16 research outputs found
Begreppen jämvikt och balans : Ett examensarbete om lågstadieelevers förståelse för de fysikaliska begreppen jämvikt och balans.
No full textI denna studie var syftet att ta reda på om elevers kunskap om begreppen jämvikt och balans utvecklas med hjälp av en praktikbaserad lektion. För att göra detta gjordes först ett förtest i form av en intervju för att ta reda på elevernas kunskapsnivå innan utförd lektion. Efter att lektionen gjorts med eleverna gjordes ett eftertest som även det var en intervju med samma frågor som innan. För att analysera intervjuerna användes en tematisk analys där citat från intervjuerna användes för att gradera elevernas svar i nivåer. Resultatet som togs fram i denna studie var att de allra flesta elever visade på en utvecklad kunskap efter lektionen utförts. Men, det fanns vissa undantag där elever visat mindre kunskap om begreppet jämvikt. Slutsatserna som drogs var att även fast en praktikbaserad undervisning i de flesta fallen ger eleverna en ökad kunskap och förståelse bör den blandas med en traditionell undervisning för att eleverna ska inhämta så mycket kunskap som möjligt eftersom alla elever inte visade på en utveckling av kunskap.
Role of Multiracial Resiliency on the Multiracial Risks - Psychological Adjustment Link Among Multiracial Adults
No full textabstract: A growing body of research indicates that people of multiple racial lineages in the US encounter challenges to positive psychological adjustment because of their racial status. In response, they also exhibit unique resilience strategies to combat these challenges. In this study, the moderating roles of previously identified multiracial resilient factors (i.e., shifting expressions, creating third space, and multiracial pride) were examined in the associations between unique multiracial risk factors (i.e., multiracial discrimination, perceived racial ambiguity, and lack of family acceptance) and psychological adjustment (i.e., satisfaction with life, social connectedness, and distress symptoms) of multiracial adults. Drawing on risk and resilience theory, results first indicated that the multiracial risk factors (i.e., multiracial discrimination, perceived racial ambiguity, and lack of family acceptance) relate negatively with social connectedness and distress symptoms, but did not significantly relate with satisfaction with life. Additionally, a differential moderating effect for one multiracial resilient factor was found, such that the protective or exacerbative role of creating third space depends on the psychological outcome. Specifically, results suggest creating third space buffers (e.g., weakens) the association between multiracial discrimination and satisfaction with life as well as lack of family acceptance and satisfaction with life among multiracial adults. Results further suggest creating third space exacerbates (e.g., strengthens) the negative association between perceived racial ambiguity on social connectedness and distress symptoms as well as lack of family acceptance on social connectedness and distress symptoms. Moreover, no two-way interaction effects were found for either of the other multiracial resilient factors (i.e., shifting expressions and multiracial pride). This study highlights the complex nature of racial identity for multiracial people, and the nuanced risk and resilience landscape encountered in the US.Dissertation/ThesisMasters Thesis Counseling 201
Understanding and Predicting Activist Intentions: An Extension of the Theory of Planned Behavior
No full textabstract: Despite the societal importance of activism, the understanding of activist intentions remained limited (Liebert, Leve, & Hu, 2011; Klar & Kasser, 2009). The current study used the Theory of Planned Behavior (TPB) to examine two structural models of low-risk activist intentions and high-risk activist intentions (Ajzen, 1991). The traditional TPB model was tested against a hybrid commitment model that also assessed past activist behaviors and activist identity. Participants (N = 383) were recruited through social media, professional list-serves, and word of mouth. Results indicated a good model fit for both the traditional TPB model (CFI = .98; RMSEA = .05; SRMR = .03; χ2(120) = 3760.62, p < .01) and the commitment model (CFI = .97; RMSEA = .05; SRMR = .04; χ2(325) = 7848.07, p < .01). The commitment model accounted for notably more variance in both low-risk activist intentions (78.9% in comparison to 26.5% for the traditional TPB model) and high-risk activist intentions (58.9% in comparison to 11.2% for the traditional TPB model). Despite this, the traditional TPB model was deemed the better model as the higher variance explained in the commitment model was almost entirely due to the inclusion of past low-risk activist behaviors and past high-risk activist behaviors. A post-hoc analysis that incorporated sexual orientation and religious affiliation as covariates into the traditional model also led to a good-fitting model (CFI = .98; RMSEA = .04; SRMR = .04; χ2(127) = 217.18, p < .01) and accounted for increased variance in low-risk activist intentions (29.7%) and high-risk activist intentions (18.7%) compared to the traditional model. The merits of each of the structural models and the practical implications for practice and research were discussedDissertation/ThesisDoctoral Dissertation Counseling Psychology 201
Heterosexist Discrimination, Sexual Identity, and Conflicts in Allegiances among Latinx Sexual Minority Adults
No full textabstract: Empirical research has supported that higher behavioral engagement with and higher affective pride toward the LGBTQ+ community are associated with greater psychological well-being among Latinx sexual minorities (e.g., lesbian, gay, bisexual, queer, etc.). Less is known, however, about predictors of sexual identity development among Latinx sexual minorities. This study explores how heterosexist discrimination may be related to the exploration and affirmation of one’s sexual minority identity. Conversely, conflicts in allegiance (CIA), that is, the experience of perceived incompatibility Latinx sexual minorities may experience between their racial-ethnic and sexual minority identities, was examined as a potential negative correlate. This study applies a rejection-identification model and identity development theories to test the associations between heterosexist discrimination, conflicts in allegiances and sexual identity constructs (LGBTQ+ behavioral engagement and affective pride). Among a sample of 366 Latinx sexual minorities, this study found both heterosexist discrimination and conflicts in allegiances were significant predictors of LGBTQ+ behavioral engagement and affective pride. Additionally, data supported two mediational models that tested relations between heterosexist discrimination, LGBTQ+ behavioral engagement, and affective pride. This study contributes to our understanding of sexual minority identity among Latinx individuals. These findings can assist helping professionals and community centers in promoting psychological well-being among Latinx sexual minority individuals by informing identity-affirming practices and interventions.Dissertation/ThesisMasters Thesis Counseling Psychology 201
The Masculine Overcompensation Theory: A Gender Perspective on Teacher Reactions to Transgender Bullying
No full textabstract: Teachers represent important agents of gender socialization in schools and play a critical role in the lived experiences of transgender students. What remains less clear, however, is whether the gender of the teacher impacts their response to transgender bullying and specifically how threats to gender identity might influence men who teach to respond negatively. The current study used a 2 (gender) x 3 (gender identity threat, no gender identity threat, and control) experimental design to assess whether the masculine overcompensation theory helps explain how men who teach respond to transgender victimization experiences. It was hypothesized that men in the gender identity threat condition would endorse more anti-trans attitudes (e.g., higher transphobic attitudes, lower allophilia [feelings of liking] toward transgender individuals, more traditional gender roles, less supportive responses to a vignette about transgender bullying, less support for school practices that support transgender students, and less likelihood of signing a petition supporting transgender youth rights) compared to the other conditions. It was also expected that they would endorse more negative affect but higher feelings of self-assurance. Women in the study served as a comparison group as no overcompensation effect is expected for them. Participants (N = 301) were nationally recruited through word of mouth, social media, and personal networks. Results from the current study did not support the theory of masculine overcompensation as there was no effect of threatening feedback. There were a number of significant gender differences. Men reported lower transgender allophilia, higher transphobia, more traditional gender role beliefs, less likelihood of signing the petition supporting transgender youth rights, and more self-assurance than women. No gender effect was found for negative affect or support for school practices supporting transgender students. There were also no observable differences in participant responses to the vignette by gender or condition. The implications and limitations of the current study were discussed.Dissertation/ThesisDoctoral Dissertation Counseling Psychology 202
The Role of Parental Expectations and Self-Beliefs on Academic Stress and Depression among Asian American Undergraduates
No full textabstract: Despite high levels of academic achievement as a group (Ryan & Bauman, 2016), Asian American students face many challenges, including academic stress (Flatt, 2013; Liu, 2002) and depression (Aczon-Armstrong, Inouye, & Reyes-Salvail, 2013; Wang & Sheikh-Khalil, 2014). The purpose of this study was to examine self-beliefs (academic self-efficacy and independent self-construal) and family and cultural variables (perceived parental expectations for academic achievement and internalization of the model minority myth) that may affect the academic stress and depression experienced by Asian American undergraduates.
A national sample of 314 participants (221 female, 89 male, 4 nonbinary) who self-identified as Asian American undergraduates were recruited online and through word of mouth. They completed assessments of six constructs: Academic self-efficacy, independent self-construal, perceived parental expectations for academic achievement, internalization of the model minority myth, academic stress, and depression.
Hierarchical multiple regression analyses revealed that of the two self-beliefs, only academic self-efficacy was a predictor of academic stress and depression. The greater the students’ academic self-efficacy, the less academic stress and depression they reported. Independent self-construal was not a significant predictor. Additionally, perceived parental expectations for academic achievement also predicted academic stress and depression. The more students perceived that their parents had high expectations for their academic achievement, the more they experienced academic stress and depression. The cultural variable, internalization of the model minority myth, was not a predictor of academic stress or depression. A moderated hierarchical regression examining whether academic self-efficacy and independent self-construal moderated the relation between perceived parental expectations for academic achievement and academic stress and depression revealed no moderation effects.
The importance of academic self-efficacy is discussed in the context of cognitive theory that posits that thoughts and beliefs affect behaviors and emotions. In addition, cognitive theory is used to explain perceived parental expectations for academic achievement, as these are perceptions and beliefs about others, as related to one’s self. That the internalization of the model minority myth was not related to depression and academic stress is discussed. Limitations and clinical implications for working with Asian Americans with academic stress and depression are also discussed.Dissertation/ThesisDoctoral Dissertation Counseling Psychology 201
The Neuropsychological Effects of High-Intensity Interval Training on Breast Cancer Patients Undergoing Chemotherapy
No full textabstract: Past studies have shown that exercise in the form of high intensity interval training (HIIT) is the "ideal form of exercise to improve health and performance without overstressing the immune system" (Fisher et. al, 2011, p. 5). Additionally, HIIT has been found to promote cardiovascular health and immunity (Fisher et. al, 2011). The proposed study will evaluate the neuropsychological effects of HIIT on breast cancer patients undergoing anthracycline-based chemotherapy. The intervention group (n = 17) will receive a HIIT protocol concurrent with chemotherapy treatment. There will also be a control group (n= 17) to compare the effects of the intervention. Breast cancer survivorship is often ridden with various health and mental problems, the implementation of HIIT procedures could help to reduce these issues. It is expected that knowledge from this study will be useful in the healthcare setting to benefit breast cancer patients. This study will uniquely add to the limited research base by introducing an intervention for neuropsychological declines in breast cancer patients
A Brief Mindfulness Intervention: Effects on Counselor Trainees’ Multicultural Counseling Competence and Ethnocultural Empathy
No full textabstract: Increasing counselor trainees’ self-efficacy for multicultural counseling competence (MCC) is an essential part of their professional development to serve racially and ethnically diverse clients effectively. The present study examined the impact of multicultural training and the effects of a brief mindfulness intervention, compared to a control condition, on counselor trainees’ self-reported ethnocultural empathy and MCC. Data obtained from a sample of masters (n = 63) and doctoral (n = 23) counselor trainees were analyzed through a series of linear multiple hierarchical regression analyses. Consistent with previous research, results revealed that multicultural training significantly predicted scores of self-reported multicultural counseling knowledge and empathic feeling. The mindfulness intervention significantly predicted self-reported multicultural counseling knowledge. There was a significant interaction between condition (i.e., mindfulness intervention or control) and previous multicultural training when examining ethnocultural empathy’s empathic feeling and expression subscale. Specifically, trainees with lower levels of multicultural training who received the mindfulness intervention scored higher on empathic feeling compared to those in the control condition, while at higher levels of multicultural training there were no differences across condition. Implications for future research and counselor training are discussed.Dissertation/ThesisMindfulness InterventionControl ConditionMasters Thesis Counseling 201
You Are What You Speak? Language Discrimination and Regard of Asian International Students
No full textabstract: Despite the increasing number of Asian international students in the United States, American society remains discriminatory against the population. Asian international students are exposed to ethnic-racial discrimination against Asians, as well as language discrimination against non-native English speakers. The purpose of this study was to examine whether the two types of discrimination relate to Asian international students’ regard, which refers to their positive or negative evaluations about Asians in American society. It was hypothesized that language discrimination, a particularly relevant form of discrimination for non-native English-speaking immigrants, will be associated with public and private regard, after controlling for ethnic-racial discrimination and English proficiency. The present study tested two hypotheses by conducting hierarchical multiple regression with a sample of 195 self-identified Asian international students. The results supported the first hypothesis, which predicted higher levels of language discrimination would explain a significant amount of additional variance in negative public regard after controlling for ethnic-racial discrimination and English proficiency. The second hypothesis was not supported—language discrimination was not significantly associated with positive private regard after controlling for ethnic-racial discrimination and English proficiency. Limitations, implications, and future directions are discussed.Dissertation/ThesisMasters Thesis Counselor Education 201
Financial Knowledge is Power: Exploring the Protective Benefits of Financial Self-Efficacy Among Young Adults
No full textabstract: Personal finances are an essential part of adulthood, yet we find that many Americans have low financial literacy (Financial Industry Regulatory Authority Investor Education Foundation, 2016). This phenomenon is especially true for young adults (18-25 years old) (Lusardi, 2019). Lusardi, Mitchell, and Curto (2009) found that fewer than one-third of young adults possess basic financial knowledge. The present study examined whether financial self-efficacy and financial hardship were moderators between financial literacy and financial anxiety among a young adult sample (18-25 years old; Arnett, 2000). The current study utilized moderated moderation analyses to explore the associations between financial literacy, financial anxiety (i.e., the concern and worry about finances), financial self-efficacy, and financial hardship for young adults( N = 549, 71.6% female, Mage = 20.49). Based on survey data from the Financial and Social Stress Study (Tran & Mintert, n.d.), moderated moderation results show (a) an inverse association between financial literacy and financial anxiety (direct effects) and (b) financial self-efficacy and financial hardship moderate this relationship. Specifically, for young adults experiencing high financial hardship with high financial self-efficacy, there was a strong inverse association between financial literacy and financial anxiety. This study contributes to our knowledge of the vital role of financial literacy and its association with financial anxiety for young adults. Further, these findings highlight financial self-efficacy as a potential factor for mental health providers to consider when working with young adults experiencing high financial hardship.Dissertation/ThesisMasters Thesis Counseling 201
