Narcissus Goes to College: A Consideration of Dispositional Narcissism as a Variable for Student Learning in Higher Education

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dc.contributor.authorWatson, Joan Monahanen
dc.contributor.committeechairDoolittle, Peter E.en
dc.contributor.committeememberMcConnell, Kathryneen
dc.contributor.committeememberLewis, Mary Annen
dc.contributor.committeememberBodenhorn, Nancy E.en
dc.contributor.departmentEducational Psychologyen
dc.date.accessioned2014-03-14T21:10:04Zen
dc.date.adate2011-03-28en
dc.date.available2014-03-14T21:10:04Zen
dc.date.issued2011-02-28en
dc.date.rdate2011-03-28en
dc.date.sdate2011-03-07en
dc.description.abstractFor over a century, the enigmatic nature of narcissism has been the source of debate across psychological, sociological, and developmental domains. Although much has been written in recent years about narcissism as a generational phenomenon, referencing data collected from university undergraduates, there is little to no applied research and discussion into the implications for teaching and learning with respect to the reciprocal interactions between narcissistic students and traditional undergraduate education. Recognizing this paucity in the literature, the manuscripts within this dissertation draw theoretical and empirical connections between narcissism and learning, highlighting significant relationships between narcissism as a dispositional construct and achievement goal orientation. Through the development of a theoretical Triarchic Model of Dispositional Narcissism and the empirical exploration of its viability, this dissertation is written in accordance with sentiments that suggest educational psychologists seek to improve learning through a more comprehensive recognition of the variables that contribute to cognitive processes. The theoretical design, research, and interpretations within this dissertation seek to provide a heuristic through which educators may develop proactive, interventive instructional models and pedagogies that will encourage all students to improve their learning by engaging in strategies that lead to deeper cognitive and metacognitive processing.en
dc.description.degreePh. D.en
dc.identifier.otheretd-03072011-102306en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-03072011-102306/en
dc.identifier.urihttp://hdl.handle.net/10919/37492en
dc.publisherVirginia Techen
dc.relation.haspartWatson_JM_D_2011.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectnarcissismen
dc.subjectgoal orientationen
dc.subjectlearningen
dc.subjectextraversionen
dc.subjectagreeablenessen
dc.titleNarcissus Goes to College: A Consideration of Dispositional Narcissism as a Variable for Student Learning in Higher Educationen
dc.typeDissertationen
thesis.degree.disciplineEducational Psychologyen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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