Counseling, Higher Education & Special Education Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2757
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Item "They're my kryptonite but they also empower me": The double-edged sword of familismo(2016) Goldthrite, Antoinette Marie; O'Neal, Colleen R; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The objective of this study is to examine the relations of familismo to academic functioning and mental health among non-citizen Latina/o college students. The study utilizes both quantitative self-report surveys to explore attitudinal family obligations, and qualitative interviews to explore behavioral family obligations. One hundred and eighty citizen students (M = 21.30, SD = 2.92) and 84 non-citizen students (M = 21.13, SD = 2.98) completed surveys. Correlational analyses found that family obligation attitudes were linked to academic emotional engagement for non-citizen students only (r = .305, p = .005, n = 84). Cluster analyses revealed risk, resilience, and protected clusters from stress and family obligation groupings. Twenty-one non-citizen students also completed interviews. Narrative analysis of the interviews revealed that family obligation behaviors may be linked to motivation and stress. Overall, this study illustrates the complex nature of family obligations and achievement in the lives of non-citizen Latina/o college students.Item The Effect of Living-Learning Program Participation on College Students' Mental Health(2012) Fink, John E.; Hummel, Mary L; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This thesis used Astin's (1993) I-E-O framework to explore how participation in a living-learning program as well as other college environments affected college students' mental health. Data from seven unique institutions that administered an additional mental health module as a part of the 2008 and 2009 National Study of Living-Learning Programs were used in this study. Independent samples t tests, chi-squared tests, and multiple regression were the statistical methods used to investigate three research questions with Keyes et al. (2008) Mental Health Continuum - Short Form (MHC-SF) as the dependent variable. The final predictive model explained 33.5% and 37.6% of the variance in students' MHC-SF scores in 2008 and 2009, respectively. Findings did not evidence a predictive relationship between students' participation in a living-learning program and their mental health. Several aspects of the college environment favorably predicted students' mental health, including ease with transition to college, socially supportive residence hall climate, self-confidence, sense of belonging, and sense of civic engagement. Other variables unfavorably predicted students' mental health, including identification as lesbian, gay, or bisexual, as well as emotional consequences of alcohol use. This study's findings offer implications for practitioners and directions for future research.