Thesis (Ph. D.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2005. / Includes bibliographical references (p. 71-79).

Dissertations (Ed. D.)--Rowan University, 2009. / Typescript. "UMI Number: 3379866"--T.p. verso. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: William Moore. Vita. Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Virgil Suarez, Florida State University, College of Arts and Sciences, Dept. of English. Title and description from dissertation home page (viewed June 6, 2006). Document formatted into pages; contains viii, 204 pages.

Thesis (MTech(Education in the School ofTeachers Education)) --Cape Technikon, Cape Town, 1996 / Students today fuce increasing demands and challenges. This has important implications for education and its relevance in a rapidly changing world. It is against this background that the problem ofsuccess or failure at tertiary level, especially in the first year of study, is particularly significant as is evident from increased interest in and research undertaken into the factors and determinants involved in success or failure. Two variables that have received considerable attention in recent studies are (1) approaches to studying and (2) locus of control. They have been investigated both as independent factors and as part of a cluster of factors, but the relationship between these two variables has not yet been explored within the technikon context. In terms of students' approaches to studying there are two important schools of thought. One model (Entwistle & Ramsden, 1983) focuses on qualitative differences between the different categories ofapproaches to studying. In terms ofthis model students are classified as either using a reproducing/surface, a meaningldeep or an achieving/strategic approach. The 'Qualitative Individual Differences' model (Meyer, Parsons & Dunne, 1990a; 1990b), emphasises the qualitative individual differences in terms ofstudents' approaches to studying. This model defines the concept ofstudy orchestration as the contextualised study approach individual or groups of students adopt. The term orchestration captures the unique nature of individual approaches to studying viewed as a qualitative responsive approach to a qualitatively perceived educational context. The first model therefore views approaches to studying mainly from the point ofview of categorical differences, whereas the second focuses on qualitative individual (across and within categories) differences. In this study students' approaches to studying were measured by the Extended Approaches to Studying Inventory (EASI), a variation on the original Approaches to Studying Inventory (ASI) developed by Entwistle & Ramsden (1983)

Recently, the diversity rates at universities in the United States have been increasing (Ortiz-Frontera 2013). With more minorities enrolling into predominantly white institutions (PWIs), one might infer that this signals a major step of progression for the United States. However, it is essential to understand the experiences and challenges that minorities may face when attending these institutions. Understanding these challenges are important because they are often minimized and ignored due to the ambiguity of microaggressions. This can be harmful for Black students psychologically and may impact their self confidence in many ways. In many instances, Black students face many forms of subtle racism, such as, microaggressions. Microaggressions can be defined as the subtle and dismissible insults that whites tend to inflict on people of color unconsciously and sometimes consciously (Pierce, 1974). Through conducting 12 in-depth semi-structured interviews with a sample of Black students attending a southeastern university. I aimed to answer the following questions: 1) What types of microaggressions do Black students face while attending a more racially diverse university? and 2) To what extent, and in what ways do students manage their emotions in response to microaggressions? Ultimately, I have found that students experience many forms of microaggressions. The main types of microaggressions that were experienced included: feelings of exclusion, tokenism, being stereotyped, and institutional neglect. Lastly, I found that students employ a combination of emotion work strategies in order to protect themselves from these insults, and to stay productive and successful. Policy implications to support students of color and future directions for research are discussed.

This study was a descriptive analysis of the orientation program for a large junior college in the Dallas/Fort Worth Metroplex. Its purposes were (1) to describe the freshman orientation course, (2) to analyze data compiled from rating forms which recorded student perceptions of each aspect of the course, and (3) to discuss the implications of the data for junior college student service personnel as they attempt to establish programs that will effectively aid students in making a successful adjustment to college.

Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.

Previous studies on postsecondary graduation rates indicated that college students with disabilities have lower graduation rates than students without disabilities. As many college students do not disclose their disability to their institution upon enrollment, the effect of the timing of disability disclosure on graduation rates warranted examination. This study was a quantitative study of 14,401 undergraduate students at one large research university in the years 2002, 2003, and 2004, of which 423 had disabilities. Quantitative methods were used to conduct an exploratory analysis of the effect of disability, disability disclosure, disability-type and gender on graduation rates. A chi-square analysis revealed that students with disabilities had significantly lower six-year graduation rates than their peers. In addition, students with disabilities who disclosed their disability after their first year of enrollment had significantly lower six-year graduation rates than students with disabilities who disclosed within the first year of enrollment. Results of a multiple regression analysis showed that disability disclosure, disability-type, and gender accounted for 38% of the variance in the length of time to graduation. Finally, for every year that a student delayed disclosing a disability, the length of time to graduation increased by almost half a year. The implications of the study were discussed and recommendations for future research were made. / Ph. D.

Energy drink consumption has become an increasing problem in the United States; the overconsumption of these products can lead to a myriad of health issues. Anxiety, increased heart rate, myocardial infarction, and death have been associated with consumption of energy drinks. With the health risks linked to energy drink consumption, understanding the use of these drinks is an important area of research. Few studies have reported on energy drink consumption patterns of college students as well as the perceptions of energy drinks on college campuses. It is important to understand the perceptions of energy drinks to assist in determining the reasoning behind the consumption of these drinks. This study used the Theory of Planned Behavior (TPB) as a conceptual framework to study college students’ energy drink consumption. The purpose of this study was to contribute to the increasing level of knowledge concerning college students and consumption of energy drinks using the TPB, which contains the constructs of attitude, subjective norms, perceived behavioral control, and intention. The goal of the research was to further understand the role of energy drink consumption in the college student population. Students in this study (N = 629) completed an electronic questionnaire during August 2015. Results indicated that 74.2% of participants had consumed an energy drink at some point during their life, while 47.1% had consumed an energy drink in the past 12 months. Only 2.5% of participants drank energy drinks daily and 37% reported consuming energy drinks once a month. The largest group of participants (32.4%) reported 13-15 years of age as the first time they consumed energy drinks. Males were more likely to consume energy drinks than females. Logistic regression determined the constructs of attitude, perceived behavioral control, and intention were significant predictors of energy drink consumption. This indicated that students’ attitude, perceived behavioral control, and intention predicted the behavior of consuming energy drinks in the past 12 months. The results of this study may be utilized to address college student engagement in adverse health behaviors, such as the consumption of energy drinks.