Thesis (Ph.D.)--University of Texas at Dallas, 2008. / Includes vita. Includes bibliographical references (leaves 97-102)

Thesis (Ph. D.)--University of Wisconsin--Madison, 2000. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 55-64).

International students who experience difficulties in a new culture are often considered to have suffered a breakdown in their normal healthy psychological functioning, and therefore need therapy and counselling (Pedersen et al, 1976). This study views failure and problems experienced by the sojourner as a result of lack of the necessary new social skills and knowledge. Social networks, particularly friendships, are thus extremely important in that such networks are not only source of social support, but also major channels through which such skills and knowledge are acquired. Guided by social support theories and social skills theories, this study examines the following research questions through the survey and the interview with a sample of Chinese students at Northwest University I and five other universities across the United States. How is adjustment of Chinese students related to their friendship patterns? What are the friendship patterns of Chinese students? What are the primary functions of the friendship patterns of Chinese students? How is the degree of difficulty felt by Chinese students in different social situations related to their friendship patterns? How is social adjustment related to the degree of difficulty felt by Chinese students in different social situations? Some additional questions related to the five research questions were also addressed in this study. The study showed there were different functions for different friendship patterns among Chinese students. Despite different functions, friendships are very important for Chinese in their adjustment to the United States. However, students belonging to the bi-cultural friendship pattern were more satisfied with social as well as academic aspects of their life in this country than those who belong to the mono-cultural friendship pattern. Among different factors contributing to social adjustment, social skills account most for the variance of social adjustment among Chinese students. This study concluded with suggestions for forming institutional policies toward international students in American higher education, training of international students both at the home country and the host country, and advice to prospective international students, particularly Chinese students.

This research was undertaken to identify variables that accounted for major changes in academic performance between high school and college. Differences between predicted and actual college GPA were used to classify students as gainers or decliners among a group of sophomores and a group of seniors at a medium-sized research university. A model composed of nine variables was developed to explain the change in performance. Each variable was classified as an Environmental Triggering Mechanism (environmental stimulus), an Internal Psychological state (a cognitive response to the stimulus), or an Academic Behavior. Seven of the variables were derived from the literature of academic achievement in college. Two of the variables were identified in the course of exploratory interviews with senior performance changers. Two-way discriminant function analysis was performed to determine which of the variables contributed most to classifying students as gainers or decliners. Correlation analysis was performed to examine the relationships between variables. Academic expectancies, the number of terms required to adjust to college academically, and the students' approach to study (consistency and priority of study) emerged as making the strongest contribution to the discriminant function for both sophomores and seniors. Significant correlations were found between some, but not all, of the variables in each category, supporting the basic structure of the model. Variables categorized as Environmental Triggering Mechanisms played a secondary role with respect to those Internal Psychological States and Academic Behaviors that contributed most to academic performance change. / Graduation date: 1991

Thesis (Ph. D.) in Psychology--University of Maine, 2003. / Includes vita. Includes bibliographical references (leaves 153-173).

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 413-420). Also available for download via the World Wide Web; free to University of Oregon users.

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Social support has been identified as an important mediator aiding adaptation during major life transitions such as matriculation in college. In the present study two models were proposed to predict social network development from measures of previous social support and individual characteristics collected prior to students' matriculation. It was hypothesized that initiation skills and previous social relationship patterns would predict the quantitative development of the students' new social support networks while negative affectivity and social relationship patterns would predict satisfaction with the forming network.The models were tested using path analysis techniques. Model I was supported. Initiation skills and relationship patterns both had significant direct effects on network size; while initiation skills also had a meaningful indirect effect on size through its effects on relationship patterns. Model II was not supported by the data. Network satisfaction was not meaningfully influenced by negative affect but was affected by initiation skills and by social relationship patterns. Changes in the characteristics of the network over time were also observed and considered. The results clarify the process through which new social networks develop and have implications for college-based intervention programs. / Department of Psychological Science

This study aimed to fill a gap in the literature regarding how veterans adjust to college and veterans’ experiences differ from the average nonveteran college student. One hundred seventy-seven nonveteran and 24 veteran undergraduate students completed the Student Adaptation to College Questionnaire (SACQ), which was used to compare military status (veteran, nonveteran) and sex (male, female), and military capacity (Active Duty, National Guard/Reserve, nonveteran) in relation to the SACQ subscales (academic, social, personal-emotional, and institutional attachment adjustment). The results of the current study were not significant. However, the results might indicate a trend in college adjustment among both nonveterans and student veterans. Future research is necessary to further assess the areas of difficulty among student veterans. / Department of Counseling Psychology and Guidance Services

Thesis (Ed.D.)--University of Tulsa, 1984. / Bibliography: leaves 100-109.