Thesis (Ph.D.)--Syracuse University, 2008. / "Publication number: AAT 3345004."

Thesis (Ph. D.)--Columbia university, 1930. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 415. Bibliography: p. 137-140.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

<p> The present study investigated the prevalence of depression, anxiety, stress and resiliency among college students in Cambodia. The study further identified the impact of socio-demographic factors including gender, place of upbringing, religious affiliation, and perceived financial status on the mental health and resilience of Cambodian college students. Significant predictors influencing depression, anxiety, and stress were identified. The present study was conducted among 529 Khmer students sampled from public and private institutions in Phnom Penh, Cambodia. Results found the sample to have mild to moderate levels of depression (M=6.85), moderate anxiety (M=6.61), and mild levels of stress (M=8.90). However, analysis of the severity of distribution explained that 44.6%, 54.2%, and 37.5% of students experienced symptoms above the moderate levels for depression, anxiety, and stress respectively. Results showed 89.8 % of students reported high levels of resiliency. Significant differences in level of depression, anxiety, and resilience were found based on students&rsquo; perceived financial status. Additionally, differences in resiliency were observed based on gender. While no socio-demographic or protective factors were predictive of stress, perceived financial status and resilience were found to be significant predictors of depression and anxiety among college students in Cambodia. Implications, limitations, and recommendations for future research are discussed.</p><p>

<p> With the concentrated government effort to withdraw U.S. armed forces from the ongoing foreign conflicts, millions of veterans are anticipated to transition back into American culture over the next several years. Once discharged, many veterans turn to the California community college (CCC) system for assistance with initiating their Post-9/11 G.I. Bill benefit and societal reintegration. As a historically disenfranchised student population, countless student veterans arrive at CCCs with physical and emotional traumas stemming from combat, lack college readiness, and have civilian adjustment difficulties. While all students in the CCC system have flexibility with persisting at a pace conducive with their academic skill, readiness, and motivation, student veterans have added internal stressors of transferring at an accelerated rate due to the time limitations of the Post-9/11 G.I. Bill. </p><p> The purpose of this study is to explore the transitional experiences of student veterans who leveraged their Post-9/11 G.I. Bill at a CCC in pursuit of a timely transfer to a university. A qualitative interview was utilized to understand the life transitions CCC student veterans endure and how their experiences may foster or hinder their timely transfer to a university. The sample group included 20 student veteran participants previously enrolled at Rolling Hills Community College (RHCC) and Crescent View Community College (CVCC) located in adjoining counties in Southern California. Purposeful sampling was employed to elicit information rich cases for in-depth study that have experienced the central phenomenon of interest and provide answers to the questions under study. </p><p> Four major themes emerged that describe the experiences that may foster or hinder a timely transfer from a community to four-year college. Themes that fostered a timely transfer included developing self and solidifying personal identity and community of support. Themes that hindered a timely transfer included managing the transition and racing against time. </p><p> Anderson, Goodman, and Schlossberg&rsquo;s (2012) framework of moving in, moving through, and moving out, in conjunction with the 4 S System of support, was the theoretical framework utilized to analyze the findings. Recommendations based on the findings of this study include increasing the Post-9/11 G.I. Bill allotment, establishing a Post-9/11 financial awareness and literacy training program, mandating enrollment in the Veterans Affairs (VA) health care system, streamlining college counseling services, and broadening research efforts to examine the academic outcomes of student veterans.</p>

This study examined the general hypothesis that student interactions with front line staff members in higher education settings have a positive impact upon student experiences, and ultimately, their persistence in colleges and universities. This study also examined the reciprocal hypothesis that this same interaction has a positive impact upon staff job satisfaction and service quality. Several bodies of literature were reviewed as a framework for the examination of these questions, including student persistence and related factors, job satisfaction, total quality management and service quality. A quasi- experimental research design was employed to examine an intervention linking new freshmen with individual staff members in a mentor/adviser relationship, and to test the effects of this interaction upon student persistence and satisfaction, staff job satisfaction, and service. The effects of the intervention upon staff and students were measured through the use of pre and post intervention surveys. Also, interviews of subjects were conducted to provide insight into the effects of the intervention, and the day-to-day experience of students and staff'. In addition, data were gathered from student and staff control groups for comparison to the experimental groups. Results suggest that positive student interaction with staff does have an effect upon persistence and satisfaction with the institution. Factors related to this outcome include high levels of interaction with community members, especially faculty, and a feeling of connection and integration with the institution. Also, data suggest that poor relationships with staff can have the opposite effect, contributing to student dissatisfaction and disconnection. Similarly, data indicate that staff benefit from this relationship also, as demonstrated by increased job satisfaction, satisfaction with interactions with students, and the feeling that their work has value for the educational process. Other findings reveal that certain factors contribute to positive interactions with students and the promotion of quality service (empowerment, teamwork, reward, training and association with other service providers), while other factors detract from that relationship (hierarchy, lack of empowerment, territoriality of information, dissociation from other service providers). Recommendations for improvement of student persistence and staff job satisfaction are made as a result of these findings and conclusions.

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