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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Differentiation of Self and Effortful Control :/
Reminder of title:	Predictors of Non-Traditional Students' Adjustment to Community College.
Author:	Cleland, Nicole R.
Description:	1 online resource (156 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	School counseling. -
Online resource:	click for full text (PQDT)
ISBN:	9780355793673

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

Differentiation of Self and Effortful Control :Predictors of Non-Traditional Students' Adjustment to Community College. - 1 online resource (156 pages)

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

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

Includes bibliographical references

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

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355793673Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

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