Date of Award

Spring 2020

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Committee Chairperson

Vipanchi Mishra, Ph.D.

Committee Member

Stefani Yorges, Ph.D.

Committee Member

Megan Nolan, Ph.D.

Abstract

The purpose of the present study was to determine if core self-evaluations (CSE) could be used to predict participation in student citizenship behaviors (SCBs) and counterproductive student behaviors (CSBs). This study also introduced a new term to the literature, Teacher-Student Exchange (TSX), to describe the quality of relationships students have with professors and investigated how these interactions influence student participation in SCBs and CSBs. It was proposed that CSE would positively predict participation in SCBs and negatively predict participation in CSBs. It was also proposed that TSX would moderate the relationships between CSE and SCBs and CSE and CSBs. Participants included 105 participant and peer dyads who completed online questionnaires measuring core self-evaluation, student citizenship behaviors, counterproductive student behaviors, and teacher-student exchange. Overall, results did not support the hypotheses regarding the positive effects of CSE on student citizenship behaviors and the moderating role of TSX; however, results did indicate that CSE negatively predicted participation in counterproductive student behaviors. Participants of this study mainly included first-year college students who may not have the experiences that older students have had during college and is a limitation of the study. Future research should collect data across all college years and consider addressing populations of students who might have differing experiences at college such as non-traditional students and distance education students. Since CSE was found to predict participation in CSBs, institutions should consider evaluating students and identifying those students that might be at risk for higher participation in these negative behaviors.

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