The present study is a comparison of music and non-music students with respect to their response patterns on the Brief Symptom Inventory as well as several demographic questions. The sample consisted of 148 non-music students and 141 music students at three levels: (1) freshmen/sophomore; (2) juniors/seniors; and (3) graduate students. Music students consisted of volunteers from several different music classes and non-music students were volunteers from non-music classes. There were no significant differences found among or between groups for the BSI subscales. However, music students were significantly less likely to have gone to counseling in the past and to seek professional counseling for future problems. Recommendations for psycho-educational interventions with musicians are discussed as well as suggestions for future research.

"The major purpose of this study as (1) to revel by means of comparison the extent to which the college freshman and college senior woman is adjusting to the problems and conditions which confront her and the extent to which she is developing a normal, happy, and socially effective personality; (2) to interpret rightly the data collected from the group studies in order that plans for personality improvements may be made, and to offer a working basis for guidance in personality development; and (3) to study the social and economic factors concerning their home background the year preceding their entrance into the college, and to discover the effect, if any, upon the personal and social adjustment of each group."--2.

The objectives of this study were to mathematically model the quality of college life (QCL) concept and to study the associations between attachment style, emotion regulation abilities, psychological needs fulfillment and QCL via structural equation modeling. Data was collected from 507 undergraduate students (men = 178, women = 329; age M = 21.78 years, SD = 4.37). This data was used to provide evidence for the validity of the College Adjustment Scales (CAS) as a measure of quality of college life. The CAS demonstrated good convergent validity with the World Health Organization Quality of Life measure (WHOQOL), Subjective Well-being and Psychological Well-being Scales. Results: Students who were insecurely attached were as likely to feel adequate in their academic and professional endeavors as securely attached students. However, insecurely attached students had lower QCL levels, lower fulfillment of psychological needs and more emotion regulation difficulties than securely attached students. The results also indicated that Anxious Attachment and Avoidant Attachment were positively and strongly associated. Nonetheless, Anxious Attachment and Avoidant Attachment affected QCL through different mechanism. Emotion regulation mediated the path between Anxious Attachment and QCL while the fulfillment of psychological needs mediated the path between Avoidant Attachment and QCL. The fulfillment of psychological needs also mediated the path between emotion regulation and QCL. The described pattern of results was found for three separate models representing 1) the student’s attachment with their romantic partner, 2) best friend and 3) mother. Additionally, the study’s findings suggest a change in primary attachment figure during the college years. Emotion regulation, the fulfillment of psychological needs and QCL were all affected more strongly by the student’s attachment style with their romantic partner and best friend compared to their attachment style with their parents.

The transition to college is usually the first time many late adolescents live apart from their parents for an extended period, making it an important developmental task (Kenny, 1987) that requires a variety of adaptational resources. Bowlby's (1969/1982, 1973, 1980) attachment theory has been refined by Kenny and Rice (1995) to explain how internal working models of late adolescents are the bases of the adaptational resources that determine the quality of adjustment to college. The Kenny and Rice model may be interpreted to suggest that external resources should include relationships with parents and friends, while internal resources can include self-concept. According to the authors, "these resources are assumed to moderate or buffer the effects of developmental challenges and stressful events on adjustment" (p.437). The purpose of the present study was to extend and further clarify the ways that quality attachment relationships and positive self-concept conjointly may promote healthy adaptation in the college milieu. In particular, the present study examined the influence of self-concept as a mediating variable with respect to attachment and healthy adjustment to college. Students from Freshman Psychology classes completed measures to assess their attachment relationships with each parent, their attachment relationships with peers, their level of self-concept, and their perceived adaptation to college. These measures were completed by students of traditional age (ages 18-20) within the first year of starting college. The results of the study indicate that: 1) a relationship exists between attachment and self-concept; 2) attachment is associated with college adjustment; 3) self-concept is related to college adjustment, and functions as a mediator variable between attachment and college adjustment; 4) there were no gender effects in the levels of mother or father attachment, and females reported higher levels of peer attachment; and 5) there were no gender effects in overall levels self-concept, but females reported higher levels of Moral Self-Concept.

M.A. (Psychology) / The improvement of the attitudes of members of all race groups towards other groups appears to be an essential precondition for the promotion of constructive intergroup relations in South Africa. At present, whites play a dominant role in South African politics. Relevant research has shown that Afrikaans-speaking whites have more negative attitudes towards other race groups than English-speaking whites. Afrikaans-speaking white students are identified as an important target group for attitude-modification programmes: it is likely that this group contains a number of future leaders and opinion- formers with regard to attitudes towards other race groups. This group is also accessible for research. As an attitude object, "other race groups" is very diffuse and difficult to define. A more specific attitude object is used in this dissertation, namely "black participation in democratic political institutions in South Africa". This attitude object can be clearly defined, and probably has a central position· in the race attitudes of Afrikaans-speaking whites in South Africa. An appropriate measuring instrument with adequate psychometric properties is an essential requirement for research which relates to the improvement of the attitudes of a target group towards an attitude object. A literature survey of research which involves the psychometric assessment of race attitudes in South Africa indicates that an appropriate measuring instrument which offers an adequate psychometric assessment of the attitudes of Afrikaans-speaking, white students towards black participation in democratic political institutions in South Africa has not yet been developed.

Attention-deficit/hyperactivity disorder (ADHD) is a complicated psychiatric disorder that is typically first diagnosed in childhood and associated with negative outcomes in adulthood such as poor academic performance and difficulties with social relationships. ADHD can be difficult to accurately diagnose in adulthood, given the absence of clear, agreed upon ADHD symptomology in adults. In the current study, two raters used psychometrically sound instruments and diagnostically valid assessment techniques on an archival dataset to create three distinct groups: ADHD [2/3 with other mental health diagnosis (OMH)], OMH only, and no diagnosis. Findings support the value of comprehensive assessment, combined with a thorough evaluation of the material by a trained clinician, for the accurate diagnosis of ADHD for research purposes. Comparisons were made across groups to infer that college students with ADHD have lower grade point averages and academic self-concept than students without mental health diagnoses. Yet, contrary to much of the current literature, college students with ADHD seem to create as strong, deep, supportive and harmonious relationships with loved ones and close friends as their non-diagnosed peers. Clinicians working with college students with ADHD may use the results of the current study to better inform conceptualization, better recognize the innate resilience college students with ADHD likely have, and inform treatment interventions.

by Wong Chi Kin, Max. / Includes questionaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 80-89). / ABSTRACT --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vi / LIST OF FIGURES --- p.vii / LIST OF APPENDICES --- p.ix / Chapter CHAPTER I - --- INTRODUCTION --- p.1 / The concept of stress --- p.1 / Daily hassles and Depression --- p.3 / Beck's cognitive theory --- p.7 / Alternative Etiologies model --- p.13 / Symptom model --- p.14 / Interactional Alternative Etiologies model and Symptom models --- p.17 / Chinese Studies --- p.19 / Purpose of the present study --- p.20 / Improvement over past studies --- p.20 / Chapter CHAPTER II - --- METHOD --- p.22 / Subjects --- p.22 / Instruments --- p.22 / Procedure --- p.24 / Chapter CHAPTER III - --- RESULTS --- p.26 / Attrition analysis --- p.26 / Analysis of demographic and time effects --- p.26 / Reliabilities of measures --- p.32 / Interrelations of measured variables --- p.32 / Multiple regression analysis --- p.34 / Two-wave longitudinal path analysis --- p.38 / Chapter CHAPTER IV - --- DISCUSSION --- p.68 / Time effect --- p.68 / Stability of measured variables --- p.68 / Beck's cognitive theory of depression --- p.69 / Alternative etiological model --- p.71 / Revised symptom model --- p.72 / Interaction between daily hassles and depression --- p.75 / Limitations --- p.76 / Research implication --- p.77 / Clinical implication --- p.78 / Conclusion --- p.79 / REFERENCES --- p.80 / APPENDICES --- p.89

背景 / 「因壓力事件而引發的反覆思索」 (stress-reactive rumination) 是指個人在經歷負性生活事件後不斷在腦海中重覆思索該事件及與該事件相連的負面個人想法。在科學文獻中，這現象初步驗證為其中一項導致情緒低落的認知誘因。 / 研究目的 / 本研究旨在透過模擬「因壓力事件而引發的反覆思索」，增加對此現象在影响情緒方面的理解。 / 研究方法 / 研究對象是三百三十三名沒有抑鬱病病徵的大學生。他們首先寫下一段他們感到情緒低落的個人失敗經歷，並揀選相關的負面思想，然後他們被隨機分成六個實驗組：第一、第二及第三組為「反覆思索實驗組」，第四、第五組為「思想轉移組」，第六組為「文獻對照組」。第一組要求研究對象在五分鐘內不斷投入地反覆誦讀該段個人經歷及相關的負面思想，以達到模擬此現象的效果。第二組要求研究對象除了反覆誦讀上述材料外，還要反問自己「為甚麼心情會弄到如此田地、再這樣持續下去的話對自己的影响」。第三組要求研究對象投入地反覆誦讀與該段個人經歷不相關的負面思想。第四組透過要求研究對象誦讀寫有實物的字咭，以達致思想轉移的效果。第五組要求研究對象誦讀不構成意義、由個別中文單字拼湊而成的中文字串，以達致思想轉移的效果。第六組參照文獻中「因覺察本身低落情緒」而引發的另一類反覆思索，研究對象誦讀相關的提引，例如留意身體在低落情緒時的狀況，及思索低落情緒的成因、意義及影響。 / 研究結果 / 「反覆思索實驗組」的情緒顯著地較實驗前低落，並更焦慮情緒失控，這三組間並沒有明顯的區別。「實物思想轉移組」的情緒顯著地較實驗前改善，並減少對情緒失控的焦慮。在「字串思想轉移組」中，女性研究對象的情緒顯著地較實驗前改善，並減少對情緒失控的焦慮，而男性研究對象的情緒較實驗前並沒有顯著變化，但他們較實驗前更焦慮情緒失控。「文獻對照組」的情緒較實驗前並沒有顯著變化，但此組的男女研究對象較實驗前更焦慮情緒失控。 / 討論 / 此項研究初步確立用實驗形式去檢視「因壓力事件而引發的反覆思索」對低落情緒直接影響的可行性，並為相關論理提供有力的驗證。本文亦探討不同形式的「反覆思索」與抑鬱情緒之間的關係，及在臨牀治療上的應用。 / Background / Stress-reactive rumination (SRR) refers to the tendency to ruminate on negative inferences following stressful events. Previous studies indicated that SRR, in interaction with negative cognitive style, predicted the prospective onset, number and duration of major depressive episodes. Yet, it is under-researched and there is no experimental studies demonstrating its causative role in depressed mood. / Objectives / The current study aims at simulating SRR among a non-clinical sample of undergraduates and assessing its immediate effect on the genesis of depressed feelings. / Method / An experimental paradigm was adopted in which SRR was operationalized in accordance with existing conceptualizations of depression. An initial sample of 544 university students were recruited, and the final analyses included 333 of them who met various inclusion criteria. Each participant was asked to write a sad personal experience of failure and to select thought cards associated with such experience. They were then randomly assigned into one of the six experimental conditions for five minutes. In the SRR Condition, participants ruminated about their sad experience and the associated thoughts by reading them aloud repeatedly. In the Double Rumination Condition, apart from what was required in SRR Condition, participants were asked to read aloud and think about two additional questions that capture the essence of depressive rumination. In the SRR with Unrelated Thoughts Conditions, participants ruminated on thought cards not associated with their respective experience. In the Distraction with Objects Condition, participants focused their attention on common objects. In the Distraction with Chinese Characters Salad Condition, participants read aloud chunks of Chinese characters that formed no cohesive meaning. In the Depressive Rumination Condition, participants were asked to read aloud statements depicting depressive rumination like the symptoms of depression, the causes and the meaning of depression. / Results / As predicted, participants undergoing any one of the SRR conditions reported further mood decline while those in Distraction with Objects Condition reported uplifted mood. A gender difference was found in that after undergoing the Distraction with Chinese Characters Salad Condition, female participants reported uplifted mood and less anxiety about loss of emotional control while the male participants reported more anxiety. / Discussion / Unlike previous studies who measure SRR with a self-administered questionnaire, the current study serves to be the first attempt to operationalize stress-reactive rumination in a laboratory setting and put such construct under an experimental paradigm. Findings lend support to the cognitive attentional syndrome as postulated in Wells' S-REF model and metacognitive theory for emotional disorders, and address some inadequacies of existing conceptualization of depression (e.g., Beck's theories of depression). The adoption of an experimental paradigm provides supplementary evidence for the causal role of SRR in the genesis of depressed feelings. Implications for further research and intervention are discussed. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chong, Heung Chuen. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 190-202). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese; appendixes includes Chinese. / Chapter Chapter 1: --- Introduction --- p.1 / Stressful Life Events as Risk Factors for Depression --- p.8 / Negative Cognitive Style as Cognitive Vulnerability for Depression --- p.9 / Self-regulatory Executive Function Model (S-REF) and Metacognitive Theory --- p.13 / Stress Reactive Rumination --- p.24 / Other Related Constructs: Depressive Rumination --- p.29 / Other Related Constructs: Metacognitive Beliefs on Rumination --- p.32 / Current Study --- p.35 / Chapter Chapter 2: --- Method --- p.43 / Design --- p.43 / Participants --- p.47 / Measures --- p.51 / Procedures --- p.59 / Chapter Chapter 3: --- Results --- p.67 / Gender Difference --- p.67 / Analysis of Experimental Effect on Mood State for Male Subjects --- p.77 / Analysis of Experimental Effect on Mood State for Female Subjects --- p.93 / Analysis of Gender Difference on Anxiety over Loss of Emotional Control (AC) after Elicitation of Stressful Events --- p.112 / Analysis of Experimental Effect on Anxiety over Loss of Emotional Control (AC) for Male Subjects --- p.117 / Analysis of Experimental Effect on Anxiety over Loss of Emotional Control for Female Subjects --- p.127 / Restoration of Mood after Debriefing and Mood-uplifting Procedure --- p.137 / Exploratory Factor Analyses with the Scores from Three Mood Visual Analogue Scales (VASs) --- p.141 / Chapter Chapter 4: --- Discussion --- p.154 / Preliminary Evidence for Experimental Simulation of Stress-Reactive Rumination --- p.155 / Stress-Reactive Rumination as a Research Entity --- p.163 / Findings that Warrant Further Exploration --- p.168 / Limitations --- p.176 / Further Research Directions --- p.180 / Clinical Implications --- p.185 / Concluding Comments --- p.188 / References --- p.190 / Appendices --- p.203

This research study investigated associations between online community college students' personal characteristics and experiences in online courses (n = 123). Specifically, students' personalities and cognitive styles were examined alongside the perceived quality and outcomes of collaboration. Negative correlations were found between the conscientiousness personality style and both the quality of collaboration (p = .09) and the outcome of collaboration (p = .05). This finding indicates that conscientious students who, according to the literature tend to have higher academic achievement than other students, perceive negative experiences in online collaborative environments. Conversely, a positive correlation was discovered between the extraversion personality type and the perceived outcomes of collaboration (p = .01). Thus, students with a strongly extraverted personality tend to perceive that they benefits from collaborative learning. Approximately 11% of the variance in the collaborative experience was explained by the combined personal characteristics. The reported frequency of collaboration was positively correlated with both the quality (p < .01) and the outcomes of collaboration (p < .01). While not generalizable, these results suggest that not all students perceive benefits from online collaborative learning. It may be worthwhile to teach students traits associated with the extraversion type like flexibility which is important for collaborative learning. Also, teaching students to adopt traits associated with conscientiousness that improve academic achievement like self-regulation may help improve perceptions of collaborative experiences.

The purpose of this study was to examine the experiences of foster alumni in community and technical colleges, with a focus on Washington State, using a qualitative research approach. Foster alumni may be considered a sub-set of first generation students, yet they have needs that extend beyond those of other first-generation students (e.g., housing). Examination of this issue is timely. Funding designated for foster alumni in higher education has increased in recent years, leading to a variety of support structures and levels of service at the colleges. Yet in the current budget climate, with state support diminishing, the two-year colleges face increasing challenges in providing support not only for foster alumni but for all students. Foster alumni moving into adulthood and through the state colleges represent the quintessential case of in loco parentis, yet their emerging status as adults needs to be supported with appropriate services, not forced dependency. This dissertation consists of three major manuscripts: a summary of the literature and two research reports, one focused on overall findings and the second focused on moving from the findings to considerations for practice. All three manuscripts utilized the critical social science or social justice perspective. The research manuscripts report the findings of a qualitative study using a collective case study design. Two colleges that serve foster alumni were identified and both staff and foster alumni students at the sites were interviewed, for a total of 10 students and 4 staff members. Participant selection utilized both purposive and convenience sampling methods. The study focused on three themes relevant to college participation which were identified based upon the review of the literature: Academic preparedness, psycho-social factors, and meeting basic needs. Interviews were recorded and transcribed verbatim; staff interviews served as both triangulation of the student data as well as a source of additional information on college services to foster alumni. Responses were analyzed for direct responses to interview questions as well as for emerging themes. In addition, case records (e.g., transcripts) were reviewed as an additional method of data triangulation. Findings of the study were reported through individual case summaries in manuscript two as well as cross-case analysis in both manuscripts. While the participants in this study had high rates of high school completion and many had shown signs of "early promise" for academic achievement, all needed pre-college level course remediation in at least one area. A majority of participants indicated having felt depressed, yet only one participant had a diagnosis of depression; most seemed to consider some level of depression to be a natural outcome in their situation. Indications of resilience and internal locus of control were evident. Many continued to struggle to meet basic needs while in college, and eight of the ten student participants reported having experienced periods of homelessness since leaving foster care. Based upon the findings of this study, foster alumni share certain characteristics with other first-generation students, yet their needs in particular areas necessitate additional on-campus services and/or stronger connections with community partners. Considerations for enhancing support services in the community and technical colleges in seven different areas are given, including designating staff contacts, building community partnerships to support housing, arranging for priority registration and financial aid processing to avoid enrollment gaps, and providing optional (not mandatory) mentoring relationships. / Graduation date: 2012 / Access restricted to the OSU Community at author's request from Dec. 7, 2011 - Dec. 7, 2012