Thesis (Ph.D.)--Indiana University, 2005. / Source: Dissertation Abstracts International, Volume: 66-08, Section: B, page: 4475. Chair: Charles R. Ridley. Title from dissertation home page (viewed Oct. 10, 2006).

<p> The effect of emotional intelligence (EI) among students in education settings could prove essential to determining the needs of student satisfaction leading to retention and graduation. However, lack of research has yet to determine whether EI is an important factor of student satisfaction. The purpose of this quantitative survey study was to determine whether a relationship exists between EI in graduate students and satisfaction with their overall academic experience at their online institution of higher education. Participants included graduate students enrolled in a masters' or doctoral program at an online institution of higher education. They were surveyed to measure their level of EI by Mayer-Salovey-Caruso Emotional Intelligence Test v. 2 and satisfaction of overall academic experience measured by the Priorities Survey for Online Learners. Research questions were focused on satisfaction of graduate students and elements of EI including overall EI and the 4 branches of the EI model. Statistical regression analyses revealed no significant relationships between EI, branches of EI, and overall satisfaction. Nevertheless, the results have implications for positive social change. No significant relationship demonstrated between EI and satisfaction may help accentuate other factors such as motivation and expectations that affect student satisfaction. These results can contribute to social change by supporting focus and improvement of the quality of factors that do affect overall satisfaction of students.</p>

<p> Latina/os are the fastest growing minority group in the United States and in California, yet they have not been able to maintain an adequate educational attainment and achievement level in comparison to other ethnic groups (Marin &amp; Marin, 1991). Typically, Latinas are not able to achieve the amount of education they set out to accomplish because of factors such as poverty, family responsibilities, attending low quality primary and secondary schools, being placed in lower tracked classes, poor self-image, a limit in community resources, gender role expectations and the lack of role models (Zambrana &amp; Zoppi, 2002). It is essential to examine how Latinas are able to integrate their families' expectations, the community, perception of campus climate, and coping styles through the pursuit of the higher education process. </p><p> This study explores how cultural, social and psychological factors contribute to pursuing the attainment of a bachelor's degree utilizing bicultural identity theory. It is hypothesized that biculturalism is associated with Latinas being able to attain and achieve a bachelor's degree because of their ability to navigate through various environments in which they can adapt. </p><p> Nine current undergraduate women that identify as Latinas were interviewed. The participants each answered a demographic questionnaire during the qualification telephone interview as well as two demographic questions during the actual interview. The participants' age ranged between 18-36 years old with the mean age being 21-years-old. All the participants live in Northern California. All nine participants identify as Latina. Four participants attend San Jose State University, two attend California State University, Stanislaus, one attends the University of California at Berkeley, one attends Chico State University and one attends Santa Clara University. </p><p> There are several significant themes that emerged from the interviews and they include: 1. Cultural Awareness and Ethnic Pride 2. Family Support with Pursuing Higher Education 3. Discouragement 4. High School and College Campus Support 5. Peer Support in High School and College 6. Experience of College Peers 7. Self-Motivation and Ambition 8. Role Models 9. Barriers 10. Support Prior to Entering as Well as During College. The results of the study are thoroughly discussed, as well as study limitations, implications for practice, and suggestions for future research.</p>

<p> The purpose of this study was to investigate how self-regulated learning and ethnic/racial variables predict minority first-generation college student persistence and related constructs. Participants were drawn nationally from the U.S. Department of Education funded TRiO Student Support Services Programs. Additional participants from the Talent Development program and General Psychology classes from the University of Rhode Island were also included if they were first-generation college students. Preliminary analyses of group differences based on minority status revealed few significant differences in self-regulated learning, ethnic/racial, and college persistence variables. Hierarchical regression analyses indicated that academic self-efficacy, program use, and race rejection sensitivity were the strongest predictors of minority first-generation college students' persistence. Implications for practice, study limitations, and directions for future research are also discussed.</p>

<p> This non-experimental quantitative study investigated the relationship between supervisory style, satisfaction with supervision, and the level of self-efficacy reported by the study participants. The study was based on counselor supervision theories found in the literature. The study investigated whether there was a difference between traditional and non-traditional students' perceived satisfaction with supervision and their level of reported self-efficacy. The Supervisory Style Inventory (SSI), The Satisfaction Questionnaire (SSQ), and Counseling Self-Estimate Inventory (COSE) were the instruments used in this study. The study sample consisted of 72 female doctoral level graduate students who were completing, and post-doc fellows, who had previously completed, their internship training and clinical supervision at various Association of Psychology Postdoctoral &amp; Internship Center training sites in the United States. Correlational and regression analysis was used to investigate the questions and hypotheses one, two and three. Research question four used an Independent Sample <i>t</i> Test to test the difference between the variables. The results showed that there was not a significant correlation between supervisory style and satisfaction with supervision. However, there was a significant correlation between supervisory style, and level of self-efficacy reported by participants. Additional findings showed that there was not a significant correlation among traditional and non-traditional students' perceived satisfaction with supervision and level(s) of reported self-efficacy. Lastly, the research concluded that satisfaction with supervision and the level of self-efficacy reported by the study's participants, did have a significant relationship for both groups when comparing the traditional and non-traditional students who participated in this study.</p>

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1994. / Source: Dissertation Abstracts International, Volume: 55-11, Section: B, page: 5076. Adviser: Bruce Bongan.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1994. / Source: Dissertation Abstracts International, Volume: 56-04, Section: B, page: 1921. Chair: Bruce Bongar.