Thesis (Ph.D.)--Fairleigh Dickinson University, 1999. / Source: Dissertation Abstracts International, Volume: 60-11, Section: B, page: 5770. Chair: Christopher A. Capuano. Available also in print.

Thesis (Ph.D.)--Fairleigh Dickinson University, 2000. / Source: Dissertation Abstracts International, Volume: 60-12, Section: B, page: 6386. Chair: Juliana Lachenmeyer. Available also in print.

Thesis (Ph.D.)--Fairleigh Dickinson University, 2000. / Source: Dissertation Abstracts International, Volume: 61-07, Section: B, page: 3832. Chairperson: Neil Massoth. Available also in print.

Thesis (Ph.D.)--Fairleigh Dickinson University, 2002. / Source: Dissertation Abstracts International, Volume: 62-12, Section: B, page: 5978. Chairperson: Christopher A. Capuano. Available also in print.

Thesis (Ph.D.)--Fairleigh Dickinson University, 2003. / Source: Dissertation Abstracts International, Volume: 63-10, Section: B, page: 4906. Chair: Robert McGrath. Available also in print.

Thesis (Ph.D.)--Fairleigh Dickinson University, 2005. / Source: Dissertation Abstracts International, Volume: 66-04, Section: B, page: 2296. Chair: David L. Pogge. Available also in print.

Thesis (M.A.)--Fairleigh Dickinson University, 2005. / Source: Masters Abstracts International, Volume: 43-05, page: 1809. Chair: Cynthia L. Radnitz.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: B, page: 4145. Adviser: Brent Roberts. Includes bibliographical references (leaves 81-88) Available on microfilm from Pro Quest Information and Learning.

The majority of research on academic procrastination has been conducted among undergraduate students, and there is relatively little research investigating procrastination among doctoral students. PhD students are different from undergraduates: they might need a higher level of self-regulatory ability to conduct research. The aim of this thesis was to fill the research gap in the investigation of academic procrastination among PhD students in the UK. More specifically, the current investigation combined different perspectives to examine the extent to which PhD students procrastinate, explores the relationships between a variety of psychological variables, doctoral satisfaction and academic procrastination, and identifies the antecedents and influence of procrastination in relation to PhD students’ own experience. This thesis comprises three studies. Firstly, a cross-sectional study (N=285) was conducted in order to assess the relationship between doctoral satisfaction, Big Five personality traits, self-efficacy, self-esteem, anxiety, depression, and academic procrastination. In Study 2, a longitudinal research design was employed to examine the stability of the identified relationships over a 12-month period (N=79). The results indicated that doctoral satisfaction and depression had long-term influence on PhD students’ procrastinatory behaviour. In addition, conscientiousness was found to have an effect on academic procrastination only in the cross-sectional study, while openness was found to predict procrastination longitudinally. Moreover, doctoral satisfaction also had meditional effect on the relationship between personality traits, self-efficacy, anxiety, and procrastination. In Study 3, the antecedents and consequences of academic procrastination in terms of UK PhD students’ own perspectives were explored in twenty-one in-depth interviews. Data were thematically analysed and a description of the themes concerning antecedents, positive and negative consequences of procrastination, and coping strategies used to help reduce procrastination, is provided. The findings indicates that PhD students’ procrastination is a multifaceted phenomenon with cognitive, affective, and behavioul factors influencing its likelihood. Causes and effects of academic procrastination among PhD students are discussed on the basis of findings from the quantitative and qualitative studies, by considering individual differences, psychological state, and contextual factors in a new conceptual model of academic procrastination. The findings point to a range of possible procrastination-reduction interventions focused on doctoral satisfaction and psychological wellbeing. The strengths and limitations of this work are discussed.

<p> Connections within communities have been recognized as a protective factor in the experience of collective trauma, yet many interventions have not accounted for the potential disruptions to connections within communities. The purpose of this dissertation project is to broaden the knowledge of ways to generate community connectedness through culturally appropriate and systemic interventions directed at social networks and communities, and the methodologies to implement them. One of the most notable findings following terrorism and immense psychosocial trauma is that family, community, and social network supports are the most significant factors in promoting recovery and preventing long-term mental health difficulties. This project utilized a content analysis of theoretical foundations and professional counselor competencies, which provided empirical evidence as to how community connectedness emerges following a collective trauma event. Given the significance for building community connectedness into collective trauma responses (Breckenridge &amp; James, 2012; Charuvastra &amp; Cloitre, 2008; Flynn, 2007; Hobfoll et al., 2007; Landau, 2012; Mears, 2008; Saul, 2014; Saul &amp; Bava, 2009; Shultz, Cattaneo, Sabina, Brunner, Jackson, &amp; Serrata, 2016), and the call for more leadership from counselors by CACREP (2016) in the area of disasters and crises, this project provides an instructional manual for mental health professionals who are called upon after a collective trauma. This instructional manual offers interventions and models to facilitate long-term post disaster recovery after a collective trauma.</p><p>