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IS DEMANDINGNESS THE CORE IRRATIONAL BELIEF LEADING TO ANGER? A TEST OF ELLIS\u27 THEORY
Get PDFAnger has detrimental effects on individuals, and 7.8% of the United States population experiences intense, poorly controlled anger (Birkley & Eckhardt, 2015; Bogdan et al., 2016; Rissman, 2017; Okuda et al., 2015). Despite this, anger remains absent as a standalone disorder within the Diagnostic and Statistical Manual of Mental Disorders (DSM) though is highly prevalent in five disorders within the DSM. Evidence supports the use of cognitive behavioral approaches, namely Rational Emotive Behavioral Therapy (REBT) and Cognitive Behavioral Therapy (CBT), as forms of treatment (Fernandez & Johnson, 2016; David & Szentagotai, 2006). Within REBT, Albert Ellis proposed that Demandingness was the primary irrational belief contributing to disturbed anger (O\u27Kelly et al., 1998). Previous studies have tested and produced limited findings regarding Ellis\u27 theory. This study is the first to test it with different types of anger based on the Anger Disorders Scale (ADS) created by DiGiuseppe & Tafrate (2004). Additionally, the current study used seven cognitions hypothesized to lead to anger by the Anger Cognitions Scale-Revised (ACS-R) (DiGiuseppe et al., 2023). This secondary analysis sought to test Ellis\u27 theory on the primacy of Demandingness to determine if it would be the most beneficial cognition to target in treatment. One thousand eighteen participants completed the ACS-R, which assessed the following cognitions: Frustration Intolerance (FI), Negative Consequences of Anger (NCA), Hostile Attribution (HI), Inflammatory Labeling (IF), Overgeneralization (OG), Demandingness (DEM), and Awfulizing (AWF). Furthermore, participants\u27 anger was assessed using the ADS subscales: Total Anger, Anger-Vengeance/Aggressive Acts, Anger-In, and Anger-Reactivity/Verbal Expressive. Mediation, reverse mediation, principal component, and regression with partial correlation analyses were conducted and produced mixed findings for the cognition(s) that most contributed to anger. The mediation and reverse mediation analyses revealed that FI most strongly predicted disturbed anger while principal component analyses revealed that NCA was the strongest cognition on which anger loaded. Regression with partial correlations indicated that FI was the cognition that had unique variance contributing to several types of anger, thereby producing limited support for Ellis\u27 theory. Implications of these findings for treatment settings are discussed and focus on the cognitions clinicians could target in treating anger
FACETS OF SELF-EFFICACY AS POTENTIAL MEDIATORS OF INTERPERSONAL RELATIONSHIPS AND JOB SATISFACTION WITH TEACHERS IN VIETNAM
Get PDFJob satisfaction is a critical factor influencing teacher retention, well-being, and self-efficacy. Interpersonal relationships within the workplace—including those with students, colleagues, and principals—have been shown to be key contributors to job satisfaction. Although research has extensively explored job satisfaction in a Western educational context, few studies have examined its predictors in a Southeast Asian context, particularly in Vietnam. Given Vietnam’s collectivist culture and Confucian-influenced education system, where workplace harmony and hierarchical relationships are emphasized over individual autonomy, the factors influencing teacher job satisfaction may differ significantly from those in Western contexts. Further, the mechanisms through which workplace relationships influence job satisfaction remain unclear. Self-efficacy, or an individual’s belief in their ability to succeed in specific tasks, has been shown to enhance motivation, resilience, and overall job performance, suggesting it may play a crucial role in shaping how workplace relationships impact job satisfaction (Bandura, 1997; Maddux & Klehe, 2006). The present study investigates the role of self-efficacy and its multiple facets as potential mediators between interpersonal relationships and job satisfaction. Participants included 1,961 teachers from private and public schools across Vietnam, teaching at grade levels ranging from Pre-K to high school. Findings reveal that teacher-student, teacher-colleague, and teacher-principal relationships are significantly associated with job satisfaction, with teacher-colleague relationships having the strongest correlation. Additionally, self-efficacy partially mediated these relationships, suggesting that high-quality interpersonal relationships enhance job satisfaction. These findings highlight the importance of fostering supportive school environments and strong professional networks to enhance teacher well-being in Vietnam. They also suggest that efforts to improve job satisfaction should account for both direct relational influences and the role of self-efficacy in shaping teachers\u27 experiences. Further research should explore the cultural nuances that may shape these dynamics in Southeast Asian educational systems
A TALE OF TWO CLUBS: A DATA DRIVEN COMPARISON OF MANCHESTER UNITED AND MANCHESTER CITY IN THE POST-FERGUSON ERA
Get PDFThe following thesis seeks to present a data driven comparison between Manchester United and Manchester City in the years following the retirement of Sir Alex Ferguson. It focuses on performance metrics, tactical evolution, strategic decision making and financial metrics as well. The research will show the contrast these two clubs have headed on and showing Manchester City dominance under stable and consistent leadership and strategic policies that is in stark contrast to Manchester United which has undergone several managerial changes leading to inconsistencies in performance and strategy. By analyzing key metrics like goals scored, goals scored per game, possession, passing accuracy, transfer spending and so on, it uncovers the need for the role in stability and long-term planning in achieving and sustaining success. This paper is insightful and useful to both professionals, fans and any interested parties
HISTORICAL LITERACY FOR PRESERVICE SECONDARY SOCIAL STUDIES TEACHERS IN THE STATE OF CONNECTICUT: A PHENOMENOLOGICAL STUDY
Get PDFDespite a recent shift in focus from content area literacy to disciplinary literacy in preservice teacher (PST) preparation programs, historical literacies training for prospective secondary social studies teachers has remained limited in the State of Connecticut. Historical literacies are defined as the discipline-specific reading and writing skills of historians and other social scientists. In this phenomenological study, I describe the lived experiences of several recent PST program graduates who are currently teaching secondary social studies in the State of Connecticut and report on the essence of this phenomenon. Grounded in communities of practice (CoP) theory, I administered open-ended qualitative surveys to seven teachers and conducted interviews with four of those seven teachers. Participants were purposefully sampled based on their positioning as newcomers to an historians’ CoP. The historical literacies of sourcing, contextualization, corroboration, close reading, and other disciplinary literacy practices were used to develop codes and themes from participants’ open-ended responses. To supplement and corroborate participants’ responses, I collected secondary data in the form of graduate plans of study from the four higher educational institutions these teachers attended for their PST preparation programs. Through my analysis of this data, I discovered the essence of participants’ experiences and created a new vantage point for examining the historical literacies preparation of teachers in Connecticut. Results of the research can be used to inform higher educational institutions on the exigencies of burgeoning social studies teachers at the secondary level
UNRAVELING THE ROOTS: A HISTORICAL AND SOCIOCULTURAL PERSPECTIVE OF FAMILY LITERACY PRACTICES AND PARENT INVOLVEMENT IN BLACK COMMUNITIES THROUGH A CRITICAL LENS
Get PDFFamily literacy plays an essential role in a child\u27s educational journey by laying the foundation for their academic success and shaping their attitudes toward learning. Social and cultural factors influence the value of literacy and education within families and communities. In Black communities, literacy has significant social and cultural influences, acting as a tool for resistance, empowerment, cultural preservation, identity formation, community building, and social and economic mobility while also historically facing obstacles due to systemic and institutional racism, which continues to impact access to education, resources, and opportunities today. This qualitative study explores the relationship between home and school literacy practices within Black families in North Carolina, South Carolina, and Georgia to identify areas where they align or disconnect, which will inform more culturally responsive practices. It also explores the connection between historical events, such as slavery and systemic oppression, the ways they have disrupted the Black family structure, and reduced the perceived value of literacy within Black communities. This research also examines how Black parents\u27 educational experiences shape their approach to literacy development, academic achievement, and parent involvement. The strategies used by Black parents to overcome barriers like systemic racism, socioeconomic challenges, deficit narratives, biases, or negative stereotypes in being involved in their children\u27s education are also explored. Grounded in the Emancipatory Theory, Critical Race Theory, Intersectionality Theory, and Community Cultural Wealth Model, this study will highlight the intergenerational strengths that Black parents rely on to support their children\u27s academic success. Amplifying the voices of Black families challenges the dominant narratives in society through sharing their experiences and stories. This dissertation will contribute to the existing research and discourse on family literacy and parental involvement while offering actionable strategies and recommendations to better acknowledge and leverage the cultural wealth within Black communities, continuing the pursuit for intentional educational change
EXPRESSION AND FUNCTION OF FLORAL SYMMETRY GENES IN THE REGULATION OF FLOWER SHAPE IN FEDIA GRACILIFLORA
No full textShifts between radial symmetry (actinomorphy) and bilateral symmetry (zygomorphy) in flowers have occurred multiple times independently within angiosperms (flowering plants). Evidence across angiosperms indicate the transcription factors RADIALIS (RAD), DIVARICATA (DIV), and CYCLOIDEA (CYC) play a major role in regulating floral symmetry and morphology. The CYC-like genes have been shown to shift their expression dorsally independently in nearly all shifts to bilaterally symmetrical flowers examined. Three core eudicot clades of CYC-like genes have been identified: CYC1, CYC2 and CYC3, with only CYC2 genes being shown to have a role in floral symmetry. We use the non-model plant, Fedia graciliflora (Caprifoliaceae) to examine the effect of CYC2 as well as CYC3 paralogs on floral shape and symmetry. F. graciliflora has strongly bilaterally symmetrical flowers with morphologically distinct dorsal (upper), lateral, and ventral (lower) petals and only two functional stamens. Fedia is nested within the Valerianella, a group with pseudo-radially symmetric flowers with three functional stamens, providing a model for studying the evolution of strong bilateral symmetry and teasing apart the effects from each paralog. Here we used Virus-Induced Gene Silencing (VIGS) to knockdown each of the paralogs separately: FgCYC2A, FgCYC2B, FgCYC3A, and FgCYC3B. The down-regulated plants were assayed using geometric morphometrics combined with tools of multivariate statistical shape analysis to quantify shape changes, using a combination of landmarks and semilandmarks to precisely capture in high detail the corolla outline. Using canonical variate analysis (CVA), we are able to statistically model the morphological effect of lower expression of each paralog. These analyses indicate that each paralog plays a slightly different role in patterning floral symmetry, both in location and size of petal lobes. Additionally, here we show evidence for the first time that CYC3, despite having lower expression in general, also patterns corolla shape. Using these gene knockdowns, we will investigate the effects the downregulation of each of the four CYC paralogs has on FgRAD2 and FgDIV1 genes in Fedia graciliflora as well as other double gene knockdown combinations
RIPPLES OF SUPPORT: A MIXED METHODS STUDY OF BYSTANDER BEHAVIOR IN THE CONTEXT OF SEXUAL ASSAULT AMONG COLLEGE STUDENTS
No full textEmerging adulthood represents a period of elevated risk for sexual assault (SA), particularly among college students. Students are not only potential victims or perpetrators but also bystanders—individuals who may witness or become aware of risky or harmful situations and must decide whether and how to respond. Understanding what influences students’ decisions to intervene as bystanders in SA contexts is critical to improving peer responses and fostering safer campus environments. This study used a concurrent mixed methods design to examine how college students’ knowledge of campus SA policies, personal history of victimization, prior experiences receiving help, and SA disclosure reactions relate to self-reported bystander behavior. Participants (N = 442) completed a questionnaire assessing these variables and responded to open-ended questions about real-life intervention decisions. Quantitative analyses showed that students who had experienced sexual assault, received prior help, or disclosed their assault and received positive reactions were significantly more likely to intervene as bystanders. Knowledge of campus policies was not associated with intervention. Qualitative analyses revealed that students were more likely to intervene when they felt confident in their ability to help, believed help was wanted, or felt a personal connection to the individual in need. Moral values, empathy, and a sense of responsibility also motivated action, while fear of harm, uncertainty, and assumptions that others would intervene often inhibited it. These findings suggest that emotionally meaningful experiences and relational dynamics, rather than formal knowledge alone, may shape students’ willingness to act, highlighting the importance of relational and experiential factors in bystander decision-making
SONIC FUTURES: EXPLORING PODCASTING, ARTIFICIAL INTELLIGENCE, AND THE EVOLVING LANDSCAPE OF COMPOSITION
No full textThis dissertation investigates podcasting and audio projects as multimodal practices in composition, analyzing how audio-based assignments both challenge and reproduce traditional writing norms. Drawing from personal teaching experience and a dataset of publicly accessible assignment prompts, rubrics, and instructional guides, the study examines how podcast projects are framed, assessed, and implemented in higher education. While often promoted as creative and accessible alternatives to essays, these assignments frequently replicate the same thesis-driven, rubric-centered, and exclusionary structures that define conventional academic writing. Through a cross-textual analysis of fifteen podcast rubrics and fifteen assignment prompts, this project identifies recurring patterns, including paradoxical expectations of “conversational style” alongside strict grammatical correctness, assumptions of technological access, and limited engagement with sound as a rhetorical resource. Such practices reveal how podcast pedagogy can reinforce white mainstream English and perpetuate inequities tied to race, class, and technology. Building on scholarship at the intersection of multimodality, sound studies, and composition, the dissertation situates podcasting within the broader field of sound studies and composition. It argues that effective multimodal pedagogy requires approaching audio not as a delivery method for written text, but as a medium of rhetorical invention and meaning-making in its own right. A chapter on artificial intelligence extends this inquiry by exploring AI’s potential role in shaping audio composition, alongside ethical concerns of authorship, surveillance, and bias. Ultimately, this study contributes to ongoing conversations in writing studies by offering critical insight into how multimodal assignments are designed and assessed. It concludes with recommendations for more equitable and inclusive podcast projects that cultivate authentic voice, creativity, and rhetorical experimentation within the evolving digital landscape
ASSOCIATIONS BETWEEN PSYCHOEDUCATION AND MEASURES OF TREATMENT ENGAGEMENT IN TRAUMA-FOCUSED COGNITIVE BEHAVIORAL THERAPY
No full textDespite the efficacy of TF-CBT, its effectiveness is compromised by high premature dropout or attrition rates. Psychoeducation, the first component of TF-CBT, provides both a rationale for engagement in treatment and normalizes symptoms to instill hope in youth and their caregivers. This component has been minimally examined as a predictor of later-phase symptom outcomes, mostly in adult trauma treatments, with mixed results. The goal of the current study is examine the influence of psychoeducation on participation-related variables in TF-CBT. Results indicate a positive association between the percentage of sessions of with psychoeducation and attrition and negative association with percentage session attendance and homework completion. A higher percentage of sessions with psychoeducation is linked to attrition and lower session attendance and homework completion in this sample. This may be indicative of clinicians attempts to manage lower engagement with increased use of psychoeducation, although this does not appear to have a positive influence on increasing engagement and may even be harmful for continued engagement in TF-CBT
