Psychology Commons^™

Nutrition, Fitness, Stress And Genital Herpes Recurrences, Carman E. Stark

Dissertations

The purpose of this research was to extend the existing literature by assessing the relationship between several factors separately and combined, nutrition, fitness and stress, and herpes recurrence rates. It was hypothesized that the results from this study would indicate an inverse correlation between nutrition, fitness, and genital herpes recurrence rates and a positive correlation between stress and genital herpes. Each participant was asked to complete and return (a) two Computerized Nutrition Assessment Forms that provide a health history profile and a record of food choices and portions over two, three-day periods; (b) The Hassle Scale that provides a weekly …

Verification Of The Number Of Factors In The Mmpi -A With Adolescent Females, Kristina M. Kays

Faculty Publications - Psychology Department

The Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) was factor analyzed using the adolescent female normative sample. A Maximum Likelihood (ML) factor analysis with an oblimin rotation produced both a 4-factor solution and a possible 8-factor solution. However, anaylsis of the eigenvalues and the Scree test plot indicated a 4-factor solution obtained the best data fit.

Factor 1 identified a general sense of maladjustment characterized by anxiety, depression, and physical complaints. Factor 2 distinguished features of social introversion, obsessive thoughts, and depression . Factor 3 described features of unusual behavior, thought disorders, and social deviance. Factor 4 reflected the need for control …

Math Anxiety, Coping Behavior, And Gender, Sandra Joy Grossmann

Dissertations and Theses

Non-math majors enrolled in lower-division math courses at an urban university were surveyed on their math attitudes, coping behaviors, and math anxiety (MATHANX). The Revised Ways of Coping Checklist (RWCC), Revised Math Anxiety Rating Scale, and other questions were presented to 30 men and 32 women. Hierarchical regressions showed that after controlling for attitudinal covariates, emotion-focused coping behaviors (EMOTFOC) were strongly associated with MATHANX (F(5,54)=18.66, 12 < .0001), but problem-focused coping behaviors (PROBFOC) were not. The RWCC subscale most highly correlated with MATHANX was Wishful Thinking (r = .70, p < .0001). Ss were then dichotomized on PROBFOC and EMOTFOC, providing four behavioral groups. An ANCOVA controlling for attitudinal covariates showed behavioral group membership significant with respect to MATHANX (F(3,58)=6.07, p < .001), and an ANOVA revealed that students who reported high EMOTFOC coupled with low PROBFOC experienced the greatest MATHANX (,E(3,58) = 12.66, p < .0001).

Males and females reported virtually identical MATHANX (M=36.30 for males, 36.44 for females), and the only significant gender difference was for avoidance coping, which was used more by males (F(1,60) = 5.43, p < .03]. Results from this study suggest that fewer gender differences may exist in MATHANX and coping than have been found in the past. Additionally, this study identifies the need for future research to determine whether EMOTFOC is the behavioral component, or one of the determinants, of math anxiety.

The Effects Of Two Models Of Positive Feedback Of Children's Motivation, Judith Margaret Lynch

Student Dissertations & Theses

The purpose of this investigation was to determine whether the type of written or verbal positive comment regarding a child's accomplishment influences subsequent interest in a task. A preliminary investigation of literature revealed that often rewards and praise negatively alter children's behavior. The writer tested the hypothesis derived from this investigation that non- evaluative descriptive comments, commonly called encouragement, positively affect children more than evaluative praise comments. 32 kindergarten and 36 third grade children received evaluative praise comments and 31 kindergarten and 42 third grade children received non- evaluative descriptive comments on drawings for three days. The fourth day, children …