Master of Science (MS)
First Committee Member
E. Michael Nussbaum
Number of Pages
This study sought to improve upon the definition of nontraditional student status, and to identify relationships between student status, goal orientations, and coping strategies. Two of this study's hypotheses included the expectation that nontraditional students would employ more adaptive goal orientations (e.g. mastery-approach) more often than traditional students; and students who use more adaptive goal orientations would employ more adaptive coping strategies (e.g. task-oriented coping); This study involved 180 undergraduates, and used a participant information questionnaire, the Coping Inventory for Stressful Situations (CISS), and the Achievement Goal Questionnaire (AGQ). Factor and cluster analyses revealed that the variables age, marital status, parental status, and whether time was ever taken off from school, shared enough variance to allow the identification of two clusters. Correlations and regressions showed that the nontraditional student cluster used mastery-approach goals more than the traditional cluster, and confirmed a significant relationship between mastery-approach goal orientation and task-oriented coping.
Coping; Goal; Nontraditional; Orientations; Strategies; Students; Traditional
Educational psychology; Education, Higher
University of Nevada, Las Vegas
If you are the rightful copyright holder of this dissertation or thesis and wish to have the full text removed from Digital Scholarship@UNLV, please submit a request to email@example.com and include clear identification of the work, preferably with URL.
Johnson, Marcus Lee, "Traditional/nontraditional students' use of goal orientations and coping strategies" (2007). UNLV Retrospective Theses & Dissertations. 2118.
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/