Thesis (Ph. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 136 p. Vita. Includes abstract. Includes bibliographical references (p. 65-75).

Changes in motivation and goals over the lifespan as posited by Carstensen’s Socioemotional Selectivity Theory (1993) have shown to effect information processing and memory, such that motivation-consistent information is more likely to be remembered and evaluated more positively by young and older adults. The aim of this study was to examine the effect of motivation-consistent mental health information on memory for and evaluations of this information as well as attitudes towards mental health services and intentions to seek these services. An Internet-based sample of 160 younger (18-25) and 175 older adults (60+) were randomly assigned to read a mental health information pamphlet that emphasized motivations relevant to either early adulthood or late adulthood. Participants completed measures assessing memory for and subjective evaluation of the pamphlet, and attitudes towards and intentions to seek mental health services. There was no significant interaction between age group and pamphlet version on any of the variables measured; suggesting that designing and implementing motivation-consistent mental health information for different age groups confers little benefit with respect to information retention, as well as attitudes and intentions toward seeking professional psychological help.

Changes in motivation and goals over the lifespan as posited by Carstensen’s Socioemotional Selectivity Theory (1993) have shown to effect information processing and memory, such that motivation-consistent information is more likely to be remembered and evaluated more positively by young and older adults. The aim of this study was to examine the effect of motivation-consistent mental health information on memory for and evaluations of this information as well as attitudes towards mental health services and intentions to seek these services. An Internet-based sample of 160 younger (18-25) and 175 older adults (60+) were randomly assigned to read a mental health information pamphlet that emphasized motivations relevant to either early adulthood or late adulthood. Participants completed measures assessing memory for and subjective evaluation of the pamphlet, and attitudes towards and intentions to seek mental health services. There was no significant interaction between age group and pamphlet version on any of the variables measured; suggesting that designing and implementing motivation-consistent mental health information for different age groups confers little benefit with respect to information retention, as well as attitudes and intentions toward seeking professional psychological help.

Thesis (Ph.D.)--University of South Carolina, 1999. / Includes bibliographical references (p. 80-98).

Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 199-211).

Thesis (M. Soc. Sc.)--University of Hong Kong, 2003. / Also available in print.

Thesis (M. Soc. Sc.)--University of Hong Kong, 2004. / Also available in print.

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Large classes are becoming inevitable at large research Universities. The sociology department at Virginia Tech University routinely offers a course with approximately 600 students. Each year approximately a sixth of those students fail the first exam. To increase the performance of at-risk students a mentoring program was created, but many did not participate. The purpose of this study is to identify factors that contribute to at-risk students choosing not to take advantage of the academic mentoring program offered in their class. A survey was received from sixty-eight students who failed the first exam, in which only thirty-seven students participated in the tutorial program. The analysis will focus on eight domains and nineteen hypotheses that might be associated with help seeking. The domains are: classroom behavior; students' self-perception; classroom practices and institutional policies; general perceptions of help seeking; history with mentors; time commitment; college demographics; and respondent demographics. Some of the major findings suggest that students' self perception; time commitment; and college demographics are related to help seeking. Findings related to the classroom practices suggest that some students do feel that the different options (withdrawal rule, dropping the course, and dropping the lowest exam grade) led to their non-enrollment in the mentoring program. / Master of Science