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The Impacts of Exercising with External Versus Internal Motives on College Students\u27 Mental Health
Get PDFThis study sets out to determine the impacts of exercising with different motives, specifically external appearance versus internal health, on college students\u27 mental health. The study will also analyze the mental health effects of following fitness-related influencers and content on social media on college-aged students, in addition to the differences in mental health among male and female students in relation to exercise motivators and social media consumption. A survey will be utilized to collect data from undergraduate college-aged students. The goal of this study is to better understand whether certain motives for exercising are healthier for college students\u27 mental health than others, despite the pre-existing notion that exercise is good for one\u27s mental health (Dale et al., 2014). The impact that social media has on particular motivating factors and mental health is also explored in an effort to inform students of the potential threats that particular motivating factors may have on their mental health, via the information source this age group gravitates toward most frequently. The results of this study suggest that participants claimed they were exercising more for health and enjoyment, but they were actually more aware of how their body appears to others as opposed to how it feels and functions. Using appearance as a motivator to exercise was found to be correlated with higher levels of psychological distress and using health and enjoyment as a motivator was found to be correlated with higher levels of positive emotions while exercising. Female participants were found to place a greater emphasis on their appearance and were found to be more likely to use that as a motivator to exercise than male participants. Consuming fitness-related content on social media had a slightly more positive impact on males than females. There are tremendous implications to the present research, including the potential negative physical health effects that the obsession and stress that can accompany trying to achieve a certain external appearance can cause. Socio-cultural expectations are also highlighted throughout the entirety of the study. There is much room for future research on this emerging topic
Creating a Culture of Empowering Feedback
No full textMaster the art of feedback that creates 360-degree wins, empowering your employees, the company, and you. Walk away with actionable guidelines that will change your workplace — and your life
Lesbian, Gay, Bisexual Student Group
No full texthttps://digitalcommons.bryant.edu/pride-cntr-gallery/1020/thumbnail.jp
Bryant Faculty Spotlight, Episode 24: Kathryn Ostermeier
No full textIn this episode, we talk with Kathryn Ostermeier, a professor in the department of management, about her article, When Helping Hurts: COVID-19 Critical Incident Involvement and Resource Depletion in Health Care Workers .https://digitalcommons.bryant.edu/faculty-spotlight-podcast/1023/thumbnail.jp
An Investigation on the Role of Positive Psychological Constructs on Educational Outcomes in Business Schools
Get PDFBusiness schools are increasingly interested in empowering students to be more competent and driven for social changes through service learning. However, studies examining the role of positive traits and cross-cultural differences of service-learning education are limited. As a result, we leveraged positive psychology reasoning to explore the relationship between positive behavior as indicated by compassion, ethical leadership, perceived supervisory support and service-learning benefits for students (N = 272; n = 59 teams) in the United States of America (U.S.) and Germany. We used hierarchical linear modeling (2-Level model) to find main effects of relational compassion, ethical leadership, perceived supervisory support, on judgements of service-learning benefits by students. We also observed differences between U.S. and German students on evaluations of ethical leadership, supervisory support, perceived community benefits, and service-learning benefits. The findings offer insight on the role of positively oriented education effects in two countries. We discuss implications for theory and research on service-learning benefits