Thesis (Ed.D.)--University of West Florida, 2008. / Title from title page of source document. Document formatted into pages; contains 171 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 127-133). Available also in a digital version from Dissertation Abstracts.

Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Sponsor: Paul L. Essert. Dissertation Committee: Walter E. Sindlinger. Includes bibliographical references.

Thesis (Ph.D.)--Capella University, 2003. / Title from screen (viewed on February 20, 2009) School of Psychology, Capella University. Includes bibliographical references (leaves 69-78)

This research examined Facebook friendships between college/university instructors and students. Based on the development of instructor-student dual relationships, this study described instructors’ Facebook use with students. This included explanations for allowing/not allowing students, communication with students, and ethical concerns. Rooted in the theories of impression management, self-monitoring and role conflict, plus the concept of ambient awareness, hypotheses predicted relationships between instructors’ individual differences and Facebook use: (1) self-monitoring would be positively related to role conflict; and (2) self-monitoring, (3) role conflict, and (4) ambient awareness would be positively related to instructors’ self-presentation, impression management behaviors, and privacy management. Emails were sent to faculty at 270 colleges/universities throughout the U.S. and 331 instructors completed the online survey. Of these, 56.2% allowed students as friends. Open-ended answers revealed that instructors allowed students as friends to communicate, to facilitate learning about each other, and because it was difficult to decline requests. Some instructors did not allow certain students (e.g., problematic students, undergraduates). They communicated by commenting on and liking posts on students’ pages, and had ethical concerns about negative consequences. Open-ended answers revealed that instructors did not allow students as friends to maintain the professional divide and avoid favoritism, which explained their ethical concerns. Hierarchical regression analyses tested the predicted relationships. Results revealed that self-monitoring approached significance as having a positive relationship with role conflict and a negative relationship with privacy management, but was not related to self-presentation or impression management behaviors. Role conflict was not related to impression management. Awareness of students was positively related to self-presentation and impression management behaviors, but unexpectedly, perception of students’ awareness of instructors was negatively related to privacy management. A partial correlation analysis tested high/low self-monitors separately and not only replicated the results, but also revealed that high self-monitors’ perception of students’ awareness was positively correlated with self-presentation and impression management behaviors. These findings indicate that ambient awareness is related to online communication and should be studied further. This is especially intriguing since the two types of ambient awareness related differently to the three types of impression management studied in this research.

This study examined the frequency of university students with self-esteem level at first. Moreover, the difference between male and female and the difference between achiever and non-achiever students were examined with respect to self-esteem. Also the relationship between self-esteem score of university students and stressful life events was examined. Three hundred thirty one university students from different grades and departments of Middle East Technical University have been participated in this study. Rosenberg Self-Esteem Scale (SES), Life Events Inventory for University Students (LEIU) and four-question demographic information form were used for this study. Factor analysis for LEIU was made for this study. At the end of the factor-analysis, three factors were identified. These were called as self-related anxiety/problems / environmental, adjustment, family events/problems / and academic events/problems. To examine the percentage of students with high and low self-esteem, frequency of the participant was calculated. In addition, independent samples t-test was applied to investigate the difference between male-female and achiever-non-achiever students on self-esteem, while Pearson product moment correlation was applied to examine the relationship between self-esteem and stressful life events. It was found that there were 302 students (88.6 %) with high self-esteem level, while there were 39 students (11.4 %) with low self-esteem level. According to independent samples t-test results, it was found that achiever students&amp / #8217 / self-esteem score was higher than non-achiever students whereas there is no significant difference between male and female on the self-esteem score. Finally, it was found that there is a significant relationship between self-related anxiety/problems, environmental, adjustment, family problems and academic events/problems and self-esteem.

The present study investigated the multiple predictors of procrastination among university students. In the present study, a mediational causal model based on cognitive, affective, and behavioral components to procrastination was hypothesized to be tested in order to see the structural relationships among the cognitive, affective, and behavioral variables and to what extend the combination of these variables account for engaging in procrastination. The sample consisted of 1218 undergraduate students (623 female, 595 male) selected from Middle East Technical University by stratified random sampling. Turkish version of Tuckman Procrastination Scale was used to gather information for the dependent variable for the present study. Moreover, Demographic Information Form, Irrational Belief Test, Academic Self-Efficacy Scale, Rosenberg Self-Esteem Scale, Frustration Discomfort Scale, and Self-Control Schedule were used in data collection. Pilot study was conducted for assessing the validity and reliability of the Frustration Discomfort Scale. Path analysis was utilized to test the hypothesized causal model. The result revealed that procrastination was negatively predicted from academic self-efficacy, self-esteem, and self-regulation. The findings also validated that academic self-efficacy partially mediated the association of procrastination with discomfort intolerance and emotional irresponsibility. Self-esteem also partially mediated the association of procrastination with discomfort intolerance, with emotional irresponsibility, and with anxious overconcern. Finally the results demonstrated that the self-regulation was the strongest predictor of procrastination besides its mediation role for the relationship between procrastination and frustration discomfort beliefs / between procrastination and irrational beliefs / between procrastination and academic self-efficacy / and between procrastination and self-esteem.

Thesis (M.A.)--University of Missouri-Columbia, 2004. / Typescript. Includes bibliographical references (leaves 127-134). Also available on the Internet.

Thesis (M.A.)--University of Missouri-Columbia, 2004. / Typescript. Includes bibliographical references (leaves 127-134). Also available on the Internet.

This applied dissertation was designed to provide university presidents with information on how to best address the shortage of minority female professors through understanding the factors that affect minority female success as professors in higher education. Essentially, this study sought to (a) identify factors that hindered or enhanced female minority success in their current career as professors and (b) identify factors that hindered or enhanced their success in preparation for their current careers as professors.