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Biopsychology: Introduction to Course
No full textOpen Educational ResourceThis course, focused on biopsychology, will explore the fundamental premise that all affect (emotions), behaviors, and cognitions (thoughts) (also known as the ABCs) have underlying physiological correlates within the brain.
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Biopsychology: History and Research Methods
No full textOpen Educational ResourceThe history of biopsychology is a journey through various philosophical and scientific ideas that have shaped our understanding of the mind-brain relationship. This section examines the evolution of thought from early philosophical perspectives to modern scientific approaches.
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Biopsychology: Emotions
No full textOpen Educational ResourceThis OER is a chapter on Emotions as part of the course Brain and Behavior. This resource provides a general overview of the neural correlates of affect and emotion. The chapter provides a general overview of emotion and affect and then goes onto discuss the primary implicated brain regions and networks involved affective processing. Moreover, the chapter discusses various theories and perspectives related to emotional processing, as well as providing an overview emotion as it relates to social psychology, developmental psychology, and emerging areas of research in the field.
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Biopsychology: Sleep and Circadian Rhythms
No full textOpen Educational ResourceSleep is a fundamental and reversible state of reduced responsiveness to the environment accompanied by altered consciousness. This active process involves characteristic changes in brain activity measurable by EEG and is more than just passive rest. Given that it occupies a significant portion of our lives, adequate sleep is critical for maintaining overall health and well-being.
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Perceptions Matter: Factors Contributing to Successful Stem Education in a Title I School District
Full text linkThe purpose of this research study was to examine the perceptions of STEM teachers on the factors contributing to successful STEM education in a Title I school district. A sample of educators who earned their degree in STEM fields and teach STEM related coursework in their district were interviewed and observed. The educators were interviewed to provide a more in-depth understanding of teachers’ perceptions regarding effective implementation of STEM education, teachers’ perceptions regarding key components influencing effective implementation of a STEM education program, and how teachers’ perceptions affect equity in STEM education. Teachers’ perceptions regarding effective implementation of STEM education in a Title I school district are affected by early implementation of STEM education, knowledge of the Engineering Design Process (EDP), STEM integration through application, and STEM program support staff. The EDP was a common theme which emerged from the teachers’ perceptions concerning the implementation of STEM. All participants perceived self-monitoring and reflections as key components for implementing STEM education. This study revealed an equitable learning environment is key for equity in STEM education. Finally, most participants agreed access to resources promotes equity in the STEM program environment and access to resources needed within STEM education levels the playing field in STEM
Biopsychology: Sensation and Perception
No full textOpen Educational ResourceSensation and perception are fundamental processes in the nervous system that allow organisms to interpret and respond to their environment. Sensation involves the detection of physical stimuli by sensory receptors, while perception is the interpretation of these sensory signals by the brain. Sensory system take the energy of the environment (e.g. light, chemical) and turn it into action potentials for the brain to process.
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Excel Model for Beer Simulation and Dice Game
No full textAn Excel optimization model developed to illustrate the value of information during supply chain disruption and an Excel simulation model to illustrate the concept of bottleneck in production or supply chain.
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Differential Effects of Goal Setting and Planning Characteristics on Academic Performance Among School-Aged Children and Adolescents in School-Based Motivational Interviewing
Full text linkSchool-Based Motivational Interviewing (SBMI) is a type of Motivational Interviewing (MI) utilized in the academic setting to increase students' motivation and academic performance (Strait et al., 2014; Strait et al., 2017). Prior research has shown inconsistent effects of SBMI on adolescents' academic performance. To better understand factors that may make SBMI more effective, this study examines extant data from two randomized control trials (n = 191) that found different effects of SBMI on middle school students' grades (Strait et al., 2017). Specifically, trained raters rated goals participants set while participating in SBMI based on established SMART goal characteristics: Specific, Measurable, Attainable, Relevant, and Timely (Doran, 1981, as cited in Lawlor & Hornyak, 2012). A two-level hierarchical linear model investigated the relationship between service providers' educational background and SMART goal attributes on students' post-treatment grades in English Language Arts (ELA), math, and science. The findings revealed that middle school students with graduate providers (i.e., graduated from college and enrolled in or starting clinical or school psychology doctoral programs in the forthcoming semester) exhibited significantly improved grades in ELA and math compared to those with undergraduate student providers (i.e., service providers with minimal prior experience in implementing either behavioral or academic interventions), corroborating Strait et al.’s (2017) hypothesis. The results also showed that the total SMART goal score had an unexpected statistically significant negative relationship with post-treatment ELA grades, which may relate to variance in scores and the method of scoring of the non-goal sheet completers. The findings also indicated that the Specificity of SMART goals had a negative relationship with ELA grades and that flexibility in goal setting (e.g., replacing a rigid daily reading goal with a flexible monthly book completion goal) may be beneficial. For math, the Attainable SMART goal characteristic had a marginally significant negative effect, while Relevance had a marginally significant positive impact on post-treatment grades. A mediation analysis did not support a significant indirect effect of provider education on grades through SMART scores. This study emphasizes the importance of service providers’ educational background and flexible, relevant goal-setting in SBMI. Recommendations include employing graduate-level service providers and examining how the SMART goal criteria can be tailored and modified to align with the unique characteristics and objectives of SBMI interventions in schools (e.g., making necessary adjustments to accommodate the developmental levels of students, cultural diversity, or specific challenges within the educational context). Future research should investigate how SMART goal setting is implemented in SBMI (e.g., refined SMART goal rubrics, how each sub-item characteristic is phrased, and what it is inquiring about)
Exploring the Transitional Experiences of International Students at Community Colleges
Full text linkThis qualitative study aimed to explore the transitional experiences of international students at community colleges, along with the factors that impact their sense of belonging and persistence. The population of this study attended a large community college in Southeastern Texas. The purposeful sample consisted of 10 international students studying English as a second language (ESL) within the same college system studying in their second year. Individuals were interviewed and an inductive and deductive coding process was used to analyze and transcribe the collected qualitative data. The qualitative data revealed seven emerging themes: the barriers, such as financial hardship, language barrier, and lack of guidance or support, negatively impacted students’ experience, and on the contrary a supportive system such as faculty, friends and family and well-equipped institution with varied resources positively impacted their transitional experience. The curricular and extra-curricular engagements, faculty-peer relationships, and feeling healthy, safe, and comfortable enhanced their satisfaction and helped them develop a sense of belonging. Finally, it was concluded that the students' attitudes, such as their perseverance and resilience, can prevent dropouts, and the college’s reputation, such as the ranking or quality of the program the college offers, had an impact on the international students' persistence and affected their decision to complete their degrees. The research concludes with implications and recommendations for future research based on the findings
How Facets of Perfectionism Relate to Positive Psychology and Psychopathology-Related Factors
Full text linkPerfectionism has frequently been considered an underlying dispositional trait found in various forms of psychopathology. Perfectionism has been operationalized as setting high personal standards and self-evaluating based on reaching unrealistic goals. However, there may be two key facets of perfectionism, adaptive and maladaptive perfectionism (i.e., positive striving and maladaptive evaluative concerns), that could be associated with distinct outcomes related to overall functioning. The adaptive facet of perfectionism may be associated with positive characteristics such as hope and curiosity, two psychological processes that promote positive affect, personal growth, and motivation to achieve. Another potentially relevant adaptive characteristic, quiet ego, also involves an orientation toward personal growth and mindful non-defensiveness in relation to others. However, the relationships among perfectionism and these positive psychological factors have been under-examined empirically. In this study, along with the examination of positive psychology constructs, relevant constructs associated with maladaptive outcomes were included to increase understanding of personality dispositions that may contribute negatively to perfectionism. A total of 289 students completed online questionnaires to assess levels of hope, curiosity, quiet ego, rejection sensitivity, fear of negative evaluation and facets of perfectionism. Hierarchical linear regression analysis results were consistent with hypothesized relationships linking hope and curiosity with positive striving perfectionism, and linking fear of negative evaluation, rejection sensitivity, and quiet ego with maladaptive evaluative concerns perfectionism. However, small, unexpected relationships were also found. Study findings support the interrelated nature of facets of perfectionism with constructs empirically related to both positive and negative outcomes