東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Differentiation of Self and Effortfu...

Cleland, Nicole R.

Linked to FindBook

Google Book

Amazon

博客來

Differentiation of Self and Effortful Control: Predictors of Non-Traditional Students' Adjustment to Community College.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Differentiation of Self and Effortful Control: Predictors of Non-Traditional Students' Adjustment to Community College./
Author:	Cleland, Nicole R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	156 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	School counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10801701
ISBN:	9780355793673

Differentiation of Self and Effortful Control: Predictors of Non-Traditional Students' Adjustment to Community College.
Cleland, Nicole R.

Differentiation of Self and Effortful Control: Predictors of Non-Traditional Students' Adjustment to Community College. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 156 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ph.D.)--The University of Akron, 2017.

The community college (CCcc) setting has become increasingly important in education; yet, graduation rates are low (20%) compared 4-year colleges (69%). Researchers have focused on factors that predict college students' retention and graduation. Measures of students' academic, social, and personal-emotional adjustment to colleges have been found to better predictors of college success than entrance characteristics (Crede & Niehorster, 2012). This study builds on previous research by Skowron and Dendy (2004) that focused on relations between Bowen's concept of differentiation-of-self, and effortful control, in a sample of adults; and by Skowron, Wester, and Azen (2004) that investigated relations between stress, differentiation-of-self, and personal adjustment to college. This study tested whether differentiation-of-self added incremental variance above the variance explained by effortful control to the prediction of students' academic, social, and personal-emotional adjustment to CC in a sample of 119 non-traditional students at a CC in the Midwest section of the United States. The sample was 17.6% male, 79% female, and ages ranged from 18 to 63 years. Most participants were White (75.6%), with 15.1% identifying as Black or African American. Participants completed the Differentiation-of-Self-Short Form (DIS-SF; Drake, 2011), the Effortful Control Scale (ATQ-S-EC; Rothbart, Evans, & Ahadi, 2000), and the Student Adjustment to College Questionnaire (SACQ; Baker & Siryk, 1989). Participants' ATQ-S-EC scores significantly predicted SACQ social adjustment. Students' DSI-SF (IP) scores significantly predicted SACQ personal-emotional adjustment scores. Suggestions for future research are given and implications for interventions by Marriage and Family Therapists (MFT's) are also provided.

ISBN: 9780355793673Subjects--Topical Terms:

2144793
School counseling.

Differentiation of Self and Effortful Control: Predictors of Non-Traditional Students' Adjustment to Community College.
LDR:02891nmm a2200349 4500 001 2162010
005 20181002081328.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355793673
035 $a (MiAaPQ)AAI10801701
035 $a (MiAaPQ)OhioLINK:akron1509913708613883
035 $a AAI10801701
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cleland, Nicole R. $3 3349980
245 1 0 $a Differentiation of Self and Effortful Control: Predictors of Non-Traditional Students' Adjustment to Community College.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 156 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
502 $a Thesis (Ph.D.)--The University of Akron, 2017.
520 $a The community college (CCcc) setting has become increasingly important in education; yet, graduation rates are low (20%) compared 4-year colleges (69%). Researchers have focused on factors that predict college students' retention and graduation. Measures of students' academic, social, and personal-emotional adjustment to colleges have been found to better predictors of college success than entrance characteristics (Crede & Niehorster, 2012). This study builds on previous research by Skowron and Dendy (2004) that focused on relations between Bowen's concept of differentiation-of-self, and effortful control, in a sample of adults; and by Skowron, Wester, and Azen (2004) that investigated relations between stress, differentiation-of-self, and personal adjustment to college. This study tested whether differentiation-of-self added incremental variance above the variance explained by effortful control to the prediction of students' academic, social, and personal-emotional adjustment to CC in a sample of 119 non-traditional students at a CC in the Midwest section of the United States. The sample was 17.6% male, 79% female, and ages ranged from 18 to 63 years. Most participants were White (75.6%), with 15.1% identifying as Black or African American. Participants completed the Differentiation-of-Self-Short Form (DIS-SF; Drake, 2011), the Effortful Control Scale (ATQ-S-EC; Rothbart, Evans, & Ahadi, 2000), and the Student Adjustment to College Questionnaire (SACQ; Baker & Siryk, 1989). Participants' ATQ-S-EC scores significantly predicted SACQ social adjustment. Students' DSI-SF (IP) scores significantly predicted SACQ personal-emotional adjustment scores. Suggestions for future research are given and implications for interventions by Marriage and Family Therapists (MFT's) are also provided.
590 $a School code: 0003.
650 4 $a School counseling. $3 2144793
650 4 $a Mental health. $3 534751
650 4 $a Developmental psychology. $3 516948
650 4 $a Individual & family studies. $3 2122770
650 4 $a Psychology. $3 519075
650 4 $a Educational psychology. $3 517650
650 4 $a Community college education. $3 2122836
690 $a 0519
690 $a 0347
690 $a 0620
690 $a 0628
690 $a 0621
690 $a 0525
690 $a 0275
710 2 $a The University of Akron. $b Counselor Education and Supervision-Marriage and Family Therapy. $3 3194545
773 0 $t Dissertation Abstracts International $g 79-08A(E).
790 $a 0003
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10801701