The purpose of the present study was to evaluate the impact of an online intervention on the social and psychological well-being of college freshman. Predictors of social well-being at pre- and post-test were examined via hierarchical regression analysis. The combined explanatory power of the predictor variables was considerable, accounting for a significant portion of variance in social well-being at time one and time two. Psychological well-being was a consistently strong predictor of social well-being at both pre- and post-test. Analysis of covariance and multivariate analysis of covariance were used to evaluate group differences on measures of social well-being across time one and time two. Contrary to expectations, no group differences were found. Furthermore, participants in both the intervention and control conditions experienced a decrease in social well-being over the course of their first semester in college.
|Advisor:||Lopez, Shane J.|
|Commitee:||Coder Mikinski, Tamara, Krieshok, Tom, Rice, Suzanne, Skorupski, William|
|School:||University of Kansas|
|Department:||Psychology & Research in Education|
|School Location:||United States -- Kansas|
|Source:||DAI-B 70/07, Dissertation Abstracts International|
|Subjects:||Social psychology, Mass communications|
|Keywords:||Intervention, Media, Positive psychology, Social cognitive theory, Social networking, Well-being|
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