PREDICTING COLLEGE STUDENTS’ DIFFERENTIATION OF SELF WITH DIMENSIONS OF EXECUTIVE FUNCTIONING SKILLS

dc.contributor.advisor Marshall, Seth
dc.contributor.author Palmer, Polly A
dc.contributor.committeemember Rust, James
dc.contributor.committeemember Wallace, Monica
dc.contributor.department Psychology en_US
dc.date.accessioned 2017-05-26T18:00:55Z
dc.date.available 2017-05-26T18:00:55Z
dc.date.issued 2017-03-25
dc.description.abstract ABSTRACT
dc.description.abstract There is a shortage of research that investigates how, and to what extent, individuals’ capacity for emotional and intellectual functioning, as well as autonomy within familial and intimate relationships (i.e., differentiation of self) is predicted by the core neurocognitive executive functioning dimensions of behavior regulation (i.e., inhibition) and metacognition (i.e., working memory). To address this, participants (N =184) were administered a differentiation of self measure, the Differentiation of Self Inventory- Revised (DSI-R; Skowron & Friedlander, 1998; Skowron & Schmitt, 2003) and an executive functioning measure, the Behavior Rating Inventory of Executive Function Adult Version (BRIEF-A; Roth, Isquith, & Gioia, 2005). In terms of differentiation of self (DoS) predicting dimensions of executive functioning, results indicated that global EF successfully predicted overall DoS. Additionally, when comparing how two core EF dimensions predicted DoS, EF behavior regulatory skills were a better predictor in comparison to EF meta-cognitive skills.
dc.description.degree M.A.
dc.identifier.uri http://jewlscholar.mtsu.edu/xmlui/handle/mtsu/5325
dc.publisher Middle Tennessee State University
dc.subject Differentialtion of Self
dc.subject Executive Function
dc.subject Family systems theory
dc.subject Murray Bowen
dc.subject.umi Psychology
dc.thesis.degreegrantor Middle Tennessee State University
dc.thesis.degreelevel Masters
dc.title PREDICTING COLLEGE STUDENTS’ DIFFERENTIATION OF SELF WITH DIMENSIONS OF EXECUTIVE FUNCTIONING SKILLS
dc.type Thesis
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