The impact of a mentoring relationship on college adjustment and college-related stress for first-year, first-generation college students
| dc.contributor.author | Horton, Rhea | |
| dc.contributor.committeeChair | Rubin, Linda | |
| dc.contributor.committeeMember | Harris, Jeff E. | |
| dc.contributor.committeeMember | Marshall, David, Ph. D. | |
| dc.contributor.committeeMember | Porras Pyland, Claudia | |
| dc.date.accessioned | 2017-01-11T17:43:03Z | |
| dc.date.available | 2017-01-11T17:43:03Z | |
| dc.date.issued | 12/31/2015 | |
| dc.description.abstract | The researcher aimed to determine whether developing a mentoring relationship, as a form of coping for first-year, first generation college students (FGCS), would assist in reducing college-related stress and improving level of college adjustment. Experiences of first-year FGCS, who self-identify as either having or not having a mentoring relationship, were evaluated. A demographic form created for this study, the Student Adaptation to College Questionnaire (SACQ) Social Adjustment section (Baker & Siryk, 1989), the College Student Stress Scale (Feldt, 2008), the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983), and the College Student Mentoring Scale (Crisp, 2009) were administered through an online survey to assess these factors. One hundred and thirty first-year FGCS matriculating at Texas Woman’s University successfully participated. The sample was comprised of 89% women, 9% men, and 2% who identified as other. A MANCOVA was used to analyze all of the hypotheses on mentoring, college-related stress, and level of college adjustment. Based on the findings, it appears that there is a significant link between higher levels of college adjustment and lower levels of college-related stress among first-year FGCS who were involved in a mentoring relationship. The highly mentored group did not differ on college adjustment and college-related stress when compared to the less mentored group. It appears that mentoring is beneficial for first-year FGCS, but that the degree of mentoring does not have an impact on college adjustment and college-related stress. Implications for theory, research, training, and practice are discussed. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11274/8633 | |
| dc.language.iso | en_US | en_US |
| dc.subject | Adjustment | |
| dc.subject | College | |
| dc.subject | First generation | |
| dc.subject | Stress | |
| dc.subject | Student | |
| dc.subject | Psychology | en_US |
| dc.title | The impact of a mentoring relationship on college adjustment and college-related stress for first-year, first-generation college students | en_US |
| dc.type | Dissertation | en_US |
| thesis.degree.department | Psychology and Philosophy | |
| thesis.degree.discipline | Counseling Psychology | |
| thesis.degree.grantor | Texas Woman's University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy |