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.
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Item Do Perceptions of General Campus Climate Mediate Disability Status and Institutional Satisfaction?: A Replication Study(2018) Yeung, Jeffrey G.; Worthington, Roger L.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The present study examined the potential mediating role of perceptions of general campus climate on the relationship between disability status and institutional satisfaction across two independent university samples—both of which are large predominately white midwestern institutions in the United States. Consistent with the proposed hypotheses, disability status was negatively related to general campus climate perceptions and institutional satisfaction and positively correlated with institutional satisfaction. In both samples, perceptions of general campus climate significantly explained the link between disability status and institutional satisfaction. In the first sample, perceptions of general campus climate partially mediated the aforementioned connection. However, in the second sample, perceptions of general campus climate fully mediated disability status and college student satisfaction. Findings, implications, and limitations are discussed.Item EVALUATING TREATMENT HETEROGENEITY IN THE COMMUNITY MEDIATION MARYLAND RE-ENTRY PROGRAM(2018) Pierotte, Lisa; McGloin, Jean M; Criminology and Criminal Justice; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)To assist soon-to-be released prisoners in their re-entry process, the Community Mediation Maryland Re-Entry (CMM) program focuses on strengthening pre-existing pro-social relationships and assisting in the development of re-entry plans. Prior evaluations suggest this program is successful at reducing recidivism, but given the varied nature of the treatment, important questions remain. This thesis investigates potential treatment heterogeneity based on the subjects’ selection into different formats of the mediation process (i.e., selection of outside participants, focusing on emotional support, and reaching an agreement). The investigations into potential treatment heterogeneity (e.g., propensity score models) reveal null results. In the context of the prior evaluations, it is possible that the null results reflect that CMM is a generally effective program. Future research should consider capturing a larger sample of subjects mediating in the program so that subsequent evaluations can investigate important distinctions in the treatment received, which may be valuable in guiding future implementation of the re-entry mediation model.Item Examining the role of stressful life events on cognition and determining mediating and moderating pathways among postmenopausal women(2011) Bibeau, Wendy; Young, Deborah R; Epidemiology and Biostatistics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)BACKGROUND: Major life events, largely considered to be a source of great stress, are an inevitable process of the life span. Preliminary evidence suggests that the stress arising from major life events may serve as a risk factor for cognitive function decline. Evidence also indicates external (e.g., physical activity) and internal factors (i.e., psychological variables) can attenuate the physiologic effects of stress. Thus, there may be two important pathways through which stress affects health. PURPOSE: The primary aim of this dissertation was to investigate the independent and interactive effects of stressful life events on cognitive function among a sample of postmenopausal women. In addition, the possible moderating and or mediating role of external and internal factors on the relationship between stressful life events and cognitive function were examined. METHODS: Data from the Women's Health Initiative Memory Study, a randomly selected subset of the Women's Health Initiative Hormone Trial, were analyzed. To control for any treatment effects, only data from participants randomized into the placebo groups were pooled and used for all analyses, leaving a total of 3775participants. All participants had five data collections points, including baseline through four years of follow-up. Linear mixed effects models were used to answer all prospective research questions. Moderation and mediation models were used to determine presence of effect modification or mediation of external or internal variables. RESULTS: Our results appear to indicate that there was a negative relationship between stressful life events and cognitive function scores. Reporting an ill spouse/partner was associated with lower cognition scores compared to those without reporting a spouse/partner (B = -0.68, p < 0.0001). Exposure to three or more stressful life events at every data collection period was also associated with lower cognitive function scores (B = -0.61, p = 0.021). External factors did not appear to moderate this negative relationship; however, internal factors such as optimism, hostility, and negative expressiveness did. Specifically, exposure to more stressful life events was associated with less favorable psychological states, which in turn, were associated with lower cognitive function scores. CONCLUSION: Our results appear to lend support that exposure to certain life events and repeated exposure of stressful life events is associated with lower cognitive functioning. In addition, our findings provide modest evidence that psychological mechanisms are an important pathway through which stressful life events affect cognitive functioning over time among a representative sample of post-menopausal women. While stressful life events are largely unavoidable, the associated increased risk of cognitive function decline may be in part offset by various psychological factors.Item FROM INTERACTION TO INTERACTION: EXPLORING SHARED RESOURCES CONSTRUCTED THROUGH AND MEDIATING CLASSROOM SCIENCE LEARNING(2010) Tang, Xiaowei; Coffey, Janet E; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Recent reform documents and science education literature emphasize the importance of scientific argumentation as a discourse and practice of science that should be supported in school science learning. Much of this literature focuses on the structure of argument, whether for assessing the quality of argument or designing instructional scaffolds. This study challenges the narrowness of this research paradigm and argues for the necessity of examining students' argumentative practices as rooted in the complex, evolving system of the classroom. Employing a sociocultural-historical lens of activity theory (Engestrӧm, 1987, 1999), discourse analysis is employed to explore how a high school biology class continuously builds affordances and constraints for argumentation practices through interactions. The ways in which argumentation occurs, including the nature of teacher and student participation, are influenced by learning goals, classroom norms, teacher-student relationships and epistemological stances constructed through a class' interactive history. Based on such findings, science education should consider promoting classroom scientific argumentation as a long-term process, requiring supportive resources that develop through continuous classroom interactions. Moreover, in order to understand affordances that support disciplinary learning in classroom, we need to look beyond just disciplinary interactions. This work has implications for classroom research on argumentation and teacher education, specifically, the preparation of teachers for secondary science teaching.Item How one helps: personality, theoretical orientation, and helping skill preference(2009) Hummel, Ann Martha; Gelso, Charles J; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In order to test the interrelationships among personality, preferred theoretical orientation to counseling, and preferences for various response modes (helping skills) in counseling, undergraduates in peer counseling and basic helping skills courses completed measures of these three constructs. Findings include four significant relationships between personality factors and theoretical orientations, and four significant relationships between theoretical orientation and helping skill preference. Three significant relationships between personality factors and helping skill preference were found, including two replications from an earlier study by the author (Hummel & Gelso, 2007). Identification with and belief in the humanistic/client-centered theoretical orientation was found to be a mediator between emotional stability and preference for direct guidance. Overall, there were modest interrelationships between personality, theoretical orientation, and helping skill preference in beginning helping trainees; but it was suggested that these relationships may not yet be solidified at this point in their development as helpers.Item Managing Discontent: Institutions, Intervention and Ethnic Conflict(2006-03-21) Biswas, Bidisha; Lichbach, Mark I; Government and Politics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Over the last fifteen years, the number of civil conflicts worldwide has declined and negotiated settlements have increased. The spread of democracy and greater international concern about domestic conflicts have encouraged states to adopt a negotiations-based approach to addressing minority grievances. In many conflicts, international intervention has played a significant role in facilitating dialogue and peace settlements. The complexities of cases of ethno political conflict suggest that a twin track approach, which looks at the domestic and the international levels of analysis, is critical. Yet, the existing literature on conflict management tends to study either international intervention or domestic institutions. Intersections between the two are ignored. Combining a cross-national analysis using the Minorities at Risk (MAR) dataset with a case study of Sri Lanka, this research project examines the relative and combined impact of domestic institutions and international intervention on the management and de-escalation of conflict. Uncertainty and mistrust between the state and minority groups drives political violence. Mitigating this uncertainty and building trust become essential for building peace. The extant literature fails, however, to recognize that the pathways to building trust and reducing uncertainty vary according to domestic political capacity. When the conflict-affected state is facing domestic institutional anarchy, coercive forms of international intervention, such as offering security guarantees through peacekeeping troops, become necessary. In contrast, where conflict co-exists with relative political stability and some measure of democracy, non-coercive intervention, such as mediation, becomes critical. In contrast to collapsed states, the challenge in such countries is to reform, rather than replace or create, institutions. Where the state is not facing a collapse of authority, facilitative intervention, such as mediation, can be a more cost-effective conflict management tool than high-cost, high-impact actions. This class of cases, which includes Sri Lanka, India, Indonesia and the Philippines, has not been adequately investigated in the existing scholarly literature. The arguments and findings presented here make an important contribution by focusing on the interactive role of domestic and international variables, particularly in relatively stable states.