Doctor of Philosophy in Urban Education, Cleveland State University, 2020, College of Education and Human Services

Nearly one million military service members are enrolled in institutions of higher education, 800,000 of whom are using the Post 9/11 GI Bill. These individuals bring a distinct set of interpersonal and intrapersonal characteristics with them to college campuses, yet there is a paucity of research exploring the factors related to their college adjustment. The literature that exists has focused on this population's challenges and pathology. College adjustment is understood as the way in which individuals acclimate to the new environment and culture of academia. Resilience is considered to be a function of personal and environmental characteristics that explain why some people flourish after trauma and others do not. The “healthy warrior effect” suggests that student service members/veterans (SSM/Vs) have lower vulnerability to stress in college because of their maturity and life experiences. Therefore, in this quantitative study, I used a strengths-based, positive psychology perspective to understand the college adjustment of SSM/Vs. I explored the effects of mental health diagnoses on adjustment as mediated by resilience. A final sample of 123 participants was derived from both Amazon's MTURK and 10 universities across the United States. Participants were 18+ years of age, identified as current or former military service members, and were current undergraduate or graduate students. Moderation analysis assessed whether the relationship between resilience and college adjustment differed depending on: 1) SSM/V combat exposure; and 2) military affiliation status (e.g. veteran versus National Guard/Reserve member). Mediation analysis examined whether resilience mediated the relationship between PTSD, depression, and anxiety diagnoses and college adjustment. Support was found for all but one hypothesis. Implications for practice and research as well as the strengths and limitations of the study will be discussed.

Committee: Julia Phillips Ph.D. (Committee Chair); Michael Horvath Ph.D. (Committee Member); Kelly Yu-Hsin Liao Ph.D. (Committee Member) Subjects: Clinical Psychology; Counseling Psychology; Psychology

Doctor of Philosophy, University of Toledo, 2023, Higher Education

This qualitative study sought to further understand the experiences of rural community college students of low socioeconomic status as they navigate higher education and a differing class culture. By exploring their lived intra- and interpersonal experiences, this study also sought to better understand how these students integrate and apply new and existing cultural capital to their varied social contexts. Using naturalistic inquiry, data was collected through focus groups and individual interviews with a total of 10 participants. Data analysis included a cyclical process of coding and categorizing the data, which then allowed for themes to emerge. An analysis of the participants' interviews concluded with key findings embedded in the three main themes that emerged from the retelling of their experiences. They are: (a) managing identity, which captured the ways in which students viewed themselves and their environments differently since attending college; (b) managing relationships, or the ways in which college-going challenged current relationships, ending some relationships and creating new, and deepening others; and (c) managing deficits, or the ways in which participants adapted to the challenges of college while managing current roles and responsibilities. Findings in the study have several implications for practice for community colleges who are rural serving. These institutions should consider the implementation of the following recommendations if not already in place on their campuses: institutional navigators; flexible hours of service; alternatives to in-person meetings; technology training and support; modified plans of study; employer support; and enhanced connections with faculty, peers, and staff. An implication for institutional policy that emerged from the findings suggests that students would benefit from the provision of the technological devices required to access college services and course materials. This would include the provisi (open full item for complete abstract)

Committee: Debra Brace (Committee Chair); Thomas Stuckey (Committee Member); Snejana Slantcheva Durst (Committee Member); Penny Poplin Gosetti (Committee Member) Subjects: Community College Education; Higher Education

Master of Arts (MA), Bowling Green State University, 1952, Psychology

Committee: Frank C. Arnold (Advisor) Subjects: Psychology

Doctor of Philosophy, The Ohio State University, 1996, Graduate School

Committee: Not Provided (Other) Subjects: Black Studies

Doctor of Philosophy (PhD), Ohio University, 2013, Clinical Psychology (Arts and Sciences)

National surveys indicate that approximately 15.9 percent of full-time students attending 4-year universities in the U.S. for the first time come from families where neither of their parents attended college (Pryor et al. 2006). These "first-generation college students" have been deemed an at-risk group based on evidence that they experience extensive stressors, both those related to adjusting to being a college student generally as well as unique disadvantages and heightened stressors related to factors associated with their first-generation status (Choy, 2001; Pryor et al., 2006; Thayer, 2000). Although previous studies have examined the outcomes of stress management programs for college students, these studies have methodological limitations and no known study has examined the areas of impact of such an intervention for first-generation college students specifically. Accordingly, the present project examined important adjustment outcomes of a stress management program designed to help first-generation freshman effectively cope with the demands of college life. Using a RCT design, 56 incoming first-generation college students were randomly assigned to either a control or an intervention group. Participants in the intervention group participated in a weekly 7-session mind/body stress management and support group. All participants completed a pre- and post-intervention assessment that included measures of distress/impaired functioning, social support, health promoting behaviors, adaptive coping, and academic performance. Using MANCOVA, controlling for pre-intervention differences between groups, there was a significant difference at post-intervention between the intervention and control group on the combined dependent variables. Specifically, the intervention group reported significantly lower distress and impaired functioning, significantly greater social support, marginally greater health promoting behaviors, and no significant difference in perceived stre (open full item for complete abstract)

Committee: Bernadette Heckman Ph.D. (Committee Chair); Garske John Ph.D. (Committee Member); Anderson Timothy Ph.D. (Committee Member); Marcks Brook Ph.D. (Committee Member); Meyer Hans Ph.D. (Committee Member) Subjects: Counseling Education; Counseling Psychology; Psychology

Doctor of Education, University of Akron, 2012, Educational Leadership

The number of Saudi students studying in the United States quintupled over the last five years due to a fully funded Saudi government scholarship. The presence of this growing student group on American campuses has significant implications for student affairs professionals, college professors and university administrators. Moreover, Saudi students are experiencing circumstances different from other international students due to distinctive economic, academic, psychological, social, cultural, religious, and political factors. Therefore, the problem dealt with in this study is a three faceted issue: 1) the recruitment circumstances of the Saudi students as a different category of international students and the implications entailed once they are admitted into their programs; 2) the different accommodating mechanisms in place to help them achieve success, attain degrees, obtain expected college experiences; and 3) how effective the aforementioned mechanisms are with regard to Saudi students' expectations, challenges, motivation, and self-efficacy beliefs. Following a pilot study, the qualitative case study approach was determined to be best suitable for exploring the various dimensions of Saudi students' circumstances especially those concerning cultural, psychological, and social issues. The study followed the traditional qualitative method for data collection and analysis. After conducting initial site observations and document reviews, primary data were collected from open-ended interviews with students, administrators, and professors at the university. Study findings revealed various implications arising from the continuous increase of Saudi students on American higher education campuses. Relevant themes emerged from the data analysis including: cultural adjustment, self-efficacy, challenges, stereotypes, persistence, success, support mechanisms, and academic integrity. Participant responses and university support systems were utilized to develop a replicable mod (open full item for complete abstract)

Committee: Sandra Coyner Dr. (Advisor); Sharon Kruse Dr. (Committee Member); Megan Moore Gardner Dr. (Committee Member); Susan Olson Dr. (Committee Member); Robert Schwartz Dr. (Committee Member) Subjects: Academic Guidance Counseling; Education; Higher Education

Master of Arts, The Ohio State University, 1924, Graduate School

Committee: Not Provided (Other) Subjects:

Doctor of Philosophy, The Ohio State University, 2024, Psychology

Current longitudinal research in developmental science has shown that during college, students generally experience a progressive decline in psychosocial adjustment. First-generation college students (FGCS) encounter unique adjustment difficulties that impact their academic success. Yet, no current research tracks these students' progress based on key factors (i.e., socioemotional competence, psychosocial adjustment, and perceived academic control) that are critical to academic success. To fill this research gap, this short-term longitudinal study is the first to examine how these variables affect academic outcomes among emerging adult college freshmen at two timepoints, as they take one of their first college courses during their first semester of college. Findings show that the associations between most of these study variables are statistically significant and indicative of unique differences between FGCS and continuing-generation college students (CGCS) as academic learners. Perceived academic control was the only key predictor of academic performance. Despite reporting higher levels of psychological distress than CGCS across both timepoints, FGCS only showed significant differences in depression levels by the end of their first semester of college. Academic enrichment program participation did not impact academic performance. These study findings are used to expand FGCS research and offer practitioners relevant insights to support these students' positive adjustment to college upon entry.

Committee: Stephen Petrill (Committee Chair); Kelly Purtell (Committee Member); Sarah Schoppe-Sullivan (Committee Member) Subjects: Developmental Psychology; Education; Educational Psychology; Higher Education; Higher Education Administration; Psychology

Master of Arts (MA), Bowling Green State University, 1951, Psychology

Committee: James C. Wright (Advisor) Subjects: Psychology

Bachelor of Arts, Walsh University, 2021, Honors

Freshmen college adjustment is relevant due to an increasing interest in retention rates and overall well-being for college students. This thesis was conducted to examine the relationship between freshmen perceptions of the religious environment on campus and their adjustment scores. Other variables related to adjustment, including gender and the type of high school students attended, were also evaluated. Freshmen students (N=165) at Walsh University completed a self-report questionnaire that assessed adjustment (using the College Adjustment Test), religiosity, and perceptions of the religious environment on campus. A large majority of participants (90.40%) reported that the religious environment on Walsh University's campus is “just right.” However, those participants who viewed the religious environment as too strong had significantly lower positive affect scores than both those who view it as just right or not strong enough. When this effect was further examined, it only proved to be significant for students who reported that Walsh's religious environment was not relevant to their decision to attend the university. This is the first study to examine the relationship between perceptions of a university's religious environment and freshmen adjustment. Though additional longitudinal research is needed, understanding the different factors that are related to adjustment may be used to improve college student success.

Committee: Nina Rytwinski Dr. (Advisor) Subjects: Higher Education; Religious Education

Doctor of Philosophy, University of Akron, 2017, Marriage and Family Counseling/Therapy

The community college (CCcc) setting has become increasingly important in education; yet, graduation rates are low (20%) compared 4-year colleges (69%). Researchers have focused on factors that predict college students' retention and graduation. Measures of students' academic, social, and personal-emotional adjustment to colleges have been found to better predictors of college success than entrance characteristics (Crede & Niehorster, 2012). This study builds on previous research by Skowron and Dendy (2004) that focused on relations between Bowen's concept of differentiation-of-self, and effortful control, in a sample of adults; and by Skowron, Wester, and Azen (2004) that investigated relations between stress, differentiation-of-self, and personal adjustment to college. This study tested whether differentiation-of-self added incremental variance above the variance explained by effortful control to the prediction of students' academic, social, and personal-emotional adjustment to CC in a sample of 119 non-traditional students at a CC in the Midwest section of the United States. The sample was 17.6% male, 79% female, and ages ranged from 18 to 63 years. Most participants were White (75.6%), with 15.1% identifying as Black or African American. Participants completed the Differentiation-of-Self-Short Form (DIS-SF; Drake, 2011), the Effortful Control Scale (ATQ-S-EC; Rothbart, Evans, & Ahadi, 2000), and the Student Adjustment to College Questionnaire (SACQ; Baker & Siryk, 1989). Participants' ATQ-S-EC scores significantly predicted SACQ social adjustment. Students' DSI-SF (IP) scores significantly predicted SACQ personal-emotional adjustment scores. Suggestions for future research are given and implications for interventions by Marriage and Family Therapists (MFT's) are also provided.

Committee: Linda Perosa PhD (Committee Chair); Rikki Patton PhD (Committee Member); Ingrid Weigold PhD (Committee Member); Heather Katafiasz PhD (Committee Member); Rene Mudrey-Camino PhD (Committee Member) Subjects: Academic Guidance Counseling; Adult Education; Community College Education; Community Colleges; Counseling Education; Developmental Psychology; Education; Educational Psychology; Families and Family Life; Mental Health; Psychology; Therapy

Master of Arts (MA), Bowling Green State University, 2017, Psychology/Clinical

The majority of college students report having had at least one hook up experience, meaning that most have engaged in some form of sexual activity outside of romantic relationships or dating and without the expectation of a future relationship. This project aimed to provide a balanced account of the ways in which college students may experience hook-ups as both psychosocially adaptive and maladaptive and the ways in which various coping strategies may relate to their psychological adjustment and decision making with regard to alcohol and condom use when hooking up. This study surveyed 317 college students at a mid-size state university to (1) examine the extent to which hooking up itself elicits emotional reactions that are both positive and negative; (2) investigate the prevalence of various psychosocial and religious/spiritual coping struggles and resources with hooking up; and (3) determine whether specific types of coping tended to be linked to general psychosocial adjustment. Results showed that both men and women endorsed a mix of positive and negative emotions, with more positive than negative emotional reactions. However, women had significantly lower scores on positive emotions and higher scores on negative reactions than did men. For women, greater reliance on more healthy coping mechanisms such as seeking emotional support, institutional support, and positive reframing tended to be linked to greater flourishing. For certain more religious individuals, even low levels of hook-up behavior may contribute to a range of r/s struggles that in turn are tied to poorer psychological adjustment. Implications for both research and practice are discussed.

Committee: Annette Mahoney (Advisor); Kenneth I. Pargament (Committee Member); Anne Gordon (Committee Member) Subjects: Clinical Psychology; Counseling Psychology; Psychology; Religion; Spirituality

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2015, Psychology/Clinical

Despite burgeoning interest among researchers in the psychology of emerging adults, very little research has explored the helpful or harmful psychosocial and R/S coping strategies emerging adults employ as a means to cope with non-marital romantic relationship dissolution. This study longitudinally examined the role of psychosocial coping methods, religious/spiritual appraisals, and religious/spiritual coping methods in the long-term adjustment of emerging adults to non-marital romantic breakup. One-hundred and thirteen undergraduate university students completed measures at Time 1 about their experience of the breakup of their most recent mutually exclusive non-marital romantic relationship, and they completed follow-up measures one year later at Time 2. Principal component analyses were conducted to ensure that psychosocial coping methods and religious/spiritual coping methods were appropriately grouped into helpful versus unhelpful categories for the post-breakup context with this particular sample. Hierarchical regression analyses indicated that participants' psychosocial coping methods at T1 were longitudinally associated with some areas of post-breakup adjustment and growth at T2. In addition, regression analyses indicated that sacred loss/desecration appraisals of the breakup at T1 and religious/spiritual coping methods at T1 were longitudinally associated with some areas of post-breakup adjustment and growth at T2. Finally, mediation analyses highlighted that religious/spiritual coping resources mediated longitudinal links between T1 sacred loss/desecration appraisals of the breakup and T2 adjustment and personal growth. This study is the first of its kind to provide longitudinal evidence that religion and spirituality are relevant to emerging adults' adjustment to non-marital breakup.

Committee: Annette Mahoney (Advisor); Kenneth Pargament (Committee Member); Anne Gordon (Committee Member); Karen Benjamin Guzzo (Committee Member) Subjects: Behavioral Sciences; Clinical Psychology; Counseling Psychology; Developmental Psychology; Pastoral Counseling; Psychology; Religion; Religious Congregations; Social Psychology; Spirituality; Theology; Therapy; Womens Studies

Doctor of Psychology (Psy.D.), Xavier University, 2012, Psychology

The primary purpose of this study was to explore the relationship between racial identity, resilience, coping, and college retention in a sample of 94 African American college students attending a predominantly White University. Based upon the current literature, a mediation model was proposed. Specifically, it was hypothesized that the relationship between resilience and college retention would be mediated by the internalization stage of racial identity (M1), problem-focused coping behaviors (M2), and emotion-focused coping behaviors (M3). Results revealed a positive relationship between college retention and the internalization stage of racial identity (B = 0.89, z = 2.82, p = .005), and a negative relationship between problem-focused coping and college retention (B = -.088, z = -2.24, p = .025). Bootstrapping analyses indicted no significant indirect effects for M1 (point estimate = -.0033, 95% BCA of -.0173 to .0058), M2 (point estimate = -.0055, 95% BCA of -.0203 to .0027), or M3 (point estimate = .0014, 95% BCA of -.0028 to .0168). Despite the absence of mediation, the findings of this study highlighted the complex nature of these constructs and the continued need for further exploration into their relationship.

Committee: Cathy McDaniels Wilson Ph.D. (Committee Chair); Anna Ghee Ph.D. (Committee Member); Nicholas Salsman Ph.D. (Committee Member) Subjects: African American Studies; Educational Psychology; Social Psychology

Master of Arts (M.A.), University of Dayton, 2013, Psychology, Clinical

The present study examined perceived social support from siblings as a predictor of adjustment to college. The transition from high school to college can be a distressing time for some if stressors and new challenges are not addressed adaptively. Perceived social support has been identified as an important resource for adjustment to college. Family support has specifically been studied; however, most of the research has examined support from parents. The sibling relationship is a less-studied dyad of the family. To our knowledge, there has been minimal research on how siblings help one another with transitions through life, specifically the transition into college. This study extended research on perceived social support by examining the sibling relationship. We also examined perceived social support from parents in order to see if this relationship was additive or whether one relationship, sibling or parent, fosters better adjustment. Results indicated that there was no significant relationship between perceived social support from a sibling and adjustment to college. However, social support from a sibling was related to a stronger relationship with that sibling.

Committee: Carolyn Phelps (Advisor) Subjects: Psychology

Master of Arts, Miami University, 2005, Psychology

The purpose of the present study was to test the hypothesis that the three covert interparental conflict processes of loyalty conflicts, child involvement in parental disputes, and parental alienation would differentially mediate the relationship between overt interparental conflict and adjustment in college students from both intact and divorced families. Self-report questionnaires were utilized to assess exposure to overt and covert interparental conflict processes during childhood and present levels of internalizing, externalizing, and difficulty navigating the stage-salient developmental task of establishing satisfying intimate relationships. Structural Equation Modeling was used to analyze the data. Each of the four models tested failed to meet the stringent fit criteria utilized in the present study. The discussion of the results focuses on speculations as to how the models could have been improved in order to produce a better fit, limitations of the study, and directions for future research.

Committee: Patricia Kerig (Advisor) Subjects: Psychology, Clinical

Master of Arts, Marietta College, 2006, Psychology

The purpose of this study was to link the literature between childhood sexual abuse and college adjustment. Sexual abuse and its effects on the developing person have been researched extensively. Research supports that this particular type of abuse often has negative effects on many aspects of a person's life. Research has also focused on adjustment to college and the particular factors that aid or hinder that adjustment. This investigation examined the relationship between childhood sexual abuse and college adjustment. College freshmen and sophomore women were recruited for this study, each of whom was asked to complete a college adaptation measure, an attachment measure, and a sexual abuse measure. The prediction was that a history of childhood sexual abuse would be related to poorer adjustment to college life. Results showed a relationship between abuse history and attachment style. Results supported the hypothesis, showing that individuals with a history of abuse scored lower than those not reporting abuse on the adjustment questionnaire. Attachment style was found to be a mediator between childhood sexual abuse (CSA) and adjustment scores, with those reporting CSA being more likely to indicate an insecure attachment and lower adjustment scores than those not reporting abuse.

Committee: Dr. Mary Barnas (Advisor) Subjects: Psychology, Developmental

Bachelor of Arts, Marietta College, 2010, Psychology

The purpose of this study was to investigate the relationship between students' internal working model (IWM) of attachment and the frequency of prayer in relation to their successful adjustment to college. This was measured through the use of four separate, self-report questionnaires administered to fifty college freshmen. Due to the significant change from high school to college only freshmen were used. Data was analyzed through a univariate analysis of variance and a bivariate correlation matrix. The results showed that the hypothesis was not supported, however, significant correlations between prayer and coping mechanisms, as well as between coping mechanisms and adjustment to college were found. Exploratory tests were also run which suggests new avenues for future research.

Committee: Mary Barnas PhD (Advisor); Joseph Sullivan PhD (Committee Member); David Torbett PhD (Committee Member) Subjects: Psychology

PHD, Kent State University, 2010, College of Nursing

Most chronic diseases originate in early life and young adulthood and can be qualified as lifestyle diseases. The health-promoting behaviors of young adults are critically linked to the health status they can expect to have as older adults. Of the rapidly growing numbers of international students in the United States, Asian students comprise the largest proportion, with the majority of this group coming from China or Taiwan. This study aims to investigate the health-promoting behaviors and health needs of this specific group of international students. Even as they work to adjust to a foreign culture, society, and language, these students must also face the challenges of undertaking a new academic program. It is essential that they develop and practice health-promoting behaviors to promote and enhance their well-being, as well as to prevent the risks of developing a chronic illness. Perceived self-efficacy and social support are central predictors for adjustment to college and for health-promoting behaviors in college student populations. Although the influence of adjustment to college on students’ academic performance and psychological health has been demonstrated, little is known regarding the relationship between adjustment to college and health-promoting behaviors in Chinese/Taiwanese international students. Therefore, this study sought to examine the effects of perceived self-efficacy and social support on health-promoting behaviors in Chinese/Taiwanese international students as mediated by their adjustment to college. A cross-sectional, descriptive correlational research design was used to test the study hypotheses. A convenience sample of 103 Chinese/Taiwanese students at a large public university in the Midwest completed questionnaires containing: the Generalized Self-efficacy Scale, the Multidimensional Scale of Perceived Social Support, the Student Adaptation to College Questionnaire, the Health-Promoting Lifestyle Profile II, and the Demograp (open full item for complete abstract)

Committee: Ann Jacobson PhD, RN, ACNS-BC (Committee Chair); Lenny Chiang-Hanisko PhD, RN (Committee Member); Christine Heifner Graor PhD, APRN-BC (Committee Member); Martin Jencius PhD (Committee Member) Subjects: Nursing

PHD, Kent State University, 2009, College of Education, Health, and Human Services / Department of Adult, Counseling, Health and Vocational Education

This research study was designed to address the research question: “What are the perceptions of African American college students relative to the helpful behaviors of peer mentors who assisted them during Freshman year college adjustment in a predominately White institution?” All participants of the study were undergraduate students attending Kent State University, for at least one semester and participants of The Student Multicultural Center's “University Mentoring Program.” The goal of the study was to broaden our understanding of the contexts of African American freshmen on predominantly White campuses, as well as to add to the dialogue concerning how to be assistive to African American students in these environments. Q-methodology was utilized to address the research question. The PQ Method software was used for data/factor analysis. The main source of information was 40 African American students (appropriate N for Q studies) who sorted a set of Q-sample statements (40) according to conditions of instructions and their subjective perspective. As a result of data analysis, four factors or student perspectives relative to mentor helpfulness were identified. The Factors included, Factor 1: Providing Tips For Academic Success, Factor 2: Interpersonal Connectedness, Factor 3: Accessible and Knowledgeable, and Factor 4: Nurturing Friendship. Relative to the significant diversity that exists among African American students, implications of this study suggest that different groups of students have differing perceived needs relative to the helpful qualities of a peer mentor. The continued study of related issues pertaining to mentoring and the college adjustment of African American freshmen may be helpful in aiding faculty and administrators in higher education, counselor educators, high school counselors, faculty and administrators, and programs that seek to serve African American freshmen.

Committee: Donald Bubenzer Ph.D (Committee Chair); John West Ed.D (Committee Co-Chair); Angela Neal-Barnett Ph.D (Committee Member); Susan Iverson Ph.D (Other) Subjects: African Americans; Education