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This study looked at the link between academic motivation, student-instructor relationships, and student engagement on a Historically Black College and University campus. This study used quantitative research methods to identify a relationship between students' academic motivation, campus engagement, classroom engagement, and student-instructor relationship and was conducted as a correlational study on the campus of an HBCU in Norman, AL. The study's findings support the existence of a link between students' campus engagement and classroom engagement. The results also revealed no connection between academic motivation and student-instructor relationships. The study emphasized the importance of campus involvement and first-year experience in predicting students' matriculation throughout college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Seventy-two volunteer married couples were categorized as either adjusted or non-adjusted on the basis of scores on the Locke-Wallace Marital Adjustment Scale and then participated in a communication task developed by Rosenberg and Cohen (1964). In order to examine differences in communication accuracy between adjusted and non-adjusted married couples, 12 husbands and 12 wives from both adjustment groups attempted to communicate with their spouses and with other married persons. Each subject (S) served as either a speaker or a listener but not as both. A bipolar adjective checklist was administered to each ~ under eight different response sets (self, ideal self, spouse, ideal spouse, and the prediction of how ~'s spouse responded to those sets) in the manner developed by Murstein and Beck (1972).