You searched for subject:(Belongingness). Showing records 1 – 30 of 64 total matches.
doctoral (27)
1. Sim, Christopher. Observing Isolation: An Attempt to Measure the Effects of Exclusion on the Global Belongingness Scale.
Degree: 2013, University of Edinburgh
► Studies of social connectedness and how we react to being excluded has been an area of growing interest and research. Much of this research has… (more)
▼ Studies of social connectedness and how we react to being excluded has been an area of growing interest and research. Much of this research has focused on the concept of Belongingness, particularly how it is reduced by social exclusion and how this affects behaviour. There is also some evidence that the effects of exclusion can be mediated or amplified by individual differences. This has led to a need for experimental measures of Belongingness, the most recent of which is the Global Belongingness Scale (GBS). Across two experiments, we aimed to show that social exclusion led to a drop in Belongingness as measured by the GBS. No such connection was found, though previous findings of links between personality and GBS scores were replicated. Reasons for these findings and possible further studies are discussed. Advisors/Committee Members: Weiss, Alexander.
Subjects/Keywords: Belongingness; Exclusion
Sim, C. (2013). Observing Isolation: An Attempt to Measure the Effects of Exclusion on the Global Belongingness Scale . (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8712
Sim, Christopher. "Observing Isolation: An Attempt to Measure the Effects of Exclusion on the Global Belongingness Scale." 2013. Thesis, University of Edinburgh. Accessed January 20, 2021. http://hdl.handle.net/1842/8712.
Sim, Christopher. "Observing Isolation: An Attempt to Measure the Effects of Exclusion on the Global Belongingness Scale." 2013. Web. 20 Jan 2021.
Sim C. Observing Isolation: An Attempt to Measure the Effects of Exclusion on the Global Belongingness Scale. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1842/8712.
Sim C. Observing Isolation: An Attempt to Measure the Effects of Exclusion on the Global Belongingness Scale. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8712
2. Lin, Qingyun (author). Home in the 'valley': A landscape with belongingness.
Degree: 2018, Delft University of Technology
URL: http://resolver.tudelft.nl/uuid:581abcb1-c592-4aec-b541-ec2be048ef94
A study on building belongingness through the design of outdoor public spaces in the expatriate community Meerhoven, Eindhoven Advisors/Committee Members: de Wit, Saskia (mentor), Lub, Marco (graduation committee), Delft University of Technology (degree granting institution).
Subjects/Keywords: Belongingness; Expatriates; Community environment
Lin, Q. (. (2018). Home in the 'valley': A landscape with belongingness . (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:581abcb1-c592-4aec-b541-ec2be048ef94
Lin, Qingyun (author). "Home in the 'valley': A landscape with belongingness." 2018. Masters Thesis, Delft University of Technology. Accessed January 20, 2021. http://resolver.tudelft.nl/uuid:581abcb1-c592-4aec-b541-ec2be048ef94.
Lin, Qingyun (author). "Home in the 'valley': A landscape with belongingness." 2018. Web. 20 Jan 2021.
Lin Q(. Home in the 'valley': A landscape with belongingness. [Internet] [Masters thesis]. Delft University of Technology; 2018. [cited 2021 Jan 20]. Available from: http://resolver.tudelft.nl/uuid:581abcb1-c592-4aec-b541-ec2be048ef94.
Lin Q(. Home in the 'valley': A landscape with belongingness. [Masters Thesis]. Delft University of Technology; 2018. Available from: http://resolver.tudelft.nl/uuid:581abcb1-c592-4aec-b541-ec2be048ef94
3. Yang, M. From Landlessness to Rootlessness: Exploring the experience of belongingness through land expropriation.
Degree: 2015, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/324357
► Land expropriation is taking place around the world. It has drawn tremendous attentions from both academic and public society. However, there is not a clear… (more)
▼ Land expropriation is taking place around the world. It has drawn tremendous attentions from both academic and public society. However, there is not a clear solution for the negative impacts cause by land expropriation, such as impoverishment and marginalization. This paper proposes to take a deeper look into people's emotional world from the perspective of belongingness. To do that, we conducted a case study of Shuibei Village, an inner-city village in Huizhou city, China. The land of the village was expropriated by the municipality in 2004 and the people were relocated in a new community in 2005. Through the case, we found that land expropriation affect people's belongingness in a negative way by detaching people from their home place and distance the relationship between these people. In respond, people conduct a series of activities to cope with the changed feeling of belonging in the new environment. Small-farming was identified as the most important activity that people perceive belongingness in their daily life. In addition, memory and culture are the key elements in forming the meaning of belongingness to each individual. Advisors/Committee Members: Dijst, M..
Subjects/Keywords: Land expropriation; Belongingness; Memory; Culture; China
Yang, M. (2015). From Landlessness to Rootlessness: Exploring the experience of belongingness through land expropriation . (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/324357
Yang, M. "From Landlessness to Rootlessness: Exploring the experience of belongingness through land expropriation." 2015. Masters Thesis, Universiteit Utrecht. Accessed January 20, 2021. http://dspace.library.uu.nl:8080/handle/1874/324357.
Yang, M. "From Landlessness to Rootlessness: Exploring the experience of belongingness through land expropriation." 2015. Web. 20 Jan 2021.
Yang M. From Landlessness to Rootlessness: Exploring the experience of belongingness through land expropriation. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2021 Jan 20]. Available from: http://dspace.library.uu.nl:8080/handle/1874/324357.
Yang M. From Landlessness to Rootlessness: Exploring the experience of belongingness through land expropriation. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/324357
4. Palmboom, L.H. Life, diversity and belonging - Meaning of daily life and life course for experiences of everyday encounters with difference in the Indische Buurt, Amsterdam.
► People's senses of belongingness during everyday encounters with difference are revealing of how people live with and relate to each other in diversified society. However,… (more)
▼ People's senses of belongingness during everyday encounters with difference are revealing of how people live with and relate to each other in diversified society. However, little is known about how people's life courses and daily activities affect their belongingness during encounters. Based on research in a diversified neighbourhood in Amsterdam, the Netherlands, this paper shows that people's life courses and daily mobility interrelate to bring about senses of belongingness. Life courses and daily activities converge during encounters to influence a relational differentiation of Self and others that leads to varying senses of belongingness, including exclusion. This situational process represents the plurality and dynamism of, and structuration, in diversified society. Because of societal plurality and dynamism, a research and policy focus on cohesion rather than belongingness might be undue. Advisors/Committee Members: Dijst, Prof. Dr. M.J..
Subjects/Keywords: diversity; encounters; belongingness; life course and daily life
Palmboom, L. H. (2015). Life, diversity and belonging - Meaning of daily life and life course for experiences of everyday encounters with difference in the Indische Buurt, Amsterdam . (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/320521
Palmboom, L H. "Life, diversity and belonging - Meaning of daily life and life course for experiences of everyday encounters with difference in the Indische Buurt, Amsterdam." 2015. Masters Thesis, Universiteit Utrecht. Accessed January 20, 2021. http://dspace.library.uu.nl:8080/handle/1874/320521.
Palmboom, L H. "Life, diversity and belonging - Meaning of daily life and life course for experiences of everyday encounters with difference in the Indische Buurt, Amsterdam." 2015. Web. 20 Jan 2021.
Palmboom LH. Life, diversity and belonging - Meaning of daily life and life course for experiences of everyday encounters with difference in the Indische Buurt, Amsterdam. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2021 Jan 20]. Available from: http://dspace.library.uu.nl:8080/handle/1874/320521.
Palmboom LH. Life, diversity and belonging - Meaning of daily life and life course for experiences of everyday encounters with difference in the Indische Buurt, Amsterdam. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/320521
5. Bloodsaw, Daryl Gabriel. Building transformative ministry for Black men returning home from incarceration.
Degree: D. Min., 2017, University of Rochester
► Finding ways to attract, engage, and retain Black men in church has proven to be a Herculean task across denominations irrespective of demography or geography.… (more)
▼ Finding ways to attract, engage, and retain Black men in church has proven to be a Herculean task across denominations irrespective of demography or geography. Given that one of the chief goals of the church is to win more souls for Christ, the Black church must attest the categorical imperative issued in Matthew 25:45 to minister to the "least of these." Hence, the burning question: what active role can the Black church play in rupturing, reducing, and reversing the preschool to prison pipeline? In the predominantly Black communities of Brooklyn, the borough of churches, most churches struggle with getting men to come to church, and even in cases when they come, their attendance is sporadic at best. In the four primary designated communities for this study there is an abundance of formerly incarcerated men ready to fill our churches. There are many challenges for the church in closing the gap between where churches are with respects to male members and where they would like to be. In many cases the lack of resources (financial, human, etc.) makes overcoming the challenges nearly impossible. This study seeks to not only help churches build ministries specifically for those Black men returning home from incarceration, but it seeks through the creation of a digital ministry resource center to arm churches with resources and information that will enable them to be helpful in stemming the tide of Black men and their sons through the prison industrial complex.
Subjects/Keywords: Self esteem; Black; Black men; Belongingness; Colonialism; Systems; Incarceration; Black church
Bloodsaw, D. G. (2017). Building transformative ministry for Black men returning home from incarceration. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/32596
Bloodsaw, Daryl Gabriel. "Building transformative ministry for Black men returning home from incarceration." 2017. Doctoral Dissertation, University of Rochester. Accessed January 20, 2021. http://hdl.handle.net/1802/32596.
Bloodsaw, Daryl Gabriel. "Building transformative ministry for Black men returning home from incarceration." 2017. Web. 20 Jan 2021.
Bloodsaw DG. Building transformative ministry for Black men returning home from incarceration. [Internet] [Doctoral dissertation]. University of Rochester; 2017. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1802/32596.
Bloodsaw DG. Building transformative ministry for Black men returning home from incarceration. [Doctoral Dissertation]. University of Rochester; 2017. Available from: http://hdl.handle.net/1802/32596
6. Levett-Jones, Tracy Lynn. Belongingness: a pivotal precursor to optimising the learning of nursing students in the clinical environment.
The phenomenon of belongingness has intuitive appeal. Empirical literature from the disciplines of social science and psychology reveals… (more)
The phenomenon of belongingness has intuitive appeal. Empirical literature from the disciplines of social science and psychology reveals that the need to belong exerts a powerful influence on cognitive processes, emotional patterns, behavioural responses, health and wellbeing, and that failure to satisfy this need can have devastating consequences. There are assertions that people who are deprived of belongingness are more likely to experience diminished self-esteem, increased stress and anxiety, depression, a decrease in general wellbeing and happiness, impaired cognition and an increase in affiliative behaviours, such as compliance and conformity. In the nursing literature, while there is paucity of studies about this salient issue, there are inferences that diminished belongingness may impede students' motivation for learning and influence the degree to which they are willing to conform rather than adopt a questioning approach to clinical practice. These findings are of concern to a profession that seeks to prepare innovative, confident, competent professionals with a commitment to self-directed learning; and they require careful investigation. This study set out to identify the relationship between belongingness and the clinical placement experiences of pre-registration nursing students by measuring the extent to which students experience belongingness related to their clinical placements, and by exploring the factors that impact on and are consequences of that experience. Third-year students were recruited from two Australian universities-one in New South Wales and one in Queensland-and from one university in the south of England. This was a mixed-method case study where 362 students participated in an anonymous online survey termed the Belongingness Scale-Clinical Placement Experience (BES-CPE), and 18 of those students participated in in-depth semi-structured interviews. The quantitative data from the survey were subjected to descriptive and inferential statistical analysis. In comparing the extent to which nursing students experience belongingness, it was determined that the mean BES-CPE scores of participants from the university in England were statistically higher than participants from either of the Australian universities. This finding may be partly explained by differences in the duration of clinical placements and the mentorship models in use at the three universities. Of the demographic variables analysed, previous or concurrent nursing experience, family members with nursing experience, gender and country of birth were not a strong influence on students' experience of belongingness. The effects of age and English as a first language were less certain. The qualitative interview data were thematically analysed. The experiences and perspectives of the participants from each of the three sites were remarkably similar in many respects. They described placement experiences that spanned a continuum from those that promoted a high degree of belongingness to…
Advisors/Committee Members: University of Newcastle. Faculty of Health, School of Nursing and Midwifery.
Subjects/Keywords: belongingness; nursing students; learning
Levett-Jones, T. L. (2007). Belongingness: a pivotal precursor to optimising the learning of nursing students in the clinical environment . (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/32844
Levett-Jones, Tracy Lynn. "Belongingness: a pivotal precursor to optimising the learning of nursing students in the clinical environment." 2007. Doctoral Dissertation, University of Newcastle. Accessed January 20, 2021. http://hdl.handle.net/1959.13/32844.
Levett-Jones, Tracy Lynn. "Belongingness: a pivotal precursor to optimising the learning of nursing students in the clinical environment." 2007. Web. 20 Jan 2021.
Levett-Jones TL. Belongingness: a pivotal precursor to optimising the learning of nursing students in the clinical environment. [Internet] [Doctoral dissertation]. University of Newcastle; 2007. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1959.13/32844.
Levett-Jones TL. Belongingness: a pivotal precursor to optimising the learning of nursing students in the clinical environment. [Doctoral Dissertation]. University of Newcastle; 2007. Available from: http://hdl.handle.net/1959.13/32844
7. De Villiers, Ariel Emma. An exploration of the relationship between interpersonal needs and nonsuicidal self-injury in adolescents.
Degree: 2018, University of KwaZulu-Natal
URL: https://researchspace.ukzn.ac.za/handle/10413/18532
► Nonsuicidal self-injury (NSSI) has become a worrying phenomenon amongst adolescents worldwide, emphasising the need for increasing public health awareness and exploration of the factors associated… (more)
▼ Nonsuicidal self-injury (NSSI) has become a worrying phenomenon amongst adolescents worldwide, emphasising the need for increasing public health awareness and exploration of the factors associated with this behaviour. The current study is motivated by the need to explore the contagion of self-injury. The Interpersonal-Psychological Theory of Suicide by Joiner posits that suicide ideation occurs in the presence of two interpersonal needs constructs: thwarted belongingness and perceived burdensomeness, and that the risk of a lethal suicide attempt occurs in the joint presence of suicide ideation and the capability to enact NSSI. The aim of this study was to explore the relationship between the interpersonal needs constructs of Joiner's theory and NSSI. A cross-sectional convenience sampling method was utilised to obtain a sample of 216 adolescents, who were recruited from three schools in the greater Durban area. Binary logistic regression analyses were performed to establish whether a relationship existed between the interpersonal needs constructs and NSSI. The results indicated a positive relationship between perceived burdensomeness and the occurrence of NSSI in this sample, thereby illuminating thwarted interpersonal needs as a contributor to the occurrence of NSSI in adolescents. It is hoped that the findings of this study will further the understanding of this perplexing behaviour. Advisors/Committee Members: Naidoo, Sarojini. (advisor).
Subjects/Keywords: Self harm.; Adolescents.; Nonsuicidal self-injury.; Thwarted belongingness.; Perceived burdonsomeness.
De Villiers, A. E. (2018). An exploration of the relationship between interpersonal needs and nonsuicidal self-injury in adolescents. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/18532
De Villiers, Ariel Emma. "An exploration of the relationship between interpersonal needs and nonsuicidal self-injury in adolescents." 2018. Thesis, University of KwaZulu-Natal. Accessed January 20, 2021. https://researchspace.ukzn.ac.za/handle/10413/18532.
De Villiers, Ariel Emma. "An exploration of the relationship between interpersonal needs and nonsuicidal self-injury in adolescents." 2018. Web. 20 Jan 2021.
De Villiers AE. An exploration of the relationship between interpersonal needs and nonsuicidal self-injury in adolescents. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2021 Jan 20]. Available from: https://researchspace.ukzn.ac.za/handle/10413/18532.
De Villiers AE. An exploration of the relationship between interpersonal needs and nonsuicidal self-injury in adolescents. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/18532
8. Hedman, Briana K. Developing a Measure of Inclusiveness: Factors, Reliability, and Relationship to Job Satisfaction and Intention to Quit.
Degree: PhD, Counseling Psychology, 2016, U of Denver
URL: https://digitalcommons.du.edu/etd/1163
► This project was designed to develop the Inclusiveness Inventory, a measure of inclusiveness that was based on the integration of prior research and theory.… (more)
▼ This project was designed to develop the Inclusiveness Inventory, a measure of inclusiveness that was based on the integration of prior research and theory. Test construction consisted of conceptual item development, expert review, and editing by members of the participating organization to improve clarity. Survey items were administered to employees at a large, mid-western transit agency as part of a larger study on workplace climate. This paper explored the structure of the Inclusiveness Inventory by factor analysis. The hypothesized factors of the Inclusiveness Inventory included the dimensions of diversity climate, fairness, belongingness, uniqueness, and discrimination. Secondly, this study evaluated the reliability and relationship of the Inclusiveness Inventory to employee job satisfaction and intention to quit. Lastly, differences between men and women, as well as racial minorities and Whites, were explored. The results suggested a three-factor model and higher scores were related to greater job satisfaction and lower intention to quit. There were some differences between groups with small to moderate effect sizes. The results were considered in relationship to the implications and suggested directions for future research. Advisors/Committee Members: Patton Garriott, Ph.D., Patrick Sherry, Ph.D..
Subjects/Keywords: Belongingness; Discrimination; Diversity; Fairness; Uniqueness; Counseling Psychology; Industrial and Organizational Psychology
Hedman, B. K. (2016). Developing a Measure of Inclusiveness: Factors, Reliability, and Relationship to Job Satisfaction and Intention to Quit . (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1163
Hedman, Briana K. "Developing a Measure of Inclusiveness: Factors, Reliability, and Relationship to Job Satisfaction and Intention to Quit." 2016. Doctoral Dissertation, U of Denver. Accessed January 20, 2021. https://digitalcommons.du.edu/etd/1163.
Hedman, Briana K. "Developing a Measure of Inclusiveness: Factors, Reliability, and Relationship to Job Satisfaction and Intention to Quit." 2016. Web. 20 Jan 2021.
Hedman BK. Developing a Measure of Inclusiveness: Factors, Reliability, and Relationship to Job Satisfaction and Intention to Quit. [Internet] [Doctoral dissertation]. U of Denver; 2016. [cited 2021 Jan 20]. Available from: https://digitalcommons.du.edu/etd/1163.
Hedman BK. Developing a Measure of Inclusiveness: Factors, Reliability, and Relationship to Job Satisfaction and Intention to Quit. [Doctoral Dissertation]. U of Denver; 2016. Available from: https://digitalcommons.du.edu/etd/1163
9. Hangartner, Renee Brown. The Association between Sexual Harassment and Suicidality Among College Women.
Degree: 2015, University of South Florida
URL: https://scholarcommons.usf.edu/etd/5961
► The prevalence of sexual harassment among college women has been reported to range from 33% to 97% (Klein, Apple, & Khan, 2011; Yoon, Funk, &… (more)
▼ The prevalence of sexual harassment among college women has been reported to range from 33% to 97% (Klein, Apple, & Khan, 2011; Yoon, Funk, & Kropf, 2010) across the lifespan. In any one year of college, the prevalence of sexual harassment reported by women ranges from 33% to 57% (Crown & Roberts, 2007; Huerta, Cortina, Pang, Torges, & Magley, 2006). The severity and frequency of sexual harassment has been found to be related to reports of psychological distress (Nielsen & Einarsen, 2012), feelings of shame (Yoon et al., 2010), anxiety and depression symptoms (Murdoch, Pryor, Polusny, & Gackstetter, 2007), and social isolation (Pershing, 2003). These consequences of sexual harassment are concerning given the association between depression, isolation, and suicidality (Boardman, Grimbaldeston, Handley, Jones, & Willmott, 1999; DeWall, Gilman, Sharif, Carboni, & Rice, 2012). While there are numerous studies documenting the negative consequences experienced by women who are sexually harassed, little is known about the relationship of sexual harassment to the more severe negative outcomes of suicidal ideation and self-harm behaviors and what variables might facilitate this hypothesized relationship. Thus, the purpose of this study is to explore whether the experience of sexual harassment is related to increased suicidality and if this hypothesized relationship is mediated or moderated by other factors such as an individual's response style and/or degree of connection to or isolation from others.
Subjects/Keywords: suicidal ideation; suicide attempt; isolation; thwarted belongingness; self-harm; Psychology
Hangartner, R. B. (2015). The Association between Sexual Harassment and Suicidality Among College Women . (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5961
Hangartner, Renee Brown. "The Association between Sexual Harassment and Suicidality Among College Women." 2015. Thesis, University of South Florida. Accessed January 20, 2021. https://scholarcommons.usf.edu/etd/5961.
Hangartner, Renee Brown. "The Association between Sexual Harassment and Suicidality Among College Women." 2015. Web. 20 Jan 2021.
Hangartner RB. The Association between Sexual Harassment and Suicidality Among College Women. [Internet] [Thesis]. University of South Florida; 2015. [cited 2021 Jan 20]. Available from: https://scholarcommons.usf.edu/etd/5961.
Hangartner RB. The Association between Sexual Harassment and Suicidality Among College Women. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/5961
10. Boroda, Garrett H. The Influence of Religion on Education through Jewish Experiences.
Degree: Curriculum and Instruction, 2011, Texas Tech University
► The dissertation examined how religion influences education. This was done by reviewing the experiences of Jewish adults who came through the educational system while being… (more)
▼ The dissertation examined how religion influences education. This was done by reviewing the experiences of Jewish adults who came through the educational system while being minorities in their respective habitats. The theoretical framework of this paper was based on the principles informed by Martin Buber, John Dewey, and Parker Palmer that regard education as a combination of personal, place-based, hands-on experience and community inclusiveness. These ideologies were mediated against a backdrop of cultural educational experiences through the lenses of the author and peers. Following from the narrative inquiry stances and research of Jean Clandinin, Michael Connelly, Carolyn Ellis, and Laurel Richards, this study is an autoethnography that includes interactive interviews and narratives from the researcher. The results of the study showed participants' education to have been most influenced by their levels of belongingness in school. Advisors/Committee Members: Agnello, Mary F. (Committee Chair), McMillan, Sally (Committee Chair), Simpson, Douglas J. (Committee Chair).
Subjects/Keywords: Religion; Diversity; Jewish students; Education; Culture; Judaism; Belongingness; Belonging
Boroda, G. H. (2011). The Influence of Religion on Education through Jewish Experiences . (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/23134
Boroda, Garrett H. "The Influence of Religion on Education through Jewish Experiences." 2011. Thesis, Texas Tech University. Accessed January 20, 2021. http://hdl.handle.net/2346/23134.
Boroda, Garrett H. "The Influence of Religion on Education through Jewish Experiences." 2011. Web. 20 Jan 2021.
Boroda GH. The Influence of Religion on Education through Jewish Experiences. [Internet] [Thesis]. Texas Tech University; 2011. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/2346/23134.
Boroda GH. The Influence of Religion on Education through Jewish Experiences. [Thesis]. Texas Tech University; 2011. Available from: http://hdl.handle.net/2346/23134
11. Hempel, Byron Richard. Teaching and Instruction of Faculty in Higher Education .
Degree: 2019, University of Arizona
URL: http://hdl.handle.net/10150/634239
► Within higher education at Research 1 (R1) institutions, there are a variety of different roles and positions within the university. In particular, faculty at an… (more)
▼ Within higher education at Research 1 (R1) institutions, there are a variety of different roles and positions within the university. In particular, faculty at an R1 school vary from having independent roles (such as tenure track positions, emeritus roles, and practitioner or educator positions) to mentored or sponsored roles (such as non-tenure track teaching or research positions and post-doctoral fellowships). Each subset of faculty roles contains areas of challenges and areas of opportunity. Of those faculty positions, careers that educate both undergraduate and graduate student populations in STEM are being pushed by many agencies to improve the quality of education to allow for increased student successes. Our Chemical and Environmental Engineering Department managed to improve the retention of chemical engineers from 45% to roughly 90% over the span of a few years. The overarching research question this dissertation will address is how we can continue to improve the teaching of faculty members and spread the successes in the department to other disciplines. As the Association of American Universities would suggest, this dissertation will approach this retention success from the focal point of the instructor. Instructors encounter many challenges when teaching or incorporating change in their practices. An abbreviated list of different challenges across teaching include: developing ways to promote higher order thinking, understanding the nature of group or team assignments, having an appropriate depth of content knowledge, disseminating curricula and pedagogy, developing reflective teaching and questioning personal beliefs, use of information communication and technologies, relations and adoption of professional communities, utilizing different teaching structures, such as using student learning initiatives, and adopting evidence-based teaching practices, such as using an interactive classroom. With a plethora of different areas to spend time on, this dissertation will focus on: 1.	Providing a manual of scalable instructional techniques for student retention which helped increase retention dramatically. 2.	Qualitatively characterizing affective drivers that promote change in teaching practice to help instructors and professional development facilitators improve instruction 3.	Assessing gender biases of students on teacher course evaluations in higher education to ensure there is equality towards instructors in terms of gender. In essence, the perspective of the chapters looks at higher education from different viewpoints. This dissertation will have five main parts: 1) an introduction to the state of higher education from a broad perspective, 2) scalable and practice interventions faculty can deploy to increase retention and improve teaching practices from a teaching perspective, 3) an in-depth look at one instructor's affective factors to her teaching practices from a professional development perspective, 4) a look as potential gender biases in higher education as females may be discriminated against in… Advisors/Committee Members: Blowers, Paul (advisor), Talanquer, Vicente (committeemember), Sierra-Alvarez, Maria R. (committeemember), Saez, Eduardo (committeemember).
Subjects/Keywords: Belongingness; Growth Mindset; Instructional-Teams Project; Instructorship; Metacognition; Self-efficacy
Hempel, B. R. (2019). Teaching and Instruction of Faculty in Higher Education . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/634239
Hempel, Byron Richard. "Teaching and Instruction of Faculty in Higher Education ." 2019. Doctoral Dissertation, University of Arizona. Accessed January 20, 2021. http://hdl.handle.net/10150/634239.
Hempel, Byron Richard. "Teaching and Instruction of Faculty in Higher Education ." 2019. Web. 20 Jan 2021.
Hempel BR. Teaching and Instruction of Faculty in Higher Education . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10150/634239.
Hempel BR. Teaching and Instruction of Faculty in Higher Education . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/634239
12. Welch, Jamie C. Intersections of Gay and Bisexual Identity with Fatness.
Degree: Counseling and Personnel Services, 2016, University of Maryland
► This thesis examines the intersections of gay and bisexual identity with body size, or fatness. Gay and bisexual identity and fatness are marginalized social identities… (more)
▼ This thesis examines the intersections of gay and bisexual identity with body size, or fatness. Gay and bisexual identity and fatness are marginalized social identities that seem to be incompatible (Bond, 2013). While a sense of collective identity with the gay and bisexual community has been shown to be a protective factor against internalized homonegativity in gay and bisexual men (Halpin & Allen, 2004), the degree to which this protective factor persists for fat people in an anti-fat environment like the gay and bisexual community (Wrench & Knapp, 2008) has not been explored. This intersection of identities and anti-fat culture seemed to suggest there might be a relationship between fatness and internalized homophobia. Fatness did not moderate the relationship between sense of belonging to the gay and bisexual community and internalized homonegativity, but a significant positive relationship was found between belongingness to the gay and bisexual community and body shame. Advisors/Committee Members: Shin, Richard Q (advisor).
Subjects/Keywords: Psychology; LGBTQ studies; belongingness; body esteem; fatness; homonegativity; sexual orientation
Welch, J. C. (2016). Intersections of Gay and Bisexual Identity with Fatness . (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/18385
Welch, Jamie C. "Intersections of Gay and Bisexual Identity with Fatness." 2016. Thesis, University of Maryland. Accessed January 20, 2021. http://hdl.handle.net/1903/18385.
Welch, Jamie C. "Intersections of Gay and Bisexual Identity with Fatness." 2016. Web. 20 Jan 2021.
Welch JC. Intersections of Gay and Bisexual Identity with Fatness. [Internet] [Thesis]. University of Maryland; 2016. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1903/18385.
Welch JC. Intersections of Gay and Bisexual Identity with Fatness. [Thesis]. University of Maryland; 2016. Available from: http://hdl.handle.net/1903/18385
13. -0289-3776. Academic math mindset interventions in first-year college calculus.
Degree: PhD, Mathematics, 2017, University of Texas – Austin
► Freshman calculus is in the policy spotlight. This gateway course's well-documented high failure rates impede students' timely completion of baccalaureate degrees. The Mathematical Association of… (more)
▼ Freshman calculus is in the policy spotlight. This gateway course's well-documented high failure rates impede students' timely completion of baccalaureate degrees. The Mathematical Association of America launched a large-scale study of calculus instruction documenting the breath and intensity of efforts to increase student success. Concurrently, economic studies reveal high returns on investment for mathematics-dependent majors. This study examines whether brief, low-cost interventions targeting freshman calculus students' beliefs about (1) the nature of intelligence, (2) the course content's relevance to their goals, and (3) whether they belong to the community of successful mathematics students, can increase their academic performance. To this end, I developed and implemented 3 academic "math mindset" interventions. Each consisted of a video of former calculus students ostensibly reflecting on their experiences and their development and adoption of 1 of the 3 targeted math mindsets: growth ("math intelligence increases with effort"), purpose ("math is relevant to my future"), or belongingness ("I am a valued member of the mathematics community"). The videos lasted between 2 and 4 minutes and were embedded in online homework assignments in 18 first-semester calculus courses. The study included 663 participants. My measures include a validated test of conceptual understanding of differential calculus and self-report surveys of regulation of cognition, task value, control of learning, and self-efficacy. I observed no large significant effects of the interventions on the outcome measures. Unbeknown to me, a similar intervention was administered to all incoming freshmen during the same year; this could have contributed to the lack of positive results. A growing research base has demonstrated the effectiveness of academic mindset interventions in raising K-12 students' academic achievement and persistence. This study explored the possible effectiveness of such interventions on college freshman. It provides an important reminder that mindset interventions are not guaranteed to deliver positive results, even when they address crucial student beliefs, and that contextual factors play a considerable role in their effectiveness. It adds to the developing suite of mindset interventions that may produce positive outcomes under other circumstances, and it provides educators with useful insight about the practical applications of academic mindsets in calculus classrooms. Advisors/Committee Members: Treisman, Uri (advisor), Davis, Kathy (committee member), Sadun, Lorenzo (committee member), Starbird, Michael (committee member), Schallert, Diane (committee member), Daniels, Mark (committee member).
Subjects/Keywords: Mindset; Growth mindset; Purpose mindset; Belongingness mindset; Calculus education
-0289-3776. (2017). Academic math mindset interventions in first-year college calculus . (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63032
Author name may be incomplete
-0289-3776. "Academic math mindset interventions in first-year college calculus." 2017. Doctoral Dissertation, University of Texas – Austin. Accessed January 20, 2021. http://hdl.handle.net/2152/63032.
-0289-3776. "Academic math mindset interventions in first-year college calculus." 2017. Web. 20 Jan 2021.
-0289-3776. Academic math mindset interventions in first-year college calculus. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/2152/63032.
-0289-3776. Academic math mindset interventions in first-year college calculus. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/63032
14. Hurtado Alvarado, Maria Gabriela. Evidence for the Interpersonal Theory of Suicide in a Clinical Sample in Mexico.
Degree: PhD, Psychology - Clinical, 2015, University of Toledo
URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1431128547
► Previous research findings have shown that suicide rates have significantly increased within the past few years in Mexico. However, there is a limited amount of… (more)
▼ Previous research findings have shown that suicide rates have significantly increased within the past few years in Mexico. However, there is a limited amount of evidence available regarding suicidal behaviors in Mexico. The main purpose of the present study is to (1) identify who is at risk of experiencing suicidal ideation, (2) examine the generalizability of the model proposed by the interpersonal theory of suicide to other cultures, and (3) examine the relationship between depression, hopelessness, interpersonal needs, and the acquired capability to die regarding suicidal behaviors, as dictated by the interpersonal theory of suicide in an inpatient adult sample in Mexico. A total of 199 adults receiving inpatient treatment for substance use participated in the present study. The participants completed a survey packet of self-report questionnaires in a paper-pencil format. The survey included the Personal Resources Questionnaire (PRQ-85; Weinert, 1987), the Beck Hopelessness Scale (BHS; Beck et al., 1974), the Beck Depression Inventory-II (BDI-II; Beck, Steer & Brown, 1996), the Interpersonal Needs Questionnaire (INQ; Van Orden et al., 2008), the Acquired Capacity for Suicide Scale (ACSS; Van Orden et. al., 2008), and the Suicide Behaviors Questionnaire-Revised (SBQ-R; Osman et al., 2001). The findings showed that depression, hopelessness, thwarted belongingness, and perceived burdensomeness had a significant association with suicidal behaviors. On the other hand, social support had a significant negative association with suicidal behaviors. Additionally, the acquired capacity to die was not associated with suicidal behaviors. Two hierarchical regressions were conducted to further examine these relationships. The results revealed that the interaction between the interpersonal needs did not predict suicidal ideation. However, the main effects for depression were significant predictors of suicidal ideation. In the second set of analyses, the interaction between perceived burdensomeness and the acquired capacity significantly predicted suicidal behaviors, whereas the hypothesized three-way interaction did not. The findings of this study can aid in the understanding of the critical contributors to suicidal behaviors among Mexican adults. The primary implication of these findings is to inform the development of appropriate suicide prevention efforts. Advisors/Committee Members: Hovey, Joseph D. (Committee Chair).
Subjects/Keywords: Psychology; suicide, Latinos, interpersonal theory, perceived burdensomeness, thwarted belongingness
Hurtado Alvarado, M. G. (2015). Evidence for the Interpersonal Theory of Suicide in a Clinical Sample in Mexico . (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1431128547
Hurtado Alvarado, Maria Gabriela. "Evidence for the Interpersonal Theory of Suicide in a Clinical Sample in Mexico." 2015. Doctoral Dissertation, University of Toledo. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1431128547.
Hurtado Alvarado, Maria Gabriela. "Evidence for the Interpersonal Theory of Suicide in a Clinical Sample in Mexico." 2015. Web. 20 Jan 2021.
Hurtado Alvarado MG. Evidence for the Interpersonal Theory of Suicide in a Clinical Sample in Mexico. [Internet] [Doctoral dissertation]. University of Toledo; 2015. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1431128547.
Hurtado Alvarado MG. Evidence for the Interpersonal Theory of Suicide in a Clinical Sample in Mexico. [Doctoral Dissertation]. University of Toledo; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1431128547
University of South Africa
15. Erasmus, Helena Catharina. The theory of thwarted belongingness and its relation to youth violence .
Degree: 2019, University of South Africa
► The thesis titled "The theory of thwarted belongingness and its relation to youth violence" presents the findings of a qualitative study that focussed on late… (more)
▼ The thesis titled "The theory of thwarted belongingness and its relation to youth violence" presents the findings of a qualitative study that focussed on late adolescents who have committed physical assault and who were referred to a diversion programme by a court. The study followed a grounded theory methodology approach for which convenience sampling, purposeful sampling and theoretical sampling were used to obtain participants. Semi-structured interviews were conducted and the data were analysed through constant comparative analysis. From the analysis the theory on thwarted belongingness emerged that explains how the adolescents attempt to negotiate a sense of belonging. The theory further explains how failed negotiations are dealt with and when one could expect violent behaviour to occur. In general, the current research study creates awareness of the psychological non-shared environment and its potential role in the development of behaviour. Future research should be focussed on the saturation of categories and dimensions that have not been fully saturated in the current study and to test the theory of thwarted belongingness since it is a newly generated theoretical stance that needs to be validated. Advisors/Committee Members: Ferns, Ilse, 1961- (advisor).
Subjects/Keywords: Adverse experiences; Assault; Constant comparative analysis; Convenience sampling; Failed negotiations; Grounded theory methodology; Late adolescents; Main concern; Negotiating belongingness; Purposeful sampling; Semi-structure interviews; Theoretical sampling; Thwarted belongingness; Youth violence
Erasmus, H. C. (2019). The theory of thwarted belongingness and its relation to youth violence . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25586
Erasmus, Helena Catharina. "The theory of thwarted belongingness and its relation to youth violence ." 2019. Doctoral Dissertation, University of South Africa. Accessed January 20, 2021. http://hdl.handle.net/10500/25586.
Erasmus, Helena Catharina. "The theory of thwarted belongingness and its relation to youth violence ." 2019. Web. 20 Jan 2021.
Erasmus HC. The theory of thwarted belongingness and its relation to youth violence . [Internet] [Doctoral dissertation]. University of South Africa; 2019. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10500/25586.
Erasmus HC. The theory of thwarted belongingness and its relation to youth violence . [Doctoral Dissertation]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/25586
16. Alverson, James Ryan. A model of hopelessness, belongingness, engagement, and academic achievement.
Degree: 2014, University of Alabama
URL: http://purl.lib.ua.edu/105111
► A path model of hopelessness, belongingness, engagement, and academic achievement was created using variables from Mobile Youth Survey (MYS) data and school records. A sample… (more)
▼ A path model of hopelessness, belongingness, engagement, and academic achievement was created using variables from Mobile Youth Survey (MYS) data and school records. A sample of 490 African-American students, 49% female and 51% males, were used in data analysis. Sub-samples of 203 stable and 287 transitioning students were used in answering the third research question. Three research questions were addressed (1a) what is the relationship among hopelessness, belongingness, and engagement? (1b) Do hopelessness and belongingness in one year predict hopelessness and belongingness in the subsequent year? (2a) How do hopelessness, belongingness, and engagement affect achievement? (2b) How does achievement affect later hopelessness, belongingness, and achievement? (2c) Does Engagement mediate the relationship between hopelessness and achievement, and between belongingness and achievement? (3) How does the path model of hopelessness, belongingness, engagement, and achievement affect stable versus transitioning students? Analysis was conducted using Structural Equation Modeling (SEM) software. Results indicated that hopelessness negatively affected engagement, as measured by absences. Hopelessness and belongingness directly affected achievement, as measured by reading and math SAT-10 scores, and absences partially mediated the effect of hopelessness on achievement. For the total sample, hopelessness in 2006 predicted hopelessness in 2007, and belongingness in 2006 predicted belongingness in 2007 and hopelessness in 2007. In testing the model with stable students and transitioning students, group differences existed with respect to the significant effect of absences on achievement for transitioning students, the significant relationship between reading achievement and hopelessness for stable students, and the significant cross-effect from hopelessness in 2006 to belongingness in 2007 for transitioning students. A discussion of the results and implications for educational practice and future research follows the findings. (Published By University of Alabama Libraries) Advisors/Committee Members: Robinson, Cecil, Bolland, John, Tarter, John, Thoma, Steve, Tomek, Sara, University of Alabama. Dept. of Educational Studies in Psychology, Research Methodology, and Counseling.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational psychology; Education; achievement; belongingness; engagement; hopelessness
Alverson, J. R. (2014). A model of hopelessness, belongingness, engagement, and academic achievement . (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/105111
Alverson, James Ryan. "A model of hopelessness, belongingness, engagement, and academic achievement." 2014. Thesis, University of Alabama. Accessed January 20, 2021. http://purl.lib.ua.edu/105111.
Alverson, James Ryan. "A model of hopelessness, belongingness, engagement, and academic achievement." 2014. Web. 20 Jan 2021.
Alverson JR. A model of hopelessness, belongingness, engagement, and academic achievement. [Internet] [Thesis]. University of Alabama; 2014. [cited 2021 Jan 20]. Available from: http://purl.lib.ua.edu/105111.
Alverson JR. A model of hopelessness, belongingness, engagement, and academic achievement. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/105111
17. Adams, Kristen Eileen. The Impact of Social Class Connectedness, School Belongingness, and Family Cohesion on Lower Class-Identified College Students.
Degree: PhD, Psychology, 2016, Loyola University Chicago
URL: https://ecommons.luc.edu/luc_diss/2274
► This study is one of the first to examine acculturative and enculturative factors as they relate to social class. Much of the extant literature… (more)
▼ This study is one of the first to examine acculturative and enculturative factors as they relate to social class. Much of the extant literature surrounding acculturation and enculturation looks primarily at cultural factors such as race/ethnicity and/or immigration status. Due to the fact that social class is such a salient cultural identity in most individuals' lives and has a bearing on how one views and evaluates themselves in relation to others of differing social classes (Fouad & Brown, 2000), the purpose of this study was to examine the effects of social class connectedness on subjective wellbeing (including positive and negative affect and satisfaction with life) and whether or not school belongingness and family cohesion mediated this relationship for lower class-identified college students. Mediated regression analyses indicated that school belongingness mediates the relationship between middle class connectedness and subjective wellbeing. Additionally, it was found that family cohesion is positively related to subjective wellbeing. Clinical implications of these findings, future research directions, and study limitations are discussed.
Subjects/Keywords: college students; family cohesision; lower class-identified; school belongingness; social class; subjective wellbeing; Counseling Psychology
Adams, K. E. (2016). The Impact of Social Class Connectedness, School Belongingness, and Family Cohesion on Lower Class-Identified College Students . (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2274
Adams, Kristen Eileen. "The Impact of Social Class Connectedness, School Belongingness, and Family Cohesion on Lower Class-Identified College Students." 2016. Doctoral Dissertation, Loyola University Chicago. Accessed January 20, 2021. https://ecommons.luc.edu/luc_diss/2274.
Adams, Kristen Eileen. "The Impact of Social Class Connectedness, School Belongingness, and Family Cohesion on Lower Class-Identified College Students." 2016. Web. 20 Jan 2021.
Adams KE. The Impact of Social Class Connectedness, School Belongingness, and Family Cohesion on Lower Class-Identified College Students. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2016. [cited 2021 Jan 20]. Available from: https://ecommons.luc.edu/luc_diss/2274.
Adams KE. The Impact of Social Class Connectedness, School Belongingness, and Family Cohesion on Lower Class-Identified College Students. [Doctoral Dissertation]. Loyola University Chicago; 2016. Available from: https://ecommons.luc.edu/luc_diss/2274
18. Mink, Emily. Eating Disorders, Suicidality, and Interpersonal Theory of Suicide.
Degree: MS, Psychology, 2019, Encompass Digital Archive, Eastern Kentucky University
URL: https://encompass.eku.edu/etd/635
► The purpose of this study was to look at how eating disorders and the intrapersonal factors underlying ED are related to acquired capability for… (more)
▼ The purpose of this study was to look at how eating disorders and the intrapersonal factors underlying ED are related to acquired capability for suicide and thwarted belongingness. More specifically, the present study wants to assess intra-personal factors that could have a correlation to the main components of IPTS. This study wants to assess five factors that could be associated with perceived burdensomeness, thwarted belongingness, and acquired capability. This includes perfectionism, body dissatisfaction, anxiety, depression, and self-esteem. I hypothesize that the higher the score of intrapersonal factors the higher the higher they predict acquired capability and thwarted belongingness. Secondly, I hypothesize that the higher the score of acquired capability and the higher the score of thwarted belongingness the higher they predict eating disorder behaviors. The results of this study found that anxiety and depression significantly predicted acquired capability for suicide. The results also indicated that depression and perfectionism significantly predicted thwarted belongingness. Lastly, the results found that thwarted belongingness significantly predicted eating disorder behavior
Subjects/Keywords: acquired capability; depression; Eating Disorder; Interpersonal Theory of Suicide; Suicide; thwarted belongingness; Psychology
Mink, E. (2019). Eating Disorders, Suicidality, and Interpersonal Theory of Suicide . (Masters Thesis). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/635
Mink, Emily. "Eating Disorders, Suicidality, and Interpersonal Theory of Suicide." 2019. Masters Thesis, Encompass Digital Archive, Eastern Kentucky University. Accessed January 20, 2021. https://encompass.eku.edu/etd/635.
Mink, Emily. "Eating Disorders, Suicidality, and Interpersonal Theory of Suicide." 2019. Web. 20 Jan 2021.
Mink E. Eating Disorders, Suicidality, and Interpersonal Theory of Suicide. [Internet] [Masters thesis]. Encompass Digital Archive, Eastern Kentucky University; 2019. [cited 2021 Jan 20]. Available from: https://encompass.eku.edu/etd/635.
Mink E. Eating Disorders, Suicidality, and Interpersonal Theory of Suicide. [Masters Thesis]. Encompass Digital Archive, Eastern Kentucky University; 2019. Available from: https://encompass.eku.edu/etd/635
19. Khazem, Lauren Rachel. Physical Disability and Suicidal Desire: An Examination of the Constructs of the Interpersonal-Psychological Theory of Suicide.
Degree: MA, Psychology, 2015, University of Southern Mississippi
URL: https://aquila.usm.edu/masters_theses/83
► The primary aims of this study were to examine constructs of the Interpersonal-Psychological Theory of Suicide (IPTS) in an understudied population. Differences in levels… (more)
▼ The primary aims of this study were to examine constructs of the Interpersonal-Psychological Theory of Suicide (IPTS) in an understudied population. Differences in levels of IPTS variables and suicidal ideation between university students with and without physical disabilities were examined. Participants were 184 students from two Southern universities who provided answers to online-based self-report questionnaires. It was hypothesized that students with physical disabilities would endorse higher levels of all IPTS constructs relative to students without physical disabilities. It was further hypothesized that disability status would exhibit an indirect effect on suicidal ideation through perceived burdensomeness and thwarted belongingness. Results indicated no differences in IPTS variables and suicidal desire between students with and without physical disabilities, and the tests of indirect effects were non-significant. The possibility exists that these null findings were partly due to the limitations of the study. This proposed study is preliminary and will serve to better inform future research regarding suicide and disability status. Advisors/Committee Members: Michael D. Anestis, Bradley A. Green, Jon T. Mandracchia.
Subjects/Keywords: suicide; disability; perceived burdensomeness; thwarted belongingness; acquired capability for suicide; Clinical Psychology
Khazem, L. R. (2015). Physical Disability and Suicidal Desire: An Examination of the Constructs of the Interpersonal-Psychological Theory of Suicide . (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/83
Khazem, Lauren Rachel. "Physical Disability and Suicidal Desire: An Examination of the Constructs of the Interpersonal-Psychological Theory of Suicide." 2015. Masters Thesis, University of Southern Mississippi. Accessed January 20, 2021. https://aquila.usm.edu/masters_theses/83.
Khazem, Lauren Rachel. "Physical Disability and Suicidal Desire: An Examination of the Constructs of the Interpersonal-Psychological Theory of Suicide." 2015. Web. 20 Jan 2021.
Khazem LR. Physical Disability and Suicidal Desire: An Examination of the Constructs of the Interpersonal-Psychological Theory of Suicide. [Internet] [Masters thesis]. University of Southern Mississippi; 2015. [cited 2021 Jan 20]. Available from: https://aquila.usm.edu/masters_theses/83.
Khazem LR. Physical Disability and Suicidal Desire: An Examination of the Constructs of the Interpersonal-Psychological Theory of Suicide. [Masters Thesis]. University of Southern Mississippi; 2015. Available from: https://aquila.usm.edu/masters_theses/83
20. Wilson, Anna-Kaisa. Belongingness in practice : a discursive psychological analysis of aid workers' accounts of living and working in the field.
► The study described in this thesis represents one of the first attempts to explore belongingness as a practice among aid workers, and to contribute to… (more)
▼ The study described in this thesis represents one of the first attempts to explore belongingness as a practice among aid workers, and to contribute to our understanding of how people account for belonging in situ. In psychology, belongingness has predominantly been studied in laboratory settings, or among those who report not belonging in some way. This has led to concerns about ecological validity, and a neglect of 'real world' contexts in the development of belongingness theory. Through semi‐structured interviews with 25 international aid workers, using web‐based calling software (Skype), a discursive psychological approach was employed to rework belongingness as a discursive practice. Belonging was found to be an activity for which participants made themselves accountable, and in so doing worked to manage issues of blame and justification in their interactions. Aid workers constructed fitting in as necessary, but ultimately futile, formulating accounts around inherent and immutable differences with local people. The analysis also explored the ways in which participants constructed efforts to achieve belonging; much of which involved the manipulation of appearance, particularly the use of strategic dressing. Through analysis of participants' treatment of belonging in interaction it was found that, in practice, belonging was formulated as a continuum rather than a dichotomy.
Subjects/Keywords: 302; belonging; belongingness; aid work
…live and work in communities other than their own. However, belongingness took on renewed… …belongingness (see Baumeister & Sommer, 1997; Lee & Robbins 1995; Levett‐ Jones & Lathlean, 2008… …Nifadkar & Bauer, 2015). The definition of belongingness has changed over time, shifting… …between being conceptualised as a feeling or a state. Generally, now, the term belongingness… …regulation and conformity. Belongingness has been shown to influence a number of aspects of our…
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Wilson, A. (2018). Belongingness in practice : a discursive psychological analysis of aid workers' accounts of living and working in the field . (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/31000
Wilson, Anna-Kaisa. "Belongingness in practice : a discursive psychological analysis of aid workers' accounts of living and working in the field." 2018. Doctoral Dissertation, University of Edinburgh. Accessed January 20, 2021. http://hdl.handle.net/1842/31000.
Wilson, Anna-Kaisa. "Belongingness in practice : a discursive psychological analysis of aid workers' accounts of living and working in the field." 2018. Web. 20 Jan 2021.
Wilson A. Belongingness in practice : a discursive psychological analysis of aid workers' accounts of living and working in the field. [Internet] [Doctoral dissertation]. University of Edinburgh; 2018. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1842/31000.
Wilson A. Belongingness in practice : a discursive psychological analysis of aid workers' accounts of living and working in the field. [Doctoral Dissertation]. University of Edinburgh; 2018. Available from: http://hdl.handle.net/1842/31000
21. Haines, Kimberley. Student Perspectives On Joining Student Organizations.
Degree: EdD, School of Education, 2019, Northeastern University
URL: http://hdl.handle.net/2047/D20316470
► This doctoral case study examines student perspectives on joining student organizations. Twenty students participated in focus groups to assist the researcher in learning about why… (more)
▼ This doctoral case study examines student perspectives on joining student organizations. Twenty students participated in focus groups to assist the researcher in learning about why students decide to join clubs and organizations. Through inductive analysis of documentation relevant to current institutional initiatives linked with student organization involvement, NSSE data pertinent to the subject university, and focus group interviews, three key findings emerged. Those findings are belongingness is a key factor to engagement, development of transferable skills is a benefit, and participating in student organizations develops leadership potential. Recommended suggestions for practice include an understanding of the relationship between student organizations and student engagement, utilizing student organizations to develop skills, and understanding student organizations' role in developing leaders. Recommended future research includes conducting similar research at other institutions of higher education, differences between student organization leaders and general membership, understanding why students do not get involved, further exploration on NSSE data results and levels of involvement from freshmen to senior years, and further research on EDI initiatives and student organization involvement with sense of belonging. The study addresses a gap in the literature on why students decide to join student organizations, not only from a benefit of involvement perspective. Keywords: student organizations, student affairs, student engagement, sense of belonging, skill development, leadership development
Subjects/Keywords: belongingness; leadership development; skill development; student engagement; student involvement; student organizations; Higher education administration
Haines, K. (2019). Student Perspectives On Joining Student Organizations . (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316470
Haines, Kimberley. "Student Perspectives On Joining Student Organizations." 2019. Doctoral Dissertation, Northeastern University. Accessed January 20, 2021. http://hdl.handle.net/2047/D20316470.
Haines, Kimberley. "Student Perspectives On Joining Student Organizations." 2019. Web. 20 Jan 2021.
Haines K. Student Perspectives On Joining Student Organizations. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/2047/D20316470.
Haines K. Student Perspectives On Joining Student Organizations. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316470
22. Miller, Adam Bryant. A Formal Test of the Interpersonal Psychological Theory of Suicide and A Closer Look at the Role of Social Support in Adolescent Suicidal Ideation and Behavior .
Degree: 2014, George Mason University
► The purpose of this dissertation project was to examine the theoretical and empirical importance of perceptions of interpersonal relationships to suicidal ideation (SI) and behavior… (more)
▼ The purpose of this dissertation project was to examine the theoretical and empirical importance of perceptions of interpersonal relationships to suicidal ideation (SI) and behavior in an adolescent clinical sample. The first study offered a rigorous test of the interpersonal-psychological theory of suicide as it applies to SI in a sample of adolescents at risk for suicide. Specifically, the association between the two interpersonal states central to this theory, perceived burdensomeness and thwarted belongingness, and severity of SI, was tested across three separate models. The first was a cross-sectional model, the second a short-term prospective model, and the third a competing developmentally sensitive mediational model that used a short-term prospective study design. Participants were 143 adolescents (64% female, 81% white, range = 12-18 years, M = 15.38, SD = 1.43) consecutively admitted to a psychiatric partial hospitalization program. Data were collected with paper and pen cil surveys upon intake into the program (Time 1 [T1]) and discharge from the program (Time 2 [T2]). Youth SI was assessed with the Suicidal Ideation Questionnaire and depression (diagnosis and symptom severity) with the Youth Inventory-4. Youth also completed the Interpersonal Needs Questionnaire, which assesses for perceptions of burdensomeness and thwarted belongingness. Results of cross-sectional analyses showed an independent association of perceived burdensomeness on T1 SI, after controlling for depression diagnosis and sex. There was no main effect of thwarted belongingness and no significant interaction between the two interpersonal states. In a short-term prospective moderation model, neither interpersonal state predicted T2 SI after controlling for covariates. In a third mediation model, thwarted belongingness, but not perceived burdensomeness, had a significant indirect effect on T2 SI via T2 depressive symptom severity after controlling for T1 SI and sex. Results suggest that: 1) perceptions of burdensomeness may contribute to concurrent risk for SI; and 2) thwarted belongingness affects depression symptom severity over time, which indirectly predicts SI over a short follow-up time frame. These results only partially replicate findings with adults in prior tests of the interpersonal-psychological theory of suicide. Though results are preliminary, these data suggest that perceptions of burdensomeness and thwarted belongingness may function differently in adolescent relative to adult clinical samples. Advisors/Committee Members: Esposito-Smythers, Christianne L (advisor).
Subjects/Keywords: Clinical psychology; perceived burdensomeness; social support; suicidal behavior; suicidal thoughts; thwarted belongingness
Miller, A. B. (2014). A Formal Test of the Interpersonal Psychological Theory of Suicide and A Closer Look at the Role of Social Support in Adolescent Suicidal Ideation and Behavior . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8950
Miller, Adam Bryant. "A Formal Test of the Interpersonal Psychological Theory of Suicide and A Closer Look at the Role of Social Support in Adolescent Suicidal Ideation and Behavior ." 2014. Thesis, George Mason University. Accessed January 20, 2021. http://hdl.handle.net/1920/8950.
Miller, Adam Bryant. "A Formal Test of the Interpersonal Psychological Theory of Suicide and A Closer Look at the Role of Social Support in Adolescent Suicidal Ideation and Behavior ." 2014. Web. 20 Jan 2021.
Miller AB. A Formal Test of the Interpersonal Psychological Theory of Suicide and A Closer Look at the Role of Social Support in Adolescent Suicidal Ideation and Behavior . [Internet] [Thesis]. George Mason University; 2014. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1920/8950.
Miller AB. A Formal Test of the Interpersonal Psychological Theory of Suicide and A Closer Look at the Role of Social Support in Adolescent Suicidal Ideation and Behavior . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8950
23. Weerasundara, Nathalie. The influence of corporate social responsibility on an employee's sense of belonging.
► Corporate Social Responsibility (CSR) has increasingly become identified as a societal expectation of companies around the world. The concept has not only risen in significance,… (more)
▼ Corporate Social Responsibility (CSR) has increasingly become identified as a societal expectation of companies around the world. The concept has not only risen in significance, but its impacts and potential benefits have become widely recognised by the organisational literature as well as managers. As a result, the influence of CSR practices have been discussed in regards to the numerous stakeholders that hold a vested interest in a company. However, the literature has been predominantly focused on the influence of CSR on external stakeholders such as: shareholders, customers, Non-Governmental Organisations (NGOs) and the general public. As such, the attention attributed to the internal stakeholder group of employees, has been relatively underdeveloped. While focus on this area has begun to emerge throughout the literature, there continues to be a lack of attention given to the effects of CSR on an individual's sense of belonging within the organisation. As a result, there is a lack of understanding on the nature and extent of this relationship within the existing literature. This qualitative, interview-based study of fourteen respondents, presents results that provide a greater understanding of the relationship between CSR and an individual employee's sense of belonging. The results uncover the consequences of an organisation's CSR initiatives on its employees and discusses its influence over fostering a sense of belonging. The findings illustrate that significant impacts upon an employee's sense of belonging include generating a sense of pride in the organisation, promoting bottom-up, employee-driven initiatives and establishing social relationships amongst colleagues. The findings also recognise the similarly unexplored potential for this influence on employee belonging to be negatively perceived should the value of CSR be overleveraged with external stakeholders. The development of a framework to present the linkages and interconnections between these ideas are able to generate greater understanding of the relationship. The research concludes with practical implications for organisational management to recognise the influence and power to benefit its employees, and ultimately the wider entity, through the implementation of CSR. For a business strategy whose primary implications are concerned with the influence on external stakeholders, this study provides deeper understanding of the unexplored relationship between CSR policies and its influence over an individual employees sense of belonging. Advisors/Committee Members: Daellenbach, Urs.
Subjects/Keywords: CSR; Corporate Social Responsibility; Employees; Belongingness; Sense of belonging; Stakeholder Theory; Financial industry
Weerasundara, N. (2015). The influence of corporate social responsibility on an employee's sense of belonging . (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4761
Weerasundara, Nathalie. "The influence of corporate social responsibility on an employee's sense of belonging." 2015. Masters Thesis, Victoria University of Wellington. Accessed January 20, 2021. http://hdl.handle.net/10063/4761.
Weerasundara, Nathalie. "The influence of corporate social responsibility on an employee's sense of belonging." 2015. Web. 20 Jan 2021.
Weerasundara N. The influence of corporate social responsibility on an employee's sense of belonging. [Internet] [Masters thesis]. Victoria University of Wellington; 2015. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10063/4761.
Weerasundara N. The influence of corporate social responsibility on an employee's sense of belonging. [Masters Thesis]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4761
24. Altier, Heather R. Thwarted Interpersonal Needs, Depression, and Sleep Disturbances in Primary Care: Does Gratitude Help You Sleep?.
Degree: MA, Psychology, 2020, East Tennessee State University
URL: https://dc.etsu.edu/etd/3797
► Sleep disturbances are prevalent in primary care patients and can be exacerbated by interpersonal dysfunction and depression. As well, thwarted interpersonal needs (TIN), including… (more)
▼ Sleep disturbances are prevalent in primary care patients and can be exacerbated by interpersonal dysfunction and depression. As well, thwarted interpersonal needs (TIN), including thwarted belongingness and perceived burdensomeness, contribute to depression. However, the presence of gratitude, a cognitive-emotional protective factor, may improve symptoms. We longitudinally examined the mediating role of depressive symptoms on the relation between TIN and sleep disturbances, and the moderating role of gratitude on the TIN-sleep disturbances and depression-sleep disturbances linkages. Our primary care patient sample (N = 223) completed self-report surveys at baseline (T1) and at a one-year follow-up (T2; n = 97). Patients with greater TIN reported more depressive symptoms (T1) and, in turn, increased sleep disturbances (T2). Gratitude did not moderate the belongingness model but, in the burdensomeness model, buffered the linkage between burdensomeness and sleep disturbances and strengthened the relation between depressive symptoms and sleep disturbances. Clinical implications and future research directions are discussed.
Subjects/Keywords: Perceived Burdensomeness; Thwarted Belongingness; Health Psychology; Longitudinal; Insomnia; Sleep-wake Disorders; Clinical Psychology; Health Psychology
Altier, H. R. (2020). Thwarted Interpersonal Needs, Depression, and Sleep Disturbances in Primary Care: Does Gratitude Help You Sleep? . (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3797
Altier, Heather R. "Thwarted Interpersonal Needs, Depression, and Sleep Disturbances in Primary Care: Does Gratitude Help You Sleep?." 2020. Thesis, East Tennessee State University. Accessed January 20, 2021. https://dc.etsu.edu/etd/3797.
Altier, Heather R. "Thwarted Interpersonal Needs, Depression, and Sleep Disturbances in Primary Care: Does Gratitude Help You Sleep?." 2020. Web. 20 Jan 2021.
Altier HR. Thwarted Interpersonal Needs, Depression, and Sleep Disturbances in Primary Care: Does Gratitude Help You Sleep?. [Internet] [Thesis]. East Tennessee State University; 2020. [cited 2021 Jan 20]. Available from: https://dc.etsu.edu/etd/3797.
Altier HR. Thwarted Interpersonal Needs, Depression, and Sleep Disturbances in Primary Care: Does Gratitude Help You Sleep?. [Thesis]. East Tennessee State University; 2020. Available from: https://dc.etsu.edu/etd/3797
25. Chao, Soomin. A comparison of student motivation by program delivery method: self-efficacy, goal orientation, and belongingness in a synchronous online and traditional face-to-face environment.
Degree: EdD, Education, 2015, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/531524/rec/135
► As distance education options expand and increase, online courses have begun to take up a progressively large portion of the educational sector, specifically in postsecondary… (more)
▼ As distance education options expand and increase, online courses have begun to take up a progressively large portion of the educational sector, specifically in postsecondary institutions (National Center for Education Statistics [NCES], 2011). Online course offerings have risen in popularity at the postsecondary level, and well established research literature has been published which compares learner demographics and learning outcomes in online and in-class settings. Less established, however, is research on motivation in distance learning settings, specifically in synchronous online environments that incorporate real-time opportunities for student collaboration and immediate faculty feedback via visual and audio technology. Studies comparing latent motivational constructs such as self-efficacy, goal orientation and student sense of belonging in the online academic setting are limited, especially at the graduate postsecondary level in the field of pre-service teacher preparation. However, prior research indicates the importance of motivational elements, namely professional self-efficacy and sense of belonging, as factors to consider in teacher education programs (Camprara, Barbaranelli, Steca & Malone, 2006; Erdem & Demirel, 2012). A distinct lack of research on these motivational constructs in online pre-service programs for educators has been paired with a call for further examination of such topics (Comprara et al., 20016; Kopcha & Alger, 2013). Knowledge around these issues can help graduate faculty and program course designers to effectively meet a demand in this growing sector of online education. ❧ The purpose of this study was to examine potential differences in student motivation between in-class and online methods of instructional delivery in a graduate-level pre-service teacher training program. A non-experimental, quantitative approach was used to collect data through a voluntary self-report survey among graduate students enrolled in a traditional in-class graduate program at a prestigious four-year research university, as well as those enrolled in a synchronous, online version of this program. Data was collected from 240 participants (N=240); 190 participants attended online classes and 50 participants attended classes in an on-campus setting. The first purpose of this study was to see if there was a difference in student sense of belonging, self-efficacy, and goal orientation by program delivery method. The second purpose was to determine whether or not feelings of belonging predicted self-efficacy or goal orientation in students, controlling for program delivery method. Finally, the third purpose of the study was to investigate which self-reported out-of-class networking activities predicted student feelings of belonging. A quantitative analysis was performed to answer these questions. ❧ This study found that there were no significant differences in student levels of self- efficacy, goal orientation, and sense of belonging by program delivery method. In essence, the method of program delivery was not… Advisors/Committee Members: Hirabayashi, Kimberly (Committee Chair), Seli, Helena (Committee Member), Sundt, Melora A. (Committee Member).
Subjects/Keywords: motivation; goal orientation; self-efficacy; belongingness; distance education; online learning; preservice teacher education; higher education
Chao, S. (2015). A comparison of student motivation by program delivery method: self-efficacy, goal orientation, and belongingness in a synchronous online and traditional face-to-face environment . (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/531524/rec/135
Chao, Soomin. "A comparison of student motivation by program delivery method: self-efficacy, goal orientation, and belongingness in a synchronous online and traditional face-to-face environment." 2015. Doctoral Dissertation, University of Southern California. Accessed January 20, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/531524/rec/135.
Chao, Soomin. "A comparison of student motivation by program delivery method: self-efficacy, goal orientation, and belongingness in a synchronous online and traditional face-to-face environment." 2015. Web. 20 Jan 2021.
Chao S. A comparison of student motivation by program delivery method: self-efficacy, goal orientation, and belongingness in a synchronous online and traditional face-to-face environment. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Jan 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/531524/rec/135.
Chao S. A comparison of student motivation by program delivery method: self-efficacy, goal orientation, and belongingness in a synchronous online and traditional face-to-face environment. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/531524/rec/135
26. Phillippe, Carrissa. Marginalization of First-Generation College Students.
Degree: PhD, Counseling Psychology, 2016, University of Kansas
► Almost half of the students beginning postsecondary education in today's colleges and universities hold first-generation status (Choy, 2001). Despite first-generation students being more likely to… (more)
▼ Almost half of the students beginning postsecondary education in today's colleges and universities hold first-generation status (Choy, 2001). Despite first-generation students being more likely to hold underrepresented identities that often intersect across race and social class, the cultural experiences encountered by this student population as a whole have not been quantitatively explored. The current study surveyed 257 undergraduate college students across 30 different states to investigate feelings of marginalization according to Berry's acculturation model (1980) in first-generation college students (FGCS). The General Belongingness Scale (GBS; Langhout et al., 2007) was used to assess belongingness in regards to the family environment and the college environment. Independent t-tests and regression models were used to explore generation status differences and predictors of marginalization. FGCS reported significantly less belongingness with their family and college environments suggesting that they are in fact more likely to experience marginalization in the higher education setting than continuing-generation college students (CGCS). Despite these differences, results also suggest that generation status is not independently sufficient in predicting feelings of marginalization in college students. Across all college students, experiences with citational classism and having lower perceived access to resources were able to predict less belongingness with college friends and peers while lower parental household income was able to predict less belongingness with family and friends from home that did not go on to attend college. Generation status does seem to play a unique role in predicting family belongingness as it interacts with student experiences with citational classism (jokes and comments that belittle or mock those with lower social class identities). These findings come together to form the basis for understanding what predicts feelings of marginalization in higher education. Advisors/Committee Members: Kerr, Barbara A (advisor), Kerr, Barbara A (cmtemember), Multon, Karen D (cmtemember), Cole, Brian (cmtemember), Templin, Jonathan (cmtemember), Rice, Suzanne (cmtemember).
Subjects/Keywords: Higher education; Counseling psychology; Sociology; acculturation; belongingness; classism; first-generation college students; marginalization; multicultural counseling
Phillippe, C. (2016). Marginalization of First-Generation College Students . (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/22030
Phillippe, Carrissa. "Marginalization of First-Generation College Students." 2016. Doctoral Dissertation, University of Kansas. Accessed January 20, 2021. http://hdl.handle.net/1808/22030.
Phillippe, Carrissa. "Marginalization of First-Generation College Students." 2016. Web. 20 Jan 2021.
Phillippe C. Marginalization of First-Generation College Students. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/1808/22030.
Phillippe C. Marginalization of First-Generation College Students. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/22030
27. Tuscherer, Taylor R. Image Is Everything: Self-Presentation Following Social Exclusion.
Degree: MA, Psychology, 2012, Miami University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=miami1354562810
► Research on reaffiliation after exclusion has largely focused on how victims identify affiliation candidates rather than how victims engage these candidates. To address this gap,… (more)
▼ Research on reaffiliation after exclusion has largely focused on how victims identify affiliation candidates rather than how victims engage these candidates. To address this gap, I explored how exclusion victims present themselves to reaffiliation candidates. Following an exclusion, non-social failure, or control manipulation, participants publically rated themselves on socially relevant and irrelevant traits under the belief that they would or would not receive feedback from another participant. I expected that excluded participants would present themselves as more socially competent than would failure or control participants, regardless of whether or not they believed they would receive feedback. Contrary to predictions, participants' social competency ratings were resistant to influence by either of the experimental manipulations. Excluded participants with chronic belongingness concerns did tend to present themselves as more socially competent than their control counterparts, however. Potential explanations for unexpected findings and contributions of this work to the social exclusion literature are discussed. Advisors/Committee Members: Claypool, Heather (Committee Chair).
Subjects/Keywords: Social Psychology; reaffiliation; rejection; belongingness
…large part by a desire to regain social belongingness. This should be made evident through… …enhancement following a belongingness threat from self-enhancement following failure. As a secondary… …concerns about and reactions to belongingness threats may moderate the impact of exclusion on… …the case of exclusion, the person with chronically high belongingness needs, like the hearty… …belongingness, and in line with the primary predictions of this work, could be expected to do so in a…
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Tuscherer, T. R. (2012). Image Is Everything: Self-Presentation Following Social Exclusion . (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1354562810
Tuscherer, Taylor R. "Image Is Everything: Self-Presentation Following Social Exclusion." 2012. Masters Thesis, Miami University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1354562810.
Tuscherer, Taylor R. "Image Is Everything: Self-Presentation Following Social Exclusion." 2012. Web. 20 Jan 2021.
Tuscherer TR. Image Is Everything: Self-Presentation Following Social Exclusion. [Internet] [Masters thesis]. Miami University; 2012. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1354562810.
Tuscherer TR. Image Is Everything: Self-Presentation Following Social Exclusion. [Masters Thesis]. Miami University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1354562810
28. Boone, Hank J. R. Understanding First Generation College Student Experiences and Interaction with Belongingness, Identity, and Social Capital: An Explanatory Mixed Method Study.
Degree: 2016, University of Nevada – Reno
► This master's thesis is a mixed method explanatory study focusing on First Generation College student's (FGS) engineering degree experiences. Constructs used to understand their experiences… (more)
▼ This master's thesis is a mixed method explanatory study focusing on First Generation College student's (FGS) engineering degree experiences. Constructs used to understand their experiences were future time perspective, belongingness, engineering identity, social capital, and social identity complexity. An upper level engineering students' communications class was surveyed at a western land grant institution. Analysis showed FGS had more engineering belongingness than peers having at least one parent graduate college. The qualitative population was then upper level engineering FGS who reported high belongingness. Data showed the five interview participants communicated belongingness in terms of engineering identity. They became an engineer when they had experiences using engineering knowledge. Participants often accessed parents and family to make academic and career decisions, but some accessed more individuals (i.e. professors, engineers, peers). Lastly, participants appeared to compartmentalize their FGS identity to outside the engineering classroom while they formed their engineering identity through the degree program. Advisors/Committee Members: Kirn, Adam N. (advisor), Godwin, Allison F. (committee member), Wang, Eric L. (committee member), Tung, Ryan C. (committee member), Crowther, David T. (committee member).
Subjects/Keywords: Belongingness to Engineering; Engineering Education; Engineering Identity; First Generation College Students; Social Capital
Boone, H. J. R. (2016). Understanding First Generation College Student Experiences and Interaction with Belongingness, Identity, and Social Capital: An Explanatory Mixed Method Study . (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/2341
Boone, Hank J R. "Understanding First Generation College Student Experiences and Interaction with Belongingness, Identity, and Social Capital: An Explanatory Mixed Method Study." 2016. Thesis, University of Nevada – Reno. Accessed January 20, 2021. http://hdl.handle.net/11714/2341.
Boone, Hank J R. "Understanding First Generation College Student Experiences and Interaction with Belongingness, Identity, and Social Capital: An Explanatory Mixed Method Study." 2016. Web. 20 Jan 2021.
Boone HJR. Understanding First Generation College Student Experiences and Interaction with Belongingness, Identity, and Social Capital: An Explanatory Mixed Method Study. [Internet] [Thesis]. University of Nevada – Reno; 2016. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/11714/2341.
Boone HJR. Understanding First Generation College Student Experiences and Interaction with Belongingness, Identity, and Social Capital: An Explanatory Mixed Method Study. [Thesis]. University of Nevada – Reno; 2016. Available from: http://hdl.handle.net/11714/2341
29. Shelton, Andrew Jonathan. Meaning in Life and Psychological Wellness among Latino Immigrants: Role of Attachment, Belongingness, and Hope.
Degree: 2018, University of North Texas
URL: https://digital.library.unt.edu/ark:/67531/metadc1248442/
► Guided by attachment theory and principles of positive psychology, a conceptual model was developed depicting the direct and indirect effects of attachment insecurity, state hope,… (more)
▼ Guided by attachment theory and principles of positive psychology, a conceptual model was developed depicting the direct and indirect effects of attachment insecurity, state hope, belongingness, and meaning in life on wellness indicators (i.e., life satisfaction, physical health, and depression) of first generation Latino immigrants in the U.S. Specifically, the present study proposed that the effects of attachment insecurity on Latino immigrants' wellness would be mediated by two tiers of factors. The first tier consisted of state hope (i.e., general state hope, spiritual state hope, mastery state hope) and sense of belonging (i.e., general belongingness; connectedness with mainstream/ethnic community), which represented individual-level and relational factors, respectively, salient in Latino culture. Greater attachment insecurity was hypothesized to contribute to a compromised MIL and poorer wellness by decreasing state hope and sense of belongingness. A total of 352 first-generation Latino immigrants from Texas participated in this study. The exploratory factor analysis on the Experiences in Close Relationships Scale revealed a two-factor factor structure that is different from the two factors of adult attachment typically found with American samples (i.e., anxiety and avoidance). The emerged two factors represent anxious-distancing attachment and comfort-seeking attachment. Results from structural equation modeling analysis showed adequate model fit with the data. The final model indicated that the effects of comfort-seeking attachment on wellness were fully mediated by two layers of mediators (belongingness and state hope as the first layer and meaning in life as the second layer). In addition, the effect of anxious-distancing attachment on wellness was fully mediated by belongingness and meaning in life but not through state hope. Bootstrap methods were used to assess the significance magnitude of these indirect effects. Comfort-seeking attachment explained 13% of the variance in state hope and both attachment variables explained 36% of the variance in sense of belongingness. Anxious-distancing attachment, comfort-seeking attachment, state hope, and sense of belongingness explained 78% of the variance in meaning in life, and the overall model explained 75% of the variance in wellness. Limitations, future directions, and implications for counseling and theory are discussed from attachment theory, positive psychology, and immigration perspectives. Advisors/Committee Members: Wang, Chiachih D. C., Ruggero, Camilo J., Hook, Joshua N..
Subjects/Keywords: Latino immigrants; attachment theory; positive psychology; meaning in life; hope; belongingness; immigration; Latinos; Hispanic Americans; Psychology, Clinical; Psychology, Social; Psychology, Developmental
Shelton, A. J. (2018). Meaning in Life and Psychological Wellness among Latino Immigrants: Role of Attachment, Belongingness, and Hope . (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248442/
Shelton, Andrew Jonathan. "Meaning in Life and Psychological Wellness among Latino Immigrants: Role of Attachment, Belongingness, and Hope." 2018. Thesis, University of North Texas. Accessed January 20, 2021. https://digital.library.unt.edu/ark:/67531/metadc1248442/.
Shelton, Andrew Jonathan. "Meaning in Life and Psychological Wellness among Latino Immigrants: Role of Attachment, Belongingness, and Hope." 2018. Web. 20 Jan 2021.
Shelton AJ. Meaning in Life and Psychological Wellness among Latino Immigrants: Role of Attachment, Belongingness, and Hope. [Internet] [Thesis]. University of North Texas; 2018. [cited 2021 Jan 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248442/.
Shelton AJ. Meaning in Life and Psychological Wellness among Latino Immigrants: Role of Attachment, Belongingness, and Hope. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248442/
30. Armstrong, Deanne Maree. Investigating well-being and mental health in Queensland fire-fighters.
Degree: 2014, Queensland University of Technology
URL: https://eprints.qut.edu.au/66801/
► This thesis used survey and interview methods to examine how organisational and interpersonal factors impact on the mental health of fire and rescue workers. It… (more)
▼ This thesis used survey and interview methods to examine how organisational and interpersonal factors impact on the mental health of fire and rescue workers. It was the first published research to assess and predict multiple indicators of mental health; psychological distress, well-being, posttraumatic growth and posttraumatic stress disorder symptoms. The results provide valuable information for supporting fire and rescue workers through psychoeducation and proactive intervention programs.
Subjects/Keywords: Salutogenesis; Well-being; Posttraumatic growth; Posttraumatic stress disorder; Occupational factors; Organisational belongingness; Social support; Fire-fighter; Emergency service work; CEDM
Armstrong, D. M. (2014). Investigating well-being and mental health in Queensland fire-fighters . (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/66801/
Armstrong, Deanne Maree. "Investigating well-being and mental health in Queensland fire-fighters." 2014. Thesis, Queensland University of Technology. Accessed January 20, 2021. https://eprints.qut.edu.au/66801/.
Armstrong, Deanne Maree. "Investigating well-being and mental health in Queensland fire-fighters." 2014. Web. 20 Jan 2021.
Armstrong DM. Investigating well-being and mental health in Queensland fire-fighters. [Internet] [Thesis]. Queensland University of Technology; 2014. [cited 2021 Jan 20]. Available from: https://eprints.qut.edu.au/66801/.
Armstrong DM. Investigating well-being and mental health in Queensland fire-fighters. [Thesis]. Queensland University of Technology; 2014. Available from: https://eprints.qut.edu.au/66801/