Thesis (Ph.D.)--Indiana University, School of Education, 2006. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4607. Advisers: Jack Cummings; Samuel Odom. Title from dissertation home page (viewed May 21, 2008).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1673. Adviser: Katherine E. Ryan. Includes bibliographical references (leaves 127-133) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--Columbia University, 1929. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 357. Bibliography: p. 110-113.

Thesis (Ph. D.)--Columbia University, 1929. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 357. Bibliography: p. 110-113.

Thesis (Ph. D.)--Columbia University. / Vita.

Thesis (Ph. D.)--Columbia University. / Vita.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005. / Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4296. Adviser: Thomas J. Huberty. Title from dissertation home page (viewed Oct. 11, 2006).

Thesis (Ph.D.)--Lehigh University, 2009. / Adviser: Edward S. Shapiro.

<p>Identity research requires a multidisciplinary approach for a comprehensive understanding. Even with acceptance of multiple perspectives, one is left with ambiguous terminology and indiscrete concepts (Ashmore, Deaux, &amp; McLaughlin-Volpe, 2004). </p><p> The inquiry into the identity of a nontraditional college population such as student-athletes is no less complicated and challenging (Gohn &amp; Albin, 2006). The role development and role demands confronting these students make for a unique undergraduate experience (Greer &amp; Robinson, 2006). The identity balance achieved through role salience necessitates that these students learn self-regulation and self-management skills in order to perform both academic and athletic roles effectively (Adler &amp; Adler, 1987; Killeya-Jones, 2005; Melendez, 2009). Nonetheless, proficiency at these roles does not preclude the inevitable role foreclosures that all these student-athletes face at the end of their undergraduate experience (Ogilvie &amp; Taylor, 1993; Pearson &amp; Petitpas, 1990). </p><p> This dissertation is a three-part examination of this dual identity phenomenon. It explores the experiences of seven former NCAA Division I student-athletes who participated in the revenue-producing sports of basketball or football. All three of the analyses utilize a phenomenological methodology and rely on both an interview and projective stimulus. The interviews consist of three sets of open-ended questions, and the projective data instrument utilizes Card 1 (Boy with violin) of the Thematic Apperception Test (TAT) (Murray, 1943). </p><p> The initial inquiry looks at the developmental process of the student-athlete, including how the two identities are formed, sustained, and foreclosed. Many college student-athlete studies examine identity issues while the students are enrolled as undergraduates, but this inquiry focuses on those former NCAA Division I athletes who successfully navigated the dual role dynamic. The reports of those who have been able to play and graduate give insight to particular problems and the solutions these athletes developed. The results reveal a pre-collegiate dual identity development that is sustained through college by role salience strategies and role foreclosure recognition. </p><p> The second inquiry identifies those individual identity elements that may be active in the formation of the dual role identities for these former student-athletes. The dominant identity themes for the interviews were framed by Ashmore, Deaux, and McLaughlin-Volpe (2004). The narratives were scrutinized for identity themes from the participants&rsquo; high school and college experiences. The narratives consisted of the following identity elements: self-categorization, evaluation, importance, affective commitment, and content and meaning. The assessment of the TAT projections was grounded in McClelland, Atkinson, Clark, and Lowell&rsquo;s (1953) achievement motivation scoring criteria. High-achievement content was found in five of the seven stories. Implications of the findings are discussed for future research into the complexity of college student-athlete identity. </p><p> The final inquiry examines the motivational and self-regulatory underpinning of these former student-athletes. Delay of gratification (DOG) has been recognized as a psychological trait involving both ego control and ego resiliency (Funder &amp; Block, 1989). It is also recognized as an important psychological condition for academic success (Bembenutty &amp; Karabenick, 1998). </p><p> The same two data collection instruments were used: an open-ended question interview and Card 1 (Boy with violin) of the TAT. The interview yielded recall data concerning DOG in both the high school and college experiences of these participants. The TAT gave a projective story and fictional response to the structured stimulus in the TAT picture card. There were similar responses between the data sets alluding to DOG when the narratives were assessed according to Academic Delay of Gratification strategies (Bembenutty &amp; Karabenick, 1998). Implications for further research, policy, and practice as well as a need for more expansive qualitative inquiry into this studentathlete subpopulation are discussed. </p>

<p> The purpose of this qualitative, ethnographic study was to discover whether a relationship exists between discipline and spirituality in high school males. This study is important because it will apply traditional reasons for Catholics to send their children to private Catholic schools, to the disciplined curricular rigor and spiritual environment offered at one single-gender, military and college preparatory, Catholic high school. This qualitative, ethnographic study investigated the relationship between discipline and spirituality, and the researcher was a participant-observer. The participants were stakeholders, ranging from 18 to 65 years of age. The following data was used for purposes of triangulation: interviews with students, parents, alumni, teachers (faculty group), and observations of teacher practice; a preference survey of alumni; and a comparative study of randomly selected blind (unnamed) student data, from JROTC and Administration records. These data were collected and analyzed to provide validity and integrity to interpreted qualitative data, and added a quantitative component to the study. The researcher's analysis considered the data collected to identify the themes that emerged, and to find the voice of the stakeholder community. The study revealed 8 broad sub-themes that were paired as follows: (a) choice and culture; (b) brotherhood and camaraderie; (c) acculturation and enjoyment; and (d) Catholic and Mass. From the sub-theme pairs 4 overarching major themes emerged. They were <i>choice, brotherhood, acculturation, and Catholic.</i> These major themes represent the heart of the investigation. The study revealed that a relationship does exist between discipline and spirituality. This study contributes to the academic discussion, regarding single-gender education, and a positive learning environment. This study presents an invitation to future research.</p>