東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Psychological impact of attributiona...

Northern Arizona University.

FindBook

Google Book

Amazon

博客來

Psychological impact of attributional style and locus of control on college adjustment and academic success.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Psychological impact of attributional style and locus of control on college adjustment and academic success./
作者:	Day, Sharon Kay.
面頁冊數:	132 p.
附註:	Adviser: William E. Martin, Jr.
Contained By:	Dissertation Abstracts International60-03A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9924253
ISBN:	9780599238343

Psychological impact of attributional style and locus of control on college adjustment and academic success.
Day, Sharon Kay.

Psychological impact of attributional style and locus of control on college adjustment and academic success. - 132 p.

Adviser: William E. Martin, Jr.

Thesis (Ed.D.)--Northern Arizona University, 1999.

More than three decades of substantive research has been conducted to examine differentials in college adjustment and academic success. Most institutions of higher learning now offer study skills courses and orientation programs to address student success and retention. Although attrition rates have decreased, gains have been minimal with overall retention increasing only 1% between 1983 and 1992. Recent research concentrating on psychological variables of adjustment and success support further exploration and intervention to address personality and emotional variables and their effect on college student well-being, success, and retention.

ISBN: 9780599238343Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Psychological impact of attributional style and locus of control on college adjustment and academic success.
LDR:03408nmm 2200337 a 45 001 865135
005 20100728
008 100728s1999 ||||||||||||||||| ||eng d
020 $a 9780599238343
035 $a (UMI)AAI9924253
035 $a AAI9924253
040 $a UMI $c UMI
100 1 $a Day, Sharon Kay. $3 1033548
245 1 0 $a Psychological impact of attributional style and locus of control on college adjustment and academic success.
300 $a 132 p.
500 $a Adviser: William E. Martin, Jr.
500 $a Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0646.
502 $a Thesis (Ed.D.)--Northern Arizona University, 1999.
520 $a More than three decades of substantive research has been conducted to examine differentials in college adjustment and academic success. Most institutions of higher learning now offer study skills courses and orientation programs to address student success and retention. Although attrition rates have decreased, gains have been minimal with overall retention increasing only 1% between 1983 and 1992. Recent research concentrating on psychological variables of adjustment and success support further exploration and intervention to address personality and emotional variables and their effect on college student well-being, success, and retention.
520 $a This study examines the predictive ability of the psychological variables of locus of control and attributional style in college adjustment and academic success and the relationship of these variables with each other and with depression, anxiety, and self esteem. Participants included 252 students enrolled in a variety of disciplines of which 192 were Freshmen and the remaining 60 were Sophomores.
520 $a Results indicate significant predictive relationships of locus of control with college adjustment and academic success; of overall attributional style, especially concerning negative outcome events, with college adjustment; and of sex with academic success. Internal locus of control predicted better college adjustment and higher GPAs. Of particular interest was the predictor locus of control accounting for 34% of the variance in college adjustment. Maladaptive attributional styles (e.g., learned helplessness) predicted poor college adjustment. Being female predicted higher GPA scores. External locus of control and a learned helplessness attributional style regarding negative events were also predictive of depression, anxiety, and self-esteem. Being female resulted in higher levels of anxiety and lower levels of self-esteem.
520 $a Results of this study indicate that higher learning institutions would be well advised to incorporate evaluation of locus of control, attributional style, depression, anxiety, and self-esteem into screening of incoming students. Students identified as at-risk due to such psychological variables should receive interventions and training to facilitate internal locus of control, decrease the effects of a maladaptive attributional style, lower levels of depression and anxiety, and increase self-esteem.
590 $a School code: 0391.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Higher. $3 543175
650 4 $a Psychology, Behavioral. $3 1017677
650 4 $a Psychology, Personality. $3 1017585
690 $a 0384
690 $a 0525
690 $a 0625
690 $a 0745
710 2 $a Northern Arizona University. $3 783744
773 0 $t Dissertation Abstracts International $g 60-03A.
790 $a 0391
790 1 0 $a Martin, William E., Jr., $e advisor
791 $a Ed.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9924253