Date on Master's Thesis/Doctoral Dissertation
12-2022
Document Type
Doctoral Dissertation
Degree Name
Ph. D.
Department
Psychological and Brain Sciences
Degree Program
Clinical Psychology, PhD
Committee Chair
Lewine, Richard
Committee Co-Chair (if applicable)
Salmon, Paul
Committee Member
Salmon, Paul
Committee Member
Meeks, Suzanne
Committee Member
Valentine, Jeffrey
Committee Member
Cashon, Cara
Author's Keywords
self-concept clarity; mindfulness; income academic achievement gap
Abstract
The purpose of the current study was to examine whether linguistic patterns previously associated with trait mindfulness and self-concept clarity in low-income college students’ application essays are associated with academic performance and psychosocial variables. The aims of the study were as follows: 1) Explore relations between linguistic markers that have been previously associated with higher mindfulness/self-concept clarity and GPA and 2) Explore relations between linguistic markers that have been previously associated with higher mindfulness/self-concept clarity and anxiety/depression. Participants were 54 undergraduate students in the Cardinal Covenant program (a scholarship program for students from low-income families) who began college in the fall of 2016. The analyses revealed that none of the hypothesized correlations between linguistic markers previously associated with mindfulness/self-concept clarity and GPA or anxiety/depression were significant. The correlation between linguistic markers associated with trait mindfulness and fall 2016 GPA approached statistical significance (r = -.230, p = .115), albeit in the opposite direction than was hypothesized. The lack of significant findings may have been impacted by several factors, including small sample size and spring 2020 GPA being unreflective of students’ academic abilities due to the pandemic. Future avenues for research exploring psychosocial variables that help low-income students succeed in college, specifically through examining cognitive and affective styles revealed in students’ college admissions essays, are discussed.
Recommended Citation
Burke, Natalie, "Investigating the income academic achievement gap: an exploration of the roles of mindfulness and self-concept clarity in low-income college students." (2022). Electronic Theses and Dissertations. Paper 4021.
https://doi.org/10.18297/etd/4021
