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.
Browse
3 results
Search Results
Item Social Cognitive and Acculturation Predictors of the College Adjustment of Asian Americans(2011) Hui, Kayi; Lent, Robert W; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of the present study was to extend understanding of factors related to the college adjustment of Asian and Asian Americans. The study was based on the SCCT model of well-being and included an exploratory focus on culture-specific variables. Data were collected from 122 undergraduate college students who self-identified as Asian, Asian Americans, or Pacific Islander. The present findings are generally consistent with previous studies of the SCCT model of satisfaction, providing empirical support for the cross-cultural validity of the SCCT model with Asian American students. The predictive model accounted for a substantial percentage (41-44%) of variance in the college adjustment indicators, academic and social domain satisfaction. The present study extends the findings of previous studies by showing the differential utility of self-efficacy and social support in predicting domain satisfaction. Results from both quantitative and qualitative data highlighted the importance of social support in the college adjustment of Asian Americans. The present findings also suggest that cultural variables (acculturation and enculturation) relate to Asian Americans' college adjustment indirectly via self-efficacy, social support, and goal progress. Limitations of the study and implications for practice and future research are discussed.Item EXPLORING THE ROLE OF SELF-DISCLOSURE AND PLAYFULNESS IN ADULT ATTACHMENT RELATIONSHIPS(2005-08-02) Mount, Mandy K.; Hoffman, Mary Ann; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study utilized attachment theory as a framework for investigating aspects of relationship adjustment and emotional exploration, including self-disclosure and playfulness, in the romantic relationships of adults. 132 participants completed an online survey that included measures of adult attachment, relationship adjustment, playfulness, self-disclosure to partner, generalized exploration, and social desirability. Participants were also given the opportunity to write about dimensions of play behaviors in their relationships. A series of hierarchical linear regressions indicated that attachment orientation may be related in important ways to playfulness and self-disclosure, while these variables serve an important role in the successful adjustment of adult attachment relationships. The data suggested that avoidant attachment was negatively related to the intent, honesty, depth, amount and valence of self-disclosure while anxious attachment was positively related to the depth of self-disclosure. Additional regression analyses determined that avoidant attachment was also negatively related to playfulness with one's partner. Both avoidance and anxiety were found to contribute significantly to poor relationship adjustment, while playfulness and all dimensions of self-disclosure except intent were positively related to overall relationship adjustment. The present study also utilized a cluster analysis to identify ways that natural groupings of individuals formed on the variables of interest. The clusters indicated that people in better-adjusted relationships tended to be more playful with their partners on a more consistent basis and reported greater honesty, depth and amount self-disclosure relative to those in less well-adjusted relationships. The valence of self-disclosure had a particularly strong relationship with adjustment such that those who disclosed more positive information were also those found in well-adjusted relationships. The area of adult attachment is still in its early stages of development, but helping individuals understand developmental relationship patterns and the impact of "working models" may be of great importance for individuals' psychological and emotional well-being. The findings of this study support the importance of using attachment theory as a model for understanding the ways that behavioral systems, such as exploration, may play a role in the development and maintenance of adult romantic relationships.Item THE RELATIONSHIP OF PERCEPTIONS OF CAMPUS CLIMATE AND SOCIAL SUPPORT TO ADJUSTMENT TO COLLEGE FOR LATINA SORORITY AND NON-SORORITY MEMBERS(2005-05-27) Garcia, Gina Ann; McEwen, Marylu K; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to explore whether there were differences in adjustment to college for Latina college students who are members of a Latina sorority and those who are non-members. A second purpose was to examine whether perceptions of campus climate and social support predicted academic, social, personal emotional, goal commitment-institutional, and overall adjustment to college. Using a web-based survey, the University Environment Scale (Gloria & Kurpius, 1996), social support scales (Schneider & Ward, 2003), and Student Adaptation to College Questionnaire (Baker & Siryk, 1984) were used to collect data. Respondents included 314 Latina college students (183 members, 131 non-members) from a variety of institutions nationwide. Latina sorority members had significantly higher levels of social adjustment and goal commitment-institutional adjustment than non-members. Additionally, perceptions of campus climate and social support were significant predictors of adjustment for both groups, with 21%-64% variance explained for each form of adjustment.