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Full Issue: Journal On Empowering Teaching Excellence, 2022 Special Issue (Vol. 5, Iss. 3) Feb 2022

Full Issue: Journal On Empowering Teaching Excellence, 2022 Special Issue (Vol. 5, Iss. 3)

Journal on Empowering Teaching Excellence

The full-length 2022 Special Issue (Volume 5, Issue 3) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.


Implementing A Web-Based Cognitive Defusion Program To Target Negative Self-Referential Thoughts In College Students: A Pilot Study, Clarie-Ann Henriques Wollach, Leeann Cardaciotto, Michael E. Levin, Sharon Lee Armstrong Jan 2020

Implementing A Web-Based Cognitive Defusion Program To Target Negative Self-Referential Thoughts In College Students: A Pilot Study, Clarie-Ann Henriques Wollach, Leeann Cardaciotto, Michael E. Levin, Sharon Lee Armstrong

Psychology Faculty Publications

Cognitive defusion may enhance healthy coping with negative self-referential thoughts amongst college students. However, research is needed to examine how to effectively introduce and teach defusion to this population. The current pilot study tested the usability of and satisfaction with the D-FUSE program, a single-session, web-based program for a mixed sample of undergraduates and its effectiveness in producing improvements in cognitive defusion and self-criticism. In an undergraduate sample (N = 141), the D-FUSE program was found to be usable and satisfactory. Program engagement rendered significant reductions in the believability of and emotional discomfort produced by negative self-referential thoughts. Further improvements …


The Role Of A Peer-Led Academic Intervention In College Students' Development Of Self-Regulated Learning: A Person-Centered Approach, Soojeong Jeong Dec 2019

The Role Of A Peer-Led Academic Intervention In College Students' Development Of Self-Regulated Learning: A Person-Centered Approach, Soojeong Jeong

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Due to its unsupervised nature, undergraduate education requires students to manage their own learning. They need to use self-regulated learning (SRL) strategies in order to achieve academic success. However, college students often have insufficient regulatory skills and strategies, suggesting the need for substantive and practical support. Supplemental Instruction (SI) is a well-recognized academic intervention that utilizes peer-led study groups for difficult college courses, through which students can develop their SRL abilities.

This study focuses on the role of the SI program in college students’ development of SRL from a person-centered perspective. First, this study examines the heterogeneous effects of the …


A Web-Based Self-Guided Program To Promote Valued-Living In College Students: A Pilot Study, Jacob Firestone, Leeann Cardaciotto, Michael E. Levin, Edie Goldbacher, Peter Vernig, Laura Eubanks Gambrell Jan 2019

A Web-Based Self-Guided Program To Promote Valued-Living In College Students: A Pilot Study, Jacob Firestone, Leeann Cardaciotto, Michael E. Levin, Edie Goldbacher, Peter Vernig, Laura Eubanks Gambrell

Psychology Faculty Publications

Web-based programs that focus on values, a core process within acceptance and commitment therapy (ACT), may be a promising approach to cultivate positive psychosocial adjustment among undergraduates. The current study tested the usability, acceptability, and receptivity of the Living Your Values (LYV) program, a single-session, web-delivered, self-guided values intervention for undergraduates and its utility to promote valued-living and psychological wellbeing. In an undergraduate sample (N = 133), while the LVY program was deemed moderately usable, acceptability and receptivity findings were more attenuated. At follow-up (n = 98), a significant pre-intervention to follow-up increase in valued-living was evidenced both overall and …


When Is Experiential Avoidance Harmful In The Moment? Examining Global Experiential Avoidance As A Moderator, Michael E. Levin, Jennifer Krafft, Benjamin G. Pierce, Sarah Potts Jul 2018

When Is Experiential Avoidance Harmful In The Moment? Examining Global Experiential Avoidance As A Moderator, Michael E. Levin, Jennifer Krafft, Benjamin G. Pierce, Sarah Potts

Psychology Faculty Publications

Background and Objectives: Although experiential avoidance has been shown to predict a wide range of mental health problems, there has been minimal research to-date on the more immediate effects of engaging in experiential avoidance in the moment or the moderators that predict when it is more or less harmful.

Methods: An ecological momentary assessment (EMA) study was conducted with 70 undergraduate students who completed assessments three times a day, over seven days as well as a baseline assessment of global questionnaires.

Results: Both greater global experiential avoidance and momentary experiential avoidance independently predicted greater momentary negative affect, lower positive affect, …


Assessing Psychological Inflexibility In University Students: Development And Validation Of The Acceptance And Action Questionnaire For University Students (Aaq-Us), Michael E. Levin, Jennifer Krafft, Jacqueline Pistorello, John R. Seeley Mar 2018

Assessing Psychological Inflexibility In University Students: Development And Validation Of The Acceptance And Action Questionnaire For University Students (Aaq-Us), Michael E. Levin, Jennifer Krafft, Jacqueline Pistorello, John R. Seeley

Psychology Faculty Publications

This study sought to develop and validate a domain-specific measure of psychological inflexibility for university students, the acceptance and action questionnaire for university students (AAQ-US). Generic versions of the AAQ tend to not be as sensitive to changes in campus-specific functioning —a key outcome of interest in this population. An online survey was conducted with 425 undergraduate students. Psychometric analyses led to the refinement of a 12-item, single factor scale with strong internal consistency. Evidence for convergent validity was found with moderate to large correlations between the AAQ-US and measures of academic outcomes, mental health, and psychological inflexibility. The AAQ-US …


Do College Students Use Online Self-Help? A Survey Of Intentions And Use Of Mental Health Resources, Michael E. Levin, Krista Stocke, Benjamin G. Pierce, Crissa Levin Jan 2017

Do College Students Use Online Self-Help? A Survey Of Intentions And Use Of Mental Health Resources, Michael E. Levin, Krista Stocke, Benjamin G. Pierce, Crissa Levin

Psychology Faculty Publications

Online self-help may help increase the reach of mental health services for college students, but little research has examined students’ actual interest/use of these resources. An online survey of 389 college students examined intentions and use of online mental health resources as compared with other support options. Findings indicated the highest intentions/use of informal supports (e.g., parents, friends) for mental health problems and lowest intentions/use for online self-help. However, a subset of students showed a preference for online self-help over other forms of support. Participants were also more likely to request online self-help resources (21%) than in-person therapy resources (9%) …


The Impact Of Study Skills Courses On Academic Self-Efficacy In College Students, Brenna M. Wernersbach May 2011

The Impact Of Study Skills Courses On Academic Self-Efficacy In College Students, Brenna M. Wernersbach

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Colleges across the nation are increasingly interested in improving retention of students. Many universities have begun offering workshops and courses targeted at improving study skills in academically underprepared students with the goal of helping students succeed in higher education and continue enrollment. The impact of such courses on study skills themselves has been supported, but prior research has not examined the courses impact on students' beliefs about their ability to succeed in college–that is, their levels of academic self-efficacy. This study examined pre- and post-test levels of academic self-efficacy in college students enrolled in a study skills course in comparison …


Social Cognitive Predictors Of College Students' Fruit And Vegetable Intake, Denice C. Ahlstrom May 2009

Social Cognitive Predictors Of College Students' Fruit And Vegetable Intake, Denice C. Ahlstrom

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study examined the social cognitive theory factors of home availability of fruits and vegetables, nutrition knowledge, food preparation ability, and cooking self-efficacy and the demographic factors of race/ethnicity, age, gender, marital status, living situation, and meal plan participation in relation to college students' fruit and vegetable consumption. The study sample was comprised of students attending on-campus classes at Utah State University during spring semester of 2009. Data were collected via traditional pencil-and-paper surveys distributed during classes with students in varying stages of their college education and from different fields of study. In total, 207 surveys were used for the …