This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
The trend of increasing mental health issues for undergraduate students is a worrisome and important topic for research in higher education. College students become the backbone of society as they graduate, start families, and enter the workforce. To increase the mental health of students on campus, many institutions have implemented…
The trend of increasing mental health issues for undergraduate students is a worrisome and important topic for research in higher education. College students become the backbone of society as they graduate, start families, and enter the workforce. To increase the mental health of students on campus, many institutions have implemented university-wide interventions that ask students to engage with written or visual models. I propose that this large-scale intervention that uses a one-size-fits all narrative is leaving behind important students on campus who do not relate to the written or video narratives that are often used in these settings. My current research employed a classroom-based intervention in which students were asked to discover intergenerational narratives themselves. This mixed methods design used pre-intervention and post-intervention surveys to investigate changes in levels of resilience, belonging, and mattering among a group of college students at a university in the southwest United States. My sample was predominantly young (m = 19.4, SD = 1.2) female students (85.7%) who identified as white (54%) and in their freshman year of college (48.6%). Additional qualitative thematic analyses were performed to investigate the adherence of student narratives to restorative elements and representative quotes were pulled to elaborate on the convergence and divergence of data. Although no statistically significant differences were found, individual students reported positive change and future research is warranted.
