Thesis (Ph.D.)--Fairleigh Dickinson University, 1997. / Source: Dissertation Abstracts International, Volume: 58-03, Section: A, page: 0751. Co-Chairpersons: Margaret Gibbs; Janet Sigal.

Thesis (Ph.D.)--Fairleigh Dickinson University, 2001. / Source: Dissertation Abstracts International, Volume: 62-04, Section: B, page: 2074. Chairperson: Andrew R. Eisen. Available also in print.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2003. / Source: Dissertation Abstracts International, Volume: 64-06, Section: B, page: 2941. Chair: Judith Kaufman. Available also in print.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005. / Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2841. Adviser: Gary M. Ingersoll. Title from dissertation home page (viewed Oct. 5, 2006).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4105. Adviser: Helen A. Neville. Includes bibliographical references (leaves 81-87) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4102. Adviser: Jenny Singleton. Includes bibliographical references (leaves 91-103) Available on microfilm from Pro Quest Information and Learning.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Fred O. Bradley / The purpose of the current study was to identify if any significant relationships between inspiration, temperament, and positive affect existed. The dependent variable was inspiration, which was measured by the Inspiration Scale (IS). Temperament was measured by the Keirsey Temperament Sorter II and positive affect by the Positive and Negative Affect Schedule (PANAS). One hundred forty-five students attending a large Midwestern university and small community college participated. Initially, participants completed the Keirsey Temperament Sorter II online. The IS and PANAS were administered in the student’s classroom. The data were consequently analyzed to determine if there was a correlation between inspiration and temperament, inspiration and positive affect, and inspiration and the combined effects of temperament and positive affect. The results were mixed: 1. No relationship between inspiration and temperament was discovered. ANOVA results indicated that mean inspiration scores for each temperament did not vary significantly. 2. A relationship was identified between inspiration and positive affect. Regression results suggested a positive linear relationship between inspiration and positive affect scores. 3. When inspiration was correlated with positive affect and temperament combined, no relationship was discovered. A 2 x 4 ANOVA showed no correlation between the variables. The implications these results have on psychology and counseling are discussed, along recommendations for future research. Additionally, limitations of the study, such as inherent risks associated with using self-report measures, are mentioned. The study concludes with a discussion of how future research can investigate inspiration, temperament, and positive affect.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Fred O. Bradley / Statistics published in 2003 indicate that over 67% of community college students are first-generation students, students from families where neither parent has graduated from college. First-generation students are disproportionately represented among those who terminate college prior to graduation. This study explores role theory as a model for understanding and addressing the problems of first-generation students. Survey questions linked to role commitment involving intentions to work, commute and participate in campus activities were administered to 257 first-time full-time students: 182 students were first-generation and 75 were non-first-generation. Analysis using the Mann-Whitney U Test indicated first-generation students had significantly less commitment to the role of student. Later, first-generation students were divided into "successful" and "unsuccessful" groups based on their two semester grade point average. The Mann-Whitney U Test failed to demonstrate a significant difference between "successful" and "unsuccessful" first-generation students. The ordinal score responses of first-generation students to the three survey questions were then used as categories and grade point averages of the students in those categories were compared using ANOVA procedures. The results were mixed but suggested further investigation was warranted. The study was concluded with interviews of ten "successful" first-generation students. The interview results were supportive of conclusions drawn from role theory underscoring the value of further studies with larger sample sizes and modifications in methodology suggested by this study.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Stephen L. Benton / This study examined the effects of types of therapist disclosure and their interaction with various combinations of observer, therapist, and client gender-dyads on observer ratings of the working alliance. Participants were 357 undergraduate students (60.2% women) from two Midwestern universities who were randomly assigned to one of 12 conditions. Each condition required students to read one of 12 printed scenarios differentiated by all possible combinations of three types of therapist self-disclosure (similar, dissimilar, no disclosure), two levels of therapist gender, and two levels of client gender. Students rated the scenarios on the perceived working alliance between the therapist and the client, using the 36-item Working Alliance Inventory-Observer (WAI-O). A 2 (student sex) x 2 (therapist sex) x 2 (client sex) x 3 (disclosure type) ANOVA revealed no significant effects on the WAI-O total scale score. In addition, no main effects or interactions were found on WAI-O total scale when male and female student scores were pooled. A 2 x 2 x 2 x 3 MANOVA performed on the WAI-O subscales indicated female observers perceived a stronger client-therapist bond for similar than dissimilar disclosures with male clients. Female observers rated male clients with a stronger bond than female clients, but only in the similar disclosure condition. A main effect was also found for observer sex on the Task and Bond subscales. Although this study did not find gender of the observer, type of therapist disclosure, and the gender of the therapist and their client to influence overall working alliance ratings, results suggest that these factors have an impact on female observer ratings of the bond and task agreement between the therapist and their client. Specifically, two findings emerged: (a) women, not men, observed a stronger bond for male client recipients of similar versus dissimilar disclosure; (b) women, not men observed a stronger bond for male client versus female recipients of a therapist's similar disclosure. Results are discussed in terms of disclosure and gender research.

Abstract not available.