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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2011 - 20132

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Author: search.filters.author.Jones, Russell Alan

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    THE COLLEGE-GOING SELF EFFICACY SCALE FOR HIGH SCHOOL STUDENTS: THE DEVELOPMENT AND VALIDATION OF A MEASURE
    (2013) Jones, Russell Alan; Kivlighan Jr., Dennis M; 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 develop and validate the College-Going Self Efficacy Scale for High School Students (CSHS). The CSHS is a measure of self-efficacy in completing college-going tasks (i.e. acquiring knowledge of oneself, acquiring knowledge about colleges, exploring colleges, completing college application tasks, acquiring information about financial aid/scholarship monies, receiving support from adults, and understanding potential college barriers) experienced by African American urban high school students. Participants (N = 272) included a local sample of high school students from a Washington, D.C. charter school. All participants resided in the DC metropolitan area within the continental United States at the time of data collection. Data were collected through the use of a paper-based survey containing the CSHS and measures used to assess convergent and discriminant validity. Internal consistency estimates of subscales ranged from .81 to .87. Convergent validity was supported through positive relations of the CSHS subscales with vocational identity and achievement goals. Discriminant validity was not supported, as there was a positive relation between the CSHS subscales and life satisfaction. Directions for future research and the limitations of this study are discussed.
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    An Actor Partner Interdependent Analysis of the Relationship between Evaluations and Affect and Session Attendance in Groups
    (2011) Jones, Russell Alan; Kivlighan, Jr., Dennis M; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study examined the relationship between group members‟ session evaluations and post-session affects and group members‟ attendance in interpersonal growth groups using the session evaluation questionnaire (SEQ; Stiles, 1980). To test the effect of the SEQ scores on attendance in the following session, the Actor-Partner Interdependence Model (APIM) was used (Kashy & Kenny, 2000). Results from the APIM analysis were used to examine the effects of session evaluation and post-session mood data on attendance. Group member‟s positivity was related to group member‟s attendance, and other group members‟ smoothness and arousal were related to other group members‟ attendance. There were no significant relationships between group member‟s mood or evaluation and other group members‟ attendance. Other group members‟ depth, smoothness, and arousal were related to group member‟s attendance. These findings suggest that not only do other group members influence each other, but they also influence group members.