Welcome to our second virtual ASPS.
Authors denoted with an * are members of Psi Chi, the International Honor Society in Psychology
A Study of Political Affiliation and Levels of Disgust
Patricia Hagen & Seth Tackett* (Janelle McDaniel*)
University of Louisiana at Monroe
The purpose of this study was to determine how college student’s political affiliations interact and influence feelings of disgust. The sample included 185 participants from the University of Louisiana at Monroe and was approved by the University’s Institutional Review Board (IRB). Participants were asked to complete a brief demographic followed by the Disgust Scale-Revised, HEXACO, and Narcissistic Personality Inventory .A One-way ANOVA was conducted using SPSS to compare the effect of Political Affiliation on Disgust Variables. An analysis of variance showed the effect of Political Affiliation was significant on Total Disgust , F (1,120) = 5.104, p = .05, and Contamination Disgust, F (1, 124) = 17.013, p =.01. The effect of Political Affiliation was not significant on the other variables. Results show a statistically significant difference between individuals who identify as either conservative or liberal as their political affiliation in the areas of total and contamination disgust, but not within animal reminder or core disgust.
Agentic Narcissism as it Relates to Perfectionism, Relationships, Well-being, Views of Others, and Self-standards
Dylan Garrison, Katelyn Pack, Sarah Schmitz, & Ceara Smith (Dr. Anna Park)
University of Central Arkansas
Agentic narcissists are individuals who believe they are superior on characteristics that help them gain prestige and status, such as intelligence, talent, and achievement (Gebauer et al., 2012). We had 115 UCA and M-Turk workers complete an online survey containing established assessments of our variables. We examined how agentic narcissists rate themselves on positive characteristics in three ways: 1) how they feel they compare to other people, 2) how they feel they compare to their own standards, and 3) how they think other people perceive them on positive characteristics. We also studied how agentic narcissism and views of the self on positive characteristics relate to perfectionism and well-being.
An Experiment Examining the Relationship between Negative Urgency and the Desire to Use Maladaptive Coping Strategies: Preliminary Results
Alec Martin & Isabel Augur* (Lindsay Ham*)
Student
Background: Negative urgency (NU) is a subset of trait-level impulsivity and refers to the inclination to act rashly while under distress (Fischer, Anderson, and Smith, 2004; Kaiser et al., 2012).The body of literature surrounding NU and coping strategies is well established; multiple studies suggest individuals with high levels of negative urgency are prone to maladaptive behaviors (i.e., substance abuse) (Fischer et al., 2004; Kaiser et al., 2012; Settles et al., 2012; Smith and Cyders, 2016) such as problematic drinking, risky sexual behavior, gambling, binge eating, and illegal drug use (Fischer et al., 2004; Kaiser et al., 2012; Settles et al., 2012; Smith and Cyders, 2016). However, few studies have investigated conditions in which individuals high in NU experience maladaptive desires beyond just alcohol consumption when distressed. We present information about the methodology and preliminary descriptive data for a project aimed to understand and determine how pervasive maladaptive desires are across neutral and negative mood states. We hypothesize that individuals high in negative urgency who are put into a negative mood state will endorse more maladaptive coping strategies compared to a neutral mood condition. Method: We are recruiting undergraduate students (Target N = 150) ages 18 and older, who score at least an 11 on The Short-form version of the Urgency, Premeditation (lack of), Perseverance (lack of), Sensation Seeking, Positive Urgency Impulsive Behavior Scale (SUPPS; Cyders et al., 2014; Lynam et al., 2006; Owens et al., 2018). After completing baseline measures and rating current mood, using the affect grid (Russell et al., 1989), participants are randomly assigned to a negative or neutral mood induction conditions (Eich et al., 2007). After the mood induction, participants complete another affect grid, the compulsivity and emotionality subscales of the Alcohol Craving Questionnaire-Short Form, Revised (ACQ-SF-R, Singleton, 1997), and the Marijuana Craving Scale-Short Form (MCQ-SF; Heishman et al., 2001). In addition, participants complete the Self-Harm and Eating Behaviors Scale (SHEBS), a measure developed by the authors to assess participants’ desire to engage in self-harm and binge eating. Preliminary Data: Data has been collected from 12 participants; additional participant data collected will be included in the presentation. Participants thus far are 75% female, Mage = 19.42, SDage = 1.51. The race and ethnicity breakdown for the current sample is: 50% White, 25% Middle Eastern, 8.3% African American, 8.3% Hispanic, 8.3% Other. Participants in the neutral mood condition (n = 6) had an average neutral affect change of 3 (SD = 2.1) ACQ-SF-R score of 29.33, MCQ-SF score of 20.67, and SHEBS score of 31.5. Participants in the negative mood condition (n = 6) had an average affect change of -2.17 (SD = 2.04), ACQ-SF score of 37.67, MCQ-SF score of 29.67, and SHEBS score of 26.33. Data Analytic Plan: We will present results of a manipulation check of the mood induction conditions (t-test comparing change affect grid rating from pre- to post-mood induction) and data regarding the credibility of the procedures. Using the general linear model, we will fit linear regressions with mood-induction assignment predicting endorsement of coping strategies, measured by ACQ-SF-R, MCQ-SF, and SHEBS. Discussion: Our research design utilizes novel methodology and preliminary data for a study investigating how endorsement of maladaptive coping strategies differs in high-NU individuals exposed to a negative versus neutral mood induction. While our negative mood induction is reliable; interestingly, our neutral mood induction increases participant’s affect. Our presentation aims to increase awareness of our methodology for further use due to its reliability and low-risk. Furthermore, improved understanding of coping strategies utilized by individuals high in trait impulsivity may be useful in developing targeted prevention and treatment techniques. Future research should focus on replicating this study comparing individuals scoring high and low in NU. Moreover, future studies should replicate the current study under different mood induction conditions to assess the robustness of our hypothesis.
Analyzing the Impact of Supplemental Instruction on Test Anxiety
Breanna Bishop* (Dr. Jeremiah Sullins*)
Harding University
Supplemental Instruction is an academic support model that has been shown to be beneficial. However, limited research has examined its effect on test anxiety, a problem affecting 16-20% of undergraduate students. The current study compared the test anxiety levels of undergraduate students who attended supplemental 1) regularly, 2) moderately, or 3) not at all. Results revealed that students who attended sessions had a significantly higher level of test anxiety than students who did not attend Supplemental Instruction. These results suggest that Supplemental Instruction is not related to the reduction of test anxiety but rather an increase. However, more research is needed to examine if these results indicate that test anxiety is a consequence or a common trait among attendees.
Are You Self-Motivated?
Nathaniel Hernandez-Juarez*, Victoria McCauley, & Madison Robbins (Kenith Sobel)
University of Central Arkansas
One of the only guarantees we have in life is that we will eventually face some sort of challenge. Philosophers and common people alike have argued for years for the right proverbial advice to give to those facing a challenge. One such proverb that has been offered, that almost everyone in Western Culture has heard before, is “if at first you don’t succeed, try, try again”, when facing adversity. Our research seeks to investigate this proverb by testing self-efficacy. Self-efficacy is the belief that a person holds about themselves and their own abilities. Previous studies have shown that those with higher self-efficacy tend not give up as easily and to keep trying again in the face of adversity. Through the use of an intelligence quotient test our group tested how much people’s self-efficacy really does influence their tendency to keep trying. We also tested to see if we could influence people’s sense of their own self-efficacy.
Are You Smarter Than a Stranger?
Kathryn Goodin, Calais Phillips, & Clayton Whitt (Dr. Marc Sestir)
University of Central Arkansas
We investigated the relationship between physical attractiveness and two variables: intelligence and similarity. Participants were shown pictures with varying levels of attractiveness and rated how intelligent the person depicted was and how similar the participant felt to them with respect to intelligence. Results indicated that higher attractiveness predicts higher perceived intelligence and similarity of/to a target.
Career Experiences, Degree Changes, and Employment: How They Affect Career Confidence/Development and Academic Performance
Lakin Best, Dylan Harrison, Reagan McCombs, & Morgan Wilcoxson (Dr. Shawn Charlton*)
University of Central Arkansas
This study examined the career confidence of undergraduate students in relation to three different factors. These three factors are major/minor changes, career experiences, and employment while in college. Our three hypotheses were: (1) Career confidence in college students will positively correlate with the number of majors and/or minor changes, (2) Career development/confidence will increase as students gain more experiences in their primary career field, (3) Students who are employed while attending college will result in a lower career confidence if it lowers the student’s grade point average. Our results indicated that there was a positive correlation between CDSE-SF and Career experiences and CDSE-SF and Employment status. Hypothesis 1 was not supported by our data, hypothesis 2 was supported, and hypothesis 3 was not supported but was found to be opposite of our initial prediction.
Changing College Student’s Implicit Beliefs to Increase Goal Success in Physical Fitness
Elizabeth Clinton, Lawell Crosby, & Asia Brooks (Dr. Darshon Anderson*)
University of Central Arkansas
Students struggle with consistent weight gain during college and often lack the confidence to visit gyms to work on their health goals. This insecurity may stem from student’s negative implicit beliefs about health and limited knowledge of proper use of gym equipment. Previous research suggests increasing knowledge can impact goal attainment. Thus, the purpose of this study was to determine if increasing knowledge of proper use of fitness equipment could impact motivation to work on health goals. Results indicated a significant difference in motivation to exercise across groups but not a significant difference in motivation to work on health goals. Implications and future directions are discussed.
Dimensions of Big 5 Personality, Emotional Intelligence, and Self-Efficacy as Predictors of College Students’ Career Indecision
Magnus A. Grey* (Seungyeon Lee, PhD*)
University of Arkansas at Monticello
This study expanded on those findings and examines how each individual’s EI, self-efficacy, and conscientiousness are indeed related to college students’ career decision making. Sixty-six students were recruited. We hypothesized that a personality trait affects individuals’ career decision-making. A statistically significant relationship between conscientiousness and career decision difficulty was found (r = -.29, at p<.05). A multiple regression was conducted to predict career decision difficulty from conscientiousness and EI in two self-efficacy groups (low vs high). Conscientiousness significantly predicted participants’ career decision difficulty in LSE group. The results of the regression also indicated the two predictors explained 21.3% of the variance (R2 =.21, F(2,33)=4.465, p<.05). We found that consciousness and significantly predicted career decision difficulty (β = -.32, p<.05), as did emotional intelligence (β = .32, p<.05).
Early Versus Late Interaction: Evaluating the Locus of Semantic and Perceptual Conflict in the Size Congruity Effect
Alise Holloway*, Grace West, Julia Williams, Taylor Dague, & Nickolas Paternoster (Dr. Amrita Puri)
University of Central Arkansas
We recorded eye movements while participants searched for target digits with numerical and physical size that could be congruent or incongruent. Longer reaction times to localize incongruent compared to congruent targets, or the size congruity effect (SCE), suggests interference between numerical and physical size. We analyzed eye movements to investigate whether this interference occurs at an early perceptual, or later, decision-related stage of processing. Based on earlier studies implicating the latter, we predicted a similar time to first fixation (TFF) across conditions, but expected overall duration or number of fixations to differ. Instead, results revealed longer TFF for incongruent targets but no difference in duration or number of fixations across conditions, potentially supporting an early interference account of the SCE.
Effects of Blocked Nonverbal Immediacy on Expected Student-Instructor Rapport
Ashton Hargrove, Mikayla Dickson, & Desmond Hicks (Dr. William Lammers)
University of Central Arkansas
Through the literature review, it has been found that nonverbal immediacy influences student-instructor rapport in a positive way. A high student-instructor rapport is important because it increases students’ perceived credibility of the instructor, and results in higher student outcomes and scores from students on instructor effectiveness. No research has been conducted on the effect of masks on student- instructor immediacy and rapport. The research conducted involved 57 registered UCA undergraduate psychology students, who received class credit through SONA. The participants were randomly assigned and equally distributed to one of two introductory professor videos and were prompted to answer the Student- Instructor Rapport Scale-9 based on the video they watched. The two videos consisted of an instructor with or without a facial covering while providing the same introduction to a class. After finding the mean rapport score from the participants answering the SIRS-9, there was not a significant effect of masks on student-instructor rapport scores. This topic could use more research in the future because it allows teachers and students to take advantage of their education by having the most efficient and effective learning environment and instruction.
Effect of Office Space on Student-Instructor Rapport
Sarah Parsons, Alyssa Santana, & Sage Williams* (Dr. William Lammers)
University of Central Arkansas
The current study seeks to examine the effect of a professor’s office space on expected student-instructor rapport. Participants included 78 students (mean age = 20.641 years, 67 women, 10 men, and 1 transgender participant) from the University of Central Arkansas who received enrichment credit through SONA for participating. Researchers created and presented photos of four varying office spaces for a hypothetical professor. The office spaces were manipulated for varying levels of personal affects and desk orientation. The researchers administered the photos of the office spaces with rapport scale SIRS – 9 via Qualtrics survey software. After answering demographic questions, participants were shown all four photos of the office spaces in a randomized order and asked to answer the questions on the rapport scale. Researchers hypothesized that students will have the highest levels of expected rapport for the office space that is personable and open oriented. Results found did not support the hypothesis and contained only one significantly different data point. The personal closed office scored significantly lower when compared to the other three offices. Implicating a complex relationship between the level of personalness of an office with how open the office is. Professors should consider results when arranging their office space in order to enhance student-instructor rapport.
Entity Emotional Theory Moderates the Relationship Between Negative Urgency and Problematic Drinking Behaviors
Alec Martin, Isabel Augur*, & Noah Wolkowicz* (Lindsay Ham*)
Student
Background: Research examining implicit theories of emotion suggest entity theory of emotion views personality and emotion as fixed and unchangeable; when experiencing negative affect, the individual will be less inclined to alleviate their emotional state (King & dela Rosa, 2019). According to entity theory, individuals engage in avoidance behaviors, such as alcohol misuse, when exposed to negative stimuli to ease their negative emotions (De Castella, 2017; Kappes & Schikowski, 2013). Similarly, individuals high in negative urgency (NU), the inclination to act recklessly while under distress (Kaiser et al., 2012), utilize avoidance tactics, like alcohol consumption, at greater rates compared to recreational drinkers (Cyder et al., 2013; Fischer et al., 2004; Kaiser et al., 2012; VanderVeen et al., 2016). Further, previous research has suggested high-NU participants have difficulties utilizing positive coping behaviors (Kaiser et al., 2012). The current research aims to investigate the relationship implicit emotionality (entity theory) and problematic alcohol consumption and how this relationship varies by individuals high and low in trait-level negative urgency (NU). We hypothesized individuals high in entity emotionality would engage in more problematic drinking behaviors and that this relationship will be stronger in individuals with higher NU scores. Method: As part of a larger study, 71 participants (59.72% Female, Mage = 24.5, SDage = 3.48, 77.77% White, 8.33% Hispanic or Latino, 4.17% Black or African American, 2.78% American Indian or Alaska Native) were recruited and administered an assessment of negative urgency through the SUPPS (Cyders et al., 2014). Individuals scoring 7 or less on the SUPPS were placed in the low-NU group (n = 47) and individuals scoring 11 or greater on the SUPPS were placed in the high-NU group (n = 25). To assess hazardous alcohol use, participants completed the Alcohol Use Disorders Identification Test (AUDIT; Saunders et al., 1993). To assess endorsement of emotional fixedness, in line with entity theories of emotion, participants were administered the Theories of Emotion Scale (TOE; Tamir et al., 2007). Results: A hierarchical linear regression was run with TOE average score loaded as the predictor in the first step, TOE and NU group (low-NU =0; high-NU = 1) loaded as predictors in the second step, and their interaction loaded in the final step, and AUDIT total score loaded as the outcome variable. The first step was marginally significant, F(70) = 3.953, p = 0.051, ηp2 = 0.053, with TOE average score, β = -0.231, p = 0.051, predicting AUDIT scores; higher AUDIT scores were associated with lower TOE scores (entity theory). The second step was significant, F(69) = 4.126, p < 0.05, ηp2 = 0.056, with TOE average score, β = -0.220, p = 0.057, and NU group, β = 0.231, p = 0.046, significantly predicting AUDIT scores. In the final step, we predicted hazardous drinking (total AUDIT scores) from TOE, β = -0.154, p = 0.272, NU group, β = 0.581, p = 0.192, and their interaction, β = -0.365, p = 0.414; this model was not significant, F(68) = 0.675, p = 0.41, ηp2 = 0.001. Discussion: Entity emotionality was not significantly associated with greater hazardous alcohol use; however, high-NU was significantly associated with greater hazardous alcohol use. Furthermore, the relationship between high-NU and AUDIT score was not moderated by entity emotionality. While high-NU individuals utilize similar coping strategies to those who endorse entity theory, their rational for choosing these coping strategies could be different. This is one possible explanation of our results. It is important to note the current study had a relatively small sample size; future research should examine these relationships in a larger sample. Although entity emotionality was not significantly related with trait-NU and alcohol consumption in our study, further research is warranted investigating this theory with other problematic personality characteristics. Specifically, assessing entity emotionality with other re-appraisal strategies, especially as it relates to avoidance and negative urgency, is an important area to further explore as it may be a useful treatment target for individuals who engage in hazardous drinking (De Castella, 2017; Kappes & Schikowski, 2013; Cyder et al., 2013). Future studies should continue to investigate entity theory of emotionality as it relates to coping behaviors.
How Does Communal Narcissism Relate to Self-Views, Perfectionism, and Well-Being?
Cara Monk, Emily Heldt, Paige Smith, & Z’kiah Kuykendall (Dr. Anna Park)
University of Central Arkansas
Recent research has identified a specific type of narcissist called communal narcissists. These individuals believe they are superior on traits that mostly affect others (e.g., helpfulness, compassion, relationship skills, social justice advocacy) (Gebauer et al., 2012). We had 115 UCA and M-Turk workers complete an online survey containing established measures of our variables. We investigated how communal narcissists rate themselves on positive traits in three ways: 1) how they feel they compare to the average person, 2) how they feel they compare to their own standards and 3) how they think others viewed them on positive traits. Finally, we explored how communal narcissism and these various ways of viewing the self relate to perfectionism and well-being.
How Rich do You Feel? Perceived Wealth on Social Media and the Effects it has on Self-Esteem and Monetary Attitude
Ashley Hudgins, Cameron Myers, & Samantha Snell (Dr. Marc Sestir)
University of Central Arkansas
Our research studied the effects that perceived wealth on social media has on self-esteem and monetary attitude. 114 participants were randomly assigned to one of three conditions portrayed on a social media profile via survey: low, average, or high socioeconomic status. Participants were then asked to deem themselves as more, less, or equally as wealthy to the profile and indicate a social comparison or lack thereof. Participants then completed a Rosenberg Self-esteem questionnaire and Yamauchi Money Attitude questionnaire to measure levels. Using an independent samples t-test, no significance was found in self-esteem or monetary attitude levels. Future research could target harmful behaviors and motives that result from social media use and create a strategy in order to better avoid them.
Impact of Financial Funding on Number of Changed Majors, College Success, and Career Confidence
Taylor Schmitt, Halah Nelson, Phoebe Vu, Niakia Burket (Dr. Shawn Charlton*)
University of Central Arkansas
This study looks to explore the ways in which financial funding has an impact on students throughout their college careers. We developed three hypotheses to explore: (1) Students who receive more funding will be more willing to change their major, (2) students who receive more funding will have greater college success, and (3) students who receive more funding have greater career confidence. Our study was conducted with students from the University of Central Arkansas who answered questions regarding financial funding, major changes and satisfaction, GPA and academic confidence, and career confidence. Hypothesis one was not supported by the data, the second hypothesis was partially supported, and the third hypothesis was partially supported.
Impact of Passive Social Media Viewing
Joshua Starks, Ashley Gonzales, & Bryce Turner (Dr. Marc Sestir)
University of Central Arkansas
Social media is more prevalent today than ever before. Sites, such as Facebook and Instagram, have over a billion users each and are ripe for social comparison. We investigated the role of of follower count on Sofia comparison, specifically its effect on self-esteem and mood. 112 participants completed questionnaires evaluating self-esteem, positive mood, and negative mood before viewing one of three fake Instagram profiles representing either a popular, average, or unpopular profile, then were asked to complete the questionnaires again. Our results comparing pre-test to post-test scores were non-significant; however, for the popular and average profiles, the predicted directionality was displayed. This would suggest follower count alone is not enough to evoke strong social comparisons.
Minority and Non-Minority Differences in GSE, GFOF, and IP
Countess Authement*, D. Kayne Bourque*, Seth Tackett*, & Krista Nelson* (Janelle McDaniel*)
University of Louisiana at Monroe
The purpose of this study was to determine the differences in minority and non-minorities when it concerns general self-efficacy, general fear of failure, and impostor phenomenon. This study, approved by the IRB, included a sample of 453 participants from the University of Louisiana Monroe and Grambling State University. Participants completed a Brief Demographic survey, followed by a gender-specific questionnaire that included the Gender Role Conflict Scale. They then completed the Personal Failure Appraisal Inventory, Clance Impostor Phenomenon Scale, and General Self-Efficacy Scale. A One-Way ANOVA was used to compare ethnic classification status with General Fear of Failure (GFOF), General Self-Efficacy (GSE), and Imposter Phenomenon (IP). Results showed that Ethnic classification had a significant effect on GFOF [F(2, 451) = 5.020, p=.007], GSE [F(2, 451) = 6.187, p=.002], and IP [F(2, 451) = 7.391, p=.001] with non-minorities scoring higher on GFOF and IP, thus lower on GSE. These results suggest our hypothesis that minority groups have higher Self-Efficacy, lower Fear of Failure, and lower feelings of Imposter Phenomenon are correct.
Online Surveys: Impact of an Integrity
Statement and Manipulation Check on Response Quality
Kaitlin Bell, Jordan Jones, & Debbie Folarin (Dr. Darshon Anderson*)
University of Central Arkansas
Inaccurate and careless responses sabotage the validity and credibility of findings, making it crucial that responses collected from participants are accurate. The question that was addressed in this research study is: “Does including an integrity statement impact the quality of response to online research?” The aim for this study was to find ways to encourage accurate and honest responding from participants. Manipulation checks, integrity statements, and other extrinsic motivators are ways to reduce inattentiveness. This study focused on how duration, straightlining, and questions answered are affected by an integrity statement. Results revealed that an integrity statement did not significantly affect the quality of the data. Implications and future directions are discussed.
Overcoming Academic Shame: Implementing a Shame Resiliency Intervention with Undergraduate Students
Makenna Roehr (Dr. Jeremiah Sullins*)
Harding University
The current study explored the effectiveness of an academic shame resiliency intervention. Participants were randomly assigned to one of three conditions: 1) Shame induction with the resiliency intervention 2) Shame induction without the resiliency intervention and 3) No shame induction and no resiliency intervention (control). Data collection is still in progress, but preliminary findings reveal that participants that received the intervention before experiencing academic shame had higher learning gains than those who experienced academic shame without receiving the intervention. We hope the aforementioned intervention can be implemented by professors and administrators with the hope of raising student success and retention rates.
Perceived Parental Influence: A Study of Self-Efficacy and Perception of Parents in College Students
Savannah Jones, Destenae Mosby, & Seth Tackett* (Janelle McDaniel*)
University of Louisiana at Monroe
The purpose of this study was to determine if parental influence had any impact on factors such as self-efficacy. This study included a total of 169 participants from the University of Louisiana at Monroe and was approved by the Institutional Review Board. The participants were asked to complete a demographic survey followed by the Perceptions of Parents Scale, the HEXACO, and a General Self-Efficacy Scale. Self-efficacy and mother autonomy support was found to be correlated at r(167)=.192, p=.01. The variables self-efficacy and mother involvement were found to be correlated at r(167)=.200, p=.05. There were no significant results between the correlation of self-efficacy and father involvement; father autonomy support, father warmth, and mother warmth. These results suggest that parental influence, with the exception of mother involvement and mother autonomy support, has no measurable influence on a child’s self-efficacy.
Potential Influences on Prosociality During a Global Pandemic
Alexis Ozden, Olivia Stevens, & Hali Wilder (Carmen Merrick)
Hendrix College
The present study investigated the effect of anxiety and morality on prosocial behavior during the COVID-19 pandemic. We hypothesized that pandemic-specific prosocial behaviors would be positively related to risk perception, state anxiety, individualizing moral foundations (harm and fairness), and liberty. Prosocial behaviors were positively related to risk assessment and state anxiety as predicted. No significant relationship was found for the individualizing moral foundations or liberty. Given that our participants were students at a small liberal arts college, a larger variety of participants may have produced different results.
The Correlation Between Student-Instructor Rapport and Academic Intrinsic Motivation
Emily Moore* & Ashley McDade (Dr. William Lammers)
University of Central Arkansas
We examined the relationship between academic intrinsic motivation and student-instructor rapport. Participants completed two online surveys, the Academic Motivation Scale and the SIRS-9. Results showed that student academic intrinsic motivation to know and toward accomplishment positively correlated with rapport. No other significant correlations were found from the other five AMS subscales. Results from this study can help create a better understanding of how student’s academic motivation relates to the relationship between students and instructors. Professors should work to illicit academic intrinsic motivation from their students. Given its near significant negative correlation with student-instructor rapport, more research should be done on amotivation.
The Effect of Instructor Biological Sex and Gender-Associated Traits on Expected Student-Instructor Rapport
Christopher (Blake) Batey, Matthew Briggs, Rodaysia Harris & Nori Bunch (Dr. William Lammers)
University of Central Arkansas
We examined the relationship between biological sex and gender-associated traits of instructors and their impact on the expected student-instructor rapport relationship. Through the utilization of the Student-Instructor Rapport Scale-9 (Lammers & Gillaspy, 2013), participants completed an online survey aimed to access the expected student-instructor rapport relationship when presented with a randomized hypothetical scenario regarding a male or female instructor and their masculine or feminine gender-associated traits. Results showed that gender-associated traits of instructors did inform the expected student-instructor rapport relationship, but neither the biological sex of instructors nor the interaction of biological sex and gender-associated traits of instructors functioned as influences on this rapport relationship. Results from this study can help provide a better understanding of how the biological sex and gender-associated traits of instructors can affect the student-rapport relationship.
The Emotional Impact of Posting Goals on Social Media: How College Students Perceive Their own Goals and Accomplishments When Compared to Other’s Accomplishments
Meredith Ashley & Sydney Cartwright (Dr. Darshon Anderson*)
University of Central Arkansas
Although people view social media platforms as another form of communication, they can inherently contribute to negative emotions due to comparisons with our own life goals and self-conceptualization. The purpose of this study was to understand how social media platforms influence the emotional responses and comparisons individuals make and how it affects their perception of personal goals and achievements. We tested one dependent variable: 1) the participants emotional reaction to the reflection on their social media that includes their goals and achievements Our results revealed that there was no significant difference between the emotional response of viewing others’ personal goals and achievements versus thinking of their own. Implications and future directions are discussed.
The Impact of Motherly Involvement on Self-Efficacy
Corey White & Seth Tackett* (Janelle McDaniel*)
University of Louisiana at Monroe
The purpose of the study was to determine if parental influence, specifically motherly involvement, had any impact on factors such as self-efficacy among students. The sample included 169 participants from the University of Louisiana at Monroe. The IRB approved survey included a brief demographics section, followed by the Perceptions of Parents Scale, HEXACO, and General Self-Efficacy Scale. A One-way ANOVA was conducted to compare the effect of motherly involvement on student self-efficacy. Results showed the effect of motherly involvement was significant on self-efficacy among students (F(23, 145)=1.952, p = .01). These results suggest that motherly involvement has a significant relationship one’s self-efficacy.
The Perception of Attractiveness when Wearing a Mask vs Not Wearing a Mask
Paige Holland* (Dr. Jeremiah Sullins*)
Harding University
Covid-19 has altered almost every aspect of what we do and how we perceive the world around us. For example, one behavioral change that has been encouraged since the start of the pandemic is the wearing of masks to prevent the spread of the disease. However, limited information is available in the extant literature regarding perceptions of attractiveness related to the presence of face coverings. The purpose of this study is to examine the perception of attractiveness when viewing individuals wearing a mask versus not wearing a mask. Participants were assigned to one of two conditions: 1) Individual with a mask or 2) Individual without a mask. Participants were asked to rate the attractiveness of each person following the viewing of the photograph. Results revealed no significant differences as a function of condition (i.e., mask versus no-mask).
The Relationship Between Vulnerable Narcissism, Self-Views, Perfectionism, and Well-Being
Taylor Ahart, Madison McDonald, Savanna Walker, & Stella Radke (Dr. Anna Park)
University of Central Arkansas
Recent research revealed that there are several types of narcissism. Vulnerable narcissism is actually associated with low self-esteem, ego-defensiveness, and self-absorption (Hendin & Cheek, 1997; Weiss & Miller, 2018). UCA and M-Turk workers (N = 115) completed an online survey that contained previously validated and reliable measures of our variables. Specifically, we explored how vulnerable narcissists rate themselves on positive traits in three ways: 1) how they feel they compare to others, 2) how they feel they compare to their own ideals, and 3) how they think others viewed them on positive traits. We also explored how these three views of the self and vulnerable narcissism relate to perfectionism and well-being.
The Role of Gender Identity Match in Academic Advising and Future Confidence in Career and Academic Decisions
Kamryn Files, Joy Brown, Sydney Black, & Lauren Lockett (Dr. Shawn Charlton*)
University of Central Arkansas
Academic advising is a widely used tool among college students, and this study seeks to discover the degree to which the confidence a student has in their advisor influences their confidence in their future career. This study additionally dives into whether or not the gender identity of the advisor influences the student’s levels of confidence in their advisor and academic decisions. We hypothesized that students who are confident in their advisor will be more confident in their future career and academic choices, and that students who share the same gender identity as their advisor will be more confident in their advisor. Our findings resulted in a positive correlation between confidence in one’s advisor and the student’s future career confidence. In regards to a perceived gender match between advisor and advisee, there was not a correlation to an increased confidence in future career or academic decisions. However, there was a positive correlation with males who had female advisors and their confidence in their expected future careers and academic decisions.
What was Great About Last Summer? The Effects of Social Comparison On Life Satisfaction and Satisfaction With Goal Progress in the Context of Social Media
Isaac Asher & Taylor Hawkins (Dr. Marc Sestir)
University of Central Arkansas
In this study, we were interested in examining the effects of perceived economic status on perceived life satisfaction and goal progress, in the context of social media. We had 132 participants that we recruited through the UCA Sona Research website. Participants were put into 3 different conditions, upward, downward and neutral social comparison. Our findings proved to be non significant for our hypotheses. Although our results were non significant, it is important to note that many dimensions of social media can have an influence on our lives and our mental wellness.