneixement i compartir la informació. A més, es profunditza en el concepte de la identitat digital dels ciutadans, que té tendència a ser cada cop a fusionar-se amb la identitat física, i per tant ser una identitat híbrida.
Seguidament, es focalitza en els joves i les seves pràctiques a la xarxa, concretament com en l'inici de la revolució digital se'ls va atribuir competències digitals pel fet d'haver nascut dins d'aquesta era, i actualment s'ha fet evident que no tots els joves tenen un perfil competent relacionat amb les TIC. Finalment, en el tercer capítol s'entra directament en l'àmbit educatiu per veure les tendències educatives més rellevants relacionades amb l'ús de tecnologia digital.
En el quart capítol es descriu el paradigma de recerca, un enfocament fenomenològic que pretén comprendre els perfils dels estudiants que realitzen activitats a la xarxa, així com les eines i espais digitals que utilitzen en diferents contextos, amb la particularitat d'interpretar-ho a partir de la seva pròpia experiència subjectiva.
Els dos mètodes emprats en la recerca són l'enquesta, que de forma quantitativa pretén analitzar els usos de determinades eines digitals per part dels universitaris, i el DEM (Day Experiència Method), que permet profunditzar amb una mirada qualitativa les pràctiques a la xarxa dels estudiants. Finalment en el capítol cinc i sis es descriuen els resultats, així com la discussió d’aquests, i es presenten les conclusions de tota la recerca, així com les limitacions i línies futures. Els resultats apunten a que la integració de les tecnologies per part dels universitaris no és visible en tots els àmbits ni entre tots els estudiants. Els universitaris participants en la recerca se situen en diferents perfils de participació a la xarxa. D’aquesta manera, la universitat i els docents han de tenir en compte aquesta diversitat de competències i usos de les TIC per part dels estudiants a l’hora de crear activitats o estratègies pedagògiques.[eng] A high level of participation of young people in networks has induced us to assume that young people have high digital skills, but the literature show us that it is not like that. Not all young people have high competences in ICT, moreover, the educational institutions haven't integrated the technologies followed by emergent pedagogies and elements like ubiquity, opening and participation in the communities.The following research tries to include this situation, making the voice of the students the main point of focus. The main goal of this research is to analyze practices and digital spaces of participation in the network, where the technology acts as an intermediary for university student learning.First of all, it analyzes the evolution of the digital society and the interaction of the population, with new ways of communication to create knowledge and share information. Following that, it focuses on the young population and their practices on the network, questioning their knowledge on ICT. Finally we analyze in more detail the educational context to see the most important educative trends in relation to the ICT use.The research has a phenomenological point of view, with the intention to understand the profile of these students that do activities on the network, as well as the tools and digital spaces that they use in different contexts. Particularly, focusing the understanding on their own subjective experiences. The method used in the research to get the information has been a survey, analyzing quantitatively the use of some digital tools by the students; and using DEM (Day Experience Method), to let us see in more depth and qualitatively the students' practices in the network.The results show that the students' integration of the technologies is not visible in all the environments nor in all the students. The participants in the research are classified in different profiles of network participation. In this way, the university and the professors have to bear in mind this diversification of skills and use of the technologies from the students when planning or creating activities or pedagogical strategies for learning and teaching process.