Social and Behavioral Sciences Commons^™

Parent–Child Recurring Conflict: A Mediator Between Parental Anger Management And Adolescent Behavior, Erin Donohue, Linda C. Halgunseth, Sarah M. Chilenski, Daniel F. Perkins

Psychology Faculty Publications

Guided by social learning theory, this longitudinal study examined whether parent–child recurring conflict mediated the association between parental anger management, an understudied antecedent to parent–child recurring conflict, and adolescent deviant and problem-solving behaviors in 415 rural families. Parental use of anger management in 6th grade was associated with less parent–child recurring conflict in 9th grade, which was associated with more adolescent problem-solving behavior in 11th grade. Family practitioners seeking to promote adolescent problem-solving behaviors may consider teaching families strategies for reducing parent–child recurring conflict and fostering parental anger management.

Investigating Variation And Strength In Social Networks, Timothy D. Immelman, Richard M. Wielkiewicz

Psychology Faculty Publications

Participants were 318 college students from two small, Catholic liberal arts institutions in the Upper Midwest. Variation (i.e., having friends with varied interests and activities) of an individual’s social network was measured by a researcher-developed inventory, the Social Network Variation Scale (SNVS). Social network strength was measured by the researcher-developed Social Network Strength Scale (SNSS). People with more variation or more strength in their social network had higher levels of happiness and lower levels of stress. Autonomy mediated the relationships between variation and stress and strength and stress. Personality moderated the relationships between variation and happiness and variation and stress.

He's Sarcastic And She's Caring: Students' Stereotypes Of The Typical Male And Female Professor, Pamela L. Bacon

Psychology Faculty Publications

Gender stereotypes are prescriptive. For example, if people have a stereotype that women are warm and caring, then they also tend to have a societal prescription that women should be warm and caring. When an individual fails to fulfill a gender prescription, he or she may face social punishment. For example, if a woman is cold and uncaring, then she might be judged more harshly than a man who is cold and uncaring because the woman is violating the gender prescription but the man is not. Research on gender stereotypes suggests that students' perceptions of the best and worst college …

Video Game Addiction And College Performance Among Males: Results Of A One Year Longitudinal Study, Michael Livingston, Zachary L. Schmitt

Psychology Faculty Publications

Video games are played by the vast majority of Americans between the ages of 2 and 17, with males showing higher usage rates (Lenhart et. al., 2008). Furthermore, recent research has demonstrated that 9% of male gamers ages 8 to 18 are addicted to playing video games. Those addicted were significantly more likely to have a lower GPA, have greater difficulty paying attention in class, and were more likely to have been involved in a physical fight over the past year compared to non-addicted gamers (Gentile, 2009).

The majority of video game addiction research has focused on adolescent gamers. The …

Cultivating Sacramentality Through Administrative Work: Guidance From St. Benedict On Being A Catholic Department Chair, Rodger Narloch

Psychology Faculty Publications

One dilemma encountered by department chairs and administrators at Catholic colleges and universities is how to respect the pluralistic religious views of the faculty while being faithful to one's own and the institution's Catholic tradition. The Rule of St. Benedict offers guidance that can result in deepening the respect for all individuals by welcoming all as Christ, adapting to the temperament of the individual, and listening with the ear of one's heart. Through these practices one may cultivate a sacramental vision of the world in oneself and within the academic culture of the department or institution, creating an environment in …

How Do Students’ Beliefs About Learning Relate To The Teaching Methods And Classroom Activities They Perceive As Effective?, Robert A. Kachelski, Rodger Narloch

Psychology Faculty Publications

The purpose of this study was to determine how college students' beliefs about learning and knowledge related to the types of teaching methods and classroom activities they perceive as effective in helping them to learn. Comparisons were also made based on year in college. Beliefs about learning were assessed using the Epistemic Belief Inventory (EBI; Schraw, Bendixen, & Dunkle, 2002), which yields scores on 5 dimensions: Omniscient Authority, Certain Knowledge, Quick Learning, Simple Knowledge, and Innate Ability. A number of significant correlations were found. For example, scores on the Quick Learning dimension were negatively correlated with effectiveness ratings for lecture, …

The More You Know: Reviewing Concepts Using Student-Created Public Service Announcements, Pamela L. Bacon

Psychology Faculty Publications

In past course evaluations, my social psychology students consistently reported that they started offering their roommates unsolicited social psychological interpretations of their behaviors and beliefs. I began to wonder if my students’ desire to educate others could be harnessed to help them review course material. I reasoned that elaborating on the material covered in the class would help them learn (Loyens, Rikers, & Schmidt, 2007) and finding a creative outlet for their desire to teach others might preserve some roommate relationships.

In an attempt to encourage students to build on past material, I turned to one of the most well-known …

Understanding Power In The College Classroom, Aubrey Immelman

Psychology Faculty Publications

This article presents a theoretical framework for conceptualizing power relations in educational settings and argues that research on the metamorphic effects of social power provides an empirical basis for the constructive use of power in the college classroom. It recommends that teachers should concentrate on strengthening their informational, expert, and referent power bases; limit their use of legitimate and reward power; and avoid the exercise of coercive power at practically any cost.