Psi Chi Journal of Psychological Research最新文献

{"title":"Preferred Music Genre: The Influence of Major Personality Factors","authors":"Lindsay G. Higdon, E. Stephens","doi":"10.24839/1089-4136.JN13.3.140","DOIUrl":"https://doi.org/10.24839/1089-4136.JN13.3.140","url":null,"abstract":"Personality traits and musical preferences were obtained and analyzed using the IPIP Five Factor Inventory from Buchanan (2001) and questions regarding preferred musical characteristics similar to those used in a study by Schwartz (2004). The goal was to see if certain types of people (in regard to personality) prefer certain types of music. In addition, Sensation Seeking as defined by Zuckerman (1979) was used as another facet of personality and as a second independent variable. There were 170 students surveyed. Significant main effects were found for Sensation Seeking and Openness to experience, meaning that participants higher in these characteristics tended to prefer harder forms of music.","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129445018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the Relationship Between Disability Status and Grit","authors":"H. Glover, S. Robertson, Trina Geye","doi":"10.24839/2325-7342.JN26.2.130","DOIUrl":"https://doi.org/10.24839/2325-7342.JN26.2.130","url":null,"abstract":"Success can be defined and understood as the accomplishment of widely varied goals (Duckworth et al., 2007). Two constructs that emerged as components of success are resilience and grit. Resilience, which underlies grit, focuses on the response an individual has to a setback or adversity (Runswick-Cole & Goodley, 2013). Grit has been understood as a continual persistence in the face of difficulty with the added component of stamina toward long-term goals (Duckworth et al., 2007). The two concepts of grit and resilience can vary based on situation and an individual’s interest. These entities are fluid and must be interpreted within various settings with caution and understanding, as experiences and interests can vary widely between individuals. Although two separate constructs, individuals are likely to exhibit both grit and resilience, as they are often applicable in the same scenarios (Mason, 2018). Resilience has been heavily investigated in typically developing children, as well as individuals who could be considered disabled (e.g., specific learning disability, intellectual disability, physical disability, disabled geriatric population; Manning et al., 2014; Migerode et al., 2012; Panicker & Chelliah, 2015 ). Grit is a rather new construct but has had clear connections with success (Duckworth et al., 2007). Grit and resilience have been connected by Duckworth as overlapping constructs, and resilience has also been found to be connected to disability status (Perkins-Gough, 2013; Piers & Duquette, 2016). With this understanding, one can predict grit’s role for students with disabilities based on resilience research with students who ABSTRACT. An established definition of the concept grit is a combination of resilience and stamina for long-term challenges. Although literature on grit has been vast in terms of linking this concept to success for nondisabled individuals, limited research exists for individuals with disabilities. The present study investigated the relationship between grit and disability status within the college population. We surveyed individuals with and without a registered disability at a university, using the Grit Scale to measure responses and later subdividing it into Consistency of Interest and Perseverance of Effort scales. We found a significant main effect, defining significant differences with p values < .05, between disability status with total Grit score. Another significant interaction was found when evaluating the relationship of disability and underrepresentation (e.g., Black Indigenous People of Color) on Grit and Consistency of Interest subscores. No significant differences were found within the Perseverance subcategory of Grit. These results indicate that individuals within the underrepresented category, or people of color, as well as students registered with a disability scored significantly lower than their White and nondisabled counterparts. Further investigation is needed for confirmation of results. Sugges","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129887291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining Relations Between Bicultural Efficacy, the Big Five Personality Traits, and Psychological Well-Being in Bicultural College Students","authors":"Shadab F. Hussain","doi":"10.24839/2325-7342.JN23.1.16","DOIUrl":"https://doi.org/10.24839/2325-7342.JN23.1.16","url":null,"abstract":"Bicultural individuals are those who have internalized knowledge from two different cultural systems (Hong, Morris, Chiu, & Benet-Martínez, 2000). The period of emerging adulthood—between the ages of 18 and 25—is characterized by identity exploration, which may be a challenging developmental stage for college students who are bicultural (Phinney, 2006). Compared to their monocultural peers, bicultural college students face more difficulties resulting from the transition to a new cultural environment such as a mismatch between personal and university values, racial discrimination, and challenges maintaining ties to heritage communities (Carter, Locks, & Winkle-Wagner, 2013; Pieterse, Carter, Evans, & Walter, 2010; Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012). These struggles can manifest as increased internalizing symptoms and antisocial behavior (Arbona & Jimenez, 2014; Miller, Yang, Farrell, & Lin, 2011; Park, Schwartz, Lee, Kim, & Rodriguez, 2013). Because bicultural college students are projected to become the majority of the U.S. college student population (National Center for Education Statistics, 2015), and college settings are crucial for bicultural college students’ identity development (Arnett, 2000), there is a need to examine factors that may contribute to their positive development. Recent research has revealed that bicultural efficacy could be one of those factors (Nguyen & Benet Martínez, 2007; Wei et al., 2010). Bicultural efficacy is defined as “the belief, or confidence, that one can live effectively, and in a satisfying manner, within two groups without compromising one’s sense of ABSTRACT. Bicultural efficacy—the belief people have in confidently navigating between their cultures of origin and mainstream culture—can contribute to the positive development of bicultural individuals through strengthening support systems and protecting against risk factors. The current study aimed to examine which personality traits were correlated with bicultural efficacy and how bicultural efficacy can affect psychological outcomes in emerging adults in college. Self-identified bicultural college students (N = 152, 71% women) between the ages of 18–25 (M = 19.9) completed an online survey assessing personality, bicultural efficacy, and psychological outcomes (depressive, anxiety, and stress symptoms). Correlational analysis revealed that the Big Five Inventory personality traits of agreeableness (r = .27, p = .01) and neuroticism (r = -.25, p = .03) were significantly related to bicultural efficacy. Hierarchical regression analysis showed that, (a) controlling for personality traits, bicultural efficacy was positively associated with psychological well-being (η2 = .03, b = .12, p = .04) and (b) bicultural efficacy reduced the negative effects of depressive and anxiety symptoms on well-being (η2 = .12, b = .26, p < .001). Bicultural efficacy can be a protective factor by decreasing symptoms of psychological maladjustment in college stu","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130562808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Communication and Sexual Behaviors Within Adolescent Couples","authors":"Michael R. Langlais, K. L. Kivisto, Deborah P. Welsh","doi":"10.24839/1089-4136.JN15.4.194","DOIUrl":"https://doi.org/10.24839/1089-4136.JN15.4.194","url":null,"abstract":"","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126770043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Burdensomeness, Belongingness, and Suicidal Desire Among Hispanic/Latino Individuals: Examining the Effect of Ethnicity in the Interpersonal Theory of Suicide","authors":"L. Acosta, C. Hagan, T. Joiner","doi":"10.24839/2325-7342.JN22.1.54","DOIUrl":"https://doi.org/10.24839/2325-7342.JN22.1.54","url":null,"abstract":"The interpersonal theory of suicide states that thwarted belongingness, a perception of social isolation and lack of social connectedness, and perceived burdensomeness, a perception of being a burden on others, are important factors related to the development of suicidal desire. A strong familial connection, characteristic of Hispanic/ Latino cultures, is associated with lower levels of thwarted belongingness. In this study, we tested the ability of thwarted belongingness, perceived burdensomeness, and ethnicity to determine current levels of suicidal desire among Hispanic/Latino and non-Hispanic White undergraduate college students. Based on previous research and the typically high value placed on family, Hispanic/Latinos were predicted to experience lower levels of thwarted belongingness and suicidal desire. Hispanic/Latino status was hypothesized to moderate the role of thwarted belongingness and perceived burdensomeness such that Hispanic/Latinos who reported high levels of thwarted belongingness and perceived burdensomeness respectively would experience the highest levels of suicidal desire. Undergraduate college students (N = 336), 24% Hispanic/Latino and 76% non-Hispanic White, completed self-report measures. Ethnic groups significantly differed on their current suicidal desire, t(193.81) = 2.21, p = .03, and perceived burdensomeness, t(229.74) = 3.06, p = .003, but not thwarted belongingness, t(333) = 0.74, p = .46. Ethnicity moderated the effect of thwarted belongingness and perceived burdensomeness on current suicidal desire. However, the direction of the effect was opposite of the predictions. These findings highlight the role of ethnicity to moderate the effects of established suicide risk factors, thwarted belongingness, and perceived burdensomeness in college students.","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126778671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of DNA and Eyewitness Evidence on Juror Decisions","authors":"Naomi J. Freeman, Diana L. D. Punzo","doi":"10.24839/1089-4136.jn6.3.109","DOIUrl":"https://doi.org/10.24839/1089-4136.jn6.3.109","url":null,"abstract":"The present experiment investigated whether DNA evidence, eyewitness evidence, or a combination of both was more persuasive to mock jurors. The study also explored whether varying the credibility of the testimony affected persuasiveness. The researchers hypothesized that the combination of eyewitness and DNA evidence would be the most persuasive to jurors. Eyewitness evidence would be more persuasive than DNA evidence, and credible testimony would be more persuasive than discredited testimony. One hundred-fifty college students read an excerpt from a court transcript describing a first-degree murder trial. Participants rendered a verdict and answered questions concerning confidence, understanding, reliability, and persuasiveness of testimony. The analyses partly supported the hypotheses. DNA evidence was more persuasive, reliable, influential, and less likely to be viewed as wrong than eyewitness evidence, regardless of whether it was discredited. DNA evidence elicited more guilty verdicts, and jurors were more confident in their verdict. We discuss these results in light of the 2-routes-to-persuasion theory. NAOMI J. FREEMAN","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126969186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Red Badge of Research (And the Yellow, Blue, and Green Badges, Too)","authors":"S. Rouse","doi":"10.24839/2325-7342.JN22.1.2","DOIUrl":"https://doi.org/10.24839/2325-7342.JN22.1.2","url":null,"abstract":"","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123921565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognitive, Environmental, and Familial Mediators and Moderators Between Exposure to Violence and Adolescent Delinquency","authors":"Traci M. Barrett","doi":"10.24839/1089-4136.JN12.2.59","DOIUrl":"https://doi.org/10.24839/1089-4136.JN12.2.59","url":null,"abstract":"","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124239962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Activating Different Attributional Patterns in Chinese Bicultural Individuals With Language Cues","authors":"Sijia Li, Carrie M. Brown","doi":"10.24839/2164-8204.JN19.4.193","DOIUrl":"https://doi.org/10.24839/2164-8204.JN19.4.193","url":null,"abstract":"COPYRIGHT 2014 BY PSI CHI, THE INTERNATIONAL HONOR SOCIETY IN PSYCHOLOGY (VOL. 19, NO. 4/ISSN 2164-8204) *Faculty mentor Imagine a student seated in a classroom when a fellow student rushes five min late. What will be the first thought that enters the first student’s mind? He or she will probably think that the second student is not very reliable or conscientious. Lewin (1935) first noted that people have a tendency to make causal attributions of social behaviors biased toward internal causes. Heider (1958) and Jones and Harris (1967) subsequently made similar observations. Because of the pervasiveness of this phenomenon, Ross (1977) coined the term fundamental attribution error to describe “the tendency for attributers to underestimate the impact of situational factors and to overestimate the role of dispositional factors in controlling behavior” (p. 183). In the present study, dispositional factors refer to personal traits, thoughts, and other factors that reside within the person; situational factors refer to environmental factors not directly related to the person. The student in our example might be well-organized and responsible but his or her alarm did not go off that day. The impact of situational factors is likely to be underestimated as we commit the fundamental attribution error. Psychologists have traditionally considered the fundamental attribution error as a universal phenomenon that existed cross-culturally (Morris & Peng, 1994). However, Bond (1983a) suggested the possibility that the fundamental attribution error may vary across cultures and proposed that research should be conducted to understand the role of culture in attribution. He pointed out that the individualistic worldview was pivotal to all attribution theories. It was likely that people from collectivistic ABSTRACT. It has been well-documented that individuals from collectivistic cultures make more situational attributions than those from individualistic cultures when explaining the causes of events. Recently, researchers have paid attention to the attributional patterns of bicultural individuals and how they vary in response to different cultural primes. The current study aimed to investigate the role of language on activating cultural mindsets and influencing attributional patterns as a result among Chinese-Western bicultural individuals. The sample included 85 participants (21 men, 64 women) recruited via snowball sampling. Each participant was asked to divide up 100% responsibility between a dispositional cause and a situational cause for a series of events in an online survey in either English or Chinese. Results showed that Chinese-primed bicultural individuals made less situational attributions for positive events than English-primed bicultural individuals (d = .51) and that there was no difference in the amount of situational attributions for negative events made by participants in the two conditions. The total length of stay in Western countries did not correl","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123344960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Genre and Reading Difficulty on Narrative Transportation: The Mediating Role of Affect","authors":"Foivos Isakoglou, K. Multhaup, M. Munger, Brian Eiler","doi":"10.24839/2325-7342.jn26.4.422","DOIUrl":"https://doi.org/10.24839/2325-7342.jn26.4.422","url":null,"abstract":"Stories offer a refuge from people’s mundane troubles and commitments by immersing them in intricate fictional worlds. Narrative transportation, i.e., the feeling of being “lost” in the world of a story, has been found to be an important measure of involvement with narratives (Green & Brock, 2000). Numerous studies have examined the impact of literary fiction on readers’ theory of mind, but the relationship between genre and narrative transportation remains relatively unexplored. Black and Barnes (2015a) proposed that exposure to literary fiction produces higher narrative transportation than exposure to nonfiction texts. The present investigation sought to replicate this finding while (a) measuring baseline trait empathy, (b) addressing a confound of genre and reading difficulty noted in prior work, and (c) assessing the mediating role of affect on the relationship between genre and narrative transportation. Empathy was positively correlated with narrative transportation, r = .39, p < .001. Narrative transportation was higher for participants who read challenging fiction and nonfiction than for participants who read easy fiction, F(2, 891) = 5.79, p = .003, ηp2= .013. Positive affect, but not negative affect, mediated the effect of challenging versus easy text conditions on narrative transportation, b = –.16, se = .04 (95% CI [–.25, –.08]). These findings suggest that narrative transportation may not be dependent on story genre, but rather on a given text’s difficulty level and the positive emotions experienced while reading.","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121369599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}