国立情報学研究所で電子化したコンテンツを使用している。

Thesis (Ph.D.)--University of Pittsburgh, 2007. / Title from t.p. of pdf file (viewed on Apr 30, 2008). Includes bibliographical references (leaves 136-144). Available online.

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 277-287).

Thesis (Ph. D.)--University of California, Riverside, 2009. / Includes abstract. Includes bibliographical references. Issued in print and online. Available via ProQuest Digital Dissertations.

Thesis (M.S.)--University of Wyoming, 2008. / Title from PDF title page (viewed on July 17, 2009). Includes bibliographical references (p. 32-33).

Research findings across a variety of samples (e.g., clinical, shelter, hospital) estimate that 31% to 84% of women who have experienced intimate partner violence (IPV) exhibit symptoms of posttraumatic stress disorder (PTSD). The current study sought to further investigate the abuse-trauma link by examining the relationship between lifetime trauma exposure, type of abuse (i.e., physical, psychological), and perspective-taking abilities (i.e., here-there, now-then). The role of experiential avoidance in the development of PTSD symptoms was also examined. Results indicated that lifetime trauma exposure (β = .31) and psychological abuse (β = .34) were significant predictors of PTSD symptomatology. Additionally, analyses revealed that experiential avoidance (β = .65) was a significant predictor of PTSD symptoms that partially mediated the relationship between IPV and PTSD symptomatology. Implications of findings are discussed as well as future suggestions for research examining type of IPV and PTSD.

This project explored whether mindfulness and acceptance-based practices (MABPs) for older adults would reduce the negative effects of ageism and negative attitudes and beliefs related to aging. In addition, state affect and stress were explored. This study used an experimental design to compare two groups of older adults and two groups of undergraduate students – those who received a MABP and those who did not, after being presented with negative ageist stereotypes. Condition and condition by age sample comparisons revealed several findings. Following the MABP, undergraduates who received a MABP had significantly lower ageism scores than did undergraduates who did not. Older adult findings were opposite of proposed hypotheses, with older adults having higher scores on ageism after receiving the MABP, as compared to the scores of older adults who were in the comparison condition. Differences in state mindfulness were seen between conditions, with the MABP condition exhibiting more state mindfulness than in the comparison condition. However, there was no significant condition by age sample interaction effect. Change scores for state affect after the MABP were non-significant at either level of analysis, and older adults showed no difference in digit span stress scores based on their condition assignment. Exploratory analyses revealed some research consistent, as well as nuanced, findings. These findings suggest that undergraduates may respond to MABPs for recontextualizing aging, discrimination, and stigma. These findings also suggest that older adults may employ different coping strategies when confronted with ageism in an experimental context when asked to reflect, as oppose to participate in MABPs. Overall, a need for aging education, experimental research with older adults, and empirical understandings of MABPs for age-related issues, is needed. Limitations and future directions are discussed.

This project was a synthesis of studies of the academic achievement of African-American males in undergraduate, four-year institutions in the United States. The purpose of this synthesis was twofold. The first purpose was to collect studies on the academic achievement of African-American males. The second purpose was to identify variables associated with achievement of African-American males. In this review of 13 studies, 48 variables associated with academic achievement of undergraduate, African-American males were identified. These variables were placed into three categories: personal variables, demographic variables, and institutional variables. Personal variables were sub-divided into non-cognitive and cognitive variables. Findings specific to each category of variables are included below: <u>Personal, non-cognitive variables.</u> African-American males with high scores on measures of educational aspirations, values (courage, exciting life, cleanliness, imagination, and helpfulness), emotional intelligence, acceptability of mixed dating, self-confidence, satisfaction with academic advising and tutoring, being in control of academic outcomes, preference for long-term goals, academic self-concept, self-esteem, self-concept of ability, specific personality traits (achievement aspirations, affiliation, dominance, endurance, exhibition, harm avoidance, nurturance, order, play, and understanding), favorable opinions of their study habits and relationships with others, and low scores on alienation and reliance on family and institutions to solve social and academic problems had higher grade-point averages than those with contrasting scores on these variables. Encouragement from family and other role models appears to be associated with academic achievement of African-American male undergraduates as well. <u>Personal, cognitive variables.</u> African-American males with high grades in high school, high class ranks in high school, and high scores on college entrance examinations had higher college grade-point averages than those with lower high school grades, high school ranks, and entrance examination scores. <u>Demographic variables.</u> Non-transfer, younger students in nondevelopmental and humanities and arts programs were more likely to persist in college than transfer and older students in developmental and math and science programs. Participants in a math workshop achieved higher grade-point averages in a freshman calculus course than students who did not participate in the workshop. <u>Institutional variables.</u> African-American males who attended predominantly black colleges and universities earned higher grade-point averages than those who attended predominantly white colleges and universities. African-American males who attended four-year institutions earned higher grade-point averages than those who attended community colleges. Those on both black and white campuses who scored higher on a college environment opinion survey covering academic integration, satisfaction with the campus environment, and institutional support achieved higher grade-point averages than those who scored lower on the survey. For those on white campuses who came from high schools with very different racial compositions from those of the colleges they were attending achieved higher grade-point averages than students who came from high schools with very similar racial compositions to those of the colleges they were attending. In conclusion, academic achievement of undergraduate African-American males is associated with a combination of personal variables, demographic variables and institutional variables. The majority of these variables are personal, non-cognitive variables. / Ph. D.

This mixed-methodological study determined which factors contributed to undergraduate student attrition, and evaluated reasons ten undergraduate engineering students failed to complete their engineering degree at a major western research university. Institutional data were collected on engineering students over a multi-year period. These data were separated into groups of engineering students who persisted to the Junior year of their undergraduate engineering program (persisters), and those students who left their engineering program before their Junior year (nonpersisters). A quantitative analysis comparing these two groups of students uncovered significant predictors of persistence/nonpersistence in the engineering program. Qualitative inquiry was used to identify factors leading to nonpersistence from the perspective of ten nonpersisting student volunteers from the institutional data population. Together, the quantitative and qualitative methods of inquiry formed a mixed-methodological study which provided a vivid picture of the challenges facing a major western research university regarding persistence of engineering undergraduates. Descriptive and inferential statistical analysis of the institutional data collected on engineering undergraduate students uncovered several factors predictive of persistence/ nonpersistence. These include projected age at graduation, high school GPA and ACT scores, residency status, scholarship, and financial aid. Common themes for ten students who dropped out of engineering included individual factors such as poor academic performance, feeling unprepared for demands of the engineering program, difficulty fitting into engineering, and institutional factors such as disappointment with engineering advising. New concepts uncovered in this paper, which were not prevalent in existing research, include a deeply emotional attachment between participants and the concept of being an engineer, a deeper understanding of student’s sense of loss and failure, and their easy transition from engineering to another major.

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