Electronic Theses and Dissertations

Date

2020

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Counseling Psychology

Committee Chair

Suzanne Lease

Committee Member

Sara Bridges

Committee Member

Jennifer Moore

Committee Member

Pamela Cogdal

Abstract

College students experience a myriad of both death-related and non-death losses throughout their academic careers, which may impact their academic and psychological well-being. Male gender role conflict (GRC) related to restrictive emotionality and restrictive affectionate behavior between men is associated with multiple negative psychological outcomes and may be associated with difficulties related to the grieving process, as grief is typically closely linked with affective experiences related to the loss. The current study specifically examined maladaptive grief cognitions, which are beliefs about ones grief experiences that lead to increased psychological distress and decreased adjustment to the loss. Additionally, descriptive and injunctive social norms regarding emotional inexpressiveness could strengthen the relationships between aspects of male gender role conflict and maladaptive grief cognitions. This study used Hayes PROCESS Model 2 to examine the relationship between GRC and maladaptive grief cognitions and how the norms regarding emotional inexpressiveness within ones male reference group moderate this relationship. Correlation analyses indicated that restrictive emotionality was significantly associated with both measures of maladaptive grief cognitions and that restrictive affectionate behavior between men was significantly associated with a measure of appropriateness of grief cognitions. When the descriptive and injunctive norms were included in the regression analyses, there were fewer significant relationships between male gender role conflict scales and grief cognitions, and reference group norms did not significantly moderate the gender role conflict maladaptive grief cognition associations.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

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