{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/46733"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/46733","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The impact of type d personality traits on college students with and without disabilities career readiness","abstract":"We examined a total of 112 freshmen college students ranging from 17 to 20 years of age. More specifically, we looked at a sample of 50 college students that reported either physical or developmental disabilities and a sample of 60 college students without disabilities. Those who were diagnosed with psychiatric illness (n=2) were excluded from this study. In this study, the participants completed the following: demographics form, Career Thoughts Inventory and DS 14 Type D Personality assessments. Results demonstrated no significant difference based on disability status in regards to career thoughts. The presence of negative affectivity had an adverse effect on overall career thoughts, decision-making confusion, and commitment anxiety for both individuals with and without disabilities as a whole. An analysis based on group differences indicated that the presence of negative affectivity had an adverse effect on overall career thoughts as well as commitment anxiety for individuals with disabilities. Furthermore, the presence of social inhibition had an adverse effect on an individual with a disability in regards to decision-making confusion and external conflict. Results were non-significant for college students without disabilities. As a result of this study, one can conclude that career counseling interventions should be geared toward attending to affect and Type D personality over that of disability status to enhance outcomes.","abstract_html":"We examined a total of 112 freshmen college students ranging from 17 to 20 years of age. More specifically, we looked at a sample of 50 college students that reported either physical or developmental disabilities and a sample of 60 college students without disabilities. Those who were diagnosed with psychiatric illness (n=2) were excluded from this study. In this study, the participants completed the following: demographics form, Career Thoughts Inventory and DS 14 Type D Personality assessments. Results demonstrated no significant difference based on disability status in regards to career thoughts. The presence of negative affectivity had an adverse effect on overall career thoughts, decision-making confusion, and commitment anxiety for both individuals with and without disabilities as a whole. An analysis based on group differences indicated that the presence of negative affectivity had an adverse effect on overall career thoughts as well as commitment anxiety for individuals with disabilities. Furthermore, the presence of social inhibition had an adverse effect on an individual with a disability in regards to decision-making confusion and external conflict. Results were non-significant for college students without disabilities. As a result of this study, one can conclude that career counseling interventions should be geared toward attending to affect and Type D personality over that of disability status to enhance outcomes.","abstract_has_math":false,"creators":["Reid, Jenna"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Strauser, David R.","Rounds, James"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-16T18:00:40Z","date_published":"2014-01-16T18:00:40Z","updated_at":"2026-07-22T22:25:36Z","subjects":["Career Thoughts","Career Readiness","College students with and without disabilities","Personality d","Outcomes"],"languages":["en"],"rights":["Copyright 2013 Jenna Reid"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/46733","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Strauser, David R.","Rounds, James"]},{"key":"dc:creator","label":"Author","values":["Reid, Jenna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-01-16T18:00:40Z","2013-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Career Thoughts","Career Readiness","College students with and without disabilities","Personality d","Outcomes"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 Jenna Reid"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/46733"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["We examined a total of 112 freshmen college students ranging from 17 to 20 years of age. More specifically, we looked at a sample of 50 college students that reported either physical or developmental disabilities and a sample of 60 college students without disabilities. Those who were diagnosed with psychiatric illness (n=2) were excluded from this study. In this study, the participants completed the following: demographics form, Career Thoughts Inventory and DS 14 Type D Personality assessments. Results demonstrated no significant difference based on disability status in regards to career thoughts. The presence of negative affectivity had an adverse effect on overall career thoughts, decision-making confusion, and commitment anxiety for both individuals with and without disabilities as a whole. An analysis based on group differences indicated that the presence of negative affectivity had an adverse effect on overall career thoughts as well as commitment anxiety for individuals with disabilities. Furthermore, the presence of social inhibition had an adverse effect on an individual with a disability in regards to decision-making confusion and external conflict. Results were non-significant for college students without disabilities. As a result of this study, one can conclude that career counseling interventions should be geared toward attending to affect and Type D personality over that of disability status to enhance outcomes.","Item withdrawn by Laura Spradlin (lspradl2@illinois.edu) on 2013-12-10T14:15:46Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Reid_Jenna.docx: 1240759 bytes, checksum: 34ec9f4cd42b41100c1ed19b081e8a13 (MD5) Reid_Jenna.pdf: 1748932 bytes, checksum: e0e593ba5fc333e75431d708373ea04b (MD5)","Made available in DSpace on 2014-01-16T18:00:40Z (GMT). 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In this study, the participants completed the following: demographics form, Career Thoughts Inventory and DS 14 Type D Personality assessments. Results demonstrated no significant difference based on disability status in regards to career thoughts. The presence of negative affectivity had an adverse effect on overall career thoughts, decision-making confusion, and commitment anxiety for both individuals with and without disabilities as a whole. An analysis based on group differences indicated that the presence of negative affectivity had an adverse effect on overall career thoughts as well as commitment anxiety for individuals with disabilities. Furthermore, the presence of social inhibition had an adverse effect on an individual with a disability in regards to decision-making confusion and external conflict. Results were non-significant for college students without disabilities. 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