248 research outputs found
Resilience in college students following childhood maltreatment
No full textUniversity of Minnesota Ph.D. dissertation. 2021. Major: Psychology. Advisor: Patricia Frazier. 1 computer file (PDF); 104 pages.Objective: I examined the relations between childhood maltreatment and domains of functioning (i.e., relational functioning, educational functioning, autonomy, drinking consequences, psychological functioning) and the moderators of these relations among college students. I hypothesized that most students with a history of childhood maltreatment would display resilience in the domains of functioning, both cross-sectionally and across time, though more students without a history of childhood maltreatment would be categorized as resilient. I also hypothesized that current stressors would moderate the relation between childhood maltreatment and functioning as a risk factor, whereas emotion regulation, meaning-making, and social support would buffer the relations between childhood maltreatment and functioning.Participants and Methods: Data were collected at two time points from undergraduate students at the beginning (N = 312) and end (N = 241) of the semester.
Results: The majority of students with low and moderate-to-severe childhood maltreatment were resilient in most domains at both time points and across time. For relational functioning and psychological functioning, the proportion of students with histories of maltreatment who were resilient was significantly different than those without at Time 1. Recent stressors, emotion regulation, meaning-making, and social support did not moderate the relation between maltreatment and any outcome.
Conclusions: Research on maltreatment in undergraduate college students needs to acknowledge resilience, as many students with histories of maltreatment display resilient functioning. Further research on potential moderators is needed.Merians, Addie. (2021). Resilience in college students following childhood maltreatment. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/224984
Mplus syntax for double cross-validation using latent class analysis (LCA) and comparing outcomes across classes
No full textA PDF containing Mplus syntax with notes.Mplus syntax for double cross-validation using latent class analysis (LCA) and comparing outcomes across classes. This includes exploratory LCA to identify a best fitting model, cross-validating the model in separate halves of the study sample, and comparing outcomes (i.e., mental health, physical health, alcohol consequences, and GPA) across latent classes using a bias-adjusted, three-step analysis for comparing outcomes across latent classes.Merians, Addie N; Baker, Majel R; Frazier, Patricia A; Lust, Katherine. (2018). Mplus syntax for double cross-validation using latent class analysis (LCA) and comparing outcomes across classes. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/198643
The association between 5-HTTLPR and spontaneous facial mimicry: An investigation using the Facial Action Coding System (FACS)
No full textFacial mimicry has been considered an automatic, spontaneous process. However, recent research suggests that facial mimicry is dependent on the context of the social interaction, with increased mimicry occurring when the understanding of another’s emotional states is important. In this study, we examined the social context of facial mimicry of positive and negative facial expressions of emotion, and how mimicry relates to common variants in the serotonin transporter genotype 5-HTTLPR, which has been found to relate to proneness to negativity and to social sensitivity. Overall, the results of this study indicate that the negativity associated with a particular 5-HTTLPR genotype may be due to decreased processing of positive emotion rather than increased processing of negative emotion.PsychologyBachelors of Science (BS
Addie Hunton: respectability at home and abroad
No full textIn the early 1900’s, at the peak of the women’s club movements, women’s activism and the impending World War, Black women were engaging in international dialogues—conversing with women in other nations about how the race needed to come together, speaking at international conferences, and traveling to understand other nations' social and political systems. Activist Addie Waites Hunton dedicated her life to transnational activism through membership, leadership and service in women’s organizations ranging from the Young Women’s Christian Association, the International Council for Women of the Darker Races to the Women’s International League of Peace and Freedom. Throughout Addie Hunton’s life, her activism shifted between an American lens to a transnational lens, with emphasis on respectability, racial equality and virtue.M.A.Includes bibliographical reference
Relationships between social studies and reading achievements of pupils in the fifth and sixth grades of the West Broad Street Elementary School, Athens, Georgia, 1956-1966, 1957
No full textA comparative study of behavior problems in a group of preadolescents from 1941-1944, 1945
No full textthe second appeared as "The 'Design' Phase of the ADDIE Model
No full textIn the world of training the development of assessments is as essential to training administration as keeping score is to any professional sporting event. The author identifies the four key components of the processs fo develping assessments and how to incorporate them into the training module. This article is the third in a series on the ADDIE Model
A study of the health education program of thirty-six schools in Houston County, Texas for the school year 1944-1945, 1945
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