Development of the Coping Ahead Intervention for Latina First-Generation College Students

Simple item page
dc.contributor.advisorKim, Han Joe
dc.contributor.advisorFan, Weihua
dc.contributor.committeeMemberDay, Susan X.
dc.contributor.committeeMemberGonzalez, Elsa
dc.contributor.committeeMemberHein, Sascha D.
dc.creatorTurner, Sarah Churchill
dc.creator.orcid0000-0001-6595-0494
dc.date.accessioned2023-01-01T23:20:05Z
dc.date.createdAugust 2022
dc.date.issued2022-08-17
dc.date.updated2023-01-01T23:20:06Z
dc.description.abstractBackground: Academic achievement among Latina students has improved rapidly for college enrollment, but degree completion has not. Many of these Latina students are first-generation college students, with neither parent attending college. Without a role model at home with first-hand experience to relate to the struggles of college, providing guidance may help them cope with stressful situations and build confidence. Purpose: Study 1 focused on developing four lessons in the Coping Ahead Intervention to help first semester Latina first-generation college students by targeting optimism, coping strategies, college self-efficacy, and psychological well-being. Study 2 focused on gathering data about differences these malleable factors of resilience among students of different ethnicities and generational status. Research Questions: RQ 1: Among the participants in the Coping Ahead Intervention, were there differences in mean scores in resilience, optimism, college self-efficacy, coping strategies, and psychological well-being before and after the intervention? RQ 2: How did Latina first-generation college students describe stressful situations in their lives that they can change by using the Coping Ahead skills? What potential assets did these students use to compensate for situational adversities? RQ 3: How did the Latina first-generation college students describe their experiences in the Coping Ahead Intervention? RQ 4: Among college students of different ethnicities, generational status, and the interaction effect, were there differences in mean scores between resilience, optimism, college self-efficacy, coping strategies, and psychological well-being? Methods: Study 1. Using a pretest-posttest design, responses were analyzed by using quantitative and qualitative methods. Lessons were adapted for college students from Linehan’s ABC PLEASE emotion regulation skill and Seligman’s positive psychology research. The sequence of lessons was to identify and “cope ahead” for stressful situations in college, increase confidence, identify goals in college, and encourage self-care. In Study 2, responses from 279 female undergraduates were analyzed using two-way MANOVA, descriptive statistics, correlation analyses, and ANOVAs. Results: Study 1. Three students completed four lessons and surveys. The stressful situations included procrastinating, preparing for exams, and connecting with others on campus. Their assets were often grounded in culture, resilience, and social capital in their relationships at home and at school. Study 2. The omnibus MANOVA results showed no significant differences in mean scores across ethnicity and generational status. Conclusion: The participants reported the Coping Ahead Intervention was qualitatively useful in coping with stressful situations, improving relationships, and improving self-acceptance, but not statistically significant in most subscales.
dc.description.departmentPsychological, Health, and Learning Sciences, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657/13268
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectFirst-generation college students
dc.subjectResilience
dc.subjectIntervention development
dc.titleDevelopment of the Coping Ahead Intervention for Latina First-Generation College Students
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because the student has placed this item under an embargo for a period of time. The Libraries are not authorized to provide a copy of this work during the embargo period.
local.embargo.lift2023-08-01
local.embargo.terms2023-08-01
thesis.degree.collegeCollege of Education
thesis.degree.departmentPsychological, Health, and Learning Sciences, Department of
thesis.degree.disciplineMeasurement, Quantitative Methods & Learning Science
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
TURNER-DISSERTATION-2022.pdf
Size:
847.95 KB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 2 of 2
No Thumbnail Available
Name:
PROQUEST_LICENSE.txt
Size:
4.43 KB
Format:
Plain Text
Description:
Download
No Thumbnail Available
Name:
LICENSE.txt
Size:
1.81 KB
Format:
Plain Text
Description:
Download

Collections

Published ETD Collection