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oai:www.ideals.illinois.edu:2142/23121 2023-07-10 col_2142_5131 col_2142_11614 com_2142_5130 com_2142_11613 com_2142_8903

Berenbaum, Howard Brown, Tamara Lynette 2011-05-07T14:02:56Z 2011-05-07T14:02:56Z 10000-01-01 1996 This study explored the relationship between social support and two indices of college adjustment (grade point average and satisfaction with college) among 268 African American college students attending a predominantly White, midwestern university. Two sources of support (home-based and university-based) and two types of support (emotional and instrumental) were measured. Social support was not associated with students' GPAs, and only university-based social support was associated with their satisfaction with college. Among women, satisfaction with college was predicted best by university-based emotional support, whereas among men, satisfaction with college was predicted best by university-based instrumental support. Year in college and high school background were not related to the relationship between social support and college adjustment. Made available in DSpace on 2011-05-07T14:02:56Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9702469.pdf: 4433691 bytes, checksum: eb6c4d9bad55ded3fc4bc417b92b1a47 (MD5) Previous issue date: 1996 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T15:02:19Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:29:37-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission ETDs are only available to UIUC Users without author permission U of I Only 9780591087222 AAI9702469 (UMI)AAI9702469 http://hdl.handle.net/2142/23121 eng Copyright 1996 Brown, Tamara Lynette Education, Sociology of Education, Educational Psychology Psychology, Clinical Sociology, Ethnic and Racial Studies College adjustment of African-American students on a predominantly White college campus: The importance of gender, year in college, high school background and social support text Education University of Illinois at Urbana-Champaign Dissertation Ph.D. Education