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Record identifier : 565515
Personal Name - Primary Intelectual Responsibility : Jacofsky, Matthew D
Title and statement of responsibility : Mediating and moderating effects of irrationality on stress in school psychology students [Thesis]
Publication, Distribution,Etc. : St. John's University (New York), 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Psy.D.
Body granting the degree : , St. John's University (New York)
Summary or Abstract : Although the graduate school experience represents a particular stressful time in many students' lives (Goplerud, 2001), not all students react to the many stressors they encounter in a similar manner. The purpose of the present researcher was to examine the potential role of irrationality, as conceptualized in Rational Emotive Behavioral Therapy (REBT) (Ellis, 1977a), as either a mediator or moderator variable within the relationship between stress exposure and stress severity with school psychology graduate students. Six hundred and sixty-seven current school psychology graduate students recruited from the National Association of School Psychologists (HASP), as well as from two school psychology graduate programs in a private university setting participated in the present study. Participants were invited via mail, as well as by university recruitment procedures to complete a survey packet, which included a consent form, a demographics questionnaire that consisted of relevant variables associated with graduate school training (Cahir & Morris, 1991; Hudson & O'Regan, 1994), the Graduate Student Beliefs Measure (Jacofsky & Terjesen, 2003), and the Psychology Student Stress Questionnaire (Cahir & Morris, 1991). In agreement with prior hypotheses, irrationality was found to partially mediate the relationship between stress exposure and stress severity, as well as between both Grade Point Average and marriage, and stress severity. In addition, as hypothesized, stress exposure was found to partially mediate the relationship between irrationality and stress severity. In contrast, irrationality was not found to moderate the relationship between stress exposure and severity. Additional differences among individuals on various demographic characteristics, as well as correlational data among levels of perceived satisfaction, support, stress exposure, and severity are reported. Implications and limitations of the current findings on school psychology graduate training and REBT theory, as well as directions for future research are discussed..
Topical Name Used as Subject : Educational psychology, Cognitive therapy, Psychotherapy
Information of biblio record : TL
 
 
 
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