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
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item Bringing along the family: Nepotism in the workplace(2011) Muhammad, Rabiah Sahara; Hanges, Paul J; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The current study advances an organizational justice theory to the concept of workplace nepotism. I examined if an individual's perception of nepotism can be influenced by their cultural self-construal and how the different components of organizational justice (distributive, procedural, interactional and informational) provide the psychological mechanism through which they base their judgments of fairness. A 2 (organizational selection: merit, nepotism) X 2 (competence: high, low), X 2 (in-group, out-group) experimental design was be utilized to test this theory. Participants read a randomized vignette, which varied the level of the six important factors. They then completed dependent variables (fairness evaluations and organizational reactions) about each scenario. This study represents the first empirical investigation of nepotism through the lens of individual's cultural self-construal and organizational justice.Item Role Occupancy, Physical Health and the Diminishment of the Sense of Mattering in Late Life(2007-11-28) Fazio, Elena Marie; Milkie, Melissa A; Sociology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Mattering is an important but understudied part of the self-concept. Morris Rosenberg and Claire McCullough (1981) suggested that older adults feel they matter less than middle-aged adults and this discrepancy may in part be explained by a lack of role occupancies such as paid work, and a devaluation of the old in society at large. This dissertation examines sense of mattering in older adults and two mechanisms that may explain the decline of the self-concept in later life - fewer role occupancies and poorer physical health. It examines whether these processes differ for men versus women and for African-Americans versus whites. The study employs the first wave (2001) of data from the Aging, Stress and Health (ASH) Study, which includes over 1100 white and African-American adults over age 65 living in the Washington, D.C. metropolitan area. Results indicate that there is a negative relationship between age and both dependence mattering and importance mattering and that it is in part explained by role occupancies as well as physical health status. Compared to informal ties, work and volunteer roles (productive or formal roles), are more important in explaining the relationship between age and mattering. Additionally, the total number of roles held is significantly and positively related to dependence and importance mattering. How roles mediate the relationship between age and dependence mattering depends on race and gender. The work role significantly mediates the age/mattering relationship for whites, but not for African-Americans. For African-Americans, the volunteer role mediates the relationship between age and dependence mattering, but this is not the case for whites. Also, self-rated health mediates the age-dependence mattering relationship for whites but not African-Americans. These findings point to the need to employ multiple mattering measures in analyses of older adults as well to study diverse samples; results differ depending on the outcome variable and group examined. Mattering is critical to the comprehensive study of the self-concept in later phases of the life course, as it is sensitive to social roles and physical health both of which are locations for key changes occurring during late life.Item Congruence of Self-Other Perceptions about Competence, Peer Victimization, and Bullying as Predictors of Self-Reported Emotions(2006-12-13) Nuijens, Karen L.; Teglasi-Golubcow, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined self-, teacher-, and peer-perceptions of competence, peer victimization, and bullying behavior as they relate to self-reported depression, anxiety, anger, and global self-worth. Participants included 99 second- and third-grade students and their teachers from one school located in the Washington, DC metropolitan area. The sample of students was ethnically diverse (66.7% African American, 17.2% Hispanic, 11.1% Asian American, 5.1% White). Preliminary analyses were conducted to examine the relationships among self-perceptions. As expected, self-perceptions of competence (social acceptance, behavioral conduct, academic competence) positively correlated with one another, where self-perceived victimization and bullying negatively correlated with self-perceived social acceptance and behavioral conduct. As expected, the aforementioned self-perceptions were significantly related to self-reported emotions. Here, self-perceived victimization uniquely predicted self-reported depression and anxiety scores, self-perceived academic competence uniquely predicted self-reported anger scores, and self-perceived academic competence and behavioral conduct uniquely predicted global self-worth scores. Two sets of hypotheses were tested regarding the congruence of self-, teacher-, and peer-perceptions. First, as predicted, teacher- and peer-perceptions more strongly related with one another than with self-perceptions. Linked to this finding, self-perceived victimization and bullying were more highly predictive of self-reported competence, where teacher- and peer-perceived victimization and bullying were more highly predictive of teacher- and peer-reported competence. Second, the relative impact of self-perceptions and discrepancies between self- and other-perceptions on self-reported emotions was examined. This is a departure from past research, which has typically examined self-other discrepancies independent of self-perceptions. Results showed that self-perceptions were more strongly related to self-reported emotions than were self-other discrepancies. However, interactions between these variables in a subset of the analyses argue for the inclusion of self- and other-perceptions in this line of research. The pattern of interactions suggests that discrepancies between self- and other-perceptions had little impact on self-reported emotions for children who reported low competence or high victimization. These children tended to report more negative emotions compared to peers whether their self-appraisals agreed or disagreed with others' appraisals. Conversely, children who reported high competence or low victimization often reported more negative emotions compared to peers when their appraisals were unfavorable relative to others' appraisals.Item Reframing Responsibility for Academic Success: A Causal Model Measuring the Impact of Student Attributes in the First Year of College(2006-09-07) Murray, Michele C; Milem, Jeffrey F.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this single-institution study was to investigate the predictive power of student attributes in a path analytic model for academic success in the first year of college. Student attributes were defined as academic self-concept, social self-concept and self-determination; academic success was measured by cumulative college grade point average. The conceptual model tested in this study blends psychological theories of student attributes with Astin's (1991) input-environment-outcome (I-E-O) model, a sociological model of college impact. Using descriptive and path analytic techniques, this study contributes to assessment philosophy by demonstrating that student attributes predict academic success beyond what can be explained by prior achievement and involvement. By examining the contributions of student attributes to academic and social involvement and to subsequent achievement, this study describes higher education as a partnership between student and institution for which both have responsibility. The findings of the study suggested at least through conclusions. First, accounting for student attributes contributes to an understanding of academic success. Rather than focus on the institution's responsibility to engage students, this study demonstrates that academic and social involvement and achievement are products, at least in part, of students' academic self-concept and self-determination. Second, results from this study indicate that measurable change in student attributes occurs during one year, a portion of which is attributable to students' academic and social involvement. These findings substantiate previous research on the impact of involvement on students' personal development (Astin, 1994; Berger & Milem, 1999) and affirm the benefits of college attendance. Third, this study demonstrates that the effects of the environment within the classic I-E-O model (Astin, 1991) are mediated through academic self-concept. These findings reframe responsibility for student success by highlighting students' dispositions toward the academic enterprise as the strongest predictor of involvement and success. Consequently this study offers a different perspective of students' academic and social involvement. Rather than referring to involvement as an indication of the environment (Astin, 1994; Kuh, 1991), this study suggests that involvement behaviors are a measure of students' responsibility toward their collegiate experiences. The findings of this study have implications for future research, practice, and policy.