This quantitative study investigated the relationship between performance on the MontCAS Criterion Referenced Test of 10th graders at Corvallis High School, Corvallis, Montana who participated in a systematic program for test anxiety reduction, and 10th graders who took the MontCAS but did not participate in the test anxiety reduction program. The population included all 10th graders at Corvallis High School who failed to achieve a score of proficient or higher, or who achieved in the low-proficient range on either the reading or math section on the last MontCAS administration, which was two years prior to this study. Fifteen students were assigned to each the experimental and control groups. The experimental group was exposed to a four hour test anxiety group protocol. The control group received no intervention prior to the test. The intervention design was based on results of meta-analyses of test anxiety research identifying effective treatment approaches. Overall in this study, the test anxiety program did not produce significantly improved test performance among experimental group members as compared to the control group, although some possible trends were noted. Some potential reasons for this lack of significance, including the small sample size, are discussed, as well as recommendations for further research in this important area.

This study evaluated the effects of relationship education on undergraduate students' optimism about relationships and attitudes toward marriage. Participants included undergraduate students enrolled in an Intimate and Family Relations class and students enrolled in a comparison class at the University of Montana. Students were assessed during the first week of the fall semester, 2008, and again at the conclusion of fall semester, 2008. Students' attitudes and optimism towards marriage and intimate relationships were assessed using the Optimism about Relationships scale (Carnelly & Janoff-Bulman, 1992), the Family-of-Origin scale (Hovestadt, Anderson, Piercy, Cochran, & Fine, 1985), and the Marital Attitude Scale (Braaten & Rosèn, 1998). This study focused on whether taking an Intimate and Family Relations class had differential effects on students whose parents previously divorced as compared with students from non-divorced families. Analyses of covariance (ANCOVA) were used to determine assessment score differences from pre- to post-test between students in the Intimate and Family Relations class and students in the comparison class. Conclusions and recommendations for future research are provided.

The purpose of this study was to examine the results of a deliberate psychological and educational intervention with at-risk youth that have been identified as having potential to benefit from a character education program. The Youth Focus Character Education Program provided direct character education services to selected at-risk youth that were referred for treatment by school counselors, juvenile court counselors, parents, or other agencies in Greensboro, North Carolina. All sessions and material used focused on improving moral development and possibly self-esteem in each child. Definitions of youth at-risk and character education were explored. Theories of moral development and self-esteem were also reviewed. Comparisons were made between participants receiving the character education intervention and those not receiving the experimental intervention. Study participants included 39 at-risk youth between the ages of 12 and 17 (24 males and 15 females). The participants were administered both the Defining Issues Test and the Rosenberg Self-Esteem Scale. In summary, the findings did not support the use of the present character education intervention with the targeted population sample, it did provide encouragement to continue to design and investigate programs that could possibly benefit at-risk youth.

The purpose of this dissertation is to make inference about the effectiveness of self-advocacy training in increasing the academic motivation and academic self-concept of Black adolescents. Action research and phenomenological approaches are utilized concurrently throughout the N=1/ ABA single subject experimental design that will be repeated six times. Black adolescents are confronted with ongoing social barriers that affect their academic motivation. School counselors can improve the educational landscape for Black adolescents by employing advocacy competencies in their schools. The dissertation describes the research study results of a brief psychoeducational group that was employed to teach self-advocacy skills to Black adolescents, with the ultimate goal of improving their academic self-concept and academic motivation.

Limited research is available when attempting to determine what, if any, differences exist in predicting academic success and persistence for African-American students attending a historically Black college or university (HBCU) versus a predominantly White institution (PWI). Tracey and Sedlacek?s (1984) noncognitive variables have accurately predicted academic success and persistence for African-American students. However, in this study, the majority of the noncognitive variables as measured by the NCQ did not differ significantly between the PWI (n=58) and the HBCU (n=538). The interaction term of Positive Self-Concept and institution type did differ for academic success and was more significant at the PWI than the HBCU. Similarly, Knowledge Acquired in a Field and Successful Leadership Positions differed for college persistence between the two institution types and was more significant at the PWI than the HBCU. Although the majority of noncognitive variables did not assist in determining the second semester GPA or enrollment status of African-American students at either a PWI or a HBCU, past research has clearly demonstrated that the significance of noncognitive variables differs from semester to semester. Therefore, a more comprehensive longitudinal study examining multiple PWIs and HBCUs is needed to fully understand what, if any, differences there are in the way noncognitive or psychosocial variables predict academic success and persistence at a PWI versus a HBCU.

Prior research shows that college student-athletes experience higher rates of substance use than their non-athlete peers. Studies have also shown that variation in substance use exists on the basis of sport/team affiliation. This study seeks to determine the influence of team climate on the differences in substance use behaviors, perceptions, and attitudes among athletic teams. The first part of this thesis includes a review of the literature on the prevalence of substance use among college student-athletes as well as the theoretical approaches most relevant to a study of social networks and the effects on substance use. The literature review is followed by the results and discussion of a study conducted with a sample of 188 student-athletes at a large, public university in the southeastern United States. Analysis of the results of the Student-Athlete Team Climate and Substance Use Survey (SATCSUS) showed that that team climates of the participantsâ athletic teams related to the substance use behaviors and perceptions of the student-athletes but not to their attitudes toward substance use. Several demographic variables were also shown to be related to the substance use behaviors, perceptions, and attitudes of the student-athletes. The thesis concludes with a discussion of the findings as well as the limitations and implications of the study.

Female health is a complex and dynamic component of the female lifecycle. It is not based on a single entity, rather it is holistic and comprised of several individual facets. Thus, female healthcare should be approached from a wellness perspective and treated in an integrative system. While an integrative approach to healthcare is optimal for all people, this research study explores female development holistically as it relates to wellness and integrated healthcare.

The purpose of the study was to examine the tasks undertaken at different stages of professional development by school counselors and their perceived importance of those tasks. In the quantitative study, data from a survey conducted online by the National Board for Certified Counselors was analyzed to determine the frequency and importance of behaviors reported by counselors at four levels of school counseling experience and at three work level settings. Differences were found between the school counselors at each of the levels of experience and in each setting. In the qualitative study, two focus groups of school counselors, one elementary and one middle and high school, discussed what they do in their jobs. The discussion content was analyzed for themes, and differences were seen by work level setting and by experience level.

The current study examined the self-perceptions of African American male student-athletes in regards to academic abilities, athletic role, and ethnicity. More specifically, this investigation explored how academic self-concept, athletic identity, and racial identity are related to the academic performance of 101 African American male student-athletes. In addition, differences in institutional affiliation (i.e., Historically Black University and Predominantly White University) and academic level (i.e., underclassmen and upperclassmen) were examined. The participants were administered four instruments: (a) the Academic Self-Concept (ASCS), (b) the Athletic Identity Measurement Scale (AIMS), (c) the Multidimensional Inventory of Black Identity (MIBI), and (d) the Student-Athlete Questionnaire. Results of this investigation revealed that African American male student-athletes with higher levels of athletic identity had more confidence about their academic abilities and had significantly higher cumulative grade point averages. The more African American male student-athletes identified strongly and exclusively with the athlete role the less likely they were to commitment to an ideology that emphasizes commonalities of all human beings (i.e., humanist). In addition, African American male student-athletes who had higher academic self-concept scores had significantly higher cumulative grade point averages. As for Racial Ideology, African American male student-athletes attending the Predominantly White University reported significantly higher Assimilation, Humanist, Oppressed Minority, and Nationalist subscale scores. Finally, the results for athletic identity showed a three-way interaction among university affiliation, academic level, and sport participation. Given the unique educational experience of African American male student-athletes, it is imperative for academic advisors and other counseling professionals to apply the information obtained from this study to developing policies and designing and implementing programs that enhance these student-athletes? development and learning.

This study sought to determine if differences exist in the level of anxiety and depression in Muslims from Arab and non-Arab countries living in America. Beck (1967) proposed that the essential component of a depressive disorder is a negative cognitive set; that is, the tendency to view the self, the future, and the world in a dysfunctional manner. In this study, depression was measured using Beck?s Depression Inventory. The results show that Muslims from Arab countries scored higher in depression relative to Muslims from non-Arab countries. According to Spielberger (1966, p. 41,) trait anxiety refers to relatively stable individual differences in anxiety-proneness; that is, differences between people in the tendency to perceive a stressful situation as dangerous or threatening, and to respond to such situations with elevations in the intensity of their state anxiety (S-Anxiety) reactions. This study found that Muslims from Arab and non-Arab countries differed significantly from Muslims form Arab countries for depression, state and trait anxiety. National and international circumstances and events may help account for these differences. Probable origins and possible diagnosis for depression and anxiety in Muslims who immigrated to America are discussed here.