Dissertations / Theses on the topic 'Doctoral students – Psychology'
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Grigsby, Michelle Linn. "Personality, Coping, and Burnout in Online Doctoral Psychology Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/357.
Full textNolan, Lindsay. "Professional Identity Development in Blended Clinical Psychology Doctoral Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7708.
Full textWeaver, Kelli L. "Burnout, stress and social support among doctoral students in psychology." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1591.
Full textTitle from document title page. Document formatted into pages; contains v, 172 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 140-151).
Lainez, Gloria. "Assessing Cultural and Linguistic Competencies in Doctoral Clinical Psychology Students." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812228.
Full textWith an increase of Spanish-speakers residing in the United States, there is an increase in the need for Spanish-speaking mental health providers. Psychologists have to undergo years of education and extensive training in order to get licensed to provide services. However, little is known about the education and training of psychologists who are bilingual Spanish-English speakers providing mental health services to monolingual Spanish-speaking clients. This qualitative study gathered feedback via phone interviews from seven doctoral level psychology students who identified as bilingual Spanish-English. Feedback gathered was on the Spanish Language Assessment measure created by Dr. Rogelio Serrano in the hope of modifying the measure for future use. In addition, feedback was gathered on each participant?s experience in graduate school as it relates to preparedness for working with the Spanish-speaking population, suggestions for improving education and training in this area, and their understanding of cultural and linguistic competence. A thematic analysis outlined themes in participant responses. The findings will help shed light on the assessment for linguistic and cultural competence in bilingual Spanish-English clinicians, in addition to exploring ways to improve clinical graduate training for those working with Spanish-speaking populations. Keywords: bilingual, assessment, evaluation, training, cultural competence, linguistic competence, graduate training
Cromer, Philip W. "Counseling and clinical psychology doctoral students' perceptions of their faculty's ethical behavior." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3812.
Full textTitle from document title page. Document formatted into pages; contains ix, 127 p. Includes abstract. Includes bibliographical references (p. 112-118).
Zec, Adrianna J. "Applying Social Cognitive Theory to Interest in Geropsychology Among Clinical Psychology Doctoral Students." Xavier University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396719375.
Full textPolaha, Jodi. "CFHA in Philadelphia: A Field Trip for ETSU Doctoral Students in Clinical Psychology." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6768.
Full textOlds, Tami McCray Witte James E. "An examination of cognitive complexity and self-directed learner readiness of traditional and nontraditional undergraduate students." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/OLDS_TAMI_24.pdf.
Full textHall, Nicola Jane. "An Exploration of Military Doctoral Students' Journey to Degree Completion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7227.
Full textFarber, Nancy Karen. "Counseling psychology doctoral students' help seeking behavior : factors affecting willingness to seek help for psychological problems." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137595.
Full textDepartment of Counseling Psychology and Guidance Services
Maxell-Harrison, Carmela A. "Involuntary "Whiteness": The Acculturation of Black Doctoral Female Students in the Field of Clinical Psychology." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1565360942807944.
Full textFalconer, Anique A. "Personality types and persistence in doctoral students| A mixed-methods study." Thesis, Keiser University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10248594.
Full textIn past studies regarding student retention researchers have focused primarily on the undergraduate student population, but high attrition rates exist in doctoral students. The purposes of the current mixed-methods sequential explanatory study were to examine the relationship between doctoral student personality types and persistence and to explore doctoral students’ perceptions of the impact of personality types on their persistence. Guided by the theoretical framework of retention and educational psychology theories, the current study was used to examine personality types in doctoral students. The overarching research questions were used to determine whether a significant correlation existed between doctoral students’ personality types and their persistence, and to determine how doctoral students’ perceptions of personality types influenced their academic persistence. A mixed methods sequential explanatory study was conducted, using the correlational and multiple case study designs. In the first phase, 47 participants completed the college persistence questionnaire and the 5-factor model. In the second phase, 11 participants were involved in semistructured interviews. The cross-tabulation with associated chi-square, independent samples t test, and analysis of variance were the statistical tests used. The thematic analysis was used to uncover themes from the interviews. Results indicated a statistically significant relationship between neuroticism and persistence. Within-case analysis showed themes of extraversion and conscientiousness. Cross-case analysis themes included cognitive load, finances, faculty, and support. Recommendation for future practice involves implementing courses that introduce the psychological concepts needed to be successful in doctoral programs.
Williams, Cathy Q. "Black Online, Doctoral Psychology Graduates' Academic Achievement: A Phenomenological Self-Directed Learning Perspective." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1304.
Full textCross, Theodore Martin. "Staying the course| Grit, academic success, and non-traditional doctoral students." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587687.
Full textAs higher education changes to reach larger numbers of students via online modalities, both at the undergraduate and graduate levels, the issue of student attrition and other measures of student success become increasingly important. While research has focused largely on undergraduate online students, less has been done in the area of online non-traditional doctoral student success, particularly from the student trait perspective. On the trait level, the concept of grit has been identified as an important element of the successful attainment of long-term goals. Earning a doctorate can be classified as a long-term goal; therefore the purpose of this study was to examine the influence of doctoral student grit scores on student success. Success was measured in three ways: (a) in terms of persistence as measured by longevity in the program (the number of courses a student had successfully completed), (b) by examining current student GPA, and (c) by studying whether or not students have reached the critical milestone of successfully defending their dissertation proposal. The results of the study found no significant differences in mean grit scores for first, second, or third year students, nor found differences in mean grit scores for students that had or had not successfully defended their dissertation proposals. However, significant relationships were found between grit and current student GPA, grit and the average number of hours students spent of their program of study weekly, and grit and age. The results of this research are important for informing how doctoral education is structured, which characteristics may help students succeed, as well as providing areas for future research.
Keywords: Higher education, grit, doctoral education, non-traditional students, online education, academic success, attrition
Warner, Ryan C. "The Role of Racial Microaggressions, Belongingness, and Coping in African American Psychology Doctoral Students' Well-Being." Thesis, Marquette University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929372.
Full textResearch has indicated that African American undergraduate students experience racial microaggressions within their university contexts, and these experiences are associated with negative outcomes such as symptoms of depression and anxiety (Cokely, Hall-Clark, & Hicks, 2011; Nadal, 2011; Nadal, et al., 2014). Little is known about the experience of microaggressions and their effects on African American doctoral students, particularly those within the field of psychology. The purpose of this study was to investigate the relationship between racial microaggressions, sense of belonging, coping strategies (problem solving, social support and avoidance), and psychological well-being among African American doctoral students in psychology. Results revealed that every participant had experienced at least one racial microaggression in their doctoral program within the last six months, with the most common types being related to environment and assumptions of inferiority. Contrary to hypotheses, results from a hierarchical multiple regression analyses suggested that racial microaggressions did not significantly predict psychological well-being in this sample. Findings also did not provide evidence for social support, problem solving, avoidance, or sense of belonging as moderators for the negative impact of microaggressions. Overall, the results of this study suggest that African American doctoral students in psychology experience racial microaggressions, but questions remain about the effects of these experiences on psychological well-being. Implications and future research directions are discussed.
Davig, James P. "Generalizability of cardiovascular reactivity to stress among doctoral students between laboratory and natural settings." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=437.
Full textTitle from document title page. Document formatted into pages; contains v, 94 p. Vita. Includes abstract. Includes bibliographical references (p. 66-78).
Hamilton, Rachel Ann. "Educating Across Difference: Underrepresented Groups, Graduate Program Integration, and Persistence-Related Attitudes among Clinical Psychology Doctoral Students." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1249026598.
Full textLi, Ping 1965. "Doctoral students’ mental models of a web search engine : an exploratory study." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94181.
Full textCette recherche préliminaire examine les facteurs qui peuvent influencer les modèles mentaux d’un groupe spécifique d’utilisateurs d’un moteur de recherche sur le Web: Google, mesurés selon l’étendue de leur réussite.Une échelle de cette réussite en suivant un modèle mental a été constituée en adaptant les modèles présentés par Borgman, Dimitroff et Saxon, incluant la perception (1) de la nature du moteur de recherche sur le Web, (2) des caractéristiques de la recherche propres à ce moteur, (3) de l’interaction entre le chercheur et le moteur de recherche. A l’aide de cette échelle, le niveau de réussite par un sujet donné utilisant un modèle mental a été déterminé en fonction du nombre de composantes des deux premières parties de l’échelle décrites et du niveau d’interaction entre le sujet et le moteur Google, tel que révélé par ses recherches. Le choix des facteurs a été fondé sur des études précédentes portant sur les différences individuelles entre les chercheurs d’information, comprenant le degré d’expérience d’une telle recherche par l’utilisateur, son style cognitif, son style d’apprentissage, ses aptitudes techniques, la formation reçue, la discipline et le sexe. Seize étudiants en doctorat ayant l’anglais comme première langue ont participé à cette étude. Des entretiens individuels semi-dirigés ont permis de déterminer le niveau de réussite des étudiants suivant leur modèle mental, ainsi que leur expérience de la recherche, la formation reçue, la discipline et le sexe. Une observation technique directe a été utilisée pour observer l’interaction réelle des étudiants avec Google. Des tests standardisés ont été administrés pour déterminer le style cognitif des étudiants, leur style d’apprentissage et leurs aptitudes techniques. fr
Bentley, Laura Louise. "Investigating the Use of Creative Mask-Making as a Means to Explore Professional Identity of Doctoral Psychology Students." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1476289114704689.
Full textAyala, Erin. "Does self-care moderate the relation of stress to quality of life of female doctoral students in professional psychology?" Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685832.
Full textIncreasing numbers of women are pursuing doctoral degrees in psychology, and the stress of being a female doctoral student can create a risk for aversive consequences (e.g., ineffective clinical work, impaired competence). Psychologists lack an understanding of the extent to which women can protect themselves from undue stress in professional psychology programs by engaging in self-care. The lack of a comprehensive framework for this phenomenon calls for the need to apply and test the Health Promotion Model to the experience of women in professional psychology programs. The current investigation assessed the extent to which self-care activities would moderate the negative association between stress and quality of life in a sample of five hundred and fifty eight women from clinical, counseling, and school psychology programs throughout the U.S. Norm comparison tests indicated that women in the sample reported significantly more stress, significantly less self-care, a significantly higher self-reported physical quality of life, and a significantly lower self-reported psychological, environmental, and social quality of life in comparison to previous samples. Multivariate multiple regression analyses did not support the moderation hypothesis, in that the interaction between self-care and stress did not contribute significantly to quality of life. On the other hand, self-reported stress was significantly negatively associated with quality of life and there was a significant (though relatively small) main effect of stress on quality of life. These results suggest that stress may supersede the self-care efforts in maintaining or improving an individual's quality of life. Implications for theory, practice, and research are discussed in addition to strengths and limitations of the study.
Martek, Marian Jazvac. "Emerging academic identities : how education PhD students experience the doctorate." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=105371.
Full textCette étude de cas multiples, à la fois qualitative et longitudinale, a permis d’examiner chez des doctorants comment l’expérience au quotidien de leur programme d’études influençait l’émergence d’une identité universitaire. Dans le domaine des recherches portant sur l’enseignement supérieur, on réfère souvent au développement d’une identité universitaire comme étant au coeur même de l’expérience doctorale. Il existe toutefois peu d’informations qui précisent comment les activités inhérentes au doctorat, notamment les expériences vécues au quotidien par les doctorants, contribuent à l’émergence de cette identité universitaire. Le cadre d’analyse de cette recherche s’est élaboré autour d’une perspective socio-psychologique du rôle identitaire amalgamée avec des éléments de la théorie de l’activité humaine. Examinée de ce double point de vue, l’identité se construit au fil des relations interpersonnelles et s’y intègre. L’identité se révèle ainsi comme une propriété des relations avec les autres personnes. Les données de cette étude ont été amassées sur une période de deux ans. Chaque mois, l’expérience quotidienne de neuf doctorants en éducation était documentée pendant une semaine complète. À la fin de chaque année scolaire, ces expériences ont été discutées dans le cadre d’entrevues. Ces doctorants ont été sélectionnés à partir d’un échantillon plus large d’étudiants au doctorat en raison de leur intention explicite de s’engager dans une carrière universitaire à la fin de leur programme d’études. [...]
Chen, Shuhua 1977. "The academic adaptation of mainland Chinese doctoral students in education at McGill University /." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101877.
Full textGliddon, Judith P. "The processing and interpretation of feedback by PhD candidates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/312.
Full textFanshawe, John Peter. "Adolescent problems and coping strategies : an investigation of stress, problems, coping, and self-esteem among Queensland secondary students preceding and following implementation of a new tertiary entrance system." Thesis, Queensland University of Technology, 1994.
Find full textWentzel, Marcela Luise. "The Relationship of Locus of Control Orientation to the Academic Achievement of Doctoral Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331528/.
Full textGrissom, Mary Anne. "Attrition After Successful Completion of Doctoral Qualifying Examinations: An Analysis of Characteristics and Attitudes of Doctoral Graduates and Non-Graduates." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331847/.
Full textBoatman, Marcia. "Academically Resilient Minority Doctoral Students Who Experienced Poverty and Parental Substance Abuse." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/133.
Full textNickolich, David A. "Discovering the behaviors that facilitate or impede the dissertation completion of selected doctoral students having the all but dissertation (ABD) status." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312660.
Full textDepartment of Educational Studies
Stewart, Ashley Estelle. "The Lived Experiences of Black Doctoral Students: Institutional Racism and Race-Based Traumatic Stress." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546541858892271.
Full textWarren, Elizabeth Anne. "Interactions between instructional approaches, students' reasoning processes, and their understanding of elementary algebra." Thesis, Queensland University of Technology, 1996.
Find full textVarley, Amanda. "Coaching in the Collective: How Group Coaching Affects the Progress and Well-being of PhD Students." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1607688379342405.
Full textMcDermott, Barbara J. "The utility of perceived stress, locus of control, and type A behavior pattern as predictors of doctoral degree completion in a non-traditional Ed. D. program." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2264.
Full textTitle from document title page. Document formatted into pages; contains viii, 131 p. Vita. Includes abstract. Includes bibliographical references (p. 82-112).
Irvin, Jennifer Elaine. "Construction of Smoking-Relevant Risk Perceptions among College Students: The Influence of Need for Cognition and Message Content." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000050.
Full textRordam, Jinah Jimenez. "Understanding the Doctoral Student Supervisory Experience: A Qualitative Examination of Counselor Education Doctoral Student's Perception of Their Supervision Training." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6578.
Full textWilson, Kacey Jo Pipes Randolph Berlin. "The relationship of affective training climate of doctoral counseling and clinical psychology training programs to student psychotherapist affect and professional development." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Counselor_Education/Dissertation/Wilson_Kacey_4.pdf.
Full textHeath, Amy Elizabeth. "Self-regulated Learning in Doctor of Physical Therapy Students." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216572.
Full textPh.D.
There is a paucity of adult professional education literature, yet there are multiple theories and models from which to extrapolate information regarding learning in this population, including self-regulated learning theory and adult learning models. The first aim of this study was to explore these bodies of literature and provide a compelling argument for how these theories and models may be considered relative to each other. The second aim of this study was to provide empirical support for the theoretical framework within the professional education population, specifically for Doctor of Physical Therapy (DPT) students. Participants included 232 DPT students from a large, research-intensive university in the mid-Atlantic region. The Self-directed Learning Readiness Survey for Nursing Education (SDLRSNE) (Fisher, King, & Tague, 2001) was administered to five cohorts of students seven times throughout the duration of the DPT program. T-tests and ANOVAs were conducted to determine cohort differences. The data were collapsed across time in order to generate longitudinal growth curve models. Results revealed that the SDLRSNE is an internally consistent tool to utilize with DPT students and that the majority of DPT students were self-regulated learners. Results from the growth curve models indicated that self-regulated learning increased across time, was discontinuous within the DPT program, and that participation in clinical education experiences coincided with the change in slope of the model that best fit the data. Additionally, results indicated that the age of a student (traditional: age 19-24 versus nontraditional: age 25+) significantly predicted Desire For Learning subscale scores.
Temple University--Theses
Miller, Jessica A. "Impulsivity in college students with and without ADHD /." Full-text of dissertation on the Internet (1.63 MB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/mille4ja/mille4ja_doctorate_04-21-2010.pdf.
Full textMarat, Deepa. "Secondary school students' self-efficacy in mathematics and achievement in diverse schools a thesis submitted to Auckland University of Technology in partial fulfilment of Doctor of Philosophy, 2005." Full thesis. Abstract, 2005. http://puka2.aut.ac.nz/ait/theses/MaratD.pdf.
Full textMcAlpine, Iain. "Factors contributing to deep and surface learning using cal programs in the context of two different tertiary course units: An interpretive study." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36579/1/36579_Digitised%20Thesis.pdf.
Full textMaillot, Lionel. "La vulgarisation scientifique et les doctorants : mesure de l'engagement, exploration d'effets sur le chercheur." Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH040/document.
Full textWe examine two questions: what factors influence the engagement of researchers in public engagement activities ? what effects, for himself, can a researcher derive from popularization (or public communication of sciences and technologies : PCST)? After a synthetic history brushing different paradigms of the PCST, we investigate 20 studies carried out between 1967 and 2014. These interrogate the researchers. We criticize them one by one and clear some trends. PCST has generally "good press" and the commitment of researchers seems weak but robust. Opinion-type studies tend to allow the diagnosis and recommendations to be declared to the researchers themselves, others use less declarative theoretical models, and divergences appear around the influence of the "gaze of others" especially. The question of effects is not analyzed. To explore our two questions further, we use two approaches. On the one hand adapting a theoretical model, the theory of planned behavior, to the corpus of PhD students of the University of Burgundy; on the other hand, to take advantage of my experience as head of the Experimentarium, an extension program which, for 17 years, has been hiring doctoral students. The survey using the theory of planned behavior determines the main factors of engagement: past behavior, attitude towards extension, the opinion of colleagues. Beyond general trends, multifactorial analyzes make it possible to better identify, on a case by case basis, the factors that influence the commitment of each one.Each doctoral student has its own history. The observation of the Experimentarium supports the influence of attitude, pleasure to popularize, as well as the importance of the consequent socialization of actions of popularisation. These criteria are both factors of commitment and effects for the researcher. ...These reflections invite thinking about popularisation, not as a task or a duty to be fulfilled, but as a situation which - if prepared, observed, adjusted and therefore reflexive - can be a source of emancipation for the public but also for the searcher
Bailey, Linnea T. "The wellness, positive psychological attitudes, and perceived faculty support of counseling psychology doctoral students /." Diss., 1997. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9814950.
Full textHurley, Erica J. "The status of internationalization in U.S. counseling psychology doctoral programs." 2010. http://liblink.bsu.edu/uhtbin/catkey/1629788.
Full textDepartment of Counseling Psychology and Guidance Services
Robole, Debra Dee 1954. "Zooming in : the impact of primary relationships on doctoral student persistence." 2003. http://hdl.handle.net/2152/12358.
Full textSears, Allison Laurel. "Of diapers and dissertations : the experiences of doctoral student mothers living at the intersection of motherhood and studenthood." Thesis, 2001. http://hdl.handle.net/2429/13834.
Full text"While on my Journey: A Life Story Analysis of African American Women in Pursuit of their Doctoral Degrees in the Southwest." Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.18168.
Full textDissertation/Thesis
Ph.D. Educational Psychology 2013
Kaczan, Robert. "‘It’s (not) all in the mind’: PhD students’ experiences, well-being, and mindfulness." Thesis, 2015. https://vuir.vu.edu.au/33056/.
Full text"Different Concerns for Different Careers: Doctoral Student Career Trajectories Toward and Away from the Research Professorship." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49427.
Full textDissertation/Thesis
Doctoral Dissertation Counseling Psychology 2018