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The thesis was designed to measure patterns of drug use among undergraduate college students and to examine possible relationships between drug use and six personality traits. An anonymous questionnaire was administered by participating Eta Sigma Gamma faculty advisers and student members to 1,552 undergraduate college students enrolled in introductory health education courses at 11 universities. The Statistical Package for Social Sciences (SPSS) and a chi-square analysis provided the means for evaluating the data.The Null hypotheses tested were: (1) drug use is independent of sex, age, race, religious affiliation, religiosity, residence, class, college major, and cumulative grade point average; and (2) drug use is independent of these six personality traits: purposelessness, anomie, insecurity, fatalistic thinking, and belief in intervention by God.The first Null hypothesis was rejected for all variables in that differences were statistically significant at the .05 level. The second Null hypothesis was rejected except for the personality trait of pessimism. All of the other personality scales indicated that the results were statistically significant at the .05 level.

The purpose of this study was to assess the diet and nutrient intake of college students, between the ages of 18 and 25, in Japan and the United States through a 24-item nutrition information questionnaire and 3-day food records.Unlike the Japanese students, American college students met the suggested intake for carbohydrate and protein. Mean intake of dietary cholesterol and percentage of total calories from fat was much higher in Japanese females and both groups of males. Most of the Japanese students met the suggested/ recommended intake for sodium and iron, while only the American males met the recommended intake for iron. Recommended intake for calcium was met by majority of American males. This study showed differences and similarities in dietary intake of macro and selected nutrients exist between genders of two cultures. Thus, nutrition intervention may be needed to improve eating habits and nutrition related diseases in college students. / Department of Family and Consumer Sciences

The present exploratory study focused on international graduate students who might experience some difficulties with major life transitions and studying in a different culture. The purpose of this study was to examine the relationship between personal assertiveness and social support satisfaction among international graduate students. The researcher hypothesized that assertive international graduate students would report higher levels of seeking out and marshalling social support. Thus, they would more likely be satisfied with their perceived social support. The present study also examined several demographic variables such as ethnicity, sex, TOEFL scores, GPA, and length of stay in the U.S., as possible factors affecting their assertiveness and perceived social support satisfaction. The major findings indicated that assertiveness did not always augment social support satisfaction in the current sample. However, the results of the study demonstrated the effects of ethnicity and several other variables in predicting the levels of assertiveness and perceived social support satisfaction among international graduate students. The study also suggested several implications for future research regarding the relationship between interpersonal variables and perceived social support satisfaction. / Department of Psychological Science

The investigation of youths' exercise attitudes and behaviors has been heavily researched. This study's focus was unique in that exercise attitudes and behaviors of academically accelerated and non-accelerated high school students were examined. Academic ability and sex were considered as possible influences toward physical activity attitudes and as potential predictor variables of exercise behaviors. The Revised CATPA inventory and the Attitudes Toward Exercise scale assessed subjects' exercise attitudes. A modified 7-Day Recall of Physical Activity measured the amount of time subjects spent exercising in the previous week. Results showed higher mean Revised CATPA scores for the academically accelerated and male subjects, while the ATE scores were higher among academically non-accelerated and female students. Results on the activity recall suggested that males were more physically active. A multiple regression analysis showed predictor variables of exercise. Future research ideas are discussed on differing academic groups. / Department of Counseling Psychology and Guidance Services

The purpose of the present study was to examine the influence of cultural factors, such as self-construal, and social beliefs, on coping for U.S. and Chinese college students. Data from 325 U.S. and 321 Chinese college students were used for the analyses. It was found that independent self-construal, beliefs in reward for application and social complexity predicted task-oriented coping and self-regulation for both the U.S. and Chinese students. It was also found that beliefs in both fate control and social cynicism were associated with avoidance and emotion-focused coping in both groups. These two patterns of relationships were also observed across gender in each sample. Differences were also noted between the two countries. For the U.S. students, independent self-construal and interdependent self-construal contributed equally to task-oriented coping and self regulation, whereas for the Chinese students, only independent self-construal predicted these coping strategies. Moreover, religiosity was associated with emotion-focused coping and self regulation for the Chinese participants, while this pattern was not found in the U.S. student sample. The results of this study support the transactional model of coping. Consistent with previous findings, significant associations were found between three of the cultural variables (independent self-construal, beliefs in social complexity, and reward in application) and taskoriented coping. In contrast to prior research, the current study indicates that both independent and interdependent self-construal predicted task-oriented coping for the U.S. students. This contradicts Lam and Zane’s (2004) findings which suggested that these two dimensions of selfconstrual affect coping differently. Moreover, the current study found associations in the U.S. sample between self-construal, social beliefs, and coping dimensions which were originally identified in Chinese populations (i.e., self-regulation and help seeking). Similarly, the current research illuminated relationships in the Chinese sample between self-construal, social beliefs, and coping dimensions which were originally identified in the West (i.e., task-oriented and emotion-oriented coping). These findings suggest that current conceptualizations of coping in the West and China may not fully capture important aspects of coping in these two cultures. These results were discussed in relation to past findings in the literature, as well as the cultural contexts of the U.S. and China. / Department of Counseling Psychology and Guidance Services

Past research has shown that members of the military have less favorable beliefs regarding mental health services. To date, no known research has been conducted examining the beliefs about psychological services of students enrolled in ROTC. 136 undergraduate students participated in a study in which the beliefs about psychological services of students in a ROTC program were compared with students in the general college population. Participants completed the Beliefs About Psychological Services (BAPS) scale online. This scale consisted of three subscales that were analyzed independently; Expertness, Stigma Tolerance, and Intent. Results showed that the main effect of ROTC participation on all three subscales of BAPS was significant at the p ≤ 0.005 level. These results suggested that students enrolled in ROTC may have less favorable beliefs about psychological services than students in the general college population. Limitations of the study were discussed and directions for future research include: replication of the findings of this study, the use of a larger and more diverse sample, and the development of methods to improve ROTC students beliefs about psychological services in order to increase the chances of these individuals seeking necessary mental health treatment. / Department of Counseling Psychology and Guidance Services

The purpose of this study was to investigate recruiting and retention practices for African American music students in selected colleges and universities. This study also investigated model programs formulated for the improvement of African American student enrollment in higher education, generally or in other professional fields and specialized programs.Subjects in the study were twenty-two music executives in music units of selected colleges and universities based on three general criteria as follows: (1) Historically Black Colleges and Universities whose enrollments were 4,000 and above; (2) Institutions that participated in the Richardson Study and cited for having success in minority student access, retention, and graduation; and (3) Institutions that participated in the National Black Student Retention Conferences (1987 or 1988).A survey questionnaire was completed by the subjects in order to determine the effectiveness of recruitment and retention practices and strategies employed by music units. The data were organized for analysis by frequencies, percentages and calculations of chi-squared statistics.The results of this study suggest that there are a variety of recruiting practices and admission policies that may impact increased enrollment of African American students in music units. Various retention practices were determined that may promote persistence and achievement. Support services were identified as financial resources and special assistance programs. Other factors included non-academic retention predictors and the presence of African American faculty in the music unit.Another valuable source of information regarding the recruitment and retention of Black students was found in eight model programs. Recruiting strategies included outreach programs, precollege programs, linkages with elementary and secondary schools, faculty, staff and alumni involvement, and flexible, multiple criteria for college admission. Retention strategies included support services that focused on the academic, cultural and social needs of African American students.This study revealed numerous findings which may be employed by music units. These findings offer supportive evidence for the development of model programs that promote and enhance access, retention, and graduation for the African American music student in higher education. / School of Music