Psychology Commons^™

Early Childhood Stressors And Negative Personality Behaviors, Kyler Joachim

Scholars Week

Early Childhood Stressors and Negative Personality Behaviors

Research is moving away from static to contextual models of understanding personality development, making it imperative to consider daily occurrences, not just biology or significant traumatic events, in personality formation. Temperament has long been considered the innate source of behaviors that later solidify into personality, but behaviors themselves and the conditions that produce and reinforce them are shaped by the daily environment. This behavior-environment interaction is especially important for children experiencing childhood stressors like poverty, food insecurity, and parental aggravation. Non-clinical personality related behaviors may arise from these stressors, which can lead to …

Imposter Phenomenon: Distinct Construct Or Achievement-Related Affective Experience?, Meghan R. Wilke

Murray State Theses and Dissertations

Imposter Phenomenon (IP), also known as Imposter Syndrome, is an internal experience that has been observed to occur in high achieving individuals. These individuals do not believe their achievements are due to their own abilities or hard-work: They credit external sources such as luck, errors in admissions or grading, or fooling others as the reason for any successes. IP has been observed in many populations including college professors, medical, dental, nursing and pharmacy students, librarians with graduate degrees, and other successful professionals. Previous research has found that individuals who experience IP may also experience fear of failure, fear of negative …

Adolescent Perceptions Of Behavioral Functioning: Measuring Perceptions Of One's Own Behavior, Aaron Hale

Murray State Theses and Dissertations

As bullying type behaviors have increased in recent years, many school districts have responded by implementing rigid zero-tolerance policies that punish students with no regard toward situational or social contexts. These policies have been shown to have many negative social, psychological, and academic consequences. Numerous social and developmental factors involved in bullying-type situations make it necessary to gather information on both the frequency and the social contexts in which they occur: exhibiting these behaviors toward close friends versus exhibiting these behaviors toward individuals who are not close friends. Of particular interest is if students exhibit bullying-type behaviors more often in …