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The Process Of Learning To Do Social Work In The Undergraduate Field Practicum In Mainland China : Bsw Students' Perceptions Of Most Useful Learning Event, Qiang Chen
Legacy Theses & Dissertations (2009 - 2024)
Social work educational programs have been rapidly expanded in mainland China since 2000, and field practicum is considered as one of the most problematic areas. This qualitative study explores baccalaureate social work students’ perceptions of the most useful learning event in the field practicum. Critical Incident Technique-based interview was conducted with 27 students from one undergraduate program in Beijing. Interview transcripts were analyzed using Nvivo software, guided by a constant comparative method in the ground theory tradition. From data analysis, a general learning process emerged that reveals similar patterns of learning among the student participants. This general learning process comprises …
Drunkorexia : Gender Differences In Compensatory Behavior In Response To Alcohol Use, Sasha Gorrell
Drunkorexia : Gender Differences In Compensatory Behavior In Response To Alcohol Use, Sasha Gorrell
Legacy Theses & Dissertations (2009 - 2024)
Compensatory eating behaviors (e.g., vomiting; caloric restriction) related to alcohol consumption may lead to both hazardous drinking as well as disordered eating (e.g., Barry & Piazza-Gardner, 2012; Eisenberg & Fitz 2014). Motivation for compensatory behaviors may differ; some of these behaviors may be more related to eating pathology (e.g., weight and shape concerns), or more related to alcohol (e.g., enhancing alcohol effects). What remains less well understood is whether motivation based on alcohol enhancement is associated specifically with reported eating disorder symptoms, and whether this relation may differ according to sex. An undergraduate sample (N = 530, 48% female) completed …
Work And School Experiences Of Employed Students, So Jung Kim
Work And School Experiences Of Employed Students, So Jung Kim
Legacy Theses & Dissertations (2009 - 2024)
Based on role theory (Katz & Kahn, 1978) and conservation of resources theory (Hobfoll, 1989), work-school domain conflicts – both work-school conflict (WSC) and school-work conflict (SWC) – among employed students were studied. Job supervisor and instructor interactional justice and various role demands (i.e., surface acting and academic demands) were examined as antecedents of work-school domain conflicts, whereas GPA and task performance were examined as consequences. Participants were 109 college students who were working at least 10 hours per week. The results suggest that only academic demands were an antecedent of SWC and task performance was the only consequence of …