Dissertations / Theses: 'College student behavior'

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Guin, Autumn Hope. "Sexual Risk Behavior in College Students: Does the parent-college student relationship impact students? condom use?" NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-11032005-103512/.

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College students are at high risk of contracting sexually transmitted diseases, including HIV/AIDS due to the high frequency of unprotected sexual activity (Centers for Disease Control and Prevention, 2003). Condom use research among college aged youth has primarily concentrated on individual decision making processes with some recent focus on the impact of peer norms. To further understand college students? choices regarding sexual risk behavior, the current research examines the influence of the parent-college student relationship on college students? decisions about condom use. Building on previous research in sexual risk and alcohol use literature, the current study examines the role of parent-young adult relationship variables (i.e. facilitation of independence, and affective quality) on condom use. Parental influence has been an important predictor in other areas of college student life but has not been examined in the college student sexual risk literature. Results and implications for future studies are discussed.

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Blaser, Lisa Malan. "The impact of a university wellness requirement on student nutrition and physical activity behavior /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd735.pdf.

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Wharton, Barbara Ingling. "First-year student financial behavior and academic success." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174680607.

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Davis, Charlotte d. "Exploring the bases of organizational culture within college student organizations /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259125219938.

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Williams, Kevin W. "College student behavior: A qualitative investigation of students’ experience and future behavior related to the study conduct process." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/366262.

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Educational Leadership
Ed.D.
High profile behavioral problems have motivated a national call for accountability by colleges and universities to better manage these issues to maintain safe and supportive campus communities. The current literature supports the use of the student conduct process as the main student behavioral intervention, but limited research has been published that examine the outcomes associated with the process. This study examines the experiences of students who participated in the conduct process and influence on their learning and future behaviors. The study also compares the experiences of students to the expressed outcomes of the professionals who administer the process. This study utilizes a qualitative research design to provide a reflective understanding of administrators’ desired outcomes pertaining to the conduct process and students’ experiences and meaning-making after participating in the same process. The study exams students’ perceptions of learning and ways future behaviors are influenced due to participating in the conduct process. This study takes place at a large four-year public urban institution located in the Northeast and includes interviews with students who participated in the student conduct process between August 2012 and September 2014 and of administrators that oversee the disciplinary proceedings at the same university. The findings from this study reveal similarities and differences between administrators and students that may provide useful in exploring ways to further prevent disciplinary issues and support students when behaviors occur beyond what is already being offered. Additionally, findings demonstrate that learning is occurring, which students attribute to interactions with administrators, active sanctions involving peer interactions, and learning to critically think through future decisions before making them. Furthermore, students’ claims that the conduct process is educational aligns with responses shared by administrators, but are not fully substantiated, due to a lack of formal outcomes and assessment measures that could validate the overall effectiveness of the conduct process.
Temple University--Theses

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Tankersley-Bankhead, Elizabeth A. Townsend Barbara K. Donaldson Joe F. "Student lobbyists' behavior and its perceived influence on state-level public higher education legislation a case study /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7008.

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Title from PDF of title page (University of Missouri--Columbia, viewed on March 1, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Barbara Townsend and Dr. Joe F. Donaldson. Vita. Includes bibliographical references.

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White, Mallary L. "Nonrelationship sex and the college student population." Kansas State University, 2013. http://hdl.handle.net/2097/15595.

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Master of Science
Department of Family Studies and Human Services
Karen Myers-Bowman
Nonrelationship sex is quite common on college campuses despite the number of risks involved. This report provides a review of the nonrelationship sex research literature and focuses on definitions, prevalence, predictive factors and influences, potential negative outcomes, and gender differences surrounding nonrelationship sex. The Nonrelationship Sex Emphasis Checklist (NSEC) was created for college sex educators in response to this review. This report provides an evaluation of the Sexual Health Awareness Peer Educators program at Kansas State University using the NSEC and a general curriculum assessment. Based on this evaluation, recommendations are given for SHAPE. Recommendations for future programming and research also are given.

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Lu, Yifu. "College Students' E-Coupon Search Behavior: A Theory of Planned Behavior Perspective." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1398916048.

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Hamill, Bridget. "College-Going Behaviors: Are there School Effects for the Rural Student?" Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82956.

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This study considered the school effects of college going behavior for rural students. Of interest were the effects of location and college-going culture within a given school. The research questions asked, included: 1. What are the effects of rural school location and college-going culture on public high school graduation? 2. What are the effects of rural school location and college-going culture on college enrollment? 3. For the public high school graduates who enrolled in college, what are the effects of rural school location and college-going culture on the control structure of the college program enrolled? 4. For the public high school graduates who enrolled in college, what are the effects of rural school location and college-going culture on type of college program enrolled (two-year vs. four-year)? 5. For the public high school graduates who enrolled in college, what are the effects of rural school location and college-going culture on full-time vs. part-time enrollment? The study used data from the HSLS:09 survey. The data was analyzed using Hierarchical Generalized Linear Modeling. This study found that the odds of attending college decreased 18.7% for rural students. There was also a 4.8% decrease in the odds of college enrollment by students from majority White high schools. School's with high mean GPA's were more likely to have students graduate from high school, enroll in college, and attend 4-year institutions. High rates of school problems negatively affected students and demonstrated decreased odds of high school graduation and college enrollment. The role of counselors had demonstrated effects on students. Schools with counseling offices that focused a high number of hours on college counseling increase the odds their students graduate would from high school and attend a 4-year institution. Students attending high schools with a college counselor dedicated to college applications were 4.30 times more likely to attend a not-for-profit institution than a for-profit institution.
Ph. D.

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Moore, Lindsey Kathryn. "Family dynamics and students' characteristics as predictors of undergraduate college student adjustment." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5258/.

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The problem addressed is to ascertain how selected factors impacted the adjustment of undergraduate university students. Undergraduate university students (n=382) from the University of North Texas completed measures of basic student information, perceived level of family support and level of parental attachment, and perceived level of college student adjustment. Parental Attachment and Family Support were found to positively correlate to the level of adjustment to college. Analyses of these data reveal a statistically significant difference in student adjustment to college when comparing the participants by age, university classification, and living arrangement. Further analysis reveals that there is a statistically significant difference between gender, race, students' marital status, and parents' marital status when measuring the outcome of perceived family support. Perceived level of parental attachment differs significantly when comparing students by their race, marital status, and their parents' marital status.

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Hensley, Laura Greer. "An investigation of the relationship between college student development and alcohol consumption patterns." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618469.

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The purpose of this study was to examine the relationships between college student development and alcohol consumption patterns. Student development was investigated in the domains of moral development through the use of the Defining Issues Test, identity development through the use of the Erwin Identity Scale, and intellectual development through the use of the Scale of Intellectual Development. Alcohol consumption patterns were studied in terms of binge drinking frequency according to responses on the Core Alcohol and Drug Survey. All participants were classified into one of four drinking pattern categories: Abstainers, Drinkers, Bingers, and Frequent Bingers. The study also used a discriminant analysis to determine the linear combination of student developmental and demographic variables which best predicts student drinking category membership.;The study was conducted through a randomized mailing to 400 undergraduate students at the College of William and Mary. The 114 respondents were residential, traditionally-aged students. Results showed that there was a significant effect for the Commitment subscale of the Scale of Intellectual Development by alcohol consumption category. Students who were Non-Bingers were more likely to have higher scores on this measure of commitment to a value system and personal method of processing information. There was also a significant effect for Greek membership by alcohol consumption category, as Frequent Bingers and Bingers were more likely to be members of Greek organizations than were Drinkers and Abstainers. Commitment score and Greek membership were the strongest predictor variables in the discriminant function.

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Gibbs, Nichole. "The Impact of Personalization-Based Tailored Instructional Communications on College Student Persistence." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1062.

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The low graduation rate of degree-seeking students at public community colleges is an important crisis facing communities across the United States. College satisfaction and withdrawal cognitions in students have been identified as key factors in college persistence by researchers. However, a review of the literature revealed no study in which a college-persistence intervention based on the personalization principle theory or using tailored messages has been conducted. The purpose of this study was to test the effectiveness of a college-persistence intervention, based on the personalization principle theory and Mashburn's theory, for students at a community college. This study used between-groups experimental research design and employed a nonprobability convenience sample comprising 108 college students at a regionally accredited public community college in the United States. Random assignment to 1 of 3 groups, including 2 experimental groups and 1 no-message control group, was conducted. The 2 experimental groups were the personalization-based tailored instructional messages and generalized instructional messages groups. A one-way MANOVA indicated that there was no significant difference in the college satisfaction and withdrawal cognitions of students in the experimental and control groups. A chi-square test of independence also indicated that there was no significant association between intervention type (personalization-based tailored instructional message, generalized instructional message, and no-message control) and college persistence. This study provides educators with a basis for social change with the debut of a prototype intervention that may be replicated and extended in future research to help students earn a college degree.

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Blaser, Lisa Marie. "The Impact of a University Wellness Requirement on Student Nutrition and Physical Activity Behavior." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/269.

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Purpose: The Brigham Young University General Education Wellness Program has three options available to students to fulfill the programs requirement. The purpose of this study was to assess the impact of these three wellness options. Specifically we wanted to know; does the university wellness requirement affect student nutrition and physical activity behaviors and do the various options available differ in their abilities to impact student nutrition and physical activity behaviors? Methods: A three-group pretest/posttest design was used and a survey was administered, at both the beginning and end of the semester, to all students enrolled in HEPE 129, live and online, and all 100 level Physical Education activity classes. The final study design included 303 student responses from HEPE live, 551 responses from HEPE online and 270 responses from the activity classes. Data analysis of between and within group differences was conducted for each nutrition and physical activity behavior. Results: HEPE online students had small but significant improvements in estimated VO2 max, and in the percentage of students who ate bran or whole grain cereal once/day or more. The activity classes increased significantly for almost all of the physical activity behaviors including estimated VO2 max, days/week of moderate activity, and the percent of students getting 30 minutes/day of vigorous activity, but only one of the nutrition behaviors, whole wheat food intake. HEPE live students increased for every variable, some more significantly than others. Conclusion: These findings suggest that of the three wellness options offered at Brigham Young University, the HEPE live class had the largest impact on improving nutrition and physical activity behaviors across a one semester time period, the activity classes had the next largest impact, and HEPE online had the least impact.

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Haigh, Elizabeth Teresa. "Test of Social Norms Theory on Psychological Help-Seeking Attitudes and Behavior." Xavier University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1465053237.

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Wernert, Sean Patrick. "The Socio-ecological Influences of College Bullying Behavior: A Phenomenological Study of Student Perceptions." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492181086501224.

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Chugani, Carla. "Dialectical Behavior Therapy in College Counseling Centers: Practical Applications and Theoretical Considerations." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5926.

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Authors over the last two decades have discussed the myriad of challenges present in managing college students with severe mental health disorders. During the same time period, Marsha Linehan developed dialectical behavior therapy (DBT) as an empirically sound intervention for individuals with suicidal and self-injurious behaviors and this treatment grew to be an evidence-based practice for a range of challenging clinical issues. I argue that one solution to continued increases in college students who present for treatment to their college counseling centers with difficult-to-treat mental health issues, including but not limited to, borderline personality disorder (BPD), is to implement DBT programs on college campuses. As such, the purpose of this dissertation is to address both practical and theoretical issues in the implementation of DBT in college counseling centers. In chapter two, I begin by presenting an overview of DBT as a comprehensive treatment model and a review of the research to date related to DBT in college counseling centers. In chapter three, I offer a detailed account of the program development and implementation process of the DBT program housed in the college counseling center at Florida Gulf Coast University. In chapter four, I present an investigation of current trends and barriers to implementation of DBT in college counseling centers. Finally, in chapter five, I present a qualitative inquiry of the experience of BPD as told by individuals who have been successfully treated with DBT. I argue that understanding client experiences and behaviors in context is critically important if one is to be able to respond empathically and compassionately. In essence, these chapters represent my attempt to synthesize two areas that I believe are required for successful implementation of DBT programs that provide good quality care: 1) Navigating the complexities of implementing DBT in college counseling centers as practice setting and 2) Appropriate management for clinician biases and tendencies to stigmatize BPD clients, which interferes with their ability to provide care that is both effective and compassionate.

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Vallade, Jessalyn Ilene. "What to Expect When They're Expecting: An Examination of College Student Expectations for Instructor Behavior." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1278438473.

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Hustad, John T. P. "Self-regulation, alcohol consumption and consequences in college student heavy drinkers a latent growth analysis /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Van, Loo Scott Daniel. "Concurrent Enrollment at a Faith-Based Liberal Arts College: Student Behavior and Policy Considerations." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1310745296.

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Powell, Heather L. "Family systems, psychosocial characteristics, and communicationin college student dating relationships: Implications for "safer" sex behavior." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280093.

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This study examined the associations among family environmental factors, psychosocial characteristics, such as social anxiety, social desirability and social skill, and relational factors with HIV communication, number of past sexual partners, and current condom usage. Seventy-two college aged dating couples completed a sexual communication interaction task in a laboratory and then completed self-report measures of family environment, psychosocial characteristics, and past and current sexual behavior. Results indicated that family environment factors were a major predictor of situational social skill for women, but not men. Additionally, participants who indicated higher levels of HIV communication were also more likely to engage in HIV risk behaviors. Individuals whose partners reported more HIV communication were more likely to engage in HIV risk behaviors. A bias effect was also demonstrated for reports of social skill during the sexual communication interaction task, such that individuals who reported their own social skill to be high, also reported high social skill for their partners.

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Lundmark, Max. "Loyalty program in a collegial sports context: promoting student fan behavior through rewards strategies." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35619.

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Författare: Max Lundmark Handledare: Bo Carlsson, Gun Normark. Nyckelord: Loyalty/rewards programs, reinforcement, consumer behavior. Syfte: Syftet med studien är att undersöka hur amerikanska universitet använder lojalitetsprogram. Detta görs genom att studera universitetens syfte med att använda lojalitetsprogram, och hur det påverkar vilka strategier de använder för att uppmuntra ett visst beteende i samband med sportevenemang. Metod: Studien tillämpar en kvalitativ forskningsmetod. Representanter från fyra amerikanska universitet intervjuades i samband med studien. Analysen utfördes utifrån teorin grounded theory. Teori: Studiens teoretiska ramverk utgår ifrån begrepp från psykologi- och marknadsföringsforskning. Empirisk presentation: Presenterar datainsamlingen. Resultat och slutsats: Studiens resultat indikerade att ett universitets syfte med att använda ett lojalitetsprogram starkt påverkar vilka belöningsstrategier som används. Däremot så tenderade skolorna i studien att uppmuntra liknande beteende och använda samma typ av belöningar inom deras program. Detta berodde universitetens liknande karaktärsdrag. Studien utvecklade också förståelsen kring varför ett amerikanskt universitet använder sig utav lojalitetsprogram. Resultatet visade att fördelarna av att använda ett program kunde bidrog till att locka nya studenter, vilket är fundamentalt för ett universitet. Slutligen så går det att argumnetera för att studien också bidorg med ökad kunskap inom det vetenskapliga undersökningsområdet genom att identifiera vissa svårigheter med att relatera empirin till etablerade teorier.
Author: Max Lundmark Handlers: Bo Carlsson, Gun Normark. Keywords/main concepts: Loyalty/rewards programs, reinforcement, consumer behavior. Purpose: The study aimed to examine how American universities use sports loyalty programs. This will be done by studying the purpose of why schools use a program, and how this affects what rewards strategies they apply to reinforce a certain student behavior at their sports events. Methodology: The study is based on a qualitative research method. Interviews were conducted with representatives at four American universities. Analysis was done using grounded theory. Theoretical framework: The study’s theoretical framework is based on concepts from psychology and marketing research. Empirical presentation: Presents data from the conducted interviews. Results and conclusion: The findings indicated that a university’s purpose of running a program strongly affects what rewards strategies they use. However, the schools included in this study tended to promote similar kind of behavior and use the same types of rewards. This was explained by their similar characteristics. The study also added knowledge to why an American university use a loyalty program. Findings showed that the benefits of using a program was strongly related to attracting new students, which is fundamental for any university. Lastly, the study also contributed to research on loyalty programs by identifying certain issues with connecting findings to established theories.

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Smith, Ryan Christopher. "Incorporating Motives into the Theory of Planned Behavior: Implications for Reducing Alcohol Abuse among College Students." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32340.

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College alcohol abuse continues as a major public-health concern. Theory-driven research is necessary to address the severe negative consequences of this college drinking. One theory that offers particular promise is the theory of planned behavior (TPB). This theory posits that attitudes, perceived behavioral control, subjective norms, and intentions are the causal underpinnings of behavior. The current research investigates the utility of this theory in predicting college-student drinking behavior and investigates the potential benefit of including â motivesâ as an additional theoretical construct. In total, 316 students completed two electronic surveys. The first survey measured participantsâ standing on TPB constructs and motives. The second survey, administered two weeks later, asked participants about their alcohol consumption over the prior two weeks. Results not only shed light on the severity of the college drinking culture, but also offered a potential theoretical mechanism to promote positive behavior change. While the average participant reported consuming alcohol at binge drinking levels, the TPB with the inclusion of motives offered promise. Using structural equation modeling, this proposed model explained 71% of the variance in drinking intentions and 83% of the variance in self-reported drinking behavior in the follow-up survey. Motives added significantly to this model, indicating future TPB studies may benefit from including motives as an additional theoretical construct.
Master of Science

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Stringer, Bobbi Rhe. "Nonverbal Immediacy as a Predictor of Student Retention Rates Among Full-time/part-time Community College Faculty." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278524/.

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Cardona, Laura A. "Conceptualizing Quality of College Life." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699982/.

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The objectives of this study were to mathematically model the quality of college life (QCL) concept and to study the associations between attachment style, emotion regulation abilities, psychological needs fulfillment and QCL via structural equation modeling. Data was collected from 507 undergraduate students (men = 178, women = 329; age M = 21.78 years, SD = 4.37). This data was used to provide evidence for the validity of the College Adjustment Scales (CAS) as a measure of quality of college life. The CAS demonstrated good convergent validity with the World Health Organization Quality of Life measure (WHOQOL), Subjective Well-being and Psychological Well-being Scales. Results: Students who were insecurely attached were as likely to feel adequate in their academic and professional endeavors as securely attached students. However, insecurely attached students had lower QCL levels, lower fulfillment of psychological needs and more emotion regulation difficulties than securely attached students. The results also indicated that Anxious Attachment and Avoidant Attachment were positively and strongly associated. Nonetheless, Anxious Attachment and Avoidant Attachment affected QCL through different mechanism. Emotion regulation mediated the path between Anxious Attachment and QCL while the fulfillment of psychological needs mediated the path between Avoidant Attachment and QCL. The fulfillment of psychological needs also mediated the path between emotion regulation and QCL. The described pattern of results was found for three separate models representing 1) the student’s attachment with their romantic partner, 2) best friend and 3) mother. Additionally, the study’s findings suggest a change in primary attachment figure during the college years. Emotion regulation, the fulfillment of psychological needs and QCL were all affected more strongly by the student’s attachment style with their romantic partner and best friend compared to their attachment style with their parents.

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Schumann, Sherry Haskin. "The relationship of student characteristics, help seeking behavior, academic and environmental variables with student course completion in community college online courses: An application of a conceptual model." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12198/.

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The purpose of this study was to examine differences and relationships in student definition and background characteristics, help seeking behaviors, academic and environmental variables between and among community college students at a single institution who successfully completed and those who did not complete online courses during a single term. An adapted version of Bean and Metzner's conceptual model of nontraditional student attrition provided the theoretical framework for the study. The results of data analysis revealed statistically significant differences between completers and noncompleters on the basis of definition, gender, ethnicity, experience and prior GPA. Statistically significant relationships were found between definition, ethnicity, gender, experience, prior GPA, orientation and completion and noncompletion. No statistically significant interactions were found between definition and experience and help seeking behaviors. No statistically significant differences, relationships or predictor variables were found by degree seeking, preassessment, or technical help seeking. Additional analyses by defining characteristics revealed statistically significant differences between completers and noncompleters on the basis of residency, age and enrollment status. Predictor variables found to be significant were definition, gender, experience, prior GPA and orientation. The odds of completion increased with nontraditional definition, female gender, higher prior GPA, and orientation participation. The odds of completion decreased with experience.

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Crumpton, Debra Joan. "Instructional Behavior and Its Impact on Student Engagement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6003.

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The purpose of this quantitative study was to expand understanding of leadership behaviors and their influence on follower engagement. Researchers have shown that engagement is a predictor of retention and organizational performance. Leadership theory and the conceptual framework of worker engagement were the study's theoretical anchors. Despite a proliferation of leadership studies, engagement antecedents are largely unknown. The aim of this study was to narrow the gap in the literature by examining the extent to which there may be a relationship between college instructors' behaviors and student engagement. Although not traditionally regarded as frontline leaders, extant leadership literature affirmed college instructors' organizational position, role, and responsibilities as direct supervisors and students as their followers. The independent variables were instructor behavior, institutional support, and depth of learning. Student engagement was the dependent variable. Correlation and regression analysis were applied to existing survey data collected in 2014 from students who were enrolled in a diverse, urban community college located in a major metropolitan city in the United States. The most prominent finding, that leadership behaviors had the strongest correlation to student engagement, contributed to the body of leadership knowledge by reaffirming leadership behaviors as a predictor of follower engagement. Given the increasing diversity of workers and followers, this study's findings have the potential to help leaders more effectively engage followers who are members of historically marginalized groups, thereby, helping to narrow equity gaps and advance social justice, particularly in higher education.

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Rouse, Elijah. "First-generation and the factors that influence food behavior and perceptions." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1617108166924414.

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Garrett, Krista L. "Social Cognitive Career Theory, Academic Choice Behavior, and Academic Performance in African American College Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804833/.

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The current study examined the impact that components of Social Cognitive Career Theory (SCCT) have on choice behavior and academic performance in African American or Black, undergraduate students. SCCT is a highly valued and researched theory, but few studies examine the impact that SCCT components have on choice behavior and academic performance in Black college students. This study focused on evaluating SCCT components’ relevance to variables that have been shown to predict later objective career success. This is important because African Americans tend to have significantly lower paying and less prestigious jobs, as well as attain lower levels of education than most other racial populations in the United States. However, there is a paucity of current career development and attainment literature specific to the African American undergraduate population. In an effort to promote understanding of within group differences in SCCT variables that can contribute to educational and career success, 247 African American undergraduates were recruited to participate in this study. The participants completed online questionnaires regarding demographic information, self-efficacy, contextual barriers, contextual supports, choice goals, and choice behavior. Participants also gave permission for researchers to access grades. Findings indicate that academic coping self-efficacy, contextual barriers, and contextual supports may be particularly important to academic choice behavior in African American college students. Further, choice behavior appears to be important to grade point average. Implications, limitations, and recommendations for future research associated with this study’s findings are discussed.

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Lee, Tayla T. "Psychometrics and comparison of the Compulsive Sexual Behavior Inventory and the Sexual Compulsivity Scale in a male college student sample." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371471.

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Sexual compulsivity describes poorly controlled sexual thoughts, fantasies, urges, and behavior. The purpose of the current study was to examine and compare, utilizing a non-clinical sample, the relative psychometric properties of two existing scales used to assess sexual compulsivity, the Sexual Compulsivity Scale and the Compulsive Sexual Behavior Inventory. Participants were 334 male undergraduate students ranging in age from 18 to 42 years (M =19.54, SD = 2.16) enrolled in Introductory Psychology courses at a mid-sized Midwestern university. Zero-order correlation analyses were conducted to identify which sexual behaviors and constructs associated with sexuality were significantly related to scores on the CSBI and the SCS. Examination of the differential patterns of sexuality relations suggests the CSBI and the SCS may measure different aspects of compulsivity. Step-wise regression analyses indicated that the use of drugs and alcohol to gain compliance from a sexual partner, fantasies of impersonal sex, and sexual anxiety were significant predictors for both the CSBI and the SCS. On the CSBI, the final predictor that accounted for a significant increase in variance accounted for was expressing anger, while on the SCS additional variance was accounted for by sexual preoccupation. Implications, limitations, and future directions are discussed.
Department of Psychological Science

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Ihenacho, Kelechi Nkeiruka, and Christina Nicole Burden. "The influence of gender scripts on African American college student condom use." CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3329.

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This study examines how African American gender scripts influence condom use for disease and pregnancy prevention. One-hundred African American California State University, San Bernardino (CSUSB) students were selected to participate in this study. Fifty African American males and fifty African American females were surveyed for this study to be representative of the African American community on campus.

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Turick, Robert Michael. "Coaching Motivations Behind Over-Signing in College Football." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400199034.

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Popovich, Jacob John Jr. "Describing the Effects of Select Digital Learning Objects on the Financial Knowledge, Attitudes, and Actual and Planned Behavior of Community College Students." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1530873518835871.

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Bailey, Evan B. "The Role of Social Identity in the Convergence Process: A Study of a Shared College Newsroom." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1259084220.

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Barton, Alison L., and Jameson K. Hirsch. "Permissive Parenting and Mental Health in College Students: Mediating Effects of Academic Entitlement." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/655.

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Objective: Student mental health may suffer due to unreasonable expectations associated with academic entitlement; permissive parenting may be one source of these expectations. The authors examined the role of academic entitlement as a mediator of the relationship between permissive parenting and psychological functioning. Participants: Participants were 524 undergraduate students at a single institution (52% female; age range = 18–22). Data collection was completed in May 2011. Methods: Cross-sectional design. Participants completed online self-report measures of parenting styles, academic entitlement, stress, depressive symptoms, and well-being. Results: Permissive parenting was associated with greater academic entitlement and, in turn, to more perceived stress and poorer mental health. Mother/father differences were found in some cases. Conclusions: Academic entitlement may partially explain why permissive parenting is detrimentally related to mental health for college students. Implications for academic affairs and counseling include helping students develop an appreciation of the role of self-regulation in college success.

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Schumann, Sherry Haskin Cutright Marc. "The relationship of student characteristics, help seeking behavior, academic and environmental variables with student course completion in community college online courses an application of a conceptual model /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12198.

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Bell-Robinson, Vicka D. "EXPLORING THE RELATIONSHIP BETWEEN SELF-EFFICACY AND DISSENT AMONG COLLEGE STUDENT ORGANIZATIONAL MEMBERS: A MIXED-METHODS STUDY." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1459983976.

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Haverly, Sarah Nielsen. "A Study of Shame-proneness, Drinking Behaviors, and Workplace Role Ambiguity Among a Sample of Student Workers." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3508.

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As many as 50% of full time students are employed for pay while enrolled in secondary education (Condition of Education; Planty et al., 2009). It is well documented that college is a vulnerable time for heavy drinking, and similarly, increased consumption among the workforce continues to rise. Student workers, who occupy both roles, therefore may be particularly at risk. The present research explored potential factors related to this stressful dual role experience, which was hypothesized to be related to increased alcohol consumption. One such factor proposed was the self-conscious emotion of shame. According to Hull's (1981) Self Awareness Model, individuals may drink to decrease levels of self-awareness in light of real or perceived failure or intensely negative emotional experiences. Based on this theory, both state and trait shame (shame-proneness) have been linked with alcohol consumption. In line with the literature, it was hypothesized that individuals higher in shame-proneness would report recent experiences of shame, as well higher levels of alcohol consumption. It was additionally proposed that this process might be exacerbated for individuals experiencing workplace role ambiguity. Role ambiguity obfuscates both the process necessary for achieving favorable work outcomes, as well as whether those outcomes are or are not actually achieved. Therefore, individuals experiencing high levels of role ambiguity may exist in a continuous experience of wondering if they are doing their jobs correctly or well. The relation between shame-proneness (a trait) and experiences of shame (a state) was proposed to be moderated by the experience of role ambiguity. The present study revealed, however, that there were no direct, indirect, or conditional effects. The discussion explores possible reasons for these outcomes, and offers thoughts regarding future research directions for further exploring these questions.

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Esposito-Noy, Celia. "Using social modeling to inform community college student behavior| A case study examining embedded interventions in a basic skills math class." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568250.

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The purpose of this study was to examine the experiences of students enrolled in a basic skills math class at a California community college and the role of the peer model in informing their college-going behaviors. There is significant interest in increasing the number of students who complete basic skills courses and make progress towards a degree and transfer to a four-year college. While poor performance by students enrolled in basic skills classes is generally associated with a lack of academic preparation, research indicates that students may lack the cultural capital or college know-how necessary to be successful. This case study considers the role a peer model can play in informing students of college-going behaviors when interventions are embedded in the classroom.

The site of this case study was an Arithmetic class taught in the fall 2012 semester at a mid-size, diverse community college in northern California. The class included embedded interventions provided by a peer model who demonstrated college-going behaviors. Semi-structured interviews with six students, the peer model, and the instructor, as well as observations of the classroom and supplemental instruction, provided rich data for the findings and implications of this study. The central research question was, “How do embedded interventions offered in a basic skills math class inform college student behavior?”

Purposeful sampling was used to identify the participants for this qualitative study conducted in the tradition of a bounded case study. Initially, two primary themes were identified and used to guide my data analysis: 1) the significance of feeling cared for, and 2) acquiring college know-how. Later in the process of data collection and analysis, I identified the significance of setting and maintaining expectations and the emergent theme of faith.

The findings from my study have implications for both practitioners and researchers. For practitioners, this study provides a framework for teaching students college know-how in order to advance student success, specifically students enrolled in basic skills courses. The findings from this study also indicate the significance of students feeling cared for and how this contributes to course completion and success. For researchers, data from student interviews indicate that we can learn from students about the factors they believe inform their course success. Including student voices in future research about student success will help the field understand the interventions or treatments that students find most significant.

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Gohn, Kelsey. "If I Think I Can: Do Short Term Career Search Self-Efficacy Interventions Work?" Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1435.

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This study examines the effect of a short term (30 min) self-efficacy intervention on job search behavior and job search related state-anxiety then proposes a sequential mediation model. Using a sample (N = 272) college students recruited from Amazon’s Mechanical Turk (N = 160) and a small liberal arts college in California (N = 112), participants completed a job search skills quiz and were randomly assigned to a positive feedback condition. They then immediately filled out self-report measures for self-efficacy (Career Decision Making Self-Efficacy), state anxiety (State-Trait Anxiety Inventory Form Y), and job search behavior (Proactive Career Behavior Measure). The results suggest that a positive effect of the intervention on job search behaviors is mediated by a reduction in anxiety and increase in career decision making self-efficacy. These findings are discussed in terms of their implications for college career counselors will be discussed.

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Wright-Henderson, Jacquita L. "Increasing retention of Wilmington campus Delaware Technical and Community College students by implementing methods of support for students who begin their studies at the pre-college level." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 155 p, 2006. http://proquest.umi.com/pqdweb?did=1257778771&sid=8&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Duncan, Robin A. "Students' Perceived Value of the Community College Experience: A Mixed Methods Study." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1519568668769337.

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Spies, Erica Lea. "Understanding parents' communication about alcohol with their first-year college student : an application of the theory of normative social behavior and the model of family decision making." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2147.

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Heavy episodic drinking (HED) among college students remains a significant public health concern in the United States, particularly among first-year students. Parents have been identified as a protective factor in college students' drinking behaviors and past parent-based interventions have been successful at reducing HED. However, there are a limited number of parent-based alcohol prevention strategies and a general lack of research on parent-child communication about alcohol use among first-year college students, particularly from the parent perspective. The three studies included in this dissertation assist in filling this gap by examining parent-college student communication about alcohol from a parents' perspective and identifying implications for future parent-based interventions. Study 1 classified parents into segments based on constructs from the Theory of Normative Social Behavior (TNSB), differences in parents' perceptions of student's alcohol use, and content of communication. A modification of the TNSB was used in Study 2 to explore intrapersonal and interpersonal factors that moderate the relationship between parents' descriptive norms related to students' alcohol use and the breadth of topics covered when they communicate with their college student about alcohol. Finally, building upon the first two studies, Study 3 used the Model of Family Decision Making (MFDM) to provide a contextual understanding of parents' communication about alcohol with their first-year college student. Studies 1 and 2 used a web survey conducted in 2010, 2011, and 2012 with a random sample of parents of first-year college students (N = 890) at a large Midwestern university. Results of a K means cluster analysis from Study 1 identified three parent clusters using constructs from TNSB. In Study 2, hierarchical linear regression analyses were conducted to explore what constructs of TNSB predicted parents' communication about alcohol, including descriptive norms, injunctive norms, outcome expectations, communication efficacy, and perceptions of severity and susceptibility of the negative consequences associated with alcohol use for their student. The study found the relationship between descriptive norms and parents' communication was moderated by injunctive norms, outcome expectations related to communication, and parents' perceptions of their student's susceptibility to negative consequences associated with alcohol use. Study 3 used qualitative interviews to further explore parents' communication about alcohol with their first-year college student. Using MFDM as a guide, Study 3 found several factors influenced parents' communication about alcohol with their student including role, skills, social structure, awareness, norms, utilization of resources, and other constraints. While parents reported talking about appropriate drinking behavior, the negative consequences of alcohol use, family experiences with alcohol, and family values and rules related to alcohol with their student, they often presented mixed messages, such as identifying drinking underage as illegal, but also describing the behavior as "typical." Across all three studies, it was evident parents held misperceptions of other college students' drinking behaviors and were likely underestimating their own students' alcohol use. The studies in this dissertation provide further understanding of the frequency and content of this communication and provide insight on how theoretical constructs can guide future parents-based interventions.

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Wiese, Melanie. "A higher education marketing perspective on choice factors and information sources considered by South African first year university students." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11262008-080801/.

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Taylor, Alfred O. "Black engineering and science student dropouts at the University of the District of Columbia from 1987 to 1991." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/39146.

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Aldana, Maylen Lizeth. "Examining the self-reported health behaviors and the importance of role modeling among resident directors affiliated with the Association of College and University Housing Officers-International (ACUHO-I) institutions." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-07132009-104125.

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Stuart, Glen Robert. "A Benefit/Cost Analysis of Three Student Enrollment Behaviors at a Community College: Dropout, Transfer and Completion of an Associate's Degree/Certificate." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1267710206.

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Servo, Denise Kay. "Theory of planned behavior constructs as mediators of behavior change associated with a brief alcohol intervention." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Wood, Adrian. "Faculty beliefs, behaviors and the effects of institutional factors related to faculty involvement and undergraduate student retention /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9945182.

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Semba, Allex Medson Mello. "An assessment of HIV and AIDS knowledge, attitudes and safer sex practices among student men who have sex with men (MSM) at a higher education institution in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97132.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The objective of this study was to measure the level of HIV and Aids knowledge, attitudes and safer sex practices among student men who have sex with men (MSM) at a higher education institution in the Western Cape. The study served to recommend guidelines for effective and enhanced targeted intervention response for MSM student community. A total of 36 MSM students aged between 19 and 36 (of which most were South African, black and Xhosa speaking) were recruited to take part in the study. Selection was done via snowball sampling. Respondents completed questionnaires upon consenting to participate in the study. The study found moderately high levels of basic HIV knowledge among the sampled MSM population. There were, however, lower levels of knowledge reported regarding the associated risk and effective prevention strategies of anal sex when compared to similar information about vaginal sex and oral sex. Findings also show that participants had very positive attitudes towards HIV testing, condom use and a non-discriminating environment. Respondents lacked confidence in both management and student leadership with regards to their responsibility in mitigating homophobia/discrimination against MSM student population. Furthermore, a high number of respondents reported having sex with men and women as well as multiple sexual partnerships. Self-reported alcohol and drug use were found to be very low, with the majority of participants indicating non-use. Participants stated little challenges accessing health care services. However, respondents felt MSM specific information about health care related rights and needs were lacking. Recommendations from this study include current HIV and Aids policy reform, mainstreaming MSM-friendly health care services, introducing combination HIV prevention programmes such as Mpowerment and addressing the human rights needs of MSM.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die vlakke van MIV en Vigs kennis, houdings en veilige seksuele praktyke onder manlike studente wat seks het met mans (MSM) by 'n hoër onderwys instansie in die Wes-Kaap te meet. Die studie het gepoog om riglyne daar te stel vir die bewerkstelling van effektiewe en verbeterde geteikende intervensies vir die MSM studente gemeenskap. Daar was 36 MSM studente tussen die ouderdomme van 19 en 36 (meestal Suid-Afrikaans, swart en Xhosa-sprekend) gewerf vir die studie. Seleksie is gedoen deur middel van die sneeubal steekproef-metode. Deelnemers het 'n vraelys voltooi nadat hulle ingewillig het om deel te neem aan die studie. Deelnemers het matig tot hoë vlakke van basiese MIV en Vigs kennis getoon. Daar was egter laer vlakke van kennis oor gepaardgaande risiko’s en effektiewe voorkoming strategieë ten opsigte van anale seks in vergelyking met dieselfde informasie oor vaginale en orale seks. Die studie het verder bevind dat deelnemers baie positiewe houdings gehad het teenoor MIV-toetsing, die gebruik van kondome en 'n nie-diskriminerende omgewing. Verder het hulle min vertroue getoon in beide die bestuur en studente leierskap se vermoë om sake wat verband hou met homofobie en/of diskriminasie teen die MSM studente bevolking, effektief te hanteer. Daar is gevind dat baie respondente seks het met mans en vroue en ook verskeie seksuele maats het. Self-gerapporteerde alkohol- en dwelmgebruik was relatief laag onder respondente met die meerderheid wat aangedui het hulle glad nie alkohol of dwelms gebruik nie. Deelnemers het ook rapporteer dat gesondheidsdienste vir hulle maklik toeganklik is. Respondente het ook gevoel dat MSM spesifieke informasie oor gesondheidsverwante regte en behoeftes tans ontbreek. Aanbevelings wat voortspruit uit hierdie studie sluit in die hersien van die huidige MIV en Vigs beleid, die skepping van MSM-vriendelike dienste, die implementering van MIV-voorkomingsprogramme soos Mpowerment en die bevordering van menseregte wat verband hou met MSM.

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O'Connell, Lillian. "ENERGY-USE BEHAVIOR AMONG COLLEGE STUDENTS." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2989.

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As the effects of global climate change become increasingly apparent, many concerned individuals are making efforts to reduce their greenhouse gas emissions. One simple and effective method of reducing oneÂ s personal carbon footprint is through energy conservation behavior. Studies have shown that occupant behavior can control as much as 50% of residential energy use and that energy use varies widely between residences with the same number of occupants depending on consumption behavior. In light of this, energy conservation behavior is a valuable method of reducing greenhouse gas emissions and curbing the effects of climate change. Motivating people to conserve energy could have profound positive effects on the environment. The following study applies Icek AjzenÂ s Theory of Planned Behavior (1991) to energy conservation behavior among college students in the state of Florida. This research tests the hypothesis that pro-environmental attitudes, influence of peers, and a high level of perceived control over behavior have a significant impact on energy conservation behavior.
M.A.
Department of Sociology
Sciences
Applied Sociology MA

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Dissertations / Theses on the topic 'College student behavior'

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