College of Education
Permanent URI for this communityhttp://hdl.handle.net/1903/1647
The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
Browse
3 results
Search Results
Item DOES PAIN INTENSITY AND PAIN TOLERANCE INFLUENCE ONE’S WILLINGNESS TO SEE A COUNSELOR IN ASIAN AMERICANS?(2017) Huh, Gloria; Miller, Matthew J; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The Asian American population continues to underutilize psychological services. This study examined whether pain tolerance and pain intensity played a role in the help-seeking process for Asian American individuals. Moderated mediation was tested to explore whether the relationship between psychological distress and willingness to see a counselor was mediated by pain tolerance and pain intensity, separately; and moderated by Asian American values. Moderation with two moderators was tested with Asian American values and pain tolerance or pain intensity, separately, as two moderators in the relationship between psychological distress and willingness to see a counselor. Moderated mediation and moderation with two moderators were tested using the bias-corrected bootstrapping confidence interval method. There was no evidence to indicate that pain intensity or pain tolerance acted as mediators between the relationship between psychological distress and willingness to see a counselor. However, pain intensity was found to moderate the relationship between psychological distress and willingness to see a counselor. Post hoc analyses were conducted to test specific subscales (depressive symptoms, emotional self-control, willingness to see a counselor for personal problems) and gender differences. Pain tolerance moderated the relationship between depressive symptoms and willingness to see a counselor for personal problems for women. Emotional self-control moderated the relationship between depressive symptoms and willingness to see a counselor for personal problems in the full sample and male sample.Item Peer mentoring and leadership: Differences in leadership self-efficacy among students of differing peer mentoring relationships, genders, and academic class levels(2009) Smith, Meredith Ann; Clement, Linda M.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined the relationship between peer mentoring and leadership self-efficacy. The design of this study was an ex post facto analysis of a sub-study of 2006 Multi-Institutional Study of Leadership. The sample included 10,555 respondents from 52 institutions ranging in Carnegie classification type. The researcher utilized a one-way Analysis of Covariance (ANCOVA) to see if there was a significant difference in leadership self-efficacy between students who served as peer mentors and students who did not serve as peer mentors in college. The study found that students who served as peer mentors in college had a significantly higher leadership self-efficacy than non-peer mentors. Additionally, the study also examined the subset of respondents who identified as peer mentors in college. Utilizing a two-way ANCOVA, the researcher found no significant difference in leadership self-efficacy between male and female peer mentors. The finding of no significant difference in leadership self-efficacy between gender groups is important because past studies on college students have found that men typically report higher levels of leadership self-efficacy than women. The researcher did find significant differences for each class-standing group in same two-way ANCOVA. The post-hoc Bonferroni multiple comparison procedure showed that there was significance across all class-standing groups. Another important finding from this study was that students who had mentors in college were more likely to serve as mentors. This post-hoc analysis was computed through implementing a chi-square test for independence. The overall findings of this study add important foundational understanding of the relationship between peer mentoring and leadership in college students.Item Gender Differences in Preschool Children's Activity Level as Measured by Parent and Teacher Report(2004-08-04) Denny, Michelle Lisa; Teglasi, Hedwig; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Gender differences in preschool children's activity level were investigated using archival data, consisting of temperament questionnaires and an open-ended interview. Parents of 63 preschool students ranging in age from 3 to 6 years completed the Temperament Assessment Battery for Children (TABC; Martin, 1988), the Colorado Childhood Temperament Inventory (Rowe & Plomin, 1977), and the Children's Behavior Questionnaire (Rothbart, Ahadi, Hershey, 1994). Teachers completed the TABC. The Structured Temperament Interview (Teglasi, 1994) was administered to both teachers and parents. Results support conceptualization of activity level as comprised of two factors: motoric movement and modulation. Mean gender differences were due to differences in frequency of boys and girls at the extremes of activity level continua. Qualitative analyses indicate parents and teachers conceptualize activity level similarly for both genders, and that low modulation of activity level is maladaptive in preschool children. Implications for the measurement of activity level and intervention development are discussed.