Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 16, 2007) Vita. Includes bibliographical references.

No description available.

Thesis (Ph.D.)--Boston University. / 1. The Problem The problem of this dissertation is to determine if there is any significant difference between the way students of high and of low religiosity view themselves. "Religiosity" refers to religious behavior in church attendance and contributions, in reading religious literature, and in affirming religious belief. 2. The Method This study tested religiosity by using Strunk's Wesleyan Religiosity Index, which was administered to 186 students, enrolled in a required first year course. Of these, 74 students were classified as "high religiosity," and 50 as "low religiosity." The scores in religiosity were then correlated statistically with the self-reports of these students. To evaluate the self-reports and personality characteristics of the students involved, five other standard tests were administered. [truncated]

College students who have experienced mental health issues are at a higher risk for suicide and suicide ideation than students who do not suffer from mental health issues. Approximately 1,100 college students die by suicide in the U.S. annually (Furr et al., 2001; Taliaferro & Muehlenkamp, 2015). Although there are research studies that seek to investigate the phenomena of suicide and suicide ideation in college students, there is a lack of research that addresses the mental health concerns in Black male college students. Thus, the purpose of this narrative study was to expand the understanding of the lived experiences of Black male students who have dealt with suicide ideation while enrolled in college. The study asked two research questions: (1) How do Black male students who have experienced suicide ideation while in college perceive the impact of their suicide ideation on their collegiate academic and social journeys? And (2) How do Black male college students utilize university resources (counseling centers, campus-affiliated clergy), family, and peers after their suicide ideation experience, and what is their perception of these resources? The research focused not on the actual experience of suicide ideation itself, but the perceived impact of suicide ideation on Black male college students’ academic and social journeys. The academic journey includes the impact on students’ grade point averages (GPAs), impact on attendance, and desire to complete academic assignments. The social journey focuses on participation in extracurricular activities and relationships with faculty, staff, and peers. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

Thesis (M.A.)--University of Toronto, 2005.

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2672. Includes bibliographical references (leaves 210-216).

Career psychology in South Africa has traditionally been constituted by assessment methods, counselling practices and research objectives of a modernist-positivist paradigm. This paradigm has been limited in its consideration and integration of the broad range of contextual factors that may influence the career development of individuals. This study is based on the Systems Theory Framework of career development, an overarching theoretical framework of career development that is able to acknowledge the complexity of career development processes and assist in engaging with contexts of that complexity. Seven Xhosa-speaking Black South African female university students were invited to story their career development within their unique individual contexts. In collaborating with the participants, the study adopted an exploratory collective case study research design. The My Systems of Career Influences reflection process was primarily used to obtain the qualitative data. Based on the need that arose in the career counselling process, the quantitative data were generated from the Values Scale (VS), the Life Roles Inventory (LRI), the Commitment to Career Choices Scale (CCCS), and the Jung Personality Questionnaire (JPQ). The study is particularly relevant given the growing need for the development of non-discriminatory career assessment and counselling collaborations between counsellors and clients who need to navigate unique and diverse South African contexts. Key words: career counselling, career development, constructivism, My System of Career Influences (MSCI), narrative career counselling, qualitative career assessment, South African female university students, storytelling approach, Systems Theory Framework (STF).

This study attempts to explore, theoretically and empirically, the experience of being black in a predominantly white university. It is more specifically concerned with perceived interaction between members of different cultural and ethnic groups, namely, between black and white. Using the existential-phenomenological method the experience of seven subjects, both male and female, were explicated. This explication revealed that black students become aware of their "difference" during interaction with members of the dominant white group. The black students perceive the behaviour of the white-dominant group to be racist and this creates a great deal of latent hostility, anger, and resentment. It is suggested that a programme be developed to diffuse the conflict situation during intergroup interaction at university.

Call number: LD2668 .T4 1938 K42 / Master of Science

M.A. (Psychology) / Please refer to full text to view abstract