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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2009 - 200912010 - 20131

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    Supports from friends as predictors of stress and school outcomes during the transition to college: A longitudinal study
    (2013) Donlan, Alice Elizabeth; Wentzel, Kathryn R; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study investigated relations among support from friends, stress, friendship goals, and school-related outcomes during the transition from high school to college. A conceptual framework was developed to examine a) the extent to which the degree of context change during the transition predicts levels of school belongingness and GPA; b) the extent to which stress mediates the potential relation between context change and school-related outcomes; c) the extent to which social supports from high school friends and college friends moderate the relation between stress and school related outcomes; and d) the extent to which precollege friendship formation and maintenance goals predict future levels of support from high school friends and college friends. Data were collected at four time points that represent major milestones in the transition process: (T1) precollege, (T2) the beginning of the first semester, (T3) the end of the first semester, and (T4) the beginning of the second semester. Psychometric properties of the support scales were investigated through confirmatory factor analysis. Descriptive statistics and results regarding mean variable change over time are provided. Multiple regression analyses replicated previous findings that stress negatively predicts school belongingness over time. Furthermore, perceived supports from college friends predicted increased college belonging over time, while perceived supports from high school friends did not. None of the support by stress interaction terms significantly predicted school outcomes, indicating that evidence for a moderation pathway was not found. Results from a latent variable path analysis did not provide evidence that a precollege goal to form friendships predicts future support from college friends, nor that a precollege goal to maintain friendships positively predicts future support from high school friends; models had only borderline fit. Implications and directions for future research are discussed.
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    School Mobility as it Relates to Adolescents' Civic Knowledge and School Belonging
    (2009) Mackel, Brittany Erin; Torney-Purta, Judith; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The relation of school mobility to levels of adolescent civic knowledge and sense of belonging at school was examined using data collected from a nationally representative sample (N=2417) of 14-year-old adolescents from across the United States as a part of the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study of 1999. Multiple linear regression revealed that higher mobility scores were associated with lower civic knowledge scores, civic knowledge scores were marginally higher for females than males, and having a higher socio-economic status was associated with higher civic knowledge scores. Further, low confidence in school participation was associated with higher school mobility, females had higher confidence in school participation than males, and having a higher socio-economic status was associated with higher confidence in school participation scores. Lower trust in schools was associated with higher school mobility, while gender and socio-economic status were not significantly related.