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dc.contributor.advisorTonks, Stephen M.en_US
dc.contributor.authorLange, Matthew Daviden_US
dc.date.accessioned2018-10-03T14:20:38Z
dc.date.available2018-10-03T14:20:38Z
dc.date.issued2015
dc.identifier.urihttps://commons.lib.niu.edu/handle/10843/18622
dc.descriptionAdvisors: Stephen M. Tonks.en_US
dc.descriptionCommittee members: Daryl Dugas; Amanda Durik; Lindsay Harris; Lee Shumow.en_US
dc.description.abstractThe purpose of this dissertation was to investigate the influence that a threat to university students' academic competence had on their reported competence, self-efficacy, and the avoidance of help seeking in academics. This dissertation was conceptualized based on symbolic self-completion theory which maintains that when individuals are actively committed to pursuing certain self-definitions, they define themselves as complete (e.g., competent or possessing a desired quality) through the use of symbols of attainment. These symbols can consist of any behavior or material possession that is accepted by others as proof that the individual possesses the desired self-definition. In the present study, the desired quality is being a competent university student, and potential symbols of attainment are measures of perceived competence, self-efficacy, and the avoidance of help seeking in academics. Providing written advice to future undergraduate students was also examined as an additional symbol of attainment. A pre/posttest design was used to gather measures surrounding an academic threat to current undergraduate students (n=203). Results of this dissertation support that being an undergraduate student does represent a self-defining goal and suggest that some students are invested in establishing and maintaining competence within this desired self-definition. This dissertation found that following an academic threat the experimental group did exaggerate (i.e., increase) responses to some of the measures. In addition, both academic commitment and self-esteem were important in determining the extent to which a student engaged in the symbolic self-completion process using measures that focus on competence, self-efficacy, and the avoidance of help seeking in academics.en_US
dc.format.extent148 pagesen_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshEducational psychologyen_US
dc.subject.lcshSocial psychologyen_US
dc.subject.lcshUndergraduates--Attitudes--Researchen_US
dc.subject.lcshAcademic achievement--Psychological aspects--Researchen_US
dc.subject.lcshLearning, Psychology of--Researchen_US
dc.subject.lcshEducational attainment--Psychological aspects--Researchen_US
dc.subject.lcshCollege students--Psychology--Researchen_US
dc.titleSymbolic self-completion theory : the impact of a threat to undergraduate students' academic competence beliefsen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentLeadership, Educational Psychology and Foundationsen_US
dc.description.degreePh.D. (Doctor of Philosophy)en_US


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