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作者 Ayers, Sharonda C
書名 Achievement motivation and stress inoculation training: Coping through college
國際標準書號 9781109781168
book jacket
說明 60 p
附註 Source: Dissertation Abstracts International, Volume: 71-06, Section: B, page: 3927
Adviser: Jillon S. Vander Wal
Thesis (Ph.D.)--Saint Louis University, 2010
The benefits of college education are extensive. In addition to the obvious cognitive advantages, those who obtain a college education experience economic, health, family and neighborhood benefits. These benefits are felt not only within the generation of the individual who completed their degree; but inter-generationally as well. The ability to encourage matriculation or prevent drop-out at the college level may have the effect of extending the benefits of a college degree to a larger population. Stress inoculation training (SIT) has been discussed as an ideal program for enhancing overall student performance. In addition, a student's achievement motivation has been identified as integral to academic persistence. If achievement motivation could be used as a point of intervention, then it may be possible to engender the experience necessary to enhance student persistence and attainment of a college degree. Thirty-five enrichment students were recruited to participate in an experiment designed to assess the impact of SIT on coping skills and achievement motivation. Twenty-one students participated in the stress inoculation training session; fourteen students served as a no treatment control group. Multivariate analyses of covariance, controlling for significant between group demographic variables, were used to determine whether the intervention produced statistically significant improvements in the SIT group relative to the control group on the variables of coping and achievement motivation. Although the intervention failed to produce the desired effects, the study highlighted important methodological considerations for future research
School code: 0193
Host Item Dissertation Abstracts International 71-06B
主題 Psychology, Clinical
Education, Higher
0622
0745
Alt Author Saint Louis University. Psychology
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