Theses and Dissertations from UMD
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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
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Item WHAT HAPPENS WHEN STUDENTS KNUCK AND BUCK SYSTEMS OF INJUSTICE? A MULTIMETHOD STUDY EXPLORING THE RELATIONSHIP BETWEEN STUDENT ACTIVISM AND EMOTIONAL WELL-BEING(2022) Smith, Samantha Alyce; Arria, Amelia M; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In recent years, college students' declining mental health status has garnered the attention of public health and educational professionals. Mental health is a complex construct influenced by biological, behavioral, social, and environmental factors. One critical dimension of mental health is emotional well-being, representing the positive and negative emotions one experiences. Little research exists regarding the relationship between activism, a possible social influence, and mental health. This multimethod dissertation study focuses on the relationship between college student participation in activism and contemporary social movements, including the Black Lives Matter movement, and different dimensions of emotional well-being, including depressive and anxiety symptoms, level of optimism, and sense of belonging. Framed by the Transactional Theory of Stress and Coping, the qualitative portion of the research involved in-depth interviews among 18 students aged 18-25 who participated in 2020 Black Lives Matter protests. The purpose of these interviews was to examine the short-term impact of protest participation on student emotional well-being and how activism was related to coping. Findings revealed that the sociopolitical climate negatively impacted student emotional well-being, and those associated negative emotions acted as a motivator to participate in protests. Conversely, participating in protests garnered sense of belonging and empowerment. Protest participation appeared to serve as an emotion-focused coping strategy among these students. The quantitative analyses conducted in this dissertation utilized secondary data from the 2019 Wake Forest Well-being Assessment to investigate the motivators (Aim 2) and emotional well-being correlates (Aim 3) of activism participation. For both analyses, two forms of activism were studied – disruptive (e.g., protests) and persuasive tactics (e.g., digital activism). Civic morals identity centrality and discrimination were examined as possible motivators. Multivariate and multinomial logistic regression models developed for Aim 2 held constant other potential confounding variables (i.e., gender, sexual orientation, parental education and race/ethnicity) and revealed positive associations between discrimination experiences and civic moral identity centrality and disruptive activism (p<.001) and persuasive tactics (p<.001). Regression models for Aim 3 that examined the relationship between activism participation and emotional well-being revealed that disruptive activism tactics were positively associated with depressive symptoms (p<.001), anxiety symptoms (p<.001), and sense of belonging (p<.05). A negative association was observed between disruptive activism and optimism (p<.05). All of these associations were robust to the inclusion of demographic covariates. Coping did not appear to moderate any of the relationships observed. Taken together these finding begin to elucidate the nuanced and complex relationship between activism and emotional well-being. Given that a significant proportion of college students studied participated in some form of activism, our understanding of the impact of activism on student emotional well-being is an important area that warrants additional investigation in future studies. The findings of this study can be used to support ongoing intervention development that addresses the mental health needs of college students, specifically those engaged in activism work. Additionally, these findings can be used to support mitigating health disparities that are the result from sociopolitical factors such as racism and discrimination.Item Predictors of feelings of depression among Asian American college students(2016) Koo, Katie; Park, Julie J.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study is to explore the relationship between various collegiate experiences including substance use, religiosity, campus climate, academic life, social life, self-concept, satisfaction with college, and perceived feelings of depression among Asian American college students compared to other racial groups. Employing Astin’s (1993) I-E-O model, the study utilized the 2008 Cooperative Institutional Research Program (CIRP) the Freshman Survey (TFS) and the follow up College Senior Survey (CSS) in 2012 with the final sample of 10,710 students including 951 Asian American students. Descriptive analysis, cross-tabulations, blocked hierarchical multiple regression analysis, the equality of the unstandardized beta coefficients from the regression analyses, and a one-way ANOVA were conducted for the data analysis. Asian American students who are female, from low SES backgrounds, academically less achieved, frequent substance users, less religiously involved, and less satisfied with overall college experiences showed higher levels of feeling depressed. For the rate of feeling depressed across racial groups, Asian American college students showed the highest rate of feeling depressed while White students reported the lowest rate of feeling depressed. For Asian American college students, feeling depressed in high school, hours spent per week on studying and homework, and self-confidence in intellectual ability were the most significant predictors of feelings of depression while drinking beer, drinking liquor, spirituality, failing to complete homework on time, hours spent per week on socializing, self rated self-confidence in social ability, and satisfaction with overall college experiences were significant predictors of feelings of depression. Asian American college students spent the longest hours on studying and homework, reported the highest GPA, but showed the lowest self-confidence on intellectual ability. For all four racial groups, feeling depressed in high school and self-confidence in intellectual ability were significant predictors of feelings of depression in common. Implications for practice and directions for future research emphasize the need for better understanding the unique cultural background and impact of academic life associated with feelings of depression among Asian American college students and developing customized psycho-educational and outreach programs to meet unique needs for psychological well-being for each racial group on campus.Item Understanding Food Label Use by College Students(2015) Rouhani, Ayma Martha; Desmond, Sharon; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Researchers have found food labels can be used to promote healthier food choices leading to improved nutrition and decreased risk of chronic disease (Silverglade and Heller, 2010 Drichoutis, Lazaridis, and Nayga, 2006; Kim, Nayga and Capps, 2000; Taylor and Wilkening, 2008; Todd and Variyam, 2008). However, the actual use of food labels by the public must increase (Grunert and Wills, 2007; Ollberding, Wolf, Contento, 2011). One age group important to focus on when promoting label use is college students, given: 1) their overall poor nutrition, 2) that many are making independent decisions about what foods to purchase and eat for the first time (Deshpande, D. Basil, and Z. Basil, 2009; Marietta, Welshimer, and Long Andersons, 1999; Misra, 2007), and 3) they are in the process of establishing lifelong eating habits (Deshpande, D. Basil, and Z. Basil, 2009; Marietta et al., 1999). In this study, in-depth interviews (N=15) were conducted with college students to qualitatively explore reasons why they used or did not use food labels, factors that motivated or inhibited food label use and perceptions regarding the Food and Drug Administration’s (FDA) new proposed food label. Theoretical constructs (social norms, decisional balance, self-efficacy) were used to inform interview items and the data analysis plan. An inductive data analysis approach was used to identify recurring and salient themes and subthemes to draw conclusions about college students’ perceptions related to food label use. The two most salient themes that emerged were issues related to self-efficacy in terms of understanding the current food label, and negative social norms around using food labels. Reactions and perceptions regarding the new food label were positive overall, particularly with the new serving size and percent daily value format. Overall, this study found that among college students there is a need to promote more favorable attitudes towards food labels, address negative social norms, and equip these students with knowledge and tools to better understand and interpret food labels, promoting self-efficacy.Item Social Bonds as Predictors of College Student Willingness to Report Hazing(2014) Bittinger, Joshua; Gottfredson, Denise; Criminology and Criminal Justice; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Little is currently known about what factors influence a victim's willingness to report hazing experienced in higher education. This problem of hazing has largely been ignored by criminologists, despite anti-hazing statutes existing in many states. The present study aims to examine this problem through a criminological lens using Social Bonding Theory (SBT). SBT suggests that deviant behavior is more likely to occur when a person is poorly bonded to conventional society (Hirschi, 1969). This theory was originally intended to explain deviant behavior; however, this study investigates its utility in explaining reporting behavior of victimization. Data were collected from surveys administered at the University of Maryland (N = 56), utilizing vignettes to present hypothetical hazing situations and were analyzed using logistic regression. Results provide no support for the use of SBT to predict a student's willingness to report experienced hazing, as described in the vignettes. Limitations and implications are discussed.Item Evolution of Occupational Interests in First-year College Students from 1971 to 2012(2013) Hong, Vanessa Lauren; Gottfredson, Gary D; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Since the 1970s, the roles of women and men in the workforce have evolved. Crossing traditional gender barriers in occupational choice has become more commonplace, particularly for women who have seen domestic role changes interact with professional progress. The 1971 through 2006 data for college students from the Higher Education Research Institute's The American Freshman: Forty year Trends, and The Freshman Survey annual reports from 2007 to 2012 are analyzed to determine trends in first-year college women's and men's occupational aspirations classified according to Holland's occupational types and level of complexity and to determine whether first-year college students have increasingly crossed traditional gender career barriers. The results indicate that the aspirations of female and male first-year college students follow similar trends over time, and the gap between the occupational aspirations of female and male first-year college students has decreased from 1971 to 2012, although it still exists.Item Predictors of Sense of Belonging for Students with Psychological Conditions(2013) Mackie, Michele Matteo; Strein, William; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to develop a portrait of students with psychological conditions, to determine the predictors of sense of belonging for these students, and to draw comparisons between the collegiate experiences of students with, and those without, psychological conditions. Using data from the 2009 Multi-Institutional Study of Leadership, a sample of students who self-reported having a psychological condition and a randomly selected comparative sample of students without psychological conditions were drawn. Descriptive statistics were used to develop a portrait of students with psychological conditions relative to gender, class standing, academic performance, and co-curricular student involvement. Chi-square tests for independence and independent groups t-tests were used to make comparisons between students with psychological conditions and those who did not report having a psychological condition. Using a hierarchical multiple regression, framed in Astin's (1993) I-E-O model, predictors of sense of belonging were identified for students with psychological conditions and the comparative sample. Equality of beta coefficient testing was conducted to determine if the variables that predict sense of belonging for students who self-reported a psychological condition differed significantly from the predictors of sense of belonging for the comparative sample. Results indicated that the distribution of students with psychological conditions differed significantly across categories related to gender, class standing, college GPA, and involvement in specific types of co-curricular activities. Additionally, students who self-reported a psychological condition reported lower perceptions of sense of belonging compared to those who did not. The regression analyses and equality of beta coefficient testing revealed that there are no significant differences between the variables that predict sense of belonging for students with psychological conditions and the comparative sample. Implications for practice and directions for future research emphasize the need for better understanding the issue of college student mental health and developing interventions that can be applied in and outside of the classroom to assist students with psychological conditions in collegiate success.Item Fostered Learning: Exploring Effects of Faculty and Student Affairs Staff Roles Within Living-Learning Programs on Undergraduate Student Perceptions of Growth in Cognitive Dimensions(2012) Long, Nicole; Komives, Susan R; 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 effects of faculty and student affairs staff roles within living-learning programs (LLPs) on perceptions of growth in critical thinking/analysis abilities, cognitive complexity, and liberal learning among LLP participants. This study used two data sources from the National Study of Living-Learning Programs (NSLLP), a multi-institutional study of LLPs that included data on student background characteristics, experiences, and outcomes. Data sources included the 2007 baseline study and data from the Living-Learning Programs Survey. The 2007 NSLLP administration contained data from 48 institutions and 11,606 students living in LLPs. The General Causal Model for Assessing the Effects of Differential College Environments on Student Learning and Cognitive Development (Pascarella, 1985) served as the conceptual framework for this study. This model proposed that learning and cognitive development were functions of institutional characteristics, student background/pre-college traits, interactions with agents of socialization (peers and faculty), institutional environment, and quality of effort. An adapted form of this model was used in this study to include the potential effects of LLP characteristics, such as the involvement of faculty and student affairs professional staff. The cognitive outcomes used in this study were critical thinking/analysis abilities, cognitive complexity, and liberal learning. Hierarchical linear modeling was used to examine the direct and differential effects of faculty and student affairs professional staff roles on the study outcomes. Study results showed that numerous curricular and co-curricular experiences shared positive and negative relationships across all three cognitive outcomes. Student affairs mentorship had a negative direct association with cognitive complexity and liberal learning, while increased student affairs socio-cultural involvement contributed positively. Faculty involvement in socio-cultural activities also contributed positively. Student affairs mentorship, student affairs socio-cultural activities and faculty socio-cultural activities accounted for differential effects on sense of belonging for cognitive complexity. Only student affairs mentorship yielded a differential effect for sense of belonging when examining liberal learning. A primary implication for practice was the importance of designing integrative curricular and co-curricular experiences, such that faculty and student affairs staff not only work together to in the design, but also participate in these efforts within LLPs.Item Sexuality Education, Sexual Communication, Rape Myth Acceptance, and Sexual Assault Experience among Deaf and Hard of Hearing College Students(2009) Francavillo, Gwendolyn Suzanne Roberts; Sawyer, Robin G; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Deaf and Hard of Hearing college students are at an increased risk of sexual assault in comparison to their hearing peers. Previous studies demonstrate that although sexual assault rates among college students are high, among the Deaf community, these rates are nearly double. Data suggest that between 50% and 83% of Deaf and Hard of Hearing individuals will experience sexual assault in their lifetime, with Deaf and Hard of Hearing women more likely to experience sexual assault than Deaf and Hard of Hearing men. There exists only a small amount of published research regarding Deaf and Hard of Hearing individuals and sexuality, and an even smaller amount of research has been conducted with Deaf and Hard of Hearing individuals on the subject of sexual assault. The high sexual assault rates among Deaf and Hard of Hearing students may be partially attributed to their limited sexuality education and knowledge, most often as a result of communication, language, and cultural barriers. The purpose of this study was to 1) examine a possible relationship between levels of sexuality education, sexual communication, rape myth acceptance, and sexual assault experience, along with demographic variables, among Deaf and Hard of Hearing college students; and 2) examine differences between students previously educated in schools for the Deaf versus mainstream schools, with regard to their levels of sexuality education, sexual communication, rape myth acceptance, and sexual assault experience. The instrument was developed incorporating the Sexual Communication Survey (SCS), Rape Myth Acceptance Scale (RMAS), Sexual Experiences Survey (SES), sexuality education and sexual activity components. Two sets of hypotheses were examined via linear regression to ascertain significant relationships among the variables, with Social Cognitive Theory (SCT) constructs being used as the theoretical foundation of the study. Seven analyses were found to be statistically significant, with sexual communication, gender, and consensual sexual activity predictor variables explaining the outcome variable, sexual assault experience, at high percentages. The findings from this research have provided a greater baseline of data for future studies to investigate the factors influencing sexual assault among Deaf and Hard of Hearing college students.Item Parental monitoring, sensation seeking, and marijuana use: Correlations and an interactive model(2009) Pinchevsky, Gillian Mira; Simpson, Sally; Criminology and Criminal Justice; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study focused on the independent and interactive effects of parental monitoring and sensation seeking on marijuana initiation in college. Data from the College Life Study was used to examine 314 individuals who had not used marijuana prior to college. Descriptive statistics and t-tests analyzed significant differences between individuals who initiated marijuana in college (n=127) and those who did not (n=187). Logistic regressions tested theoretical models and an interaction between sensation seeking and parental monitoring on the likelihood of initiating marijuana. Approximately 40% of the sample initiated marijuana in college. Significant differences in multiple variables existed between initiators and non-initiators. Sensation seeking and parental monitoring independently influenced the likelihood of initiating marijuana, however their interaction was insignificant. Post-hoc analyses indicated a gender specific moderation. Future research should examine the influence of gender.Item Examining evidence of reliability and validity of mental health indicators on a revised national survey measuring college student health(2008-05-15) Jackson, Theresa Katherine; Glover, Elbert D; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The American College Health Association-National College Health Assessment (ACHA-NCHA), which began surveying college students in 2001, is currently the only large scale survey available for colleges and universities to measure a variety of health constructs among their student populations. Beginning in December 2005, the survey underwent an extensive revisions process in an effort to improve its measurement quality and to better capture the current health status of college students. Revisions were guided by changing student health priorities, feedback from respondents, literature focused on characteristics of reliable and valid survey questions, and the Model of Survey Response. As mental health concerns continue to rise on campuses today, this content area of the ACHA-NCHA was dramatically expanded, as it now includes constructs such as diagnosis and treatment with multiple mental health conditions, difficult life experiences, stress, and help-seeking. This dissertation, which is a secondary data analysis of data collected from the original and revised ACHA-NCHA surveys during an experimental field pre-test of the modified survey, documents the survey revisions process, provides results from more than 40 mental health indicators by various demographic characteristics, and establishes the reliability and validity of the mental health indicators. The data analyzed in this study were collected from students from 7 U.S. college and universities who were randomized to complete either the original (final N = 6,216) or the revised (final N = 6,110) online ACHA-NCHA from February through May 2007. It was hypothesized that (1) changes to survey indicators designed to measure comparable constructs would result in significant differences in student response patterns across versions of the ACHA-NCHA; (2) mental health indicators on the revised survey would demonstrate evidence of internal consistency reliability, construct-related validity, and criterion-related validity; and (3) modified mental health indicators on the revised ACHA-NCHA would demonstrate greater evidence of reliability and validity than comparable indicators on the original ACHA-NCHA. Findings from this study at least partially support all hypotheses, and the revised ACHA-NCHA demonstrates preliminary evidence that is it a psychometrically sound survey tool to measure college student mental health constructs.