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dc.contributor.advisorSmith, Robert L.
dc.contributor.advisorNelson, Kristina
dc.contributor.authorMendoza, Samantha Marie
dc.date.accessioned2020-05-10T03:16:21Z
dc.date.available2020-05-10T03:16:21Z
dc.date.issued2019-08
dc.identifier.urihttps://hdl.handle.net/1969.6/87865
dc.description.abstractPredictors of upperclassmen undergraduate students’ perceived academic performance and adjustment to college were examined using four instruments. The research sample was comprised of 308 students from South Texas and findings indicate that correlations between predictor variables and the criterion variable student perceived academic performance produced statistically significant positive correlations, except between achievement motivation and performance rating. The largest positive correlations among predictor variables and the criterion variable college student adjustment were between relational skills and achievement motivation and between relational skills and college student adjustment. Of the three predictors, at 5.7%, resilience uniquely accounted for the most variance in college student adjustment. Resilience significantly predicted performance rating, and uniquely accounted for 5% of the variance in the model. The researchers provided implications for educators, college counselors, and college administrators, as well as provided directions for future research.en_US
dc.format.extent158 pagesen_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subjectacademic performanceen_US
dc.subjectachievement motivationen_US
dc.subjectcollege student adjustmenten_US
dc.subjectrelational skillsen_US
dc.subjectresilienceen_US
dc.subjectundergraduate adjustmenten_US
dc.titleResilience, achievement motivation, and relational skills as predictors of perceived academic performance and college adjustment in undergraduate university studentsen_US
dc.typeTexten_US
thesis.degree.disciplineCounselor Educationen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US
dc.contributor.committeeMemberWatson, Joshua
dc.contributor.committeeMemberRichard, Ricard
dcterms.typeText
dc.description.departmentCounseling & Educational Psychologyen_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.type.genreDissertationen_US


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