Dissertations / Theses: 'Psychology students'

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Cassaretto, Mónica, Cecilia Chau, Haydeé Oblitas, and Nancy Valdéz. "Stress and coping among psychology students." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101576.

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The relations among stress, problems and coping styles among 123 psychology students. in aprivate university in Lima, were analyzed. Four instruments were used: a) Demographic Sheet (Cassaretto, Oblitas & Valdez, 2000), b) Stress Response Questionnaire (Valdez, 1999), e) Co ping Inventory (Carver, Scheier & Weintraub, 1989), d) Problem Questionnaire (Seiffge Krenke, 1995). Variables as age, sex, job, stress responses, problems and coping styles were considered. The results showed that older people have higher stress levels, the problems related with future and self being the most stressful; finally, problem and emotion coping styles are related to lower levels of stress.
Se analizó la relación entre estrés, problemas más frecuentes y estilos de afrontamiento en 123 estudiantes universitarios de la especialidad de psicología de una universidad particular en Lima, mediante cuatro instrumentos: a) Ficha Demográfica (Cassaretto, Oblitas & Valdez, 2000), b) Cuestionario de la Respuesta de Estrés (Valdez, 1999), e) Inventario sobre Estilos y Estrategias de Afrontamiento (Carver, Scheier & Weintraub, 1989) y d) Cuestionario de Problemas (Seiffge-Krenke, 1995). Se consideraron las variables edad, sexo, trabajo, respuestas de estrés, problemas y estilos de afrontamiento. Los hallazgos indicaron que a mayor edad mayores niveles de estrés, y que estos eran más elevados al evaluarse los problemas relacionados con el futuro y el sí mismo; por otro lado, los estilos centrados en el problema y la emoción son los más utilizados en el afrontamiento y los que se relacionan con niveles de estrés más bajos.

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Lugogwana, Pakama Linda. "Attitudes of undergraduate psychology students towards mental illness." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/14223.

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Negative attitudes and stigmas against those diagnosed with mental illnesses have been found to prevail in modern society, despite the availability of effective treatments and attempts to educate people about mental health. Numerous studies have been conducted on the attitudes of various groups of people and communities towards mental illness. There is, however, limited research about student populations, particularly students registered for courses in the “allied health professions”. This study aimed to explore and describe the prevailing attitudes towards mental illness of a sample of the undergraduate Psychology student population (registered between 2nd and 4th year of study) within the Faculty of Health Sciences at a South African University. The procedure followed was an electronic intranet based survey, utilising the Community Attitudes to Mental Illness (CAMI) scale. The survey was accessed via the university’s student portal and links were sent via email to students to complete. A total of n=51 student responses were recorded and analysed. Data were quantitatively analysed using t-tests and Analyses of Variance (ANOVA). No statistically significant differences on the CAMI scales were found between the students in relation to the various student demographic variables such as age, gender, race or year level, and the CAMI findings. Overall, the sample of undergraduate Psychology students were shown to have favourable attitudes towards mental illness, which is potentially accounted for by their chosen field of study of Psychology. Education and knowledge about mental health were acknowledged as being most important in reducing stigma towards mental illness.

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Ruggeri, D. A. "Statistics anxiety and atitudes among undergraduate psychology students." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517043.

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Reichley, Tammy Louise. "Developing a culminating assessment for psychology undergraduate students." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2095.

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Hunt, Allan James. "An Examination of the Narrative Development of First-Year Psychology Students." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366339.

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Emerging adulthood is defined largely by two factors: its changeability and the focus on identity construction. The current trend towards increasing frequency of post-secondary education means that a major event in which these factors manifest with regard to is attending university. University is a time of increasing personal independence and identity development. Despite its contribution to individuation, university has come to be seen by many as the default, with alternative choices often being viewed in contrast with this default option—“if not university, then what?” At the same time, the negotiation of university has implications for future earning potential. Stories provide a unique and useful perspective for understanding the role of university studies in adult development. Stories are inherently about transition, as well as simultaneously being a thing-in-themselves and a metaphor. As a result, the study of the fluid, contradictory, metaphorical yet real, transitional yet discrete, stage of life development associated with commencing university studies is particularly well-suited to being studied through the stories individuals and groups tell about themselves and their experiences.
Thesis (Masters)
Master of Philosophy (MPhil)
School of Applied Psychology
Griffith Health
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De, Vos Catharina Elizabeth. "Die begaafde student en die gemiddelde student : 'n vergelykende psigologiese ondersoek / Catharina Elizabeth de Vos." Thesis, Potchefstroom University for Christian Higher Education, 1988. http://hdl.handle.net/10394/9592.

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MOTIVATION FOR THE STUDY: In a young growing country such as the Republic of south Africa there is a growing need for higher productivity. The gifted person does not always perform according to his abilities, because he is not identified at an early age and is therefore not completely understood. Previously, gifted persons were only identified by their mental abilities, whereas it is known that there are more factors involved, such as personality, interests, study methods and attitudes. etc. Psychological aspects that play an important role in the better understanding of the gifted person are the following :- - academic performance, - influence of the gifted person on the family, - the influence of inheritance and environment on giftedness, - education of the gifted, - sex differences with the gifted. AIM OF THE RESEARCH: The general aim of this study was to compare the gifted and average groups of students according to their abilities, scholastic achievement, interests, personalities and study-orientation. This was done through the following specific aims to determine if:- i) the gifted and average groups (both sexes included) differed in their profiles of the cognitive variables (SAT and standard ten results). ii) the mean profiles of the gifted and average groups (both sexes included) comparing non-cognitive variables (19FII, PHSF, SSHA), differed. iii) the mean profiles of the gifted male and average male groups comparing the cognitive variables differed. iv) the mean profiles of the gifted male and average male groups comparing the non-cognitive variables proved to be significantly different. v) the mean profiles of the gifted female and average female groups comparing cognitive variables were significantly different. vi) the mean profiles of the gifted female and average female groups comparing non-cognitive variables were different. The second aim of this study was to determine by t-tests whether there is a statistically meaningful difference between the different groups on the various fields or components of the psychometric instruments. METHOD OF INVESTIGATION: In the first place, a study of the relevant literature was undertaken, concerning the concepts of average, gifted, interest, aptitude, personality and study methods and attitudes. The psychometric instruments used in this research are discussed thoroughly according to their development, contents, reliability and validity. The sample used in this research consisted of one hundred and forty average students (seventy male and seventy female) and seventy gifted students (thirty five male and thirty five female) which were selected after the 1984 mass testing of first year students of the PU for CHE. Statistical operations were done for these groups with the aid of a computer. This work included the drawing-up of mean profiles on each variable (cognitive and non-cognitive) for each group (i.e. the gifted and average groups, the gifted and average male groups; and the gifted and average female groups) as well as the statistical comparison of these profiles with each other. In the second place t-tests were completed to detect differences between these groups on different fields of interest, personality, abilities, etc. CONCLUSIONS With regard to the first aim of this study, the following can be concluded: i) The gifted and average groups' mean cognitive profiles (both sexes included) were not parallel. ii) The gifted and average groups' mean non-cognitive profiles were not parallel. iii) The gifted and average male groups' mean cognitive profiles were not parallel. iv) The gifted and average male groups' mean non-cognitive profiles were parallel. v) The gifted and average female groups' mean cognitive profile were not parallel. vi) The gifted and average female groups' mean non-cognitive profile were not parallel. With regard to the t-tests, the following can be concluded:- The gifted group (both sexes included) showed statistically better performance on the following fields or components compared to the average group. a) Subjects: Afrikaans (1st language), English (2nd language), German higher grade, Latin higher grade, Mathematics higher grade, Science higher grade, Biology higher grade, History higher grade, Geography higher grade & standard grade, Accountancy higher grade & standard grade, Domestic Science higher grade and standard grade, Wood & Metal work standard grade, Technical Drawings higher grade and Typing standard grade. b) Interests (19FII):- Fine Arts, Performing Arts, Creative Thought and Numerical. c) Personality: (PHSF):- Desirability scale. d) Study Methods and attitudes (SSHA) - The average students (both sexes included) showed a statistically higher performance on clerical interest and sociability (Groups). The gifted male group performed statistically better on the following fields:- a) Subjects:- Afrikaans (1st language), English (2nd language), Latin higher grade, Mathematics higher grade, Science higher & standard grade, Accountancy higher grade, Technical Drawings higher grade and Wood & Metal work standard grade. b) Interests:- Creative thought. c) Personality:- Desirability Scale. - The average male students performed higher on the following:- a) Interests:- Clerical b) Personality:- Sociability (G) The gifted female group showed the following statistically higher performances:- a) Subjects:- Afrikaans (1st language), English (2nd language), German higher grade, Mathematics higher grade, Science higher grade, History higher grade, Geography higher grade. Accountancy higher and standard grade. Biology higher grade, Domestic Science standard grade and Typing standard grade. b) Interests:- Fine arts, Creative Thought, Practical - Male, and Numerical. c) Personality:- None. It was also found that the gifted group as a whole, as well as the gifted female group, tend to be more actively inclined towards interests. RECOMMENDATIONS The results of this study show that the gifted student does differ in many ways from the average student. There is thus a need for early identification of the gifted person so that he could be understood and so that there could be catered for this student at school level. The following recommendations can be made in connection with future research studies:- a) More meaningful findings may be gathered on the personality of the average student by including a second personality questionnaire such as the Jung Personality Questionnaire. The results of this questionnaire could lead to better understanding of the PHSF results of this study. b) More instruments can be used to evaluate study orientation, such as personal questionnaires and interviews. c) It is also recommended that the size of the groups be increased in order to increase the reliability of such findings.
Thesis (MA)--PU vir CHO, 1988

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Comeau, Nicolas J. "Self-Compassion, Stress, and Self-Care in Psychology Graduate Students." Thesis, The Chicago School of Professional Psychology, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261914.

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Psychology graduate trainees are exposed to a variety of stressors during their education, such as costly tuition, long hours of study, and demanding clinical work. There is a need for graduate institutions to help trainees build self-care skills; however, there is little agreement about the best approach for boosting these skills. The present study proposes that self-care training may benefit from helping students to build self-compassion (an attitude of warmth directed inward). To explore the possibility that self-compassion promotes student wellbeing, a sample of 122 mental health trainees was recruited from a large Midwestern training institution. Most participants were female (82.8%) and the mean age was 30.2 years. The sample was ethnically diverse. Over half identified as Caucasian (56.6%), with the reminder identifying as African American, Latino/a, Asian, Filipino, or American Indian or Alaska Native. All participants completed measures of three variables: self-compassion, self-care behavior, and perceived stress. The results showed that students with greater levels of self-compassion experience significantly lower levels of perceived stress (r = -.57, p < .001) and engaged in significantly more self-care behavior (r = .64, p < .001). Furthermore, self-care behavior partially mediated the effect of self-compassion on perceived stress, and this partial mediation effect was statistically significant (z = -3.42, p < .001). These findings indicate that greater self-compassion is associated with more self-care behavior, which, in turn, is associated with reduced stress levels. Therefore, graduate institutions that wish to promote student wellbeing can benefit from teaching students ways to build self-compassion.

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Cummings, Jeremy. "Spirit or psyche? Religiousness in undergraduate psychology majors /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1214070170.

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Furey, Colleen A. "Risk Factors of Vicarious Traumatization in Psychology Graduate Students." Xavier University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396344984.

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Batson-George, Arlene. "Evaluating the Library Training Program for Graduate Psychology Students." Thesis, NSUWorks, 2008. https://nsuworks.nova.edu/fse_etd/115.

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This applied dissertation study utilized the 2007 version of Stufflebeam’s Context Input Process Product Evaluation Model to evaluate the library training program for graduate psychology students at a not-for-profit university in south Florida. The purpose of the study was to evaluate the library training to determine the extent to which desired institutional outcomes and students’ needs were being met. During the 2007-2008 academic year, students received library training by completing an online tutorial known as the e-train module in their first year of study at the university. Data from 14 interviews conducted with librarians, faculty, and students; 100 graded etrain modules; student responses to an online library questionnaire regarding the e-train module; a document containing background information about the library training program for psychology students; and a Southern Association of Colleges and Schools library training report were reviewed and analyzed during the course of the study. Results indicated that the library training needed significant modifications, and students were not acquiring essential library skills. The institution’s librarians and faculty were also dissatisfied with the library training. Based on the study findings, recommendations for changes were provided to the school of psychology and the library. Recommended changes included developing more interactive training that incorporated multimedia elements and integrating library training into the psychology curriculum. In addition, library activities should be tied to specific assignments, and students should receive library training that builds sequentially and developmentally throughout the course of their programs. Study findings played a significant role in the implementation of changes planned for the library training for the following 2008-2009 academic year.

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Grigsby, Michelle Linn. "Personality, Coping, and Burnout in Online Doctoral Psychology Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/357.

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Completion times for doctoral psychology students are twice as long as those of other disciplines, and the attrition rate is over half of the matriculated students. Research indicates that (a) burnout plays an integral part in delayed completion and attrition for doctoral students and (b) personality and coping influence the development of burnout. In an effort to support prevention and intervention strategies, this study explored the gap in research regarding moderating effects of coping styles on the relationship between personality traits and burnout levels in online doctoral psychology students, as this population is growing at a significant rate and possesses additional risks for burnout due to physical isolation from faculty, academic peers, and support services. The NEO Five-Factor Inventory assessed the personality traits of Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness; the Coping Inventory for Stressful Situations measured Task-, Emotion-, and Avoidant-Oriented coping styles; and the Maslach Burnout Inventory--Student Survey assessed the burnout dimensions of Exhaustion, Cynicism, and Efficacy. Results of multiple regression analysis indicated positive relationships between Neuroticism, Emotion-Oriented Coping, and Burnout, and negative relationships between Extraversion, Openness, Agreeableness, and Conscientiousness, Task-Oriented Coping, and Burnout. Avoidant-Oriented Coping was identified as a moderating variable on the predictive relationship between Conscientiousness and Professional Efficacy. This study contributes to social change by improving the understanding of burnout factors for online doctoral psychology students, which could enhance intervention strategies and improve timely program completion.

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Elster, Judi. "Healthy Lifestyle Practice Among Online Health Psychology Graduate Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7637.

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Research focused on health behaviors of online graduate students is sparse. Health psychology graduate training prepares individuals to share health information with others; the information may be more credible if they present a healthy appearance. The present study tested concepts from social cognitive theory (general perceived self-efficacy) and self-determination theory (autonomy, competence, and relatedness basic needs) to determine predictive value for graduate students’ engaging in health behaviors. Participants were 121 (29 health psychology group, 92 other programs group) online graduate students who lived in the United States and attended the same online university, recruited from multiple social media sources. The study used a static comparison quasi-experimental design to examine data from an online survey. Data were analyzed using Pearson correlation, chi-square tests for independence, independent samples t-tests, ANOVA, MANOVA, and binary logistic regression. The health behaviors did not differ between the two graduate student groups. General perceived self-efficacy, autonomy, relatedness, and competency mean scores did not predict engaging in health behaviors. A significant negative correlation for the total sample was found between autonomy and body mass index. Positive social change may result from research focused on the best means to encourage health psychologists to regularly engage in health behaviors to the extent of Centers for Disease Control and Prevention recommended levels. By internalizing and modeling good health, health psychologists will add credibility to their message and help to mitigate the connection between premature death from chronic disease due to lack of engaging in a voluntary healthy lifestyle.

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Nolan, Lindsay. "Professional Identity Development in Blended Clinical Psychology Doctoral Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7708.

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As online graduate programs gain popularity, it has become more important to understand how students enrolled in these programs develop their professional identities. Researchers have demonstrated that there are both benefits and drawbacks to participation in blended learning programs (which incorporate in person and online instruction). It is not known how students enrolled in blended clinical psychology PhD programs experience the in-person portion of these programs and what their experiences mean for their professional identity development. This study examined the perceived impact of one part of an online clinical psychology doctoral program, the in-person classroom experiences, on the professional identity of clinical psychology trainees. Drawing from theories such as actor network theory and transactional distance theory, the current study explored how interactions between students and professors shaped professional identity. The study was qualitative phenomenological, using NVivo software to organize interview data from participants enrolled in blended doctoral programs. There were 6 participants total. A total of 8 themes were found in the data. These themes included fear, expertise, improved understanding, adjusting, growth, change, dissatisfaction, and finding support. Students valued the time spent with professors and perceived themselves to have grown after participating in in-person intensives. The themes found gleaned insight into the professional identity development of students enrolled in blended clinical psychology doctoral programs. This study has implications for how training programs for those in blended programs can be improved, thus improving the quality of patient care.

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Toste, Jessica. "Classroom working alliance: teacher-student relationship and students' school outcomes." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18706.

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The articles presented in this thesis examined classroom working alliance and students' school-related outcomes. In Article 1, the association between student performance and perceptions of working alliance was explored among 53 elementary school children (28 male, 25 female). Evidence was found to support the predictive validity of the Classroom Working Alliance Inventory (CWAI) for student performance. Further, results revealed a complex interaction between the alliance components: task, bond, and goal. Article 2 investigated the relationship between school satisfaction and working alliance among 50 elementary-aged students (33 male, 17 female). While students' ratings of alliance were greatly predictive of their school satisfaction, teachers' ratings made less of a contribution. The final discussion centers on the contribution of this research program to our understanding of the classroom working alliance and the unique interactions that define the teacher-student relationships. Implications for alliance-building and fostering student success will be presented.
Les articles présentés dans cette thèse ont examiné l'alliance de travail et les résultats scolaires des élèves. Dans l'article 1, l'association entre la performance des élèves et les perceptions de l'alliance de travail a été explorée dans un échantillon de 53 élèves de l'école primaire (28 garçons, 25 filles). Les résultats soutiennent la valeur de prédiction de l'Inventaire de l'alliance de travail en salle de classe (Classroom Working Alliance Inventory) pour la performance des élèves. De plus, les résultats ont révélé une interaction complexe entre les composantes de l'alliance: la tâche, le lien et le but. L'article 2 a investigué la relation entre la satisfaction scolaire et l'alliance de travail parmi 50 élèves d'école primaire (33 garçons, 17 filles). Tandis que les cotes d'alliance des élèves ont grandement prédit leur satisfaction scolaire, la contribution des cotes des professeurs a été moins importante. La discussion finale porte sur la contribution de ce programme de recherche à la compréhension de l'alliance de travail en salle de classe et les interactions uniques qui définissent les relations entre les professeurs et les élèves. Les implications pour la formation de l'alliance et la promotion du succès des élèves seront présentées.

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Burton, Tyler Bryant. "How are Professors Preparing School Psychology Students to Evaluate Research?" TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3135.

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This study examines how school psychology professors are preparing graduate students to evaluate research and seeks their views on problematic assessment and intervention practices. School psychology faculty members’ e-mails were identified based on the National Association of School Psychologists’ (NASP) list of Approved Programs (NASP, 2017) and a total of 127 professors responded. Each participant completed a survey that included 22 Likert scale items and three free listing items. Three research questions were proposed: What percentage of school psychology faculty members are using each of the strategies recommended by Lilienfeld et al. (2012)? What school-based assessment practices do school psychology faculty members identify as the most problematic? What school-based intervention practices do school psychology faculty members identify as the most problematic? The researcher found that the majority of programs are using the recommendations suggested by Lilienfeld and colleagues (2012), although there is room for improvement in the amount of usage for multiple recommendations. School psychology faculty members frequently listed cognitive profile analysis (CPA), projective testing, and inappropriate use of assessments as problematic assessment practices, and inappropriate use of interventions and eclectic counseling as problematic intervention practices. Implications for the use of evidence-based practices (EBP) were provided. Limitations of the study were discussed.

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Weaver, 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.

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Thesis (Ph. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains v, 172 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 140-151).

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Bezuidenhout, Shaughn. "Toward assessing scientific thinking : a qualitative analysis of student reasoning among psychology undergraduates." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6718.

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Thesis (MA)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: The effectiveness of a research methods course on the scientific thinking skills of a group of second year psychology students was recently reported on by Kagee, Allie and Lesch (2010). As part of this study they developed an instrument, The Scientific in Psychology Scale, comprising 11 questions each of which required (a) the endorsement of one of two binary choices and (b) a written explanation detailing the reasons for the choice. However, their findings were based only a statistical analysis of (a) which allowed for a comparison between a control group and an experimental group as a whole. The present study aims to characterize the patterns of thinking at a more detailed level, by analysing the qualitative data for one of the questions. To this end, an alphanumeric scheme was devised to code the data for the two groups mentioned; namely, first year psychology students who comprised the control group, and second year psychology students who comprised the experimental group. The coding was performed at a fine-grained level from which broader categories were constructed.
AFRIKAANSE OPSOMMING: 'n Verslag oor die effektiwiteit van ŉ navorsingsmetodiek kursus op die wetenskaplike denkvaardighede van ŉ groep tweedejaar sielkunde studente, was onlangs waargeneem deur Kagee, Allie en Lesch (2010). As deel van hierdie studie het hul ŉ instrument ontwikkel, Die Wetenskaplik Denking in Sielkunde Skaal, wat bestaan uit 11 vrae wat elk ŉ (a) borg van een of twee binêre keuses en (b) ŉ geskrewe verduideliking wat die redes vir die besluit, omskryf. Hul bevindings was egter net gegrond op ŉ statistiese analise van (a) wat toegelaat het vir ŉ vergelyking tussen ŉ kontrole groep en eksperimentele groep as geheel. Hierdie studie beoog om die patrone van denke op ŉ meer gedetaileerde vlak te karakteriseer, deur analise van kwalitatiewe data van een van die vrae. Ten einde dit te bereik, is ŉ alfanumeriese skema geskep om die data van die twee reedsgenoemde groepe te kodeer; naamlik, eerste jaar studente wat deel gevorm het van die kontrole groep, en tweede jaar studente wat deel gevorm het van die eksperimentele groep. Die kodering was uitgevoer op ŉ hoogs gedetaileerde vlak waaruit wyer kategorieë gekonstrueer is.

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Shepler, Dustin K. "Perceived social support of gay, lesbian, and biesexual students : implications for counseling psychology." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397652.

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Factors that affect perceived social support in gay, lesbian and bisexual (GLB) college students, including expectations concerning disclosure of sexual minority orientation, perceived family support, and perceived supportiveness of school environment are discussed. GLB identity formation and stigmatization are reviewed. Perceived social support, counselor support/working alliance, and sexual orientation were assessed with the Social Support Questionnaire (SSQ), the Working Alliance Inventory — Short Form (WAI-S) and a modified Kinsey Scale respectively. The implications that variation in each of these factors may have in relation to perceived social support and mental health counseling of GLB college students were considered after data were collected and analyzed. Findings indicate that little difference in perceived social support exist between GLB and heterosexual college students, in perceived social support in counseling relationships, or between genders in the GLB student population. Findings indicate that a significant difference in perceived social support exists between those GLB students who have disclosed their sexual orientation status one year or longer ago and those GLB students who had not disclosed their sexual orientation at all or less than one year ago.
Department of Counseling Psychology and Guidance Services

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Guin, Autumn Hope. "Sexual Risk Behavior in College Students: Does the parent-college student relationship impact students? condom use?" NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-11032005-103512/.

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College students are at high risk of contracting sexually transmitted diseases, including HIV/AIDS due to the high frequency of unprotected sexual activity (Centers for Disease Control and Prevention, 2003). Condom use research among college aged youth has primarily concentrated on individual decision making processes with some recent focus on the impact of peer norms. To further understand college students? choices regarding sexual risk behavior, the current research examines the influence of the parent-college student relationship on college students? decisions about condom use. Building on previous research in sexual risk and alcohol use literature, the current study examines the role of parent-young adult relationship variables (i.e. facilitation of independence, and affective quality) on condom use. Parental influence has been an important predictor in other areas of college student life but has not been examined in the college student sexual risk literature. Results and implications for future studies are discussed.

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Lainez, Gloria. "Assessing Cultural and Linguistic Competencies in Doctoral Clinical Psychology Students." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812228.

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With 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

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Malekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23639.

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The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s (1984) experiential learning theory. The study consulted relevant literature relating to community engagement, the experiences of students of community engagement activities, such as service-learning; the asset-based approach, positive psychology and the learning strategies relevant to the community engagement practice, namely experiential and reflective learning. A qualitative research approach was applied, guided by an interpretivist epistemology. An instrumental case study design was employed and the Department of Educational Psychology of the University of Pretoria, which was involved in the community engagement practicum, was conveniently selected for this research study. I selected one focus group for a pilot study, and later selected a second focus group, consisting of 8 purposefully selected students of the MEd Educational Psychology degree, as my research participants. Focus group interviews, reflective journals and visual data served as data collection methods. And, to further enrich the data collection process, audio-visual methods and a personal reflective journal also served as methods of data documentation Four main themes emerged as the result of thematic analysis and interpretation. Firstly, during the focus group interview, the students conversed about how they gained insight into themselves as Educational Psychologists within South Africa, such as their experiences of encountering individuals from different socio-economic groups, cultures, race and language. Secondly, the students also experienced professional development as a result of their experiences from the Educational Psychology community engagement practicum. That included experiencing themselves as being more confident, able to adapt to new situations and deeper insight into their role as a professional. Thirdly, the students discussed experiences related to integration of theory and practice. Their ability to understand theories, such as the asset-based approach and positive psychology, was enhanced as a result of putting it into practice. Finally, the students had experiences relating to structuring a community engagement practicum. The students expressed the need to receive additional information on the orientation and preparation of the practicum, as at times they had felt unsure of what was expected of them. They experienced the time spent in the practicum as being limited and discussed their experiences of writing in a reflective journal and participating in reflective dialogue Based on the findings, community engagement in this Educational Psychology practicum can be regarded as being a valuable inclusion to the training programme of these students of Educational Psychology, as it gave them the opportunity to interact with diverse clients in a South African setting. As a result of experiential learning during the practicum, students acquired several skills that they would not have gained in a classroom setting, such as the ability to work with diversity, groups, different age groups and in different contexts. Copyright
Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
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Malekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-03302010-152226.

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

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University students in South Africa today face a variety of issues with academic and relationship problems, career development issues, depression and anxiety being the most common. This negatively impacts their pass rates and personal success. Research into positive psychology has increased considerably over the past few years. Seligman‟s PERMA model has played a pivotal role in assisting in the understanding of what constitutes a flourishing life. The proposed study aimed to explore and describe the impact of five interventions, based on each of the aspects of the PERMA model, on Student Counselling clients. The research sample consisted of 10 participants seeking Student Counselling, Career and Development Centre Services at NMMU. Purposive sampling was uses to source participants. The researcher facilitated a six-week group programme which was developed by the researcher. In this programme, the participants were introduced to the aspects of the PERMA model. The participants implemented interventions in between sessions and journals of their experiences provided qualitative data on their experiences. The Beck Depression Inventory II and the Satisfaction With Life Scale were utilized as pre and post intervention measure. ATLAS.ti software programme and descriptive statistics were utilized for qualitative and quantitative data analysis respectively. Key findings included benefits such as an overall decrease in depressive symptoms and an increase in life satisfaction following the interventions. The negative impact of academic concerns on life satisfaction was also noted. Moreover, participants reported that they enjoyed both the content and the interactive nature of the group sessions. In conclusion, implementing positive psychology group interventions on students is promoted as a result of the emerging benefits.

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Perry, Lorraine J. "Student-teacher relationships behavior the impact of students' relationships with teachers on student school engagement, academic competence, and behavior /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Chlebak, Catherine Mary. "Graduate counselling psychology students' experiences of mindfulness meditation and gratitude journalling." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44282.

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Stress-impacts, both short and long term, are well-documented occupational “land-mines” that counsellors navigate throughout their careers (Baker, 2003; Guy, Poelstra, & Stark, 1989). Novice therapists and trainees are particularly vulnerable to these effects (Shapiro, Brown, & Biegel, 2007). Protective practices to prevent impairment and distress are paramount; one significant antidote is through self-care (Baker, 2003), having positive impacts both personally and professionally (Elman, 2007). Mindfulness is naturally linked with self-care through cultivating self-regulation and self-awareness, balancing interests related to self and others, and through coping (Shapiro et al. 2007). Emerging research with health care professionals, including trainees, shows benefits both personally and professionally (e.g. Davis & Hayes, 2011). Gratitude, considered theoretically to be linked with mindfulness, also has self-care roots. This emotion is considered within a cluster of traits associated with wellness and health (McCullough, 2002); not suprisingly, then, a causal relationship between well-being and gratitude is established (Nelson, 2009). Despite this research, counselling training programs have historically done little to offer trainees self-care strategies (Baker, 2003). In order to address these gaps, using a qualitative design with thematic analysis, a 15-minute mindfulness meditation and gratitude journalling intervention was conducted with 9 graduate counselling psychology students. Data was collected and analyzed from the weekly diaries and an interview at study-end. Four themes emerged from the interviews: Routine & Structure, Relationships, Attitudes of Mindfulness, and Overall Impressions. The diaries revealed three themes: Relationships, Situtational / Life Circumstances, and Ineffable Life Enhancers. A compelling argument is made for the inclusion of a mindfulness curriculum and for further studies of gratitude counselling interventions and the mindfulness and gratitude relationship.

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Callaghan, Jane Elizabeth Mary. "Becoming professionals : South African women students' accounts of applied psychology training." Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493852.

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In the period of reconstruction following the collapse of legislated Apartheid in South Africa (culminating in the first elections in 1994), pressure has been exerted on professions to restructure and reform themselves to provide services that are more appropriate for a South African context. Organised psychology in South Africa has responded in a number of ways: through a reorganisation of the professional bodies that govern the profession of psychology; through a consideration of what a 'relevant' psychology might be; and through a restructuring of the training programmes in psychology offered in South African universities.

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Afkhami, Reza. "Psychology of socio-political beliefs : a survey study of Iranian students." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248629.

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Ferreira, Joana Sofia Costa. "Understanding empathy in medical and psychology undergraduate students: a comparative study." Master's thesis, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/62294.

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Hira, Tamanna Chandrakant. "Constructing gender : postgraduate psychology students’ gendered accounts of their future profession." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/27487.

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In this qualitative study I explored how postgraduate psychology students treat gender in their accounts of their future profession, using a social constructionist framework. I considered how this group of future psychologists drew upon gendered accounts in three different settings in which they found themselves within the profession. These included exploring how participants constructed their own gendered identities in their narratives of how they came to be pursuing professional training in psychology; how gender featured in their accounts of therapeutic processes and interactions with clients; and finally, their reflections on gendered participation in the broader field of psychology. Interview data from two semi-structured focus group discussions with 12 postgraduate psychology students was analysed using social constructionist thematic analysis. Three main themes were identified that related to participants’ gendered accounts according to their personal, professional and more general constructions of gender, namely: 1) psychology as a profession of choice; 2) setting the scene within psychology in terms of gender, which was divided into: a) a construction of gender from the psychologists’ perspective, and b) psychologists’ construction of gender from their clients’ perspectives. The third and last main theme was 3) Increased competition for females as a consequence of women’s empowerment. This study intended to contribute to the expansion of existing literature by addressing the issue of gender and its related aspects in the field of psychology in a South African context, given the dearth of extended research conducted in developing countries so far. The findings supported those of previous studies to an extent, but mainly redressed the perspective of gender through the identification of new themes. By looking into postgraduate psychology students’ constructions of their own gendered accounts it appeared that upcoming psychologists viewed gender in complex ways, instead of typically reported notions of difference, inequality and inferiority or superiority. In this way, the benefit of understanding professional development within the field of psychology served as a valuable point of departure in understanding debates around how gender was implicated in the clientele psychologists serve.
Dissertation (MA)--University of Pretoria, 2012.
Psychology
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Schewe, Elizabeth Marie. "Re-establishing Connections| Listening to Women Psychology Students Talk about Recovery." Thesis, Pacifica Graduate Institute, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257962.

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This dissertation seeks to understand how five women currently enrolled in doctoral level psychology programs emotionally and relationally experience the process of recovery from an eating disorder. Contemporary interdisciplinary discourses are inconsistent in their discussion of recovery, with differing accounts of what constitutes recovery and the typical course of recovery. Using a voice-centered and relational approach, I interviewed five female doctoral-level students in the fields of clinical and counseling psychology about their experience of recovering from eating disorders. Interview data was analyzed using the Listening Guide Method (Brown & Gilligan, 1992; Gilligan, 2015) in order to emphasize the emotional and relational qualities of informant voices. My interest in this subject is, in part, inspired by my personal eating disorder history and doctoral training experiences. Although my personal experiences no doubt shaped what I asked and how I listened to the women in this study, I found that these courageous and honest women independently corroborated three interrelated themes. One, these women’s stories each directly addressed a controversial issue in the literature: What is the nature of eating disorder recovery? Is it an end-state or an ongoing process? Two, connection and disconnection from the self and others, which in many respects is perpetuated by societal pressures and expectations placed on women, plays a critical role in the development of eating disorders. And three, the informants highlighted the potentially critical role of self-disclosure in addressing the sensed disconnections from self and others, within both clinical-therapeutic and professional-academic relationships.

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Frace, Kristen Jessica. "Goal attainment scaling to determine effectiveness of school psychology practicum students." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=1002.

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Mak, Winfred. "The positive psychology of Chinese students learning English at UK universities." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/15516/.

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The main aim of the study was to investigate the relationship between positive psychology (PP) variables, namely, self-regulation, mindset, psychological well-being and psychological adjustment, in a sample of Chinese master’s students studying in the UK on the one hand, and the English language learning activities in social and educational settings that they reported using to improve their English language proficiency on the other hand; and how the scores on the variables and the relationships between the variables changed between the beginning of the academic year (time 1) and mid-way through the academic year (time 2). A mixed-method research approach was adopted. Questionnaire and interview data were collected at time 1 (T1) and time 2 (T2). 152 and 167 participants completed questionnaires at T1 and T2 respectively, and face-to-face interviews were conducted concurrently with sixteen and fourteen participants at T1 and T2 respectively. SPSS and NVivo were the statistical tools used for questionnaire and interview data analyses. Analyses of the data indicated that there was a significant decrease in growth mindset and psychological adjustment scores (p<0.01) between T1 and T2. Concerning English language learning activities, there was a significant increase in scores of ‘I join social activities where English is used’; and a significant decrease in scores of ‘I keep a notebook of new vocabulary that I have learned’ between T1 and T2. Regarding perceived language proficiency, however, there were no significant score changes between T1 and T2. In terms of the relationship between scores of PP variables and English language learning activities, more correlations (≧0.2) were found at T2 than T1. Similarly, more correlations (≧0.2) were found between scores of PP variables and perceived language proficiency at T2 than that at T1. In conclusion, this study contributes to our understanding of the complex relationship between PP variables and language learning activities.

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Ferreira, Joana Sofia Costa. "Understanding empathy in medical and psychology undergraduate students: a comparative study." Dissertação, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/62294.

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Rhodes, Ruth Hilton. "Evaluating Positive Psychology Curriculum Among Nontraditional Students in a Foundational Course." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2871.

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Positive psychology emphasizes growth, adaptive functioning, and human potential. The present study contributes to this literature by examining the impact of exposure to a positive psychology curriculum among nontraditional students taking foundational courses in a career college. Mixed methods were utilized to assess changes in student well-being and goal setting quantitatively through pre- and post-tests of the Authentic Happiness Survey and the Satisfaction with Life Scale as well as identifying emergent themes from qualitative analysis of student reflections and written assignments over a 9-week term. Twenty-five students participated in foundational courses, which placed an emphasis on positive psychology. Paired samples t tests, Cohen's d, thematic analysis, and a researcher-designed Likert-scale assessed changes from the beginning of the course to the end among the quantitative and qualitative measures of overall well-being and goal attainment. Some of the notable findings included significantly positive changes in students' reports of authentic happiness, and 76% of students reporting that they had attained an academic, social, and personal goal over the course of the 9-week curriculum. Change in self-reported satisfaction with life approached, but it was not statistically significant. Thus, the implementation of a positive psychology curriculum in a nontraditional student population created positive social change in this particular sector of academia and was associated with increased overall well-being and attainment of goals.

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Johnson, Kim. "Perceptions of community psychology among Honours/BPsych students in the Western Cape." Thesis, Link to online version, 2006. http://hdl.handle.net/10019/555.

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Gordon, Liezel. "Career indecision amongst prospective university students." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51643.

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Thesis (MA)- University of Stellenbosch, 2000.
ENGLISH ABSTRACT: The numerous prospective university students' who present at the Centre for Student Counselling of the University of Stellenbosch for guidance in selecting an occupation or university course, suggest that there is a high level of career indecision amongst such individuals. With the purpose of addressing career indecision, the present study examined the nature thereof amongst prospective university students. The prevalence of specific aspects of career maturity (namely, self-information, decision-making, career information, integration of self-information and career information, and career planning) underlying career indecision were investigated, as well as the correlations between these aspects. In addition, the correlations between the aspects of career maturity and certain biographical variables such as gender, home language, declared career choice, differentiation of interests, and self-reported level of career indecision were examined. Eighty-four prospective students, who presented for career counselling at the Centre for Student Counselling of the University of Stellenbosch, served as subjects in the study. The subjects completed the Career Development Questionnaire (CDQ), the Meyer Interest Questionnaire (MB-10) and a biographical questionnaire compiled by the researcher. The results of the study indicated that a substantial number of prospective university students experience career indecision. There were statistically significant correlations (p<0,01) between the 5 scales of the CDQ. In addition, there were statistically significant correlations (p<0,01) between the 5 scales of the CDQ, and self-reported level of career indecision. There were no clinically significant correlations between gender and home language, and any other variable measured. An attempt was made to address career indecision amongst the population group by making certain recommendations regarding the content and process of career counselling for prospective university students.
AFRIKAANSE OPSOMMING: Die aantal voornemende universiteitstudente wat by die Sentrum vir Studentevoorligting aan die Universiteit van Stellenbosch aanmeld vir voorligting in verband met die keuse van 'n beroep of universiteitskursus, is aanduidend van 'n hoë mate van beroepsbesluitloosheid onder die individue. Die onderhawige studie ondersoek die aard van beroepsbesluitloosheid onder voornemende universiteitstudente ten einde die beroepsbesluitloosheid aan te spreek. Die voorkoms van sekere komponente van loopbaanvolwassenheid (naamlik selfinligting, besluitneming, loopbaaninligting, integrering van selfinligting en loopbaaninligting, en loopbaanbeplanning) onderliggend aan beroepsbesluitloosheid is ondersoek, sowel as die verband tussen die komponente. Die verband tussen die komponente van loopbaanvolwassenheid en verskeie biografiese veranderlikes soos geslag, huistaal, verklaarde loopbaankeuse, onderskeiding van belangstellings, en self-gerapporteerde vlak van beroepsbesluitloosheid is ook ondersoek. Vier-en-tagtig voornemende studente wat by die Sentrum vir Studentevoorligting aan die Universiteit van Stellenbosch aangemeld het vir beroepsvoorligting, is by die studie betrek. Die subjekte het die Loopbaanontwikkelingsvraelys (LOV), die Meyer-Belangstellingsvraelys (MB-10) asook 'n biografiese vraelys wat deur die navorser opgestel is, voltooi. Die resultate het getoon dat In aansienlike hoeveelheid voornemende studente beroepsbesluitloosheid ervaar. Daar was statisties beduidende verbande (p<0,01) tussen die 5 skale van die LOV. Verder was daar statisties beduidende verbande (p<0,01) tussen die 5 skale van die LOV en gerapporteerde vlak van beroepsbesluitloosheid. Daar was geen klinies betekenisvolle verbande tussen geslag en huistaal, en enige ander veranderlike nie. Daar is gepoog om beroepsbesluitloosheid onder voornemende studente aan te spreek deur aanbevelings te maak in verband met die inhoud en proses van loopbaanvoorligting vir voornemende universiteitstudente.

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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.

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Thesis (Ph. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains ix, 127 p. Includes abstract. Includes bibliographical references (p. 112-118).

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Hood, Ronald R. "Graduate school and marital adjustment : attributions of students and spouses." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/762987.

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Graduate student couples were surveyed to determine what effects their sex, graduate status, or level of marital satisfaction had on their attributions of stability, controllability, and locus of causality. There were 242 participants. Of the total, 93 couples returned questionnaires. An additional 56 individuals returned questionnaires without their spouses. The Dyadic Adjustment Scale was utilized to determine each participant's level of marital satisfaction, and the Causal Dimension Scale was used to measure their attributions about their marital satisfaction. Two research designs were developed to organize the data for analysis. The first ANOVA focused on couple dyads, while the second included all participants who returned questionnaires.In the analysis for design one, there was no support for the first hypothesis which stated that graduate students compared to non-graduate students will differ in the type of attributions they report. Support was found, however, for the second hypothesis which stated that satisfied and dissatisfied couples will differ in the type of attributions they report. Partial support was also discovered for the third hypothesis which stated that husbands will differ from wives in the locus of causality, stability, and controllability of their attributions. A significant effect was found for only the attributions of stability and controllability. There was no effect found for locus of causality. Husbands whose wives were satisfied reported more stable and more controllable attributions for their satisfaction than did husbands who were dissatisfied regardless of their wives' level of satisfaction. Wives who were satisfied and married to satisfied husbands along with dissatisfied wives married to satisfied husbands reported more controllable attributions than did wives who were married to dissatisfied husbands. Also, wives who were satisfied and married to either satisfied or dissatisfied husbands made more stable attributions than dissatisfied wives married to dissatisfied husbands.In design two, an ANOVA was conducted to investigate the following hypotheses: (4) Males will vary from females in locus, stability, and controllability attributions; (5) Satisfied and dissatisfied spouses will differ in locus, stability, and controllability attributions; and (6) Graduate students as compared to non-graduate students will differ in locus, stability, and controllability attributions.No support was obtained for the fourth hypothesis. Results did confirm, however, the fifth hypothesis. Satisfied individuals made more stable, controllable, and internal attributions about their marital satisfaction than did dissatisfied individuals. Also, partial support was found for the sixth hypothesis but only for the attribution of locus of causality. Male graduate students as compared to female graduate students made more internal attributions. Additionally, male non-graduate students made more internal attributions as compared to female graduate students.All of these results are discussed in relation to previous research on marital satisfaction and causal attributions. Implications for counseling graduate student couples are also mentioned as are methodological limitations of the current project.
Department of Counseling Psychology and Guidance Services

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Wong, Yuk-yu Ellen. "An exploratory study of secondary school adjustment and adolescent development /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13117075.

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Burtis, Shawna Marie. "Gender differences in discussion strategies of asynchronous online undergraduate psychology major students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3753.

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Numerous studies have focused on gender differences in communication in various learning settings and have found that men and women typically communicate in different ways; however, no studies have directly investigated undergraduate psychology major students. Based on symbolic convergence theory, a survey design was in this quantitative study to examine gender differences in online discussion strategies among undergraduate psychology student majors at online universities. Focusing on 4 asynchronous online discussion strategies, the research questions addressed gender differences in discussion strategies while controlling for students' previous experience with online learning and level of study in their current program. A convenience sample of 117 online undergraduate psychology majors completed the Discussions Strategies Scale-Asynchronous. Using independent t-tests and an analysis of covariance, the results revealed no significant gender difference in 2 of the 4 discussion strategies of undergraduate psychology majors when controlling for level in program and previous experience with online learning programs. The discussion strategies of Elaboration and Interaction had a significant gender difference. After further analysis, it was determined the covariate of level in program was the significant factor contributing to these results. Understanding how this specific group of students communicates within discussions can lead to positive social change by allowing instructional designers to create more effective online discussions, and such understanding can assist instructors in approaching students in more engaging ways. Students who have better experiences in classroom can become more knowledgeable practitioners.

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Kramp, Angela. "Depression in College Students: Construct Validity of the Student Experience Inventory." TopSCHOLAR®, 1987. https://digitalcommons.wku.edu/theses/2511.

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Research suggests that the population of undergraduate college students may be especially prone to depression. While the prevalence of depression within the general population ranges from 3 to 9 percent (Boyd & Weissman, 1981), it has been shown that between 15 and 46 percent of undergraduate college students suffer the symptoms of mild to severe depression (Beck & Young, 1978; Oliver & Burkham, 1979). Although depression is prevalent among college students, there are no known instruments yielding indices of depression specific to the college population. In fact, depression measures frequently employed in college settings seldom recognize the unique features of depression among college students (e.g., academic anxiety, scholastic difficulties). The purpose of this study was to provide validity evidence for the Student Experience Inventory (SEI), which was specifically designed to assess depression among college students. Validation efforts consisted of: (a) cross validating the internal consistency results yielded by Kirkland and Redfield (1985) and (b) demonstrating the convergent and discriminant properties of the SEI. The SEI, Beck Depression Inventory (BDI), and Psychological Distress Inventory (PDI) were administered to 153 Introduction to Psychology students. Coefficient alpha for the SEI total scale was .90. Coefficient alphas for each of the seven hypothesized subscales ranged from .41 to .72. Stepwise multiple regression, using SEI scores as the criterion and BDI and PDI scores as the predictors, demonstrated that the best predictor model consisted only of the BDI total score. All Pearson product-moment correlation coefficients reflecting pairwise relationships between variables proved statistically significant (p<.01) and ranged from .23 to .61. The correlation of SEI and BDI scores yielded a coefficient of .61. A principle components factor analysis of SEI items produced eight factors, which cumulatively explained 62 percent of the total variance. The results of this study suggest that the SEI may prove a useful tool in the measurement of depression in college students. If the SEI is to be used to discriminate between depressed and nondepressed college students, future research should include investigation of the SEI's ability to detect change in differing populations.

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Burnette, Anita. "A Comparison of the Transition of Special Needs Students to Regular Education Students." TopSCHOLAR®, 1999. http://digitalcommons.wku.edu/theses/746.

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This study investigated the success of transition from school to community life of special needs students in comparison to a similar population served in regular education. Graduates of a western Kentucky high school over a three year period composed the population for the study- Variables observed were KIRIS test results, economic status, and successful transition as measured by the KIRIS Adult Report to Life. Results indicated special needs students were as successful in the transition process as the population to which they were compared. Results have implications that transition plans and teams are necessary for some regular education students as well as special needs students.

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Riise, Hege. "Extinguishing or Fueling the Fire: Resilience in Clinical and Counseling Psychology Graduate Students." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/405.

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Resilience in clinical and counseling graduate students was examined as a tripartite construct consisting of personality, coping, and psychological functioning in a structural equation model. Specifically, five personality traits were included as predictors of coping and psychological functioning, and coping served as a predictor of psychological functioning. Three hundred and nine graduate students in clinical and counseling psychology programs participated in an online questionnaire survey consisting of self-report instruments measuring the five-factor model of personality, coping, social support, depression, anxiety, wellbeing, and burnout. In the best fitting model, conscientiousness was a positive predictor of coping and a negative predictor psychological functioning, neuroticism negatively predicted coping, and openness to new experiences positively predicted coping. Extraversion and agreeableness were not significant predictors of coping or psychological functioning in the structural equation model. The goal of the study was to better understand the relationships between personality, coping, and psychological functioning as well as contribute to the empirical data on the functioning of graduate students in clinical and counseling psychology. The results suggest that there are certain characteristics that may be more important for graduate students and their mentors and supervisors to be aware of to increase the wellbeing of graduate students and protect against burnout and other stress related problems later in their careers. For example, conscientiousness positively predicted coping, yet negatively predicted psychological functioning, suggesting that high levels of conscientiousness could be problematic if the student is over-extended academically. Future work in this area might productively focus on examining more comprehensive and complex models of resilience, utilizing additional personality constructs and variables for a clearer idea of resilience in both psychology graduate students as well as other populations.

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Williams, Judith Eaton. "Student Engagement among At-Risk Middle School Students with and without Disabilities." Thesis, Dallas Baptist University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428248.

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Every year millions of students drop out of school. Research indicates that student engagement is a major indicator of whether a student will or will not complete high school (Jackson, 2015). A student’s decision to drop out is not an instantaneous event, but one that occurs because of a developmental process of withdrawal (Finn, 1989). Student engagement is a student’s feelings of connectedness, belongingness, and valuing of school, developed early in a student’s academic career (Voelkl, 1997). Increased student engagement offers students a chance to increase their achievement in school. One measure of student engagement is increased participation in school (Finn, 1989). Staff members who take the time to build relationships foster a greater sense of connectedness to the school for the student. A greater sense of connectedness may increase the levels of participation in the school thus resulting in greater achievement. The current study found that the engagement levels of at-risk middle school students in grades six through eight with and without disabilities increased after a staff-led mentoring program. The current study used the Identification with School Questionnaire (Voelkl, 1996) to measure student engagement. In addition, the current study analyzed the staff-mentor perceptions of the mentoring program and found that the staff-mentors valued the relationships with the students, that they wanted to meet periodically to collaborate on ways to better reach the students, and that most of the staff contacted parents as a natural part of the mentoring process.

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Shea, Elizabeth. "Intervening with Students on Academic Probation| The Effectiveness of a Student Success Course." Thesis, Alfred University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10814932.

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Despite meeting admittance standards, there are many college students who struggle to be academically successful, which sometimes results in them being placed on academic probation. Colleges implement various programs and interventions to help probationary students achieve success at their institutions. Student success courses (SSC) are one type of intervention used; however, much of the literature on the efficacy of SSCs focuses on first semester freshmen. Currently, there are only a few empirical studies on the effectiveness of SSCs with probationary students, but the results of these existing studies are promising. At Copper University (CU), there were limited college-wide supports available to students on probation, leaving them at great risk for academic failure. In an attempt to better support probationary students, a semester-long SSC called Dynamics of Student Success (DOSS), for first- and second-year students on academic probation was piloted in the fall of 2016. DOSS was designed to assist probationary students gain the college success skills necessary to increase their grade point averages. This study assessed the effectiveness of DOSS by comparing the archival data of probationary students who participated in DOSS in the fall of 2016 to those who did not participate. Participants in the treatment and control groups saw gains in their semester GPAs after the fall 2016 and spring 2017 semesters; however, the results of two simultaneous multiple regressions revealed that course participation was not a significant predictor of semester GPA at either point in time. As a result, the researcher concluded that it was other factors, not DOSS, that positively influenced the changes in semester GPA demonstrated by the sample.

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Norris, Toni Louise. "The personal, career and learning skill needs of first year psychology students." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/140.

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This study assessed the personal, career and learning skills needs of 196 psychology students (M= 56, F= 103). The preferred means of counselling assistance, preferred experience of counselling and preferred counselling provider were also assessed. The most highly endorsed needs were time management skills (83.5 percent, n=162), learning test-taking strategies (82 percent, n=159), job search strategies (73.6 percent, n=142), increasing self-confidence (70.3 percent, n=135), increasing motivation (72.4 percent, n=134), controlling anxiety and nervousness (68.7 percent, n=134), public speaking anxiety (68.4percent, n=134), understanding career interests and abilities (67.5 percent, n=131), fear of failure (68.1 percent, n=130), and improving study skills (66.5 percent, n=129). Significant sex differences were found for the following, finding a greater purpose in life, controlling weight, job search strategies, concerns about career choice, understanding career interests and abilities in the selection of major subjects and improving study skills. Males highly endorsed the need for finding a greater purpose in life, job search strategies, and concern about career choice, understanding career interest and abilities, selection of major subjects and to improve study skills, whereas females endorsed the need for controlling weight. Respondents indicated individual counselling as being their preferred means of counselling assistance, but lectures were the most prevalent means of assistance previously received by respondents. Most respondents (78.1 percent) found the assistance they had received to be helpful.

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Joab, S. Amanda (Susan Amanda) Carleton University Dissertation Psychology. "An objectives-oriented evaluation approach to ethics education for clincial psychology students." Ottawa, 1993.

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Lee, Eunah Kim Bratton Sue. "Effects of three interventions with international college students referred for adjustment and language difficulties a preliminary study /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3649.

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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.

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Pickering, Eric Bradford. "P.A.S.S. processing differences between students with emotional disturbance and non-disturbed students on the cognitive assessment system /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486459267520253.

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Dissertations / Theses on the topic 'Psychology students'

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