College of Education
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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
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Item I Think I Can, I Think I Can: Exploring Predictors of College Student Resilience & Hope(2020) Tobin, Leah Kreimer; Espino, Michelle M; 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 was to examine the constructs of (self-rated) resilience and (self-rated) hope in the context of college demographic and environment factors. Data came from the 2018 Multi-Institutional Study of Leadership (MSL) Big Ten Coalition dataset, which included 6,928 total cases. Secondary data analysis was conducted utilizing the MSL in an ex-post facto correlational study design. Descriptive analyses were conducted to provide an overview of the Big Ten Coalition dataset. A series of cross-tabulation analyses and t-tests were utilized to explore the distribution of the dependent variables across select independent variables. This study utilized blocked hierarchical regression to explore the relationship between the outcome variables of resilience and hope and certain college environments such as participation in a living-learning program, research with a faculty member, mentorship and race-related experiences, among others. Several key findings resulted from this study. There are significant differences in mean resilience and hope for students who participate in certain campus environments and those who do not. The most significant, positive predictors for resilience included students who responded they were Latino/Hispanic, Asian American, age, overall hope, resilience pre-test and leadership efficacy. Significant negative predictors for resilience include gender and long-lasting condition. For hope, gender, pre-test, resilience, leadership efficacy and mentorship by another student emerged as significant positive predictors of the construct. Identifying as Asian American and being a first-generation student were negative predictors. These findings enhance the understanding of college environments and the relationship to students’ awareness of their own resilience and hope. The critical finding that leadership efficacy is a positive predictor of both resilience and hope stands to change the pervasive narrative that today’s college students cannot cope based on staff and administrators’ perspectives but rather whether or not students believe that they can. This study seeks to fill a gap that exists regarding the socio-emotional outcomes of resilience and hope, giving voice to the ways in which student affairs professionals continue to develop their grasp of aspects of wellness in relation to personal, academic and co-curricular experiences for college students.Item STUDENT RESILIENCY: A MIXED METHODS ANALYSIS OF COUNSELING GROUP EFFECTS.(2015) Pickering, Cyril Emmanuel; Strein, William; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Student resiliency, or the internal resources that an individual possesses that enables success despite adversity, is a variable of interest, particularly for students who are at-risk for negative outcomes in school. This study examined the group counseling efforts of an alternative high school, looking at how group composition influenced the growth in scores on the Resiliency Scales for Children and Adolescents, a measure of student resiliency that students were given at the beginning and end of the year. In addition to this quantitative analysis, students who participated in the groups and counselors who facilitated the groups were interviewed regarding the effectiveness and challenges of the groups, as well as how the groups impacted Sense of Mastery, Sense of Relatedness and Emotional Reactivity, the three areas of resiliency that were being measured. Each interviewee provided feedback regarding ways that the groups could help students grow in resilience. Results from the quantitative analysis indicated the aggregated starting resiliency scores of the other group members had no impact on a student’s growth in any of the resiliency scales. A second analysis revealed some correlations between group growth in resiliency and a student’s growth in resiliency, seemingly indicating that as the group improves in certain measures, individual growth is hindered. Results from the qualitative analysis revealed overall positive impressions of the group counseling experience and statements about how the groups helped improve resiliency. Several common themes among students and counselors emerged regarding the strengths and weaknesses of the group counseling approach. Implications for implementation and evaluation of group counseling are discussed.Item Exploring the Relationship Between Personal Motivation, Persistence, and Resilience and Their Effects on Academic Achievement Among Different Groups of African-American Males in High Schools(2005-05-05) Salley, Linda Delois; Weible, Thomas D; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study investigated the extent to which differences in motivation, persistence, and resilience exist among academically achieving African-American males enrolled in high school in a mid-Atlantic suburban public school system. The research questions sought to identify quantitative and qualitative variables that might contribute to academic success. The two groups of participants in this study were tenth and eleventh grade African-American males enrolled in the general curriculum or in honors and/or advanced placement classes. All participants were maintaining a 2.5 grade point average and all high schools in the district were represented in the study. The Achievement Motivation Profile instrument was administered to 140 academically achieving African-American males. Ten percent of the sample population responded to twelve interview questions. The study tested three research hypotheses: (1) there are no statistically significant differences in the mean levels of motivation between two groups of African-American males with different academic achievement records; (2) there are no statistically significant differences in the mean levels of persistence between two groups of African-American males with different academic achievement records; (3) There are no statistically significant differences in the mean levels of resilience between two groups of African-American males with different academic achievement records. T-tests and analysis of variance were used to make comparisons between the two groups. Findings from the current study revealed no statistically significant differences in means in motivation, persistence and resilience. Four themes emerged from the interviews of African-American males enrolled in honors or advanced placement high school classes. These themes were: (1) determined and persistent parental engagement; (2) setting limits and discipline; (3) child-focused love, support, communication and modeling; and (4) community connectedness and resources. Suggestions are made to replicate the study in an urban setting, again using African-American male honors and general curriculum students; to replicate the study in a rural area where three groups of African-American male students are identified: honors, general, and a group who are performing poorly in the general curriculum.; and to replicate the study using African-American females as the subjects in a similar environment. Additionally, it is important to continue searching the literature for an instrument more sensitive to differences between levels of motivation, persistence and resilience than the Achievement Motivation Profile.