Psi Chi Journal of Psychological Research最新文献

{"title":"The Effect of Verbal Praise on Maze Completion","authors":"Thomas J. Gambino","doi":"10.24839/2164-8204.JN21.1.54","DOIUrl":"https://doi.org/10.24839/2164-8204.JN21.1.54","url":null,"abstract":"COPYRIGHT 2016 BY PSI CHI, THE INTERNATIONAL HONOR SOCIETY IN PSYCHOLOGY (VOL. 21, NO. 1/ISSN 2164-8204) Verbal praise is often used to reinforce desired behaviors. It provides feedback about specific performance and may guide future performance. Praise has been shown to increase athletic performance (Anderson, Crowell, Doman, & Howard, 1988) and effort on subsequent trials of a task following task-relevant praise (Baumeister, Hutton, & Cairns, 1990). Research has suggested that praise influences not only the behavior itself but also attitudes about tasks performed. Although praise is often directed at specific behaviors, it also influences attitudes about specific tasks, motivation, persistence to complete tasks, and attributions of task performance. Early work by Mueller and Dweck (1998) investigated how type of praise influences children’s effort and motivation. They hypothesized that praise directed at ability (intelligence) and praise directed at effort, when administered after success, would lead children to have different goals for their achievement and have different responses when confronted with failure or challenge. Fifth graders completed a series of 10 matrices, each progressively becoming more difficult. Results found that students praised for intelligence were more concerned with performance goals, and the students praised for effort were more concerned with learning goals. Additionally, students praised for effort wanted to continue learning, and students praised for intelligence were concerned with looking smart. When examining explanations for failure, Mueller and Dweck (1998) found that students praised for effort blamed their performance on their effort, and the students praised for intelligence blamed their performance on their ability. They concluded that students praised for effort enjoyed the tasks much more than the students praised for ability. Droe (2013) found similar results in a music setting. Music students received either praise for effort, praise for talent, or no praise following a rhythm-tapping test and then rated their motivation and performance attribution (learning goals or performance goals). Similar to Muller and Dweck (1998), Droe (2013) found that students praised for their effort were more likely to choose learning goals, and students praised for musical talent were more likely to choose performance goals and had a more positive attitude toward task persistence. ABSTRACT. The purpose of the present study was to examine the relationship between verbal praise and performance. Past literature has supported the positive impact that encouragement has on performance. Praise has been found to increase athletic performance (Anderson, Crowell, Doman, & Howard, 1988) as well as academic performance. However, the type of encouragement can lead to different outcomes. Participants in the current study completed a difficult line maze while either being praised in the form of encouraging comments (“You’re doing fine,”","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"355 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":"133745971","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":"Religion and Well-being: Differences by Identity and Practice","authors":"M. Ibrahim","doi":"10.24839/2325-7342.JN23.1.72","DOIUrl":"https://doi.org/10.24839/2325-7342.JN23.1.72","url":null,"abstract":"Religion is often related to greater psychological well-being in college students (Burris et al., 2009). However, across studies, researchers have conceptualized “religion” in different ways. Despite the fact that religious identity and practice tend to be related, these aspects of religion may be differentially related to well-being (Lopez, Huynh & Fuligni, 2011). In addition, the relationship between religion and well-being may differ based on societal factors such as race and gender (Diener, Tay & Myers, 2011). In this study, 157 undergraduate students completed measures of religious identity, religious practice, public regard (the extent to which people feel that their race and gender identity is viewed positively or negatively by the broader society), and psychological well-being. Regression analyses showed that religious identity, but not practice, was associated with both higher positive and lower negative affect. There was a marginally significant interaction between religious identity and public regard for race for positive emotions, such that religious identity was correlated with positive emotions more strongly for participants with a high public regard for their race. Overall, results suggest that religious identity plays a more important role in well-being than religious practice. Additionally, having a higher sense of religious identity is likely to result in more well-being when accompanied by a racial identity that is perceived by the individual to have a higher public regard. This relationship is not affected by perceptions of public regard for gender. RELIGION AND WELL-BEING 3 Religion and Well-being: Differences by Identity and Practice Religion is a social identity that is grounded in a system of guiding beliefs, and may serve as a powerful tool to shape psychological and social processes (Ysseldyk, Matheson & Anisman, 2010). Previous research has shown that in and of itself, religion contributes to the experience of greater positive and fewer negative emotions for the people who believe in it (Kim-Prieto & Diener, 2009). Religion provides a “moral compass and rules for living” and allows people to identify with groups, which in turn may reduce feelings of uncertainty (Hogg, Adelman & Blagg, 2010). Other research has shown that the social aspect of religion is a key factor in health and well-being (Knipscheer & Rolf, 2007). However, despite the fact that religion and religious belief have largely been associated with well-being (Chamberlain & Zika, 1992), across studies, researchers have conceptualized “religion” in different ways. Different dimensions of religion such as religious identity and participation may follow different trajectories, despite the fact that they tend to be related (Lopez, Huynh & Fuligni, 2011), and this has been shown across a range of religions. This is why it is important to see how each of these dimensions is differentially related to well-being. For example, Cohen, Yoon and Johnstone (2009), in a s","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":"115548108","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":"Minority Stress and Relationship Satisfaction Among Gay and Bisexual Men","authors":"Dustin K. Shepler, Mackenzie R. Glaros, Jared W. Boot","doi":"10.24839/2325-7342.jn26.3.296","DOIUrl":"https://doi.org/10.24839/2325-7342.jn26.3.296","url":null,"abstract":"For gay and bisexual men, relationship status and relationship satisfaction have been linked to longevity, positive mental health, and life satisfaction. Factors that contribute to relationship satisfaction among gay and bisexual men were examined within the framework of Meyer’s (2003) minority stress model. Ninety-three gay, bisexual, and pansexual men who ranged in age from 18 to 60 years old (M = 32.14, SD = 10.01) were recruited in person and through Amazon Mechanical Turk to complete measures related to minority identity processes, identity characteristics, and relationship satisfaction. Most men were White (80.6%) with a high education level (58% had completed at least a bachelor’s degree). Multiple linear regression results were significant and indicated that 4 variables (identity concealment, uncertainty, centrality, and affirmation) explained about 40% of the variance in relationship satisfaction, F(6, 86) = 9.42, p ≤ .001 Findings suggest that Meyer’s model can be extended from explaining mental health to understanding relationship satisfaction. Results also draw attention to the role of identity affirmation and identity centrality, a somewhat unique contribution to this area of inquiry.","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"100 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":"115641267","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":"Stress, Mental Health Symptoms, and Help-Seeking in College Students","authors":"Kimberly A. Hubbard, P. Reohr, Lauren Tolcher, Andrew Downs","doi":"10.24839/2325-7342.JN23.4.293","DOIUrl":"https://doi.org/10.24839/2325-7342.JN23.4.293","url":null,"abstract":"College students show low rates of help-seeking behavior despite being at risk for experiencing stressors and mental health problems. The present study aimed to develop a more comprehensive understanding of the relationships between different stressors, mental health, and help-seeking behavior among college students. An online survey distributed locally and nationally asked college students aged 18 to 24 (n = 564) about their stressors, mental health symptoms, and past and current help-seeking behavior. A factor analysis suggested that college students experience stress in four domains: intrapersonal, interpersonal, performance, and financial. Regression analyses revealed that intrapersonal and interpersonal stress predicted anxiety and depression in both women and men (p < .001), whereas performance stress predicted anxiety and depression in women (p < .001) but not men. Financial stress was not related to mental health symptoms in either gender. Regarding help seeking, 37.5% of women and 16% of men had received help for a mental health problem, although none of the men and only 5.8% of the women were currently receiving counseling or therapy. Help-seekers reported significantly higher levels of performance (p = .007, d = 0.25), interpersonal (p < .001, d = 0.54), and intrapersonal stress (p < .001, d = 0.65), as well as more eating problems (p < .001, d = 0.34), anxiety (p < .001, d = 0.78), and depression (p < .001, d = 0.72). These results suggest the need for colleges to consider new ways of identifying at-risk students and encouraging those students to seek help. This article is proudly published in support of the #Help_HelpedMe Initiative. Learn more at https://doi. org/10.24839/2325-7342. JN23.1.2 https://doi.org/10.24839/2325-7342.JN23.4.293","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"1 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":"115650455","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":"Academic Dishonesty Policies Across Universities: Focus on Plagiarism","authors":"J. Salhany, Miguel Roig","doi":"10.24839/1089-4136.JN9.4.150","DOIUrl":"https://doi.org/10.24839/1089-4136.JN9.4.150","url":null,"abstract":"","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"1 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":"115709486","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":"Who Am I? Identity Development During the First Year of College","authors":"M. Shell, D. Shears, Zoe Millard","doi":"10.24839/2325-7342.jn25.2.192","DOIUrl":"https://doi.org/10.24839/2325-7342.jn25.2.192","url":null,"abstract":"Identity development is the process by which adolescents and emerging adults search for answers to fundamental questions that surround who they are, including their political and religious views, career choices, and future achievements (Ole, 2016). Identity development is often characterized as beginning in adolescence and continuing through emerging adulthood (Arnett, 2000; Kunnen, Sappa, van Geert, & Bonica, 2008). However, because of differing opportunities for exploration or commitment, identity development in some domains (i.e., components of identity, such as religion or political views) may develop earlier or later than others. Thus, it is important to understand not just identity development in general, but domainspecific identity development as well (Kunnen et al., 2008). Contextual factors may play an important role in the process of identity development. In particular, the transition from high school to college may result in significant changes in a number of domains such as romantic relationships, friendships, and academics (Azmitia, Syed, & Radmacher, 2013; Kunnen et al., 2008). This transition is a time when students explore new potential identities and begin to commit to one of their choosing (Luyckx, Goossens, Soenens, & Beyers, 2006). Consistent with this idea, previous work has found that high school students often had neither explored nor committed to an identity, whereas college students were more likely to be currently exploring identity options (Verschueren, Rassart, Claes, Moons, & Luyckx, 2017). Because the first year of college may be a time of identity instability and development (Azmitia et al., 2013), it is important to understand ABSTRACT. The first year of college provides emerging adults with time to explore their identity, but changes in exploration and commitment may differ across different aspects of identity. It was hypothesized that (a) exploration and commitment would be stable across the first year, but that fall exploration would prompt greater commitment in spring, indicating that individuals are moving toward identity achievement; (b) there would be differences in these patterns across the domains; and (c) exploration would be negatively associated with satisfaction with life, although commitment would be positively associated with life satisfaction. A total of 98 college students reported on satisfaction with life and identity exploration and commitment within 8 domains in the fall and spring of their first year. Results demonstrated that exploration and commitment were stable over time. In general, greater fall commitment predicted less spring exploration, whereas greater fall exploration predicted less spring commitment, but these patterns differed by domain. In addition, global exploration was negatively related to life satisfaction, and peer relationship identities were particularly important in predicting psychological well-being. These findings suggest that identity development is not complete by th","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"12 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":"115910930","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":"Effectiveness of a Brief Suicide Intervention Training","authors":"Susan E. Becker, K. L. Cottingham","doi":"10.24839/2325-7342.JN23.5.336","DOIUrl":"https://doi.org/10.24839/2325-7342.JN23.5.336","url":null,"abstract":"Suicide is a leading cause of death in the United States that is preventable. Intervention training is a way to increase the likelihood that peers will reach out and help each other to increase safety and decrease suicide risk. Brief Suicide Intervention Training (BSIT)’s design maximizes impact with each element in the training suggested by prior research to increase confidence and willingness to intervene. More than 500 trainees took the training from 14 different trainers across multiple settings. Posttraining evaluation results show significant gains in confidence for the five confidence items: recognize when someone might be at risk of suicide, t(603) = -28.77, p ≤ .001, ask directly about suicide, t(606) = -26.99, p ≤ .001, be with someone while they talk about suicide, t(599) = -22.70, p ≤ .001, help someone at risk choose safety, t(600) = -11.02, p ≤ .001, and know how to find more help using resources, t(604) = -28.91, p ≤ .001. https://doi.org/10.24839/2325-7342.JN23.5.336 This article is proudly published in support of the #Help_HelpedMe Initiative. Learn more at https://doi. org/10.24839/2325-7342. JN23.1.2 1 Suicide intervention trainings for nonmental health professionals are often referred to as “gatekeeper” training. Because this term seems to imply that potential helpers should be a barrier to help-seeking, the authors prefer not to use this term.","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"14 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":"114439403","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 Relationship Between Extraversion and Listening Comprehension Under High and Low-Salience Visual Distraction Conditions","authors":"Nicole Virzi, S. Rouse, C. Miller-Perrin","doi":"10.24839/2325-7342.JN23.3.209","DOIUrl":"https://doi.org/10.24839/2325-7342.JN23.3.209","url":null,"abstract":"The present study contributed to the body of research examining the link between level of extraversion and response to sensory stimulation. Previous studies have shown that introverts are more susceptible to, and therefore more distracted by, forms of auditory stimulation than extraverts when completing cognitive tasks. However, no study has examined the differing effects of solely visual stimulation on both distraction and cognitive task performance. Using 90 undergraduate college students as participants, this study tested 3 hypotheses: (a) we expected a negative correlation between level of extraversion and self-reported distraction while under high-salience visual stimulation; (b) we predicted a positive correlation between participants’ extraversion score and performance on a listening comprehension task while under high-salience visual stimulation, defined operationally as number of comprehension questions answered correctly; and (c) we expected that the aforementioned correlation would be higher than the correlation between level of extraversion and performance on a listening comprehension task while under low-salience visual stimulation. Although results did not lend support to the idea of these differences in sensory stimulation applying to different forms of visual stimulation (for all correlations, p = n.s.), we highlight the theoretical and practical implications of these findings. We provide specific suggestions for future research to help identify those most susceptible to distractions as well as how to best protect individuals from their detrimental consequences. Open Materials badge earned for transparent research practices. Materials are available at https://osf.io/quy3s/ https://doi.org/10.24839/2325-7342.JN23.3.209","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"58 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":"114495770","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":"Factors Affecting Teens' Attitudes Toward Their Pregnant Peers","authors":"Jennie M. Kuckertz, K. McCabe","doi":"10.24839/1089-4136.JN16.1.32","DOIUrl":"https://doi.org/10.24839/1089-4136.JN16.1.32","url":null,"abstract":"Research has shown that pregnant teens experience negative consequences resulting from stigmatization, but little research has explained why teenagers stigmatize pregnant peers to a greater degree than sexually active peers. We investigated factors affecting how teens view their pregnant peers. We hypothesized that belief in the effectiveness, availability, and ease of use of contraceptives; belief in a just world; feelings of invulnerability; and male gender would be associated with negative attitudes toward pregnant teens. Data from 101 high school students indicated that attitudes toward contraception and belief in a just world correlated in the expected direction with stigmatization and that male participants reported more negative attitudes. As a group, the study variables predicted negative attitudes, and in particular, attitudes toward contraception and gender uniquely contributed to negative beliefs about pregnant peers. This research may help educators and youth advocates understand and improve the outcomes of pregnant teens who face stigmatization. Every year in the United States, approximately 750,000 teens aged 15–19 become pregnant (Kost, Henshaw, & Carlin, 2010), a much higher rate than most other industrialized nations (McKay & Barrett, 2010). This troubling statistic has prompted a great deal of research on effective methods of managing adolescents’ sexual behavior and preventing pregnancy, in addition to generating a maelstrom of differing public opinion and political debate (Collins, Alagiri, Summers, & Morin, 2002). Although research that informs teen-pregnancy prevention efforts is of great importance, research is also needed to inform efforts to improve the social, emotional, and educational outcomes of teens who are already pregnant and to mitigate the negative consequences associated with pregnancy. One of the negative consequences of pregnancy is social stigmatization (Whitehead, 2001). Gallup-Black and Weitzman (2004) reported that although 87% of teens believed that sexual activity before the age of 18 was accepted by their peers, a significantly smaller percentage (53%) believed that teen parenting was accepted. This discrepancy indicates that among teens, pregnancy is stigmatized to a much greater degree than being sexually active. In order to understand how to help reduce stigmatization of pregnant teens, there must be a greater understanding of what determines the attitudes that teens have toward their pregnant peers. Although a number of studies have focused on how pregnant teens experience their pregnancies in the social world (Rentschler, 2003; Whitehead, 2001; Wiemann, Rickert, Berenson, & Volk, 2005), few quantitative studies have examined how nonpregnant teens view their pregnant peers. However, some studies have employed qualitative methodologies to examine the topic (Herrman, 2008; Kegler, Bird, Kyle-Moon, & Rodine, 2001). In one of the few studies that asked nonpregnant teens their opinions of pregnant and p","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"1 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":"114610043","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 Conflicting Dietary Information on Dieting Self-Efficacy and Motivation","authors":"Vivian Wei Lin Leung, Elizabeth J. Krumrei-Mancuso, Janet P. Trammell","doi":"10.24839/2325-7342.jn24.4.246","DOIUrl":"https://doi.org/10.24839/2325-7342.jn24.4.246","url":null,"abstract":"","PeriodicalId":407971,"journal":{"name":"Psi Chi Journal of Psychological Research","volume":"5 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":"114688537","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}