UMD Theses and Dissertations

Permanent URI for this collectionhttp://hdl.handle.net/1903/3

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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    SOCIAL INVALIDATION: AN INSTRUMENT DEVELOPMENT STUDY
    (2015) Franco, Marisa Gina; O'Brien, Karen M; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Social invalidation, the denial of an individual’s racial identity, is a pervasive racial stressor with harmful effects on the mental health and well-being of Multiracial individuals; however, a sufficient measure of this construct has yet to developed. The purpose of this study was to create a psychometrically sound measure to assess social invalidation for use with Multiracial individuals. Four studies were conducted to assess the measure’s psychometric properties with a total of 497 Multiracial adults. Exploratory factor analysis revealed four Social Invalidation factors: Identity Rejection, Phenotype Invalidation, Behavior Invalidation, and Identity Incongruent Discrimination. A confirmatory factor analysis provided support for the initial factor structure. The validity and reliability of the measure, along with its limitations, suggestions for future research, and implications are discussed.
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    THE WORK ADDICTION INVENTORY: LATENT STRUCTURE, CRITERION-RELATED VALIDITY, AND TYPOLOGICAL CONSIDERATIONS
    (2011) Bryan, Nicole A.; Lent, Robert W; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of the study is to validate the Work Addiction Inventory (WAI). The WAI is designed to assess individuals' addiction to work via self-report. Data were collected from 244 working professionals employed on at least a part-time (20 hours per week) basis. Results failed to replicate the three factor model found in the initial validation study (Bryan, 2009). A follow up exploratory factor analysis on the first half of the sample retained 15 items and suggested that the WAI consists of two underlying factors. This two-factor structure was found to cross-validate in a confirmatory factor analysis on the second half of the sample. The WAI subscale and total scores showed adequate internal consistency reliabilities. Convergent and discriminant validity was initially supported by relationships of the WAI scores to an existing measure of workaholism, a work engagement scale, and average hours worked per week. Also, WAI scores formed several clusters suggesting evidence of three workaholic types. Finally, evidence was found to suggest that the WAI accounts for unique variance beyond an existing measure of workaholism in predicting average hours worked per week and burnout In conclusion, psychometric properties of the WAI were partially supported by findings of the study.
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    The Relationship Between Temperament and Emotion Understanding in Preschoolers: An Examination of the Influence of Emotionality, Self-Regulation, and Attention
    (2010) Genova-Latham, Maria de los Angeles; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study examined the links between temperament and emotion understanding in preschoolers. Temperamental facets of emotionality, attention, and self-regulation were utilized. Emotion understanding is the ability to identify feelings based on facial expressions, behaviors, or situations. Historically, temperamental variables and emotion understanding have been poorly defined, impacting the clarity of research findings. The Structured Temperament Interview (STI) measured facets of temperament and the Emotion Comprehension Test examined emotion understanding. Both measures offer clear definitions of their associated constructs. Additionally, principal components analyses were run on STI dimensions. Correlational analyses were run on the STI and Child Behavior Questionnaire (CBQ), an established measure of temperament, to further determine the STI's utility as a measure of temperament. Results, though mixed, suggest that components of Attention and Emotionality from the STI explain a great deal of the variance in ECT scale scores.