Thesis (M.S.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 218-229).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 233-251). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Includes vita. Includes bibliographical references: (p. 233-251). Available also in a digital version from Dissertation Abstracts.

This study examined the college student experience from a student perspective. The conceptual framework of Strauss' negotiated order was used to examine the relationship between structure and process in organizational settings. The ways in which students linked their immediate and larger social worlds were examined as an element in the adjustive processes of the organization. The data consisted of time activity reports, unstructured interviews, and a shadowing experience with a small sample of middle-class Mexican-American students at the University of Arizona. Content analysis of the data was conducted across three dimensions of "Making It On Campus"; Making the Grade, Making It With Others, and Making Money. Findings indicated that students perceived their experience from a generalized goal of becoming "On Your Own." Student coping strategies across the three areas of Making It became shared patterns of activities centered around attempts to organize their world, assert some control, and develop independence and autonomy.

United States post-secondary education continues to see an increase in Hispanic enrollment, particularly those of Mexican heritage. The present study was designed to examine this population’s experience of stress, anxiety and academic approach-avoidance conflict. Data were collected at North Texas postsecondary institutions. Participants (N = 197) completed an online survey including a Picture Story Exercise (PSE), open-ended responses to hypothetical scenarios, and self-report measures. The current study utilized a mixed-method approach integrating content analysis measures and self-reports. Results indicated that anxiety symptoms expressed to academic, familial, and minority social situations differed, partial η2=.39; with the academic scenario including the highest and minority social scenario the lowest anxiety. Results suggested that Mexican-American college students may express cognitive and affective symptoms of anxiety more frequently than physical symptoms on scenarios but not on self-report scales (Personality Assessment Inventory Anxiety; PAI Anxiety). PSE responses suggested that Conflict and Drive for Goal Orientation were frequent among this sample. Academic Total Anxiety and Academic Physical Anxiety related positively to PSE Conflict, while Academic Cognitive Anxiety related negatively to PSE Positive Outcomes. Exploratory models predicting PSE variables from Academic Anxiety and PAI Anxiety were inconclusive but suggested that gender accounted for significant variance in PSE scores.

Thesis (Ed. D.)--Boise State University, 2002. / Includes abstract. Includes bibliographical references (leaves 174-193). Also available online via the ProQuest Digital Dissertations database.

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Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.