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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    Will there be a season? The impact of COVID-19 on anxiety within NCAA student athletes compared to non-athlete university students
    (2021) Peterman, Kirsten; Smith, J. Carson; Kinesiology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    COVID-19 triggered psychological stress. College aged students and student athletes are among those vulnerable to mental health. The purpose of this study was to compare anxiety and potential moderators between student athletes and non-athlete students during the pandemic. Data were retrieved using survey methodology via Qualtrics. Student/athlete status was not related to anxiety (p=0.503). CF (p=<0.001), FFC (p=<0.001), and TFC (p=0.016) were associated with anxiety. There were no differences in coping between groups, however, greater TFC was related to greater anxiety in non-athlete students (p=< 0.001). Communication from AD’s (p=0.010) and teammates (p=0.033), as well as access to resources (p=0.036) were associated with anxiety in student athletes. Communication from coaches did not impact anxiety (p=0.545). Overall, anxiety during the pandemic was high. FFC may act as a protective factor, whereas TFC may worsen anxiety. Social support, access, and communication are crucial in times of uncertainty.
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    HETEROSEXIST HARASSMENT AND SOCIAL COGNITIVE VARIABLES AS PREDICTORS OF SEXUAL MINORITY COLLEGE STUDENTS’ ACADEMIC SATISFACTION AND PERSISTENCE INTENTIONS
    (2017) Morris, Taylor Robin; Lent, Robert W; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Sexual minorities face experiences of heterosexist harassment in the college environment, which may contribute to decreased academic well-being. Thus, the present study investigated whether social cognitive variables and heterosexist harassment predict sexual minority college students’ academic satisfaction and intentions to persist. The sample consisted of 731 undergraduate students who completed an online survey. Social cognitive variables were hypothesized to predict academic satisfaction, as specified by the social cognitive model of academic satisfaction, with heterosexist harassment operating as a barrier. Results suggested that the social cognitive model provided good fit to the data. Heterosexist harassment was found to be associated indirectly with academic satisfaction via perceptions of lower environmental support and it was found to negatively predict intentions to persist. Implications of the results are that heterosexism may play a role in sexual minority students’ academic development and that social cognitive career theory may offer a useful framework for interventions.
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    Undergraduate College Students' Perceived Sense of Civic Responsibility and Social Change Behaviors in the Context of Service, Advocacy, and Identity-Based Student Organizations
    (2010) Chowdhry, Chetan; Quaye, Stephen J; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study utilized data from the Multi-Institutional Study of Leadership (MSL) to explore the differences between college students involved with service, advocacy, and identity-based student organizations, as well as those not involved in any of these organizations, in their perceived sense of civic responsibility, as well as their frequency of engagement in social change behaviors. In addition, it explored the relationship between students' perceived sense of civic responsibility and their frequency of engagement in social change behaviors. The researcher utilized two one-way ANOVAs to see if there were significant differences in perceived sense of civic responsibility and frequency of engagement in social change behaviors among students who were involved exclusively in service, advocacy, or identity-based organizations, as well as students who were involved in a combination of these organizations, and students who did not participate in any of these organizations. The researcher found significant differences between students in the different organizations, with students in a combination of organizations and students involved exclusively in advocacy organizations having the highest mean scores on perceived sense of civic responsibility and frequency of engagement in social change behaviors. Students in identity-based organizations and those not involved in any of the organizations had the lowest mean scores on these two variables. In addition, the researcher found a positive, medium strength correlation between students' perceived sense of civic responsibility and frequency of engagement in social change behaviors among all of the involvement categories. Overall, this study provides important initial findings regarding the civic engagement characteristics of students involved in particular student organizations.