Dissertations / Theses: 'Student life - college guides'

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Cartwright, Pamela LeeAnn. "The effects of emotional intelligence and self-esteem on undergraduate college student academic involvement and career orientation." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/636.

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This study investigated the relationship between emotional intelligence and selfesteem on undergraduate college students' academic involvement and career preparation. In addition, the effects of emotional intelligence and self-esteem on problem-solving skills and group skills were also examined. Correlation and regression analyses were conducted to explore the relationship between the different variables. The survey instrument employed had been previously tested and reliability tests were run to ensure alpha levels were appropriate A sample of 292 undergraduate college students voluntarily completed surveys that measured emotional intelligence, self-esteem, academic involvement, group skills, problem-solving skills, and career goals. Data was collected from four different academic institutions in Northern California-two community colleges, and two universities. Consistent with hypotheses, it was found that emotional intelligence and selfesteem were both positively correlated to academic involvement (defined as participation in academic activities) and career preparation (defined as career orientation) .. Both emotional intelligence and self-esteem were significant predictors of academic involvement and career preparation.

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Fleming, Teresa M. "Adjustment to college life." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722227.

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Social support has been identified as an important mediator aiding adaptation during major life transitions such as matriculation in college. In the present study two models were proposed to predict social network development from measures of previous social support and individual characteristics collected prior to students' matriculation. It was hypothesized that initiation skills and previous social relationship patterns would predict the quantitative development of the students' new social support networks while negative affectivity and social relationship patterns would predict satisfaction with the forming network.The models were tested using path analysis techniques. Model I was supported. Initiation skills and relationship patterns both had significant direct effects on network size; while initiation skills also had a meaningful indirect effect on size through its effects on relationship patterns. Model II was not supported by the data. Network satisfaction was not meaningfully influenced by negative affect but was affected by initiation skills and by social relationship patterns. Changes in the characteristics of the network over time were also observed and considered. The results clarify the process through which new social networks develop and have implications for college-based intervention programs.
Department of Psychological Science

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Rose, Corey. "A guide for helping churches and other ministries establish intentional community living situations for college-age believers." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p002-0809.

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Bell, Nathan T. "An analysis of religious faith in NCAA Division III student-athletes and non student-athletes." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371684.

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The purpose of this study was to assess the strength of religious faith in student-athletes and non student-athletes attending a religiously-practicing and a non religiously-practicing NCAA Division III institution. Participants were recruited from two NCAA Division III institutions in the Midwest (N = 375). Specifically, participants attended either Institution A (n = 201), a religiously-practicing, or Institution B (n = 174), a non religiously-practicing, NCAA Division III institution. Each participant completed a demographic assessment and the Santa Clara Strength of Religious Faith Questionnaire.A 2 X 2 X 2 (Gender X Current Athletic Participation X Institution Attended) ANOVA was employed to determine if significant differences existed in strength of religious faith between students at the two aforementioned institutions. Students attending Institution A displayed higher strength of religious faith than students attending Institution B. Also, a significant interaction indicated non student-athletes attending Institution A reported higher strength of religious faith than students-athletes attending Institution A. In addition, student-athletes attending Institution B were not significantly different in respect to strength of religious faith when compared to non student-athletes attending Institution B. Finally, females indicated higher strength of religious faith than males. This study has provided additional evidence for the impact of religion in the lives of intercollegiate student-athletes and non student-athletes.
School of Physical Education, Sport, and Exercise Science

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Ramdeny, Gianeeshwaree S. "Life transition of becoming a university student." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.

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The transition to university is a common, but varied experience shared by all students. Although, it is a largely positive life transition, many students experience major difficulties in making this transition. New university students often have to move away from home, establish new friendships and cope with academic work. In addition, they tend to drop out of university during their first year of study due to the manifest difficulties they cannot overcome. However, some students are able to cope better than others and make this transition without difficulty. Students who experience those stressors but manage to overcome them are considered to be resilient. It is thus important to examine the factors which help those students to overcome those challenges and persist through their first year.

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Cardona, Laura A. "Conceptualizing Quality of College Life." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699982/.

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The objectives of this study were to mathematically model the quality of college life (QCL) concept and to study the associations between attachment style, emotion regulation abilities, psychological needs fulfillment and QCL via structural equation modeling. Data was collected from 507 undergraduate students (men = 178, women = 329; age M = 21.78 years, SD = 4.37). This data was used to provide evidence for the validity of the College Adjustment Scales (CAS) as a measure of quality of college life. The CAS demonstrated good convergent validity with the World Health Organization Quality of Life measure (WHOQOL), Subjective Well-being and Psychological Well-being Scales. Results: Students who were insecurely attached were as likely to feel adequate in their academic and professional endeavors as securely attached students. However, insecurely attached students had lower QCL levels, lower fulfillment of psychological needs and more emotion regulation difficulties than securely attached students. The results also indicated that Anxious Attachment and Avoidant Attachment were positively and strongly associated. Nonetheless, Anxious Attachment and Avoidant Attachment affected QCL through different mechanism. Emotion regulation mediated the path between Anxious Attachment and QCL while the fulfillment of psychological needs mediated the path between Avoidant Attachment and QCL. The fulfillment of psychological needs also mediated the path between emotion regulation and QCL. The described pattern of results was found for three separate models representing 1) the student’s attachment with their romantic partner, 2) best friend and 3) mother. Additionally, the study’s findings suggest a change in primary attachment figure during the college years. Emotion regulation, the fulfillment of psychological needs and QCL were all affected more strongly by the student’s attachment style with their romantic partner and best friend compared to their attachment style with their parents.

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Creste, Isabelle Therese. "An Exploration of Overparenting and College Student Ability to Manage the Stress Associated with College Life." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch159761752981716.

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Hurst, Jennifer R. "Does physical disabilty truly create impairment in adjustment to college life?" Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4529.

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Barton, Alison L. "College Student Success: How Universities Can Impact Outcomes." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3435.

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Pettay, Robert Francis. "Health behaviors and life satisfaction in college students." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/669.

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Monda, Samantha J. "Smooth transitions the role of athletic identity and life stress in the freshman student-athlete and non-athlete adjustment process /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5738.

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Thesis (M.S.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains vii, 128 p. : col. ill. Includes abstract. Includes bibliographical references.

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Porterfield, Kent T. "The impact of residential life program participation on the task and lifestyle development of traditional college seniors /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988690.

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Van, Kuren Nancy E. "A social causal model approach to college student disciplinary offender status." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/64670.

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Despite an abundance of studies on the characteristics of college students described as campus disciplinary offenders, few studies have attempted to investigate the reasons why certain students end up as violators of campus social policies. The purpose of this study was to construct and test a causal model of college student disciplinary status. Containment Theory, Control Theory, and Involvement Theory served as the theoretical foundation of the study. Variables in the model were operationalized from the College Student Experiences Questionnaire. Data were collected from a sample of students classified as campus disciplinary offenders by the residence life office judicial system of a large land-grant university and from a sample of non-offenders at the same institution. The data were analyzed using path analysis procedures. Results indicated that there was only partial support for the linear causal model tested. Important findings were: (a) background variables directly affected disciplinary status, a finding consistent with previous research, (b) the model did not work differently for males and females, (c) students' satisfaction with their choice of college directly impacted on disciplinary status, (d) students' perceptions of the campus interpersonal environment and their personal vocational gains indirectly effected disciplinary status when mediated by the satisfaction with their college choice. In general, person-environment fit was proposed as the factor having an overall effect on disciplinary status. It was suggested that further testing of the model should occur and that a reciprocal causal model, rather than a linear model, might yield more information about the factors influencing disciplinary status for certain college students.
Ed. D.

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Morrissey, Joanna L. "A revision of the CHAMPS/Life Skills Program content." Virtual Press, 2007. http://www.oregonpdf.org.

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Williams, Derick J. "An examination of athletic identity, sport commitment, time in sport, social support, life satisfaction, and holistic wellness in college student-athletes." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1444/umi-uncg-1444.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Oct. 18, 2007). Directed by Craig S. Cashwell and Jane E. Myers; submitted to the School of Education. Includes bibliographical references (p. 148-169).

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Brown, David M. ""A World to Suit Themselves": Student-Constructed Narratives and the Hidden History of College Life." UKnowledge, 2017. http://uknowledge.uky.edu/epe_etds/52.

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An individual’s years in college are a time of trial and transformation. This dissertation examined college students’ self-created accounts of their time in college in order to identify students’ significant meaning-making activities during those years. Four primary areas of student life were investigated: the rules that students were expected to adhere to, the ways in which students and their class cohorts antagonized one another, hazing, and class competitions. A comparative historical approach was used to analyze student-created accounts of college life in the years 1871-1941. Archival research at a geographically diverse sample of fourteen colleges and universities provided primary source materials created by students, including correspondence, diaries, photographs, and scrapbooks. Collectively, these sources affirm that students derived their significant meaning-making experiences from their extracurricular activities. An additional dimension of the study proposed an extension of the work of sociologist Burton Clark on organizational sagas. An analysis of students’ self-reported experiences suggest that Clark’s notion of organizational sagas extends beyond the bounds of discrete institutions, reaching down to the level of individuals and upward to college students as a collective entity.

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Manyibe, Benard Mairura. "Building African College Student Leaders: The Role of Campus Community Service." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182793105.

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Krabacher, Anne Claxton. "Undergraduate Research as a Means of Student Engagement: A Study of Research's Involvement in Five Areas of College Life." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211200259.

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19

Schluckebier, Michael Edward. "Dreams worth pursuing: how college students develop and articulate their purpose in life." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2625.

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The purpose of this study was to describe the experiences undergraduate students cite as helping them develop and articulate their purpose in life. Purpose in life, as a construct, is associated with many positive attributes associated with life in general, and the college experience specifically; however, it is also closely related to other concepts such as meaning, spirituality, and vocation. For the purposes of this study, purpose in life was defined as a set of goals or actions, informed by a belief system or set of values, that provides a sense of direction to an individual's life. This study sought to answer the question: What are the experiences of traditional-aged undergraduate students at a large, Midwestern, public university who have an articulated purpose in life? In this way, experiences were defined as a necessary, but not sufficient, building block in developing purpose in life. An orientational qualitative approach was used to answer the question. Participants were identified using maximum variance and theory-based purposeful sampling. Senior students close to graduation were recruited to participate using the Student Developmental Task & Lifestyle Assessment (SDTLA; Winston, Miller, & Cooper, 1999), an online assessment that operationalized Chickering and Reisser's (1993) sixth developmental vector, developing purpose. Twelve students with high scores on that assessment were selected to continue in the study. Face-to-face interviews focused on the experiences and relationships that helped them develop and articulate their purpose in life. The results were organized into three major themes: 1) support systems upon which students relied in developing purpose in life; 2) exemplars who they sought to emulate when living their purpose in life; and 3) the critical importance of experiential learning in developing purpose in life. A discussion of the findings asserted that developing purpose in life is a continual skill-building process, rather than definable end goal or product. Existing theories were connected to developing purpose in life to provide educators ideas for helping affect the lives of students. Research implications were discussed with a call to study how individuals' multiple aspects of identity influence developing purpose in life. Overall, this study contributes to the literature, adding breadth in specifically targeting undergraduate students and their shared experiences developing purpose in life and depth in its confirmation of Chickering and Reisser's twenty-year-old revised theory.

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Radina, Rachel. "Creating a Quality Youth Mentoring Relationship: The Perspectives of College Student Mentors." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280247731.

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Longstreth, Morgan E. "Health-Related Quality of Life in Chronically-Ill College Students: Examining Influential Constructs." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1512816408491698.

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Loomis, Michael J. "A framework for defining Christian character and the process of character development particularly as it pertains to the contemporary college student." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Oosthuizen, Louis Jacobus. "Management of student misconduct at a TVET college in the Western Cape." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2868.

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Thesis (MEd)--Cape Peninsula University of Technology, 2018.
Technical Vocational Education and Training (TVET) colleges play an important role in providing a competent workforce that can contribute to the economic development of South Africa. TVET Colleges also provide an alternative pathway for students who have not completed grade 12. TVET Colleges have seen many changes during the past decades and have reportedly been underperforming in various areas, including academically. Student misconduct may, amongst other factors, have a determining influence on the poor performance of TVET Colleges. Student misconduct comprises the nature of student misconduct, factors leading to student misconduct and management of student misconduct. The nature of student misconduct, factors leading to student misconduct and methods used to manage student misconduct at TVET Colleges remain largely unidentified and need to be researched. The purpose of this study is to determine the nature of student misconduct, factors leading to student misconduct and how student misconduct is managed at a TVET College in the Western Cape. The nature of student misconduct is classified into ordinary student misconduct and serious misconduct. Factors leading to student misconduct are classified into factors related to the management of TVET Colleges, lecturer qualifications and competence and student background and preparedness. Management of student misconduct is classified into reactive methods and preventative methods for managing student misconduct. The research methodology employed for this study was an explanatory mixed method. The explanatory mixed methodology collects quantitative data first and then, based on the quantitative findings, collects qualitative data to elaborate on the quantitative findings. The major findings of the quantitative phase created topics for further discussion during qualitative interviews. The study found that the most frequent forms of TVET student misconduct are ordinary forms of student misconduct such as absenteeism, playing with cellular phones in class and arriving late for lessons. The most frequent factors leading to student misconduct were found to be students becoming hungry during lessons, students coming from disadvantaged homes and students finding work too difficult. Students' home environment and level of academic preparedness therefore has an impact on their behaviour. Students who originate from disadvantaged homes, experience lack of provision in their basic needs, and also a lack of geborgenheit which lead to student disciplinary problems. As a counter measure, methods applied in the interest of managing student misconduct should include an atmosphere of geborgenheit. The study indicated that the most effective methods for managing student misconduct are the creation of a friendly classroom atmosphere, lecturer’s good subject knowledge, proper lesson preparation and positive student-lecturer relationships. A combination of the above-mentioned methods implies interesting lessons filled with activities that engage students who feel safe, loved and unconditionally accepted in their learning environment. When students feel safe and unconditionally accepted they experience an atmosphere of geborgenheit, a pre-requisite for management of student discipline. Poorly disciplined students, it was found, who display deliberate forms of student misconduct should be disciplined by means of stricter methods such as classroom rules and the disciplinary procedure. Methods applied in the interest of managing student misconduct should, however, be accompanied by an atmosphere of geborgenheit. Disciplinary measures should address misconduct from a position of love and unconditional acceptance. Students with behavioural problems need to be identified and referred to student support services for effective support. It is recommended that an early identification and support system be considered for early identification and referral of students with behavioural problems. Successful implementation of an early identification system should include the involvement health and welfare organisations and religious organisations. Student support services should, in addition, be expanded and posts created for educational psychologists to provide effective counselling to students with behavioural problems. TVET lecturers need to have workplace experience and qualifications, academic qualifications and teaching qualifications to enable them to present interesting, well prepared lessons using a variety of methodologies. It is recommended that TVET Colleges and the DHET invest in upgrading the qualifications of TVET lecturers through bursary schemes, time off at work and salary scales that are linked to qualification levels.

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Genco, Jessica T. "Adult Re-Entry Students: Experiences Preceding Entry into a Rural Appalachian Community College." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1092.

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Over 42% of students re-entering education in the United States are age 24 or older (NCES, 2002). Community colleges offer financial, academic, and geographic accessibility making them a viable option for adults seeking to re-enter education (Cohen & Brawer, 1996). The purpose of this study was to learn more about the life transitions that precipitate entry into a community college. The researcher also sought to bring insights about the experiences of being an adult student returning to education at a community college. Research participants included 24 adult re-entry students and recent graduates at Mountain Empire Community College in Big Stone Gap, Virginia. Through indepth interviews, the personal experiences of the life transitions that prompted college entrance and the experience of being enrolled in college were explored. Qualitative research techniques were used in this study. Interviews were tape recorded and transcribed. The findings derived from the data analysis were presented thematically as they addressed the research questions. The findings revealed that participants returned to education because of job-related concerns (typically a layoff or company's closing) or an issue of timing (a feeling that it was "time" to return). Re-entry students faced barriers that were both institutional and personal as they navigated the educational process. Participants reported that financial, geographic, and academic accessibility of the college made it a resource in itself. Finally, participants suggested implementing a specialized, adult, student-focused orientation course, on-site daycare services, and campus activities supportive of needs of students returning to the academic world. Recommendations included a quantitative study involving a survey with a larger sample of adult re-entry students. The data could provide a richer examination of the similarities and differences among the re-entry college population. Recommendations for practice included an orientation class specifically designed to attract and meet the needs of adult re-entry students at the community college level; the establishment of a comprehensive, developmentally-based childcare service located on the college campus; and initial and follow-up contacts by a counselor designated as an adult, re-entry student contact and resource person in the student services division.

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Greene, Richard Anthony. "Promoting Success in Developmental English: Student Life Skills Courses A Mixed-Methods Case Study." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/589.

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The purpose of this study was threefold: (a) to describe the impact the SLS courses had on the retention and success rates of students who were taking developmental English courses at FSCJ-Kent Campus, (b) to explain how students taking developmental English felt the SLS courses impacted them, and (c) to find out what elements of the SLS program were most and least valued by students. In order to understand how the SLS program impacted students in the developmental English program at FSCJ-Kent Campus, I conducted a mixed methods case study using FSCJ–Kent Campus as the research site. The case study included a quantitative stage, during which I examined archival data from fall 2008 to summer 2010 to determine the impact of the SLS program on student success and retention, and a qualitative stage, during which I conducted a survey and two focus groups to get an understanding of participants’ perspectives. The evidence that the SLS program affected the success and retention rates of students in the developmental English classes at FSCJ-Kent Campus was not conclusive. However, students reported that the program was extremely beneficial to them and provided insight into why they thought the program contributed to their success. The study was significant because I was able to get a deeper understanding of students’ perspectives and provide a framework for understanding those perspectives. I concluded that the SLS program was a mechanism to transition and integrate students into the institution. This study may affect the way leaders in educational institutions approach developmental English, the SLS program, and all other developmental programs.

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Senk, Jodi M. "The life stories of women warriors| An exploratory study of female student-veterans balancing the transition to college." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687601.

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Currently, there is an increase in veterans returning to colleges, yet little understanding exists of their unique circumstances. Limited resources, programs, and staff for veteran services, along with physical injuries, cognitive impairments, and emotional disturbances due to post-traumatic stress disorder (PTSD), traumatic brain injury (TBI), and military sexual trauma (MST) further complicate the transition to college. Further, female student-veterans have additional pressures, such as women's health issues and motherhood, creating additional exigencies which affect their return to college.

Few studies have specifically sought to understand female student-veterans transitioning to college. Obtaining insight on the experiences of female student-veterans, utilizing the life story framework (Giele, 2010; Weber, 2011) and Schlossberg's transition theory (1984), allows for the discovery of how one's life course impacts the transition to college.

Therefore, this exploratory study uses a qualitative, phenomenological approach. Using semi-structured interviews, this study sought to examine the experiences and challenges of female student-veterans, as well as their identities, relationships, motivation, adaptability, strategies employed, and the role of health to determine the impact on transition from the military to college.

17 women participated in the study. Findings indicated a need to be different than family expectations or education level, with many female student-veterans being first-generation college attendees. Relationships played an important role in supporting and mentoring female student-veterans. Having a strong drive to succeed, pursue career goals, and obtain a better life were the prevalent motivating factors for college education attainment. Female student-veterans demonstrated the ability to be adaptive to many demands and milieus, although transitioning to college presented many challenges. Anxieties were further escalated when the added responsibility of motherhood compounded demands, and created work-life-school balance issues.

In understanding that there are individual factors in the perceptions of work, life, and school demands, as well as strategies employed to cope with these obligations, a greater awareness and understanding can be realized. Further research in this area is necessary to develop a greater cognizance, discover additional issues, and ultimately inform and develop policies, programs, and services that can be implemented to meet the needs of female veterans transitioning from the military to college.

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Murphy, Cari. "Residential Learning Outcomes: Analysis Using the College Student Experiences Questionnaire at a Large Public Research University." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1718.

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The creation of learning outcomes inside and outside of the classroom on college campuses has been a growing trend based on a variety of publications which encouraged the fostering of diverse types learning and the measurement of student learning outside of the classroom (ACPA, 1994; Keeling, 2004). The creation of the learning outcomes is a positive step, however, assessment of the learning outcomes must be conducted to determine what students are learning and what areas are to be improved otherwise the learning outcomes are meaningless. This study was conducted at a large public research university where the Department of Housing and Residential Education had recently identified its Residential Learning Outcomes. Consequentially an assessment of the over attainment of the Residential Learning Outcomes, the impact the number of years a student resided on campus had on the attainment of the Residential Learning Outcomes and the impact the number of years a student was enrolled at the institution had on the attainment of the Residential Learning Outcomes may be useful to the university and the wider body of knowledge about residential education. Using targeted questions from the CSEQ the study found that there were significant levels of achievement for residential students for six of the seven Residential Learning Outcomes especially when isolating the Quality of Effort scales. When evaluating the number of years a student has been enrolled, however, no relationship was found.

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Holmes, Joshua Mark. "A life in common: exploring the causal effect of living on campus." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6959.

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This this three-article dissertation sought to explore the potential causal link of students’ collegiate residence with three broad categories of student outcomes. Using data from the Wabash National Study of Liberal Arts Education, each article employed propensity score matching in an effort to reduce selection bias associated with a student’s decision to live on campus. The first manuscript examined academic achievement, retention, four-year graduation, and satisfaction with the college experience and found that living on campus had no direct effect on any of these outcomes. The second manuscript explored the effect of living on campus on students’ overall health, alcohol consumption and binge drinking, smoking behaviors, exercise frequency, and psychological well-being. Findings suggest that living on campus has a positive effect on students’ first-year alcohol consumption, frequency of binge drinking, and exercising behaviors. These findings do not persist beyond the first year. Some conditional effects were uncovered, with a significant interaction between race and campus residence on some outcomes. The final study considered the effect living on campus has on student engagement. Living on campus was found to have a direct effect on positive peer interactions, frequency of interactions with student affairs staff, and co-curricular involvement. Like the second study, conditional analyses were conducted and revealed significant interactions mostly among race and campus residence.

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Barton, Alison L., and Michael S. Kirtley. "Gender Differences in the Relationships Among Parenting Styles and College Student Mental Health." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3422.

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Objective: Levels of student depression may increase as stress increases; parenting styles may be one indirect source of stress. The authors examined the role of parenting style in relationship to student stress, anxiety, and depression, with focused attention on gender differences. Participants: Participants were 290 undergraduate students (58% female, mean age = 19). Methods: Cross-sectional design. Participants completed surveys containing measures of parenting styles, college stress, anxiety, and depression. Results: Anxiety and stress acted as mediators between some maternal parenting styles and female student depression. No mediational relationships were found for male student ratings. Conclusions: Daughters may be more susceptible to the influences of maternal parenting styles, which can either prepare or fail to prepare them for management and avoidance of stressors that are encountered during the college transition. College counseling centers and student affairs personnel may wish to focus attention on the instruction of self-management and problem-solving skills for incoming students.

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Carothers, Cathleen de Souza Lourenco. "Minimum levels of physical activity and perceived quality of life." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6127/.

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The purpose of this study was to examine the association between engaging in minimum levels of physical activity as defined by ACSM and perceived quality of life. A total of 43 college students were included in a repeated measures, quasi-experimental design research study that produced an overall retention rate of 65%, which resulted in 15 students being placed in the treatment group, and 28 students being placed in the control group. Analysis of variance with repeated measures was used to compare the quality of life mean scores over three administrations of the Quality of Life Inventory (QOLI), which resulted in no significant main effects for either the time measure or the group measure, but did produce a significant interaction effect. Post hoc analyses showed there was a significant difference between the treatment and control groups' quality of life mean scores only during the second administration of the instrument. Further analysis showed that the control group had significantly higher quality of life domain scores for six of the 16 quality of life domains. There were no significant differences between groups across any of the physiological measures. These findings did not support previous research that increasing individuals' level of physical activity will enhance their perceived quality of life. Instead, this study only provokes more questions about the connection between physical activity and perceived quality of life.

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Rasmussen, Kathryn L. "A revision of the CHAMPS/Life Skills Program content : academic commitment." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1372051.

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In 1991, the NCAA created Challenging Athletes Minds for Personal Success (CHAMPS)/Life Skills (NCAA, 2005). The CHAMPS/Life Skills program concentrates on five areas: Academic Commitment, Athletic Commitment, Personal Development Commitment, Career Development Commitment, and Service Commitment (NCAA, 2005). Very few amendments and modifications have been made to the CHAMPS/Life Skills educational material since the program was developed. In the present creative thesis project, revisions and updates were implemented to the current material to satisfy the needs of collegiate student-athletes. Hence, the purpose of this creative thesis project was to update the Academic Commitment module within the CHAMPS/Life Skills manual. Specifically, the Time Management and Study Skills components were revised. These revisions were evaluated by three university professors. In conclusion, the present creative thesis project will assist in presenting CHAMPS/Life Skills material to student-athletes.
School of Physical Education, Sport, and Exercise Science

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Spiro, Emma S. "Searching for community online: how virtual spaces affect student notions of community." Pomona College, 2007. http://ccdl.libraries.claremont.edu/u?/stc,15.

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Social networking sites and virtual spaces have flourished in the past few years. The author explores the impact of such social networking services on the local community at a small liberal arts college. The author investigates modern trends in community theory. Defining community has become more difficult in modern society, where community is no longer easily distinguished by geographical boundaries. From the background of modern community theory the author explores the designation of virtual spaces as “virtual communities.” Literature and research about virtual spaces indicates that they can provide many of the values thought be to inherent to community membership. The strong localized community on campus makes students hesitant in calling Facebook a “virtual community,” despite its strong integration with the face-to-face community itself. Facebook is seen as simply a tool. This thesis incorporates research on one specific case study: through mathematical and ethnographic research of Facebook.com, the author evaluates the opinions of students in considering virtual spaces as communities.

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Fournillier, Jandelle Lu-Ann. "Dance For Life: Exploring Dance Choreography and Performance as a tool for Educating the University Community about College Student Suicide." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19216.

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Looking for ways that dance could be used as a tool for health promotion, I sought to explore dance choreography and performance as an alternative medium for educating and increasing awareness about college student suicide. Suicide is the second leading cause of death amongst college students and while research suggests that suicide is decreasing, in terms of attempted suicides, the problem may be increasing. While attempts to understand, predict and prevent the loss of lives have resulted in extensive literature, there has been very little systematic research completed. Compounded by limited proposed models for addressing college student suicide, and lack of evidence there remains a growing need to find effective health communication practices and best health promotion practices. This research study is an autobiographical case study that explores my embodied experience of choreographing and performing a dance about college student suicide. As a health promotion professional and a trained dance artist, I assumed the role of researcher and dance choreographer and I and my experience became the subject of this research study. I launched and conducted a six-week project on my university campus called "Dance For Life" and worked with a small group of three female undergraduate dancers to make the new dance piece. This dance project was the case under investigation out of which I presented an autobiographical narrative in the findings and discussion section of this paper. Reviewed health information, research findings, and data, as well as knowledge extracted from the dance group became in part material used to make the dance. As the choreographer, my role in the choreographic process spanned from expert to collaborator and rested on my vision for the story told that would be told through the dance. I collected m data in the form of:- video recordings; audio recordings; pictures; journal entries; field/ observational notes; video diaries; drawings; interviews with community-based artists; and memory recall. I then worked to sort, label, group, and analyze the data, piecing together my findings to write an autobiography that answered my research questions. My exploration highlighted the importance of community involvement in community-based health programming.Through participation in this project the dancers\' knowledge and awareness of college student suicide increased and positively affected their empathetic response toward members of the community. Using non professional dancers with varied dance skill levels did not inhibit creativity or diminish the quality of work produced. Instead it brought together real life people with diverse perspectives, creative solutions, and a passion for dance to produce a piece of art effective in its ability to \'touch\' the audience and draw them in to a place of greater awareness. Stigmas, and the lack of education and visibility about this particular health challenge, have resulted in a low community response to affecting change. The post performance discussion, brought the greatest gains, in terms of educating the audience. They interacted with the project, asked questions, gave feedback and provided comments about what they experienced, learned, and understood. The overall success of the project, points toward the possibility of dance as an art form playing a more significant role in educating communities about sensitive, and difficult to talk about, health challenges. Being able to affect the knowledge, attitudes, and empathetic response of communities is a beginning step towards overcoming the health challenge of college student suicide. Future research needs to focus on best choreographing techniques as it relates to audience interpretation.
Ph. D.

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Crofchick, Frank C. "An evaluation of the effectiveness of social networking sites in assisting housing and residence life organizations in enhancing the resident student experience." Instructions for remote access, 2009. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 2009.
Source: Masters Abstracts International, Volume: 47-05, page: 2453. Adviser: David Kintsfather. Includes bibliographical references (p. 39-40)

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Whitworth, Patience. "Powerful Peers: Resident Advisors' Experience With Restorative Practices In College Residence Hall Settings." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/491.

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This study explores the implementation of Restorative Practices (Costello, Wachtel, & Wachtel, 2009) in a residential life program at a small public university. Narrative inquiry is used to explore the perspectives of eleven resident advisors (RAs) who have been trained in Restorative Practices (RP) and are using them in their residential communities. Participants were interviewed three times over the course of one academic year. The study illuminates the RAs' perspectives, growth and experiences with RP over that year. The findings demonstrate that RP may not only provide a structure for RAs to succeed within their challenging position, but may also encourage growth in a RAs' leadership capacity and abilities. This research also addresses how RAs conceptualize their position and role, including how they negotiate their dual, and sometime conflicting, roles of serving simultaneously as an authority figure and peer within the residence hall community, and how RAs benefit from and are challenged by implementing RP in their hall. In addition to examining the RA role specifically, the study also addresses how RP can serve as a theoretical framework for preparing RAs for their work in residence halls and for supporting them throughout the year. Further, the research suggests that RP, as a framework for the RAs' work in the residence halls, can potentially transform the residential experience for both the residents and the RA. The result may be the creation of the kind of community experience that the research has shown contributes to the retention of students. Finally, this study concludes with identifying some of the issues that are important for Residential Life departments in a process of successfully implementing RP in college residential settings.

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Ramirez, Francisco. "Breaking the Cycle for a Better Life: Understanding the Decision-Making Process That First-Generation, Community College Students Experienced When Making College Major and Career Choices." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/824.

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Choosing a college major and career are the most critical decisions that college students make and students are expected to make these impactful decisions early in their academic careers. First-generation, community college students are a group that are especially affected by this early decision process as they require the knowledge and experience to make informed decisions. Their parents often lack the experience to guide them through this process since they are unfamiliar with being a college student and providing the necessary support in this area. These barriers cause stress among these students and inefficiencies in the decisions that they make. Nevertheless, first-generation, community college students are a group that possess a tremendous amount of motivation and determination for reaching their goals regardless of the barriers they encounter. Community colleges and high schools are in a position to create intervention programs that help promote career development at a time when it’s most critical. The aim of this hermeneutic phenomenological study was to understand the decision-making process that first-generation, community college students experienced as they made college major and career choices. The study focused on understanding the factors that influenced students’ college major and career choices. This study found that the factors that influenced students’ college major and career choices were: a desire to break the cycle of poverty for a better life; the desire to set a good example; the desire to become something real; the exposure to knowledge, engaging instructors, and to authentic careers during their educational experience; knowing there is a future; and the support and guidance students received while pursuing their education. Furthermore, students reported that their exposure to knowledge, engaging instructors, and to their authentic careers during their educational experience, as well as the support and guidance they received, helped bolster their level of confidence about reaching their career goals, thus, providing students with a heightened sense of career self-efficacy. Results of this study indicated that having the proper support and guidance, both moral and financial, influenced the choices that they made related to their college majors and careers. Being confident about reaching a career goal gave students the determination and resiliency to keep moving forward in their academic path. Participants described their major and career choice process as confronting unclear futures with determination and resilience; encountering and overcoming financial barriers; being stressful; and as a process of searching. This new knowledge that emerged as a result of this study will assist counselors in utilizing effective counseling approaches in order to maximize the assistance provided to first-generation, community college students based on their actual career development needs. The study results will also help in directing the development of intervention programs focused on career development at community colleges and pre-collegiate institutions.

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Elasky, Megan E. "Athletic identity and its relation to life satisfaction comparing Division-I and Division-III athletes and gender /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1154543424.

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Kahrig, Tammy. "An Evaluation of the Residential Learning Communities Program at Ohio University: An Analysis of Student Involvement, Satisfaction, Academic Success, and Retention." Ohio University / OhioLINK, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125442887.

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Johnson, Charles E. "Effectiveness of Introduction to College GE-100." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1111.

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In 2008, the excitement to teach the class, Introduction to College to new students who are beginning college, was greatly accepted with much reservation. Numerous memories reflected back to that special period when the writer was faced with those daunting decisions of where to attend college. Those memories of excitement and fear of being away from home the very first time, starting college life, meeting new friends, and what career path to choose, were difficult decisions during that transitional time. Orientation class back then consisted mainly of a half day spent touring the college campus and listening to various speakers; if you could stay awake. The scope of this study will be to assess the effectiveness of Introduction to College (GE-100), on student GPAs and “persistence-to-graduation” rates as measures of success. In the course, the student will learn about the variety of support services available at the college, the behaviors necessary to be successful in college, and issues that relate to choice of major and/or careers. This study used a quantitative approach utilizing an ex-post facto longitudinal design that measures student grade point averages (GPA) and persistence-to-graduation rates for the five- year period from the Fall Semester of 2003 through the Spring Semester of 2008. Overall, at the conclusion, the results indicated that GE-100 students had significantly higher GPAs and significantly greater persistence- to-graduation rates over a five year period when compared with student who did not take or complete (GE- 100).

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Todd, Dwayne. "The Relationship Between Gender-Inclusive College Housing Environments and Students’ Sense of Belonging." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460510145.

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Garland, Azurdee M. "Assessing the Relationship between Student Involvement and Academic Performance in Higher Education." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/212.

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The study examined the relationship between the degree of involvement in co-curricular activities and academic performance, as measured by Grade Point Average (GPA) among college students enrolled at Western Kentucky University (WKU). Three hundred thirty-six sophomores were surveyed via TOPNET, an electronic registration management system, regarding their level of involvement in campus organizations and other factors, including employment status and gender. The cumulative GPAs and the number of credit hours in which the survey participants were enrolled during Fall Semester 2005 were obtained through a survey using TOPNET. Pearson product-moment correlations revealed statistically significant relationships between GPA and the number of student organizations in which they participated, officer status within student organizations, and the length of time of participation in student organization(s). The relationships were considered too weak to be of any practical significance. A statistically significant relationship was also found between number of credit hours enrolled and GPA.

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Stidd, Megan D. "Student Perceptions of the University of North Texas Campus Police." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157544/.

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Numerous studies have been conducted to determine predictors of perceptions and attitudes toward police. Less effort has been spent on determining university and college students' perceptions of campus police departments. The purpose of this thesis was to fill this gap in the literature with an added emphasis on exploring potential differences in perceptions between students involved in Greek Life organizations and students not involved in Greek Life organizations. Prior literature found that Greek Life students engage in risk-taking behaviors at higher rates than their counterparts, so it was hypothesized that Greek Life students would have higher levels of distrust in the campus police due to their increased engagement in risk-taking behaviors. The survey questionnaire measuring trust and procedural justice/legitimacy perceptions of campus police was distributed through convenience sampling to university students. Descriptive statistics, bivariate analyses, and multivariate analyses were utilized to analyze the data. The results showed that students overall had positive perceptions of campus police, that Greek Life students had more negative perceptions of the campus police than non-Greek Life students, and that students with prior interactions with the campus police were more likely to perceive the police to be less procedurally just/legitimate. Race/ethnicity was not found to be a predictor in perceptions of trust or procedural justice/legitimacy of the campus police. Limitations, policy implications, and suggestions for future research concerning student perceptions of campus police were also discussed.

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Lowe, Janet. "Integrating learning with life : a study of higher education students in a further education college : 2000-2003." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/66.

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In Scotland, further education colleges provide 28% of all higher education; this includes over half of part-time undergraduate higher education. This provision has contributed to wider participation in higher education in Scotland by “non traditional” students and to progress towards a mass system of higher education within a learning society. This thesis is a case study of higher education students in a Scottish further education college. It explores the nature of the students’ experience and its relevance to institutional management and higher education policy. Evidence is drawn from the college’s records, from focus groups and from a questionnaire survey of whole year groups (full-time and part-time students) over three successive years. The theoretical focus is upon a new definition of lifelong learning as learning integrated with life, drawn from literature on motive, motivation, participation and retention. The research explores the students’ experiences of combining study with work and family life. The student experience is found to be heterogeneous, complex and distinct from the stereotype of a young full-time university student. Vocational motives predominate and there is evidence of a significant investment of meaning, expectation and purpose in the experience of higher education. The students’ ability to balance and integrate learning with life is a determining factor in the achievement of sustained participation. The quality of support networks both in college and in the students’ work and family lives are found to be more significant than personal or demographic characteristics. The case study contributes to current thinking about the professional role of college senior managers in creating a student-centred institutional culture that responds to the complexity of the students’ experience. A case is made for a review of the current inequity of financial support for full-time and part-time higher education students and of the marginal status of colleges in the development of higher education policy.

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Radomski, Teresa. "PERCEPTIONS OF SUPPORT, LIKELIHOOD OF RETENTION, AND DIFFERENCES BETWEEN PLACES OF ORIGIN AMONG FIRST-GENERATION COLLEGE STUDENTS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/147.

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First-generation college students are less likely to attend and complete college than their peers whose parents have completed college. Among the reasons cited for this disparity is lack of parental familiarity of the college admissions process and financial aid opportunities. First-generation youth wishing to pursue a college education must rely on others for this knowledge. This study examines first-generation college students' perceptions of support and whether their places of origin have any bearing on their future plans. The study examines interviews with participants through the lens of Tinto's (1993) model of student departure to examine whether their responses, and whether their places of origin, point toward likelihood of student retention. This study finds that students cite parents and high school faculty and staff as most supportive when preparing for college. After arriving in college, there are no differences among students based on place of origin and likelihood of retention. Participation in a retention program appears to help the students meet the criteria for student retention as outlined by Tinto's model.

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Creach, Elizabeth Dawn. "The Effects of Subsidized Childcare on Student Parents' Access to Higher Education at Portland State University." PDXScholar, 2003. https://pdxscholar.library.pdx.edu/open_access_etds/3667.

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The purpose of this study was to identify critical childcare resources that student parents utilize that allow them to access higher education at varying levels, but also to make assumptions about parents unable to enroll due to barriers and/or lack of resources. This study sought to answer the following questions: 1) To what extent does subsidized childcare facilitate student parents' access to higher education? Is subsidized childcare a more important resource for some groups of students than for others?, and 2) Are student parents making childcare-enrollment trade-offs in order to pursue higher education? Are certain groups of students more vulnerable to making trade-offs?

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Williams, Michael A. Sr. "Exploring the Relationship Between Gratitude and Family Satisfaction Among College Students." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1341343795.

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Piquette-Wiedenhoeft, Renee M. "A Qualitative Study of Panhellenic Sorority Membership Attrition." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1210616795.

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Kilbride, Erin C. "A qualitative study of student attitudes and perceptions of the role of residence life professionals in attending to the spiritual needs of undergraduate college students at Ball State University." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1135004.

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This qualitative study investigated the attitudes and perceptions of the role of Residence Life Professionals in attending to the spiritual needs of undergraduate college students at Ball State University. This study examined how undergraduate college students view the role of Residence Life Professionals in attending to spiritual needs. The results of this study have particular significance for those who are responsible for the well being of college students on a daily basis and benefit the Residence Life system by allowing a better understanding of where Professionals and students stand on this issue. This in turn will help Residence Life Professionals and students establish realistic expectations of each other in the spiritual arena. The researcher conducted 12 interviews with undergraduate student at Ball State University and analyzed the data by coding themes.
Department of Secondary, Higher, and Foundations of Education

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Stack, Wendy M. "The Relationship of Parent Involvement and Student Success in GEAR UP Communities in Chicago." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1294956956.

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Kane, Laura Rae. "SORORITY REJECTION: AN EMPIRICAL STUDY OF ATTRACTIVENESS, PERSONALITY, GRADE POINT AVERAGE, ACT SCORE, INVOLVEMENT, AND CLOSE FRIENDSHIPS AS PREDICTORS OF REJECTION FROM SORORITIES AND ITS RELATIONSHIP TO STUDENT DEPARTURE." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460729924.

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Dissertations / Theses on the topic 'Student life - college guides'

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