| Affiliations: | College of Community Innovation and Education |
| Team Leader: |
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| Faculty Mentor: |
Michelle Taub, PhD
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Team Size:
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3 |
| Open Spots: | 0 |
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Team Member Qualifications:
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Preferred: Understanding of neurodivergence |
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Description:
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The ethnographic study aims to identify positive psychological self-regulation strategies neurodivergent college students report as shaping their overall well-being as a student. The primary research question guiding this study is: What are the self-reported effects of positive psychological self-regulation strategies on neurodivergent college students? Sub-questions include: • What self-regulation strategies are used by neurodivergent college students? To address these research questions, the researchers will interview self-identifying neurodivergent students asking questions related to the self-regulation strategies they use in a college setting and the effects of those strategies on their academic experience. Data collection tools will be semi-structured interviews on Zoom. Collected data will be analyzed using thematic analysis to identify patterns and themes to illustrate the lived experiences of participants’ self-regulation strategies in their college careers. |