Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

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 give thesis/dissertation in DRUM

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

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2013 - 20152

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Author: search.filters.author.Ezeofor, IjeomaSubject: search.filters.subject.Education

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    A Social Cognitive Approach to Coping with Acculturative Stress in International Students
    (2015) Ezeofor, Ijeoma; Lent, Robert W; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The present study employed a cross-sectional design to test a model of coping with acculturative stress in an international student sample. Drawing from Lent’s (2004) social cognitive model of restorative well-being, several direct and mediated paths were hypothesized to predict (negatively) acculturative stress and (positively) life satisfaction. Behavioral acculturation and behavioral enculturation (Kim & Omizo, 2006) were also examined as predictors of coping with acculturative stress among international students. Using a self-report survey, participants’ ratings of acculturative stress, life satisfaction, social support, behavioral acculturation, behavioral enculturation, and coping self-efficacy were assessed. The results revealed that the variables of the model explained 16% of the variance in acculturative stress and 27% of the variance in life satisfaction. A final model, including the use of modification indices, provided good fit to the data. Findings also suggested that coping self-efficacy was a direct predictor of acculturative stress, and that behavioral acculturation and coping self-efficacy were direct predictors of students’ life satisfaction. Limitations, future research, and practical implications are discussed.
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    Social Cognitive and Self-Construal Predictors of Academic Satisfaction among African Students Attending U.S. Universities
    (2013) Ezeofor, Ijeoma; Lent, Robert W; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to examine select sociocognitive, environmental, and cultural factors that may relate to African students' academic satisfaction. The Social Cognitive Career Theory (SCCT) satisfaction model (Lent, 2004) was used as a framework to test the predictive utility of these factors with students of African descent. The study also examined self-construal as a predictor of academic satisfaction. Self-construal is the way one's thoughts, behaviors, and feelings are guided by one's relationship to self and others (Markus & Kitayama, 1991). The present study revealed that the factors of the satisfaction model accounted for 59% of the variance in academic satisfaction in the African sample. The findings also suggested that self-construal does not influence academic satisfaction directly but rather operates through mediated pathways. Research and practical implications of the findings are discussed.