Counseling Health Psychology: Assessing Health Psychology Training within Counseling Psychology Doctoral Programs

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Raque-Bogdan, Trisha L.; Torrey, Carrie L.; Lewis, Brian L.; Borges, Nicole J.

2013-01-01

Training directors of American Psychological Association-approved counseling psychology doctoral programs completed a questionnaire assessing (a) student and faculty involvement in health-related research, practice, and teaching; (b) health-related research conducted by students and faculty; and (c) programs' expectations and ability to…

Headache among medical and psychology students.

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Ferri-de-Barros, João Eliezer; Alencar, Mauricio José de; Berchielli, Luis Felipe; Castelhano Junior, Luis Carlos

2011-06-01

Headaches occur frequently and thus are a key component of sociocentric medical education. To study headaches among students of medicine and psychology in a single university. This was a questionnaire-based survey of a cohort of students of medicine and psychology. The overall lifetime prevalence of headache was 98% and over the last year, 91%. Tensional headache accounted for 59% and migraine 22% in medicine; and 48.5% and 32% respectively in psychology. Forty-five percent reported that headaches had a variable sporadic impact on their productivity. The self-medication rate was 77%. Thirty-six percent reported worsening since admission to the university. The prevalence of headaches was very high. Tension-type headaches predominated in males and migraine in females. Tension-type was more frequent among medical students than among psychology students; migraine was more frequent in psychology (more females) than in medicine. Both kinds of students reported that headaches caused low interference with daily activities. The students reported that their symptoms had worsened since admission to the university.

Specific attitudes which predict psychology students' intentions to seek help for psychological distress.

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Thomas, Susan J; Caputi, Peter; Wilson, Coralie J

2014-03-01

Although many postgraduate psychology programs address students' mental health, there are compelling indications that earlier, undergraduate, interventions may be optimal. We investigated specific attitudes that predict students' intentions to seek treatment for psychological distress to inform targeted interventions. Psychology students (N = 289; mean age = 19.75 years) were surveyed about attitudes and intentions to seek treatment for stress, anxiety, or depression. Less than one quarter of students reported that they would be likely to seek treatment should they develop psychological distress. Attitudes that predicted help-seeking intentions related to recognition of symptoms and the benefits of professional help, and openness to treatment for emotional problems. The current study identified specific attitudes which predict help-seeking intentions in psychology students. These attitudes could be strengthened in undergraduate educational interventions promoting well-being and appropriate treatment uptake among psychology students. © 2013 Wiley Periodicals, Inc.

Psychological Vulnerability to Completed Suicide: A Review of Empirical Studies.

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Conner, Kenneth R.; Duberstein, Paul R.; Conwell, Yeates; Seidlitz, Larry; Caine, Eric D.

2001-01-01

This article reviews empirical literature on psychological vulnerability to completed suicide. Five constructs have been consistently associated with completed suicide: impulsivity/aggression; depression; anxiety; hopelessness; and self-consciousness/social disengagement. Current knowledge of psychological vulnerability could inform social…

Teaching psychology to computing students

OpenAIRE

Taylor, Jacqui

2008-01-01

The aim of this paper is twofold. The first aim is to discuss some observations gained from teaching Psychology to Computing students, highlighting both the wide range of areas where Psychology is relevant to Computing education and the topics that are relevant at different stages of students’ education. The second aim is to consider findings from research investigating the characteristics of Computing and Psychology students. It is proposed that this information could be considered in the de...

Dental anxiety: a comparison of students of dentistry, biology, and psychology

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Storjord HP

2014-09-01

Full Text Available Helene Persen Storjord,1 Mari Mjønes Teodorsen,1 Jan Bergdahl,1 Rolf Wynn,2,3 Jan-Are Kolset Johnsen1 1Department of Clinical Dentistry, 2Department of Clinical Medicine, UiT - The Arctic University of Norway, 3Division of Addictions and Specialized Psychiatric Services, University Hospital of North Norway, Tromsø, Norway Introduction: Dental anxiety is an important challenge for many patients and clinicians. It is thus of importance to know more about dental students' own experiences with dental anxiety and their understanding of dental anxiety. The aim was to investigate differences in dental anxiety levels between dental students, psychology students, and biology students at a Norwegian university. Materials and methods: A total of 510 students of dentistry, psychology, and biology at the University of Tromsø received a questionnaire consisting of the Modified Dental Anxiety Scale, demographic questions, and questions relating to their last visit to the dentist/dental hygienist; 169 students gave complete responses. Nonparametric tests were used to investigate differences between the student groups. Results: The respondents were 78% female and 22% male; their mean age was 24 years. The dental students showed a significantly lower degree of dental anxiety than the psychology (P<0.001 and biology students (P<0.001. A significant decrease in dental anxiety levels was found between novice and experienced dentistry students (P<0.001. Discussion: The dental students had less dental anxiety compared to psychology students and biology students. Experienced dental students also had less dental anxiety than novice dental students. This could indicate that the dentistry program structure at the university may influence dental anxiety levels. Conclusion: Dental anxiety seemed to be less frequent in dentistry students compared to students of biology or clinical psychology. The practice-oriented dentistry education at the university might contribute to

The Use of Mobile Apps to Enhance Student Learning in Introduction to Psychology

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Diliberto-Macaluso, Kristen; Hughes, Alan

2016-01-01

The current study examined the impact of mobile applications or apps on student learning in an introduction to psychology course. Students were assigned to complete a learner-centered worksheet activity on the brain and central nervous system using either an interactive 3-D Brain app or their online course textbook. We measured student learning…

Vocational behavior analysis in psychology students

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María Estrella LÓPEZ PÉREZ

2014-06-01

Full Text Available Introduction. The European Higher Education Area (EHEA is supporting gain relevance of vocational guidance into the frame of University Education. In order to a better planning of this guidance we need to know his contents evaluating student vocational interests of each center. The aim of the study is to analyze the indicators of Psychology students vocational behavior and his evolution and comparing those results with data of another students population. Methodology. The 329 psychology students participants from the University of Salamanca (248 in the second year and 81 in the fifth answered the questionnaire of university biodata (Rocabert, 2005. In all cases we took a significance level of ? = 0.05 carrying out samples comparison tests using U de Mann-Whitney techniques and contingency analysis. Results: The present study found significant differences between second and fifth psychology grade students and with general university population data collected by Rocabert, Descals and Gomez (2007. In general, psychology students begin their degrees with a high level interest and motivated; they are making decisions based on the academic specialty they want to work in. However, for last year students group (fith year students we detected a lower satisfaction in their studies, more difficulties in deciding what they want to do and a greater demand of information in order to choose the advisablest option for them. Conclusions. Despite the high motivation of psychology students, the nearer is his integration into the job market the higher is the need of guidance to help them to take decisions concerning specialization or the professional world.

Family involvement in medical decision-making: Perceptions of nursing and psychology students.

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Itzhaki, Michal; Hildesheimer, Galya; Barnoy, Sivia; Katz, Michael

2016-05-01

Family members often rely on health care professionals to guide and support them through the decision-making process. Although family involvement in medical decisions should be included in the preservice curriculum for the health care professions, perceptions of students in caring professions on family involvement in medical decision-making have not yet been examined. To examine the perceptions of nursing and psychology students on family involvement in medical decision-making for seriously ill patients. A descriptive cross-sectional design was used. First year undergraduate nursing and psychology students studying for their Bachelor of Arts degree were recruited. Perceptions were assessed with a questionnaire constructed based on the Multi-Attribute Utility Theory (MAUT), which examines decision-maker preferences. The questionnaire consisted of two parts referring to the respondent once as the patient and then as the family caregiver. Questionnaires were completed by 116 nursing students and 156 psychology students. Most were of the opinion that family involvement in decision-making is appropriate, especially when the patient is incapable of making decisions. Nursing students were more inclined than psychology students to think that financial, emotional, and value-based considerations should be part of the family's involvement in decision-making. Both groups of students perceived the emotional consideration as most acceptable, whereas the financial consideration was considered the least acceptable. Nursing and psychology students perceive family involvement in medical decision-making as appropriate. In order to train students to support families in the process of decision-making, further research should examine Shared Decision-Making (SDM) programs, which involve patient and clinician collaboration in health care decisions. Copyright © 2016 Elsevier Ltd. All rights reserved.

College student engaging in cyberbullying victimization: cognitive appraisals, coping strategies, and psychological adjustments.

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Na, Hyunjoo; Dancy, Barbara L; Park, Chang

2015-06-01

The study's purpose was to explore whether frequency of cyberbullying victimization, cognitive appraisals, and coping strategies were associated with psychological adjustments among college student cyberbullying victims. A convenience sample of 121 students completed questionnaires. Linear regression analyses found frequency of cyberbullying victimization, cognitive appraisals, and coping strategies respectively explained 30%, 30%, and 27% of the variance in depression, anxiety, and self-esteem. Frequency of cyberbullying victimization and approach and avoidance coping strategies were associated with psychological adjustments, with avoidance coping strategies being associated with all three psychological adjustments. Interventions should focus on teaching cyberbullying victims to not use avoidance coping strategies. Copyright © 2015 Elsevier Inc. All rights reserved.

Informing Educational Psychology Training with Students ...

African Journals Online (AJOL)

The purpose of this article was to describe students' experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students' community engagement. Experiential learning served as our theoretical framework and we ...

Introductory Psychology: How Student Experiences Relate to Their Understanding of Psychological Science

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Toomey, Thomas; Richardson, Deborah; Hammock, Georgina

2017-01-01

Many students who declare a psychology major are unaware that they are studying a scientific discipline, precipitating a need for exercises and experiences that help students understand the scientific nature of the discipline. The present study explores aspects of an introductory psychology class that may contribute to students' understanding of…

Application to graduate psychology programs by undergraduate students of color: the impact of a research training program.

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Hall, Gordon C Nagayama; Allard, Carolyn B

2009-07-01

The top 86 students were selected from a pool of approximately 400 applicants to a summer clinical psychology research training program for undergraduate students of color. Forty-three of the students were randomly assigned to 1 of 2 clinical psychology research training programs, and 43 were randomly assigned to a control condition without training. The multicultural version of the training program emphasized the cultural context of psychology in all areas of training, whereas cultural context was de-emphasized in the monocultural version of the program. Although the cultural content of the 2 training programs was effectively manipulated as indicated by a fidelity check by an outside expert, there were no significant differences between the effects of the 2 programs on the outcomes measured in this study. The primary differences in this study were between students who did versus those who did not participate in a training program. Sixty-five percent of the students who completed the multicultural training program applied to graduate schools in psychology, compared with 47% of those who completed the monocultural training program, and 31% of those in the control group. Participation in summer research training programs also increased self-perceptions of multicultural competence.

Student Representations of Psychology in the UK

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Banyard, Philip; Duffy, Karen

2014-01-01

Psychology is a popular choice for UK students in their secondary school curriculum. Policy makers and elite universities, however, express concern about the subject. The British Psychological Society (2013) commissioned a detailed study of the provision of school curricula in psychology and as part of this work a survey of students was conducted.…

Predictors of psychological resilience amongst medical students following major earthquakes.

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Carter, Frances; Bell, Caroline; Ali, Anthony; McKenzie, Janice; Boden, Joseph M; Wilkinson, Timothy; Bell, Caroline

2016-05-06

To identify predictors of self-reported psychological resilience amongst medical students following major earthquakes in Canterbury in 2010 and 2011. Two hundred and fifty-three medical students from the Christchurch campus, University of Otago, were invited to participate in an electronic survey seven months following the most severe earthquake. Students completed the Connor-Davidson Resilience Scale, the Depression, Anxiety and Stress Scale, the Post-traumatic Disorder Checklist, the Work and Adjustment Scale, and the Eysenck Personality Questionnaire. Likert scales and other questions were also used to assess a range of variables including demographic and historical variables (eg, self-rated resilience prior to the earthquakes), plus the impacts of the earthquakes. The response rate was 78%. Univariate analyses identified multiple variables that were significantly associated with higher resilience. Multiple linear regression analyses produced a fitted model that was able to explain 35% of the variance in resilience scores. The best predictors of higher resilience were: retrospectively-rated personality prior to the earthquakes (higher extroversion and lower neuroticism); higher self-rated resilience prior to the earthquakes; not being exposed to the most severe earthquake; and less psychological distress following the earthquakes. Psychological resilience amongst medical students following major earthquakes was able to be predicted to a moderate extent.

FEATURES OF STUDENT PSYCHOLOGICAL COUNSELLING

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Maria Dorina PASCA

2013-10-01

Full Text Available Student psychological counseling is one of the means to acknowledge student identity by employing counseling tools that allow the psychologist to make use of a set of skills essential in achieving envisaged outcomes. To act as counseling psychologist for students is to guide actions by the five wh- questions: who (the client is, why (the counselor is approached, who (the counselor talks to, what (problem the student has to tackle, how (the problem can be solved. Some of the most important features that contribute to solving student problems are the counselor’s deontology, trustworthiness and attitude that are to be relied on without impeding the client’s personality traits. Thus, developing awareness of the features underlying student psychological counseling and acting accordingly is the real test for any professional in the field. Therefore, the real challenge is not being in the lion’s den, but living with it.

Evaluating Spiritual Experiences and Some Psychological Components in Medical Students

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Zahra Taheri Kharameh

2017-05-01

Full Text Available Background: Spiritual experiences seem to be an important component in Religious and spiritual life of some one. Aim of the present study was to determinate relation between daily spiritual experiences, and psychological variables in students of Qom University of Medical Sciences. Methods: In this descriptive and analytical study, 138 students of the Qom University of Medical Sciences were selected via random sampling methods. These students completed the Daily Spiritual Experiences Scale, Depression, Anxiety, Stress Scale (DASS-21 and General Health Questionnaire (GHQ-12. Data were analyzed in SPSS16 software environment utilizing descriptive statistics and the Independent t-test, ANOVA and Pearson correlation coefficient. Results: Mean and standard deviations of daily spiritual experiences scores was 28.27(4.90.  The daily spiritual experiences was associated with mental health (r = -0.22, P-value = 0.01 depression(r = -0.25, P-value = 0.005, and stress (r = -0.23, P-value = 0.01. Conclusion: The findings indicated that spiritual experiences were respectively the most important religious - spiritual components which may affect psychological health in students.

Assessing Student Interest and Familiarity with Professional Psychology Specialty Areas

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Stark-Wroblewski, Kimberly; Wiggins, Tina L.; Ryan, Joseph J.

2006-01-01

The present study examined undergraduate psychology students' (N = 83) self-reported interest in and familiarity with five specialty areas in professional psychology: counseling psychology, clinical psychology, school psychology, forensic psychology, and criminal profiling. Results suggest that although students are quite interested in careers…

Psychological Help-Seeking Intention among College Students across Three Problem Areas

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Hess, Timothy R.; Tracey, Terence J. G.

2013-01-01

The theory of planned behavior (TPB) was used to understand psychological help-seeking intention for 3 common concerns: anxiety or depression, career choice concerns, and alcohol or drug use. Eight hundred eighty-nine university students completed surveys for the TPB variables plus belief in personal efficacy and control to solve the problems.…

Society of Pediatric Psychology Diversity Award: Training Underrepresented Minority Students in Psychology

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Mitchell, Monica J.; Crosby, Lori E.

2016-01-01

Improving diversity, particularly among trainees and professionals from underrepresented ethnic minority backgrounds, has been a long-stated goal for the field of Psychology. Research has provided strategies and best practices, such as ensuring cultural sensitivity and relevance in coursework, clinical and research training, promoting a supportive and inclusive climate, providing access to cultural and community opportunities, and increasing insight and cultural competence among professionals (Rogers & Molina, 2006). Despite this, the rates of psychologists from ethnically diverse and underrepresented minority (URM) backgrounds remain low and few published studies have described programmatic efforts to increase diversity within the field. This paper describes the INNOVATIONS training model, which provides community and culturally related research experiences, graduate-school related advising, and mentoring to high school and college students. The paper also examines how the model may support enrollment of URM students in doctoral programs in psychology. Findings indicate that INNOVATIONS supported students’ transition from high school and college to graduate programs (with approximately 75% of students enrolling in Master’s and Doctoral programs). INNOVATIONS also supported students, including those from URM backgrounds, enrolling in doctoral programs (41.7%). Students who were trained in the research assistant track were most likely to enroll in psychology doctoral programs, perhaps as a result of the intensive time and training committed to research and clinical experiences. Data support the importance of research training for URM students pursuing psychology graduate study and the need to ensure cultural relevance of the training. Implications for clinical and pediatric psychology are discussed. PMID:28603680

The relationships among self-care, dispositional mindfulness, and psychological distress in medical students

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Jessica Slonim

2015-06-01

Full Text Available Background: Past research suggests that medical students experience high levels of psychological distress. Objective: The aim of the current study was to investigate the relationships among engagement in self-care behaviours, dispositional mindfulness, and psychological distress. Methods: The sample consisted of 139 female and 68 male Australian medical students (N=207 aged 17–41 years (M=21.82, SD=3.62 across the 5 years of the Monash University medical course. Participants completed an online survey comprising a demographics questionnaire, the Five Facet Mindfulness Questionnaire, the Health-Promoting Lifestyle Profile II, and the Depression, Anxiety, and Stress Scales. Results: Results revealed significant and interpretable multivariate correlations between distress and both mindfulness and self-care. Furthermore, the dispositional mindfulness observation subscale was found to be a significant moderator of the relationship between several dimensions of self-care and psychological distress. Conclusions: The present study points to the potential of self-care and mindfulness to decrease medical student distress and enhance well-being.

A randomized control study of psychological intervention to reduce anxiety, amotivation and psychological distress among medical students.

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Saravanan, Coumaravelou; Kingston, Rajiah

2014-05-01

Test anxiety aggravates psychological distress and reduces the motivation among graduate students. This study aimed to identify psychological intervention for test anxiety, which reduces the level of psychological distress, amotivation and increases the intrinsic and extrinsic motivation among medical students. Westside test anxiety scale, Kessler Perceived Stress Scale and Academic Motivation Scale were used to measure test anxiety, psychological distress and motivation on 436 1(st) year medical students. Out of 436 students, 74 students who exhibited moderate to high test anxiety were randomly divided into either experimental or waiting list group. In this true randomized experimental study, 32 participants from the intervention group received five sessions of psychological intervention consist of psychoeducation, relaxation therapy and systematic desensitization. Thirty-three students from waiting list received one session of advice and suggestions. After received psychological intervention participants from the intervention group experienced less anxiety, psychological distress, and amotivation (P < 0.01) and high intrinsic and extrinsic motivation (P < 0.01) in the postassessment compared with their preassessment scores. Overall psychological intervention is effective to reduce anxiety scores and its related variables.

Counseling Psychology Doctoral Students' Training Experiences in Primary Care Psychology

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Cox, Jared

2011-01-01

This qualitative study focused on counseling psychology doctoral students' perspectives regarding their practicum training experience in primary care psychology. The four participants included three females and one male. Semi-structured individual and focus group interviews were used to explore participants' experiences. The participants described…

A cross-sectional examination of psychological distress, positive mental health and their predictors in medical students in their clinical clerkships

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Inge van Dijk

2017-11-01

Full Text Available Abstract Background Medical students can experience the transition from theory to clinical clerkships as stressful. Scientific literature on the mental health of clinical clerkship students is scarce and mental health is usually defined as absence of psychological distress without assessing psychological, emotional and social wellbeing, together called ‘positive mental health’. This cross-sectional study examines the prevalence of psychological distress and positive mental health and explores possible predictors in a Dutch sample of clinical clerkship students. Methods Fourth-year medical students in their first year of clinical clerkships were invited to complete an online questionnaire assessing demographics, psychological distress (Brief Symptom Inventory, positive mental health (Mental Health Continuum- SF, dysfunctional cognitions (Irrational Beliefs Inventory and dispositional mindfulness skills (Five Facet Mindfulness Questionnaire. Multiple linear regression analysis was used to explore relationships between psychological distress, positive mental health (dependent variables and demographics, dysfunctional cognitions and dispositional mindfulness skills (predictors. Results Of 454 eligible students, 406 (89% completed the assessment of whom 21% scored in the clinical range of psychological distress and 41% reported a flourishing mental health. These proportions partially overlap each other. Female students reported a significantly higher mean level of psychological distress than males. In the regression analysis the strongest predictors of psychological distress were ‘acting with awareness’ (negative and ‘worrying’ (positive. Strongest predictors of positive mental health were ‘problem avoidance’ (negative and ‘emotional irresponsibility’ (negative. Conclusions The prevalence of psychopathology in our sample of Dutch clinical clerkship students is slightly higher than in the general population. Our results support

A cross-sectional examination of psychological distress, positive mental health and their predictors in medical students in their clinical clerkships.

Science.gov (United States)

van Dijk, Inge; Lucassen, Peter L B J; van Weel, Chris; Speckens, Anne E M

2017-11-17

Medical students can experience the transition from theory to clinical clerkships as stressful. Scientific literature on the mental health of clinical clerkship students is scarce and mental health is usually defined as absence of psychological distress without assessing psychological, emotional and social wellbeing, together called 'positive mental health'. This cross-sectional study examines the prevalence of psychological distress and positive mental health and explores possible predictors in a Dutch sample of clinical clerkship students. Fourth-year medical students in their first year of clinical clerkships were invited to complete an online questionnaire assessing demographics, psychological distress (Brief Symptom Inventory), positive mental health (Mental Health Continuum- SF), dysfunctional cognitions (Irrational Beliefs Inventory) and dispositional mindfulness skills (Five Facet Mindfulness Questionnaire). Multiple linear regression analysis was used to explore relationships between psychological distress, positive mental health (dependent variables) and demographics, dysfunctional cognitions and dispositional mindfulness skills (predictors). Of 454 eligible students, 406 (89%) completed the assessment of whom 21% scored in the clinical range of psychological distress and 41% reported a flourishing mental health. These proportions partially overlap each other. Female students reported a significantly higher mean level of psychological distress than males. In the regression analysis the strongest predictors of psychological distress were 'acting with awareness' (negative) and 'worrying' (positive). Strongest predictors of positive mental health were 'problem avoidance' (negative) and 'emotional irresponsibility' (negative). The prevalence of psychopathology in our sample of Dutch clinical clerkship students is slightly higher than in the general population. Our results support conclusions of previous research that psychological distress and positive mental

Psychological wellbeing and self-esteem in students across the transition between secondary school and university: A longitudinal study

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Malinauskas Romualdas

2017-01-01

Full Text Available This longitudinal study investigated the psychological wellbeing and self-esteem of students during the transition between secondary school and university. The sample comprised 197 students (82 male; 115 female. The mean age of the students at the start of the study was 18.54 years (SD = 0.78. Students completed measures of psychological wellbeing (Ryff Psychological Wellbeing Scale and self-esteem (Rosenberg Self-esteem Scale during their final year of secondary school and again at the start of their university studies. Repeated measures (RM multivariate analysis of variance (MANOVA was used to investigate how transition status and gender affected aspects of psychological wellbeing and self-esteem. Multivariate analysis showed main effect of the transition from school to university on psychological wellbeing and self-esteem. Univariate analysis indicated that psychological wellbeing was higher at the start of university studies than during the final year of secondary school, but failed to confirm the effect of the transition on self-esteem. Gender by transition status interactions for two psychological wellbeing dimensions (autonomy and purpose in life were found.

Potential predictors of psychological distress and well-being in medical students: a cross-sectional pilot study.

Science.gov (United States)

Bore, Miles; Kelly, Brian; Nair, Balakrishnan

2016-01-01

Research has consistently found that the proportion of medical students who experience high levels of psychological distress is significantly greater than that found in the general population. The aim of our research was to assess the levels of psychological distress more extensively than has been done before, and to determine likely predictors of distress and well-being. In 2013, students from an Australian undergraduate medical school (n=127) completed a questionnaire that recorded general demographics, hours per week spent studying, in paid work, volunteer work, and physical exercise; past and current physical and mental health, social support, substance use, measures of psychological distress (Kessler Psychological Distress Scale, depression, anxiety, stress, burnout); and personality traits. Females were found to have higher levels of psychological distress than males. However, in regression analysis, the effect of sex was reduced to nonsignificance when other variables were included as predictors of psychological distress. The most consistent significant predictors of our 20 indicators of psychological distress were social support and the personality traits of emotional resilience and self-control. The findings suggest that emotional resilience skills training embedded into the medical school curriculum could reduce psychological distress among medical students.

Evaluating Psychology Students' Library Skills and Experiences

Science.gov (United States)

Jones, Steve; Allen, Julie

2012-01-01

Extensive engagement with current academic sources is expected of all psychology undergraduates. Thirty-eight undergraduate psychology students took part in a series of focus group discussions of their information-searching experiences and skills. The majority of students had not been required to engage with any form of information searching while…

Psychological distress and its correlates among dental students: a survey of 17 Colombian dental schools.

Science.gov (United States)

Divaris, Kimon; Mafla, Ana Cristina; Villa-Torres, Laura; Sánchez-Molina, Marisol; Gallego-Gómez, Clara Liliana; Vélez-Jaramillo, Luis Fernando; Tamayo-Cardona, Julián Andrés; Pérez-Cepeda, David; Vergara-Mercado, Martha Ligia; Simancas-Pallares, Miguel Ángel; Polychronopoulou, Argy

2013-06-26

Links between the demanding nature of studies in the health sciences, students' personality traits and psychological distress have been well-established. While considerable amount of work has been done in medicine, evidence from the dental education arena is sparse and data from Latin America are lacking. The authors conducted a large-scale investigation of psychological distress among dental students in Colombia and sought to determine its curriculum and student-level correlates. The Spanish version of the Derogatis' Symptoms Checklist Revised (SCL-90-R) was administered to all students officially registered and attending classes or clinics in 17 dental schools in 4 geographic districts of Colombia between January and April 2012. Additional information was collected on participants' socio-demographic information and first career choice, as well as school's characteristics such as class size. The Global Severity Index (GSI) score, a measure of overall psychological distress, served as the primary analytical endpoint. Analyses relied on multilevel mixed-effects linear and log-binomial regression, accounting for study design and sample characteristics. A total of 5700 dental students completed the survey, a response rate of 67%. Pronounced gradients were noted in the association between socio-economic status and psychological distress, with students in higher strata reporting fewer problems. After adjustment for all important covariates, there was an evident pattern of increasing psychological distress corresponding to the transition from the didactic, to the preclinical and clinical phases of training, with few differences between male and female students. Independent of other factors, reliance on own funds for education and having dentistry as the first career choice were associated with lower psychological distress. Levels of psychological distress correlated with students' socio-economic and study-level characteristics. Above and beyond the influence of person

Potential predictors of psychological distress and well-being in medical students: a cross-sectional pilot study

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Bore M

2016-03-01

Full Text Available Miles Bore,1 Brian Kelly,2 Balakrishnan Nair2 1School of Psychology, 2School of Medicine and Public Health, University of Newcastle, Newcastle, NSW, Australia Purpose: Research has consistently found that the proportion of medical students who experience high levels of psychological distress is significantly greater than that found in the general population. The aim of our research was to assess the levels of psychological distress more extensively than has been done before, and to determine likely predictors of distress and well-being. Subjects and methods: In 2013, students from an Australian undergraduate medical school (n=127 completed a questionnaire that recorded general demographics, hours per week spent studying, in paid work, volunteer work, and physical exercise; past and current physical and mental health, social support, substance use, measures of psychological distress (Kessler Psychological Distress Scale, depression, anxiety, stress, burnout; and personality traits. Results: Females were found to have higher levels of psychological distress than males. However, in regression analysis, the effect of sex was reduced to nonsignificance when other variables were included as predictors of psychological distress. The most consistent significant predictors of our 20 indicators of psychological distress were social support and the personality traits of emotional resilience and self-control. Conclusion: The findings suggest that emotional resilience skills training embedded into the medical school curriculum could reduce psychological distress among medical students. Keywords: medical student, well-being, psychological distress, personality

Aiming for outstanding: Action research from students of the MSc in the Teaching of Psychology

OpenAIRE

Lintern, Fiona; Davies, Jamie; McGinty, Andrew; Fisher, Jeannine

2014-01-01

The first cohort of a new MSc programme is due to complete the course in August 2014. During the three-year online course students conduct several pieces of action research in their classrooms. There is little research specifically related classroom practice in the pre-tertiary psychology classroom. The following describes the rationale and context of the MSc in the Teaching of Psychology and reports on three students’ final year research. The first considers the benefits of Psychology Applie...

A randomized control study of psychological intervention to reduce anxiety, amotivation and psychological distress among medical students

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Coumaravelou Saravanan

2014-01-01

Full Text Available Background: Test anxiety aggravates psychological distress and reduces the motivation among graduate students. This study aimed to identify psychological intervention for test anxiety, which reduces the level of psychological distress, amotivation and increases the intrinsic and extrinsic motivation among medical students. Materials and Methods: Westside test anxiety scale, Kessler Perceived Stress Scale and Academic Motivation Scale were used to measure test anxiety, psychological distress and motivation on 436 1 st year medical students. Out of 436 students, 74 students who exhibited moderate to high test anxiety were randomly divided into either experimental or waiting list group. In this true randomized experimental study, 32 participants from the intervention group received five sessions of psychological intervention consist of psychoeducation, relaxation therapy and systematic desensitization. Thirty-three students from waiting list received one session of advice and suggestions. Results: After received psychological intervention participants from the intervention group experienced less anxiety, psychological distress, and amotivation (P < 0.01 and high intrinsic and extrinsic motivation (P < 0.01 in the postassessment compared with their preassessment scores. Conclusion: Overall psychological intervention is effective to reduce anxiety scores and its related variables.

Stressors and psychological symptoms in students of medicine and allied health professions in Nigeria.

Science.gov (United States)

Omigbodun, Olayinka O; Odukogbe, Akin-Tunde A; Omigbodun, Akinyinka O; Yusuf, O Bidemi; Bella, Tolulope T; Olayemi, Oladopo

2006-05-01

Studies suggest that high levels of stress and psychological morbidity occur in health care profession students. This study investigates stressors and psychological morbidity in students of medicine, dentistry, physiotherapy and nursing at the University of Ibadan. The students completed a questionnaire about their socio-demographic characteristics, perceived stressors and the 12-item General Health Questionnaire. Qualitative methods were used initially to categorise stressors. Data was then analysed using univariate and logistic regression to determine odds ratios and 95% confidence intervals. Medical and dental students were more likely to cite as stressors, overcrowding, strikes, excessive school work and lack of holidays while physiotherapy and nursing students focused on noisy environments, security and transportation. Medical and dental students (1.66; SD: 2.22) had significantly higher GHQ scores than the physiotherapy and nursing students (1.22; SD: 1.87) (t = 2.3; P = 0.022). Socio-demographic factors associated with psychological morbidity after logistic regression include being in a transition year of study, reporting financial distress and not being a 'Pentecostal Christian'. Although males were more likely to perceive financial and lecturer problems as stressors and females to perceive faculty strikes and overcrowding as source of stress, gender did not have any significant effect on psychological morbidity. Stressors associated with psychological distress in the students include excessive school work, congested classrooms, strikes by faculty, lack of laboratory equipment, family problems, insecurity, financial and health problems. Several identified stressors such as financial problems, academic pressures and their consequent effect on social life have an adverse effect on the mental health of students in this environment especially for students of medicine and dentistry. While stressors outside the reach of the school authorities are difficult to

Positive Psychology and Familial Factors as Predictors of Latina/o Students' Psychological Grit

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Vela, Javier C.; Lu, Ming-Tsan P.; Lenz, A. Stephen; Hinojosa, Karina

2015-01-01

Positive psychology is a useful framework to understand Latina/o students' experiences. In the current study, we examined how presence of meaning in life, search for meaning in life, hope, and family importance influenced 128 Latina/o college students' psychological grit. We used the Meaning in Life Questionnaire (MLQ), Subjective Happiness Scale,…

Perceptions of psychology as a science among university students: the influence of psychology courses and major of study.

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Bartels, Jared M; Hinds, Ryan M; Glass, Laura A; Ryan, Joseph J

2009-10-01

The goal was to examine the relationship between the number of psychology courses students have taken and their perceptions of psychology as a science. Additionally, differences in perceptions of psychology among psychology, education, and natural science majors were examined. Results indicated that students who had taken four or more psychology courses had more favorable perceptions of psychology as a science compared to those who had taken no courses or one course and those who had taken two to three courses. No significant differences in overall perceptions of psychology emerged among students in the three majors.

Psychological determinants of exercise behavior of nursing students.

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Chan, Joanne Chung-Yan

2014-01-01

Though expected to be role models in health promotion, research has shown that nursing students often have suboptimal exercise behavior. This study explored the psychological factors associated with the exercise behavior of nursing students. A total of 195 first-year undergraduate nursing students completed a cross-sectional quantitative survey questionnaire, which included measures of their exercise behavior, the Physical Exercise Self-efficacy Scale, and the Exercise Barriers/Benefits Scale. The results showed that male students spent more time exercising and had higher exercise self-efficacy compared with female students, but there were no gender differences in the perceived barriers to or benefits of exercise. Fatigue brought on by exercising was the greatest perceived barrier to exercise, whereas increasing physical fitness and mental health were the greatest perceived benefits of exercise. Multiple linear regression showed that gender, exercise self-efficacy, perceived barriers to exercise, and perceived benefits of exercise were independent predictors of exercise behavior. Nurse educators can endeavor to promote exercise behavior among nursing students by highlighting the specific benefits of exercise, empowering students to overcome their perceived barriers to exercise, and enhancing students' exercise self-efficacy.

The impact of major earthquakes on the psychological functioning of medical students: a Christchurch, New Zealand study.

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Carter, Frances A; Bell, Caroline J; Ali, Anthony N; McKenzie, Janice; Wilkinson, Timothy J

2014-07-18

No previous studies have systematically assessed the psychological functioning of medical students following a major disaster. To describe the psychological functioning of medical students following the earthquakes in Canterbury, New Zealand, and identify predictors of adverse psychological functioning. 7 months following the most severe earthquake, medical students completed the Depression, Anxiety and Stress Scale (DASS), the Post-Traumatic Stress Disorder Checklist, the Eysenck Personality Questionnaire, the Connor Davidson Resilience Scale, the Work and Adjustment Scale, and Likert scales assessing psychological functioning at worst and currently. A substantial minority of medical students reported moderate-extreme difficulties on the DASS subscales 7 months following the most severe earthquake (Depression =12%; Anxiety =9%; Stress =10%). Multiple linear modelling produced a model that predicted 27% of the variance in total scores on the DASS. Variables contributing significantly to the model were: year of medical course, presence of mental health problems prior to the earthquakes, not being New Zealand European, and being higher on retrospectively rated neuroticism prior to the earthquakes. Around 10% of medical students experienced moderate-extreme psychological difficulties 7 months following the most severe earthquake on 22 February 2011. Specific groups at high risk for ongoing psychological symptomatology were able to be identified.

Oxidative stress and psychological functioning among medical students

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Rani Srivastava

2014-01-01

Full Text Available Background: Oxidative stress has gained attention recently in behavioral medicine and has been reported to be associated with various psychological disturbances and their prognoses. Objectives: Study aims to evaluate the oxidative stress (malonylaldehyde (MDA levels and its relation with psychological factors (dimensions of personality, levels of anxiety, stress, and depression among medical/paramedical students of 1 st and 3 rd year. Materials and Methods: A total of 150 students; 75 from 1 st year (2010-2011 and75 from 3 rd year (2009-2010; of medical and paramedical background were assessed on level of MDA (oxidative stress and personality variables, that is, level of anxiety, stress, and depression. These psychological variables were correlated with the level of their oxidative stress. Results: Findings revealed that both groups are influenced by oxidative stress and their psychological variables are also compatible in order to confirm their vulnerabilities to stress. Conclusions: Stress in 3 rd year students was significantly higher and it was noted that it adversely affects the psychological parameters. Hence, special attention on mental health aspect in these students may be given.

Predicting the "Freshman 15": Environmental and Psychological Predictors of Weight Gain in First-Year University Students

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Vella-Zarb, Rachel A.; Elgar, Frank J.

2010-01-01

Objectives: (1) To investigate weight gain in first-year university students; and (2) to examine whether environmental and psychological factors, specifically accommodation and stress, predict weight gain. Methods: Eighty-four first-year university students (77 per cent female) were weighed and completed the Perceived Stress Scale (Cohen, Kamarck…

The Effect of Psychological Immunization on Pessimistic Attribution of Female Students with Dyslexia

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Sahar Pahlavanneshan

2015-06-01

Full Text Available Objectives: The present study was aimed to determine the effect of psychological immunization on pessimistic attribution in Female students with dyslexia. Methods: The study was an experimental one, in which 60 Female students with dyslexia were selected randomly from Learning Disabilities Centers in Isfahan. Subjects  were  assigned to experimental and control groups (15 individuals in each group. All students completed the Children Attributional Style Questionnaire before and after training sessions. The experimental group participated in 10 intervention sessions (twice a week 60 minutes per session and were trained by psychological immunization program. Six weeks later, the experimental group answered the questionnaire again. Data were analyzed by analysis of covariance. Results: The results of the analysis of covariance showed that the intervention program significantly decreased the pessimistic attribution style of the experimental group in comparison to the control group (P<0.001.  Discussion: It seems that the application of a psychological immunization program has influenced pessimistic beliefs of Female students with dyslexia and is probably useful as a rehabilitation program for modifying the style of attribution (P<0.001.

Assessing bias against overweight individuals among nursing and psychology students: an implicit association test.

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Waller, Tabitha; Lampman, Claudia; Lupfer-Johnson, Gwen

2012-12-01

To determine the implicit or unconscious attitudes of Nursing and Psychology majors towards overweight individuals in medical and non-medical contexts. Obesity is a leading health concern today, which impacts both physical and psychological health. Overweight individuals confront social biases in many aspects of their lives including health care. Examining the views of Nursing and Psychology students may reveal implicit attitudes towards overweight individuals that may lead to prejudiced behaviours. A mixed design experiment with one between-subjects variable (student major: Nursing or Psychology) and one within-subjects variable (condition: congruent or incongruent) was used to assess implicit attitudes in two convenience samples of Nursing and Psychology students. A computerised implicit association test was used to determine implicit attitudes towards overweight individuals in medical and non-medical contexts. A total of 90 students from Nursing (n= 45) and Psychology (n = 45) were recruited to complete an implicit association test. Reaction times in milliseconds between the congruent trials (stereotype consistent) and incongruent trials (stereotype inconsistent) were compared with determine adherence to social stereotypes or weight bias. A statistically significant implicit bias towards overweight individuals was detected in both subject groups and in both target settings (medical vs. non-medical). Stronger weight bias was found when the stimulus targets were female than male. Findings from this study expand understanding of the implicit attitudes and social biases of Nursing and Psychology students. The views held by these future healthcare professionals may negatively impact patient care. Providing education and support to overweight individuals is central to Nursing practice in a society struggling to manage obesity. Negative stereotypes or beliefs about these individuals may result in poor patient care. Therefore, nurses and other healthcare professionals

Psychological predictors of reproductive attitudes among medical students

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Popkov V.M.

2017-09-01

Full Text Available The goal was to determine psychological predictors of reproductive attitudes among medical students. Material and Methods. The survey of 84 students (of the 3rd and the 5th year of medical faculty of Saratov State Medical University n.a. V. I. Razumovsky was carried out using a combination of methods (questionnaire, testing aimed to achieve the research goal. Results. Features of reproductive attitudes and reproductive intentions of students, as well as psychological characteristics of youth, such as personal maturity, belief in people and value orientations were studied. Psy- chological predictors of reproductive attitudes among medical students were determined. Conclusion. It was revealed that reproductive attitudes among students of the 5th year were higher than those of the 3rd year. There were gender differences in psychological predictors of reproductive attitudes among students. It was experimentally established that existence of faith in people, high level of personal maturity, high importance of personal values, altruistic values and values of acceptance of others had a positive impact on reproductive attitudes among young people. Based on the results of the study, recommendations were developed with the aim to improve reproductive attitudes and psychological readiness for parenting of medical students.

Psychological Well-being and Parenting Styles as Predictors of Mental Health among Students: Implication for Health Promotion

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Mohammad reza khodabakhsh

2014-09-01

Full Text Available Introduction: The lack of mental health interferes with one's individual achievement and ability for undertaking the responsibilities of everyday life. Researches show that psychological well-being and parenting styles have an important role in ones' increasing general health. The current study examined the relationship between psychological well-being and parenting styles with students' mental health. Methods: This study was carried out on 278 students (124 boys and 154 girls of Boukan's high schools. The participants were asked to complete psychological well-being inventory and mental health parenting style questionnaire. Data was analyzed using of Pearson correlation coefficient and regression analysis. Results: The results showed that psychological well-being and authoritative parenting styles were significantly related with mental health; also, Permissive parenting styles has significant positive relationship with mental health. The regression analysis indicated that mental health is predictable by psychological well-being and parenting styles. Conclusion: The knowledge of parenting styles and psychological well-being and their relationships with general well-being can provide the significant implications on the provision of students' health. Parenting styles and psychological well-being, as significant variables in general well-being, needs more clinical research.

Student-Centred and Teacher-Centred Learning Environment in Pre-Vocational Secondary Education: Psychological Needs, and Motivation

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Smit, Karin; de Brabander, Cornelis J.; Martens, Rob L.

2014-01-01

In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on…

Psychological Distress and Lifestyle of Malay Medical Students

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Hani Ramli Zafirah

2016-07-01

Full Text Available Background and Purpose: Medical education is a laborious program which may give negative consequences on the physical and psychological health of medical students. The aims of this study were to evaluate psychological distress among Malay medical students and to assess its relationship with their lifestyle.Methods: A cross-sectional study was conducted among 221 Malay medical students. Psychological distress and lifestyle were assessed using Depression, Anxiety and Stress Scale (DASS-21 and Health-Promoting Lifestyle Profile II (HPLPII respectively.Results: About 30.8% of Malay medical students had mild to extremely severe depressive symptoms, 62.9 % showed mild to extremely severe anxiety symptoms, and 34.9% of them had mild to extremely severe stress. The depressive subscale was significantly higher among female than male students (Z=-2.613, P=0.009. There was a significant negative correlation between total psychological distress and spiritual growth (r=-0.217, P=0.001. Depression was found not only negatively correlated with spiritual growth (r =-0.328, P=0.000 but also interpersonal relationship (r=-0.161, P=0.016. Stress was inversely correlated with physical activity (r =-0.172, P=0.011. Preclinical students had significantly better scores in health responsibility (Z=-2.301, P=0.021, interpersonal relationship (Z=-2.840, P=0.005, stress management (Z=-2.339, P=0.019, spiritual growth (Z=-2.483, P=0.013 and nutrition and diet (Z =-2.456, P=0.014 than clinical students.Conclusions: Malay medical students had significant symptoms that indicate psychological distress that related to their lifestyle. This warrants further psychiatric evaluation and management for them to be good and safe future doctors. Keywords: Depression, Anxiety, Stress, Lifestyle, Medical Students

Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment

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Heritage, Brody; Roberts, Lynne D.; Gasson, Natalie

2016-01-01

Psychological literacy, a construct developed to reflect the types of skills graduates of a psychology degree should possess and be capable of demonstrating, has recently been scrutinized in terms of its measurement adequacy. The recent development of a multi-item measure encompassing the facets of psychological literacy has provided the potential for improved validity in measuring the construct. We investigated the known-groups validity of this multi-item measure of psychological literacy to examine whether psychological literacy could predict (a) students’ course of enrolment and (b) students’ year of enrolment. Five hundred and fifteen undergraduate psychology students, 87 psychology/human resource management students, and 83 speech pathology students provided data. In the first year cohort, the reflective processes (RPs) factor significantly predicted psychology and psychology/human resource management course enrolment, although no facets significantly differentiated between psychology and speech pathology enrolment. Within the second year cohort, generic graduate attributes (GGAs) and RPs differentiated psychology and speech pathology course enrolment. GGAs differentiated first-year and second-year psychology students, with second-year students more likely to have higher scores on this factor. Due to weak support for known-groups validity, further measurement refinements are recommended to improve the construct’s utility. PMID:26909058

Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students.

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Hein, Vello; Koka, Andre; Hagger, Martin S

2015-07-01

We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Psychological Health of First-Year Health Professional Students in a Medical University in the United Arab Emirates

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Kadayam G Gomathi

2012-05-01

Full Text Available Objectives: The aim of this study was to assess the psychological health of first-year health professional students and to study sources of student stress. Methods: All first-year students (N = 125 of the Gulf Medical University (GMU in Ajman, United Arab Emirates (UAE, were invited to participate in a voluntary, anonymous, self-administered, questionnaire-based survey in January 2011. Psychological health was assessed using the 12-item General Health Questionnaire. A 24-item questionnaire, with items related to academic, psychosocial and health domains was used to identify sources of stress. Pearson’s chi-squared test and the Mann-Whitney U-test were used for testing the association between psychological morbidity and sources of stress. Results: A total of 112 students (89.6% completed the survey and the overall prevalence of psychological morbidity was found to be 33.6%. The main academic-related sources of stress were ‘frequency of exams’, ‘academic workload’, and ‘time management’. Major psychosocial stressors were ‘worries regarding future’, ‘high parental expectations’, ‘anxiety’, and ‘dealing with members of the opposite sex’. Health-related issues were ‘irregular eating habits’, ‘lack of exercise’, and ‘sleep-related problems’. Psychological morbidity was not significantly associated with any of the demographic factors studied. However, total stress scores and academics-related domain scores were significantly associated with psychological morbidity. Conclusion: Psychological morbidity was seen in one in three first-year students attending GMU. While worries regarding the future and parental expectations were sources of stress for many students, psychological morbidity was found to be significantly associated with only the total stress and the academic-related domain scores.

Psychological Morbidity in Students of Medical College and Science and Art College Students - A Comparative Study

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Priyanka Mahawar

2011-07-01

Full Text Available Considering the importance of quality of life in medical students we have conducted a cross sectional & descriptive study on screening of mental illness of 60 medical students of prefinal year and comparing it with 60 students of third year of Science and Art College. Students were selected via random sampling. GHQ-12 was used as a screening tool and after obtaining scores students were graded in 3 categories - individuals screened positive for psychological morbidity were of Grades 2 and 3 and individuals screened negative for psychological morbidity were of Grade 1 and they were compared according to college, gender & residence. Students screened positive for psychological morbidity as per GHQ-12 were found higher in medical college (87% as compared to Science and Art College (45% and a statistically significant association was found between psychological morbidity and medical students. Psychological morbidity was not significantly associated with residence and gender.

Stress, positive psychology and the National Student Survey

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Gibbons, Chris

2012-01-01

The aim was to explore the predictive ability of sources of stress and a range of dispositional and coping behaviours on student satisfaction and motivation. Most research exploring sources of stress and coping in students construes stress as psychological distress, with little attempt to consider positive experiences of stress. A questionnaire was administered to 120 first-year UK psychology students. Questions were asked which measured sources of stress when rated as likely to contribute to...

Instrument to measure psychological contract violation in pharmacy students.

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Spies, Alan R; Wilkin, Noel E; Bentley, John P; Bouldin, Alicia S; Wilson, Marvin C; Holmes, Erin R

2010-08-10

To adapt and evaluate an instrument that measures perceived psychological contract violations in pharmacy students by schools and colleges of pharmacy. A psychological contract violations measure was developed from existing literature and the 1997 ACPE Guidelines and pilot-tested with second-year pharmacy students at 2 schools of pharmacy. A revised measure then was administered to second-year pharmacy students at 6 schools of pharmacy. Using a 5-point Likert-type scale, participants were asked to indicate the level of obligations they received compared to what was promised by the school of pharmacy. Exploratory factor analysis on the psychological contract violations measure was conducted using principal components analysis resulting in 7 factors, which led to a revised measure with 26 items. Using a sample of 339 students, the proposed 7-factor measurement model was tested using confirmatory factor analysis. In general, the results supported the hypothesized model. The final 23-item scale demonstrated both reliability and validity. Some students perceived certain aspects of the psychological contract that exists with their school of pharmacy were being violated. The psychological contract violations measure may serve as a valuable tool in helping to identify areas where their students believe that schools/colleges of pharmacy have not fulfilled promised obligations.

A randomized control study of psychological intervention to reduce anxiety, amotivation and psychological distress among medical students

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Coumaravelou Saravanan; Rajiah Kingston

2014-01-01

Background: Test anxiety aggravates psychological distress and reduces the motivation among graduate students. This study aimed to identify psychological intervention for test anxiety, which reduces the level of psychological distress, amotivation and increases the intrinsic and extrinsic motivation among medical students. Materials and Methods: Westside test anxiety scale, Kessler Perceived Stress Scale and Academic Motivation Scale were used to measure test anxiety, psychological distress a...

Psychological Strategy to stimulate the training of labor competitions in students of Psychology, in university conditions.

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Yadira Rodríguez Faría

2012-06-01

Full Text Available The present investigation proposes a psychological strategy to stimulate the training of labor competitions in students of Psychology in semi presence conditions based upon an educative necessity diagnosis felt by students and their potentialities and the educative context. ANSE Model was the main technique for the diagnosis, using specifically the Central Group, Research of problems and Nominal Group, besides observation, were used no structural interviews, revision of documents, and content analysis. The psychological strategy was validated by means of the Expert Criteria Method. The system of actions created were the based for the training process of labor competitions in students of psychology in semi presence conditions with the professor labor.

The relationship between academic assessment and psychological distress among medical students: a systematic review.

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Lyndon, Mataroria P; Strom, Joanna M; Alyami, Hussain M; Yu, Tzu-Chieh; Wilson, Nichola C; Singh, Primal P; Lemanu, Daniel P; Yielder, Jill; Hill, Andrew G

2014-12-01

A systematic review was conducted to determine the relationship between academic assessment and medical student psychological distress with the aim of informing assessment practices. A systematic literature search of six electronic databases (Medline, Medline IN PROCESS, PubMed, EMBASE, Psychinfo, ERIC) from 1991 to May 2014 was completed. Articles focusing on academic assessment and its relation to stress or anxiety of medical students were included. From 3,986 potential titles, 82 full-text articles were assessed for eligibility, and 23 studies met review inclusion criteria. Studies focused on assessment stress or anxiety, and assessment performance. Consistent among the studies was the finding that assessment invokes stress or anxiety, perhaps more so for female medical students. A relationship may exist between assessment stress or anxiety and impaired performance. Significant risks of bias were common in study methodologies. There is evidence to suggest academic assessment is associated with psychological distress among medical students. However, differences in the types of measures used by researchers limited our ability to draw conclusions about which methods of assessment invoke greater distress. More rigorous study designs and the use of standardized measures are required. Future research should consider differences in students' perceived significance of assessments, the psychological effects of constant exposure to assessment, and the role of assessment in preparing students for clinical practice.

Are psychology university student gamblers representative of non-university students and general gamblers? A comparative analysis.

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Gainsbury, Sally M; Russell, Alex; Blaszczynski, Alex

2014-03-01

Students recruited from psychology undergraduate university populations are commonly used in psychology research, including gambling studies. However, the extent to which the use of this subpopulation produces findings that can be extrapolated to other groups is questionable. The present study was designed to compare results from university-recruited psychology student gamblers to those obtained from a sample of gamblers recruited from the general population that also included students. An online survey measuring gambling behavior and Internet gambling, attitudes and knowledge about gambling and problem gambling severity was posted on websites accessed by gamblers. Participants were recruited from two sources, a psychology undergraduate university population (n = 461) and online websites (n = 4,801). Results showed university-recruited students differed significantly from both adults and students recruited from the general population in respect to demographic variables and gambling behavior. Psychology undergraduate students were younger, more likely to be female, and had lower incomes. When relevant demographic variables were controlled, psychology undergraduate students were found to gamble less frequently, at different times, and to be at lower-risk for gambling-related problems, but had more irrational beliefs and more negative attitudes towards gambling than gamblers recruited from the general population. Results suggest that caution should be used in extrapolating findings from research using university-recruited psychology student gamblers to wide community populations due to differences related to gambling thoughts, attitudes and behaviors.

ENGAGEMENT AND BURNOUT AMONG NURSING AND PSYCHOLOGY STUDENTS IN SLOVAKIA

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Zuzana Škodová

2017-05-01

Full Text Available Aim: The aim of the study was to examine the differences in engagement and burnout syndrome in students of nursing/midwifery and psychology in Slovakia. Design: A cross-sectional design was used. Methods: 171 university students on a baccalaureate program participated in the research (90.9% females; age 20.6 ± 1.3; 80 psychology students, 91 nursing/midwifery students. The School Burnout Inventory (SBI and Utrecht Work Engagement Scale (UWES were employed as measurement methods. Results: A significant negative association between levels of burnout and engagement (R = 0.42; p < 0.01 was found. A linear regression model showed a significant effect of engagement on burnout (β = -0.34; 95% CI: -0.50; -0.19. However, the total explained variance was only 19.4%. Students of psychology scored higher in engagement compared to nursing and midwifery students (t = 6.89; p < 0.001. Conversely, midwifery and nursing students had higher levels of burnout compared to the group of psychology students (t = -4.55; p < 0,001. Conclusion: Nursing is considered to be a high risk profession in terms of development of burnout, which was demonstrated in this study by the higher burnout, and lower engagement levels in nursing and midwifery students. Higher attention to coping mechanisms for stress and burnout symptoms among students of healthcare professions is required in the school curriculum, especially in nursing programs. Keywords: burnout syndrome, engagement, students of nursing, midwifery, students of psychology, School Burnout Inventory (SBI, Utrecht Work Engagement Scale (UWES.

Knowledge of and attitudes toward electroconvulsive therapy among medical students, psychology students, and the general public.

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Aki, Ozlem Erden; Ak, Sertac; Sonmez, Yunus Emre; Demir, Basaran

2013-03-01

Electroconvulsive therapy (ECT) is safe and effective for the treatment of various psychiatric disorders. Despite being a well-known treatment method among health care professionals, lay people generally have a negative opinion of ECT. The present study aimed to examine knowledge of and attitudes toward ECT among medical students, psychology students, and the general public. Psychology students were included because they are among the important groups in mental health care in Turkey. A Likert-type questionnaire was administered to fifth-year medical students (n = 28), master of science and doctor of philosophy clinical psychology students (n = 35), and a sample of the general public (n = 26). The questionnaire included questions about the general principles of and indications for ECT, and sources of knowledge of and attitudes toward ECT. The medical students were the most knowledgeable about ECT, as expected. The medical students also had a more positive attitude toward ECT than the other 2 groups. More psychology students had negative attitudes on some aspects than general public sample, despite being more knowledgeable. Medical school theoretical and practical training in ECT played an important role in increasing the level of knowledge of and decreasing the prevalence of negative attitudes toward ECT among the medical students; similar training for psychology students is required to achieve similar results.

Informing Educational Psychology Training with Students' Community Engagement Experiences

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Ebersohn, Liesel; Bender, C. J. Gerda; Carvalho-Malekane, Wendy M.

2010-01-01

The purpose of this article was to describe students' experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students' community engagement. Experiential learning served as our theoretical framework and we employed an instrumental case…

Effects of exercise dependence on psychological health of Chinese college students.

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Li, Menglong; Nie, Jingsong; Ren, Yujia

2015-12-01

The aim of this study was to investigate the effects of exercise dependence on the psychological health of Chinese college students. A total of 1601 college students from three universities in Hunan, China, were selected as research subjects. Several measurement scales, including the Exercise Addiction Inventory, the State-Trait Anxiety Inventory, the Center for Epidemiologic Studies Depression Scale, and the Subjective Well-being Scale, were used to survey the psychological health problem of these students and to analyze the effects of exercise dependence on their psychological health. Exercise dependence, based on the structural equation model analysis, can positively influence state anxiety (Pexercise dependence negatively influences students' self-satisfaction (PExercise dependence adversely affects the psychological health of college students. Further research using multi-dimensional exercise addiction scales should be conducted to identify all the negative effects of exercise addiction factors on psychological health.

Contextualizing Asian American College Student Psychological Health

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Liang, Christopher T. H.; Liu, Jessica; Nguyen, David; Song, Ge

2017-01-01

With attention to race, culture, and gender, this chapter contextualizes the help-seeking behaviors and psychological aspects of health facing Asian American college students. Recommendations are provided to student affairs professionals and counselors.

Can We Predict Burnout among Student Nurses? An Exploration of the ICWR-1 Model of Individual Psychological Resilience.

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Rees, Clare S; Heritage, Brody; Osseiran-Moisson, Rebecca; Chamberlain, Diane; Cusack, Lynette; Anderson, Judith; Terry, Victoria; Rogers, Cath; Hemsworth, David; Cross, Wendy; Hegney, Desley G

2016-01-01

The nature of nursing work is demanding and can be stressful. Previous studies have shown a high rate of burnout among employed nurses. Recently, efforts have been made to understand the role of resilience in determining the psychological adjustment of employed nurses. A theoretical model of resilience was proposed recently that includes several constructs identified in the literature related to resilience and to psychological functioning. As nursing students are the future of the nursing workforce it is important to advance our understanding of the determinants of resilience in this population. Student nurses who had completed their final practicum were invited to participate in an online survey measuring the key constructs of the ICWR-1 model. 422 students from across Australia and Canada completed the survey between July 2014 and July 2015. As well as several key demographics, trait negative affect, mindfulness, self-efficacy, coping, resilience, and burnout were measured. We used structural equation modeling and found support for the major pathways of the model; namely that resilience had a significant influence on the relationship between mindfulness, self-efficacy and coping, and psychological adjustment (burnout scores). Furthermore, as predicted, Neuroticism moderated the relationship between coping and burnout. Results are discussed in terms of potential approaches to supporting nursing students who may be at risk of burnout.

Perceived health locus of control, self-esteem, and its relations to psychological well-being status in Iranian students.

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Moshki, M; Ashtarian, H

2010-01-01

Health locus of control (HLC) has been associated with a variety of ailments and health outcomes and designed to predict behaviors and cognitive processes relevant to mental and physical health. This study investigated the relationships between perceived health locus of control, self-esteem, and mental health status among Iranian students. In this analytical study the subjects were recruited from students in Gonabad University of Medical Sciences, Iran, who studied in the first year (N=154). Students completed the questionnaires for assessing demographic, perceived health locus of control, self - esteem and psychological well- being data. The statistical analysis revealed a negative relationship between perceived Internal HLC and self-esteem with psychological well-being. The positive correlation of the perceived Chance HLC with psychological well-being was statistically significant (r= 0.21, Pself-esteem was statistically significant (r= 0.25, Plow perceived Internal HLC, self-esteem and psychological problems was found among these students. The findings will be addressed in relation to their implications for effective mental health education based on health locus of control especially internal and powerful others beliefs associated with self-esteem for students. This will require additional monitoring and uninterrupted trying in order to be effective.

Using Novel Experiences in Introductory Psychology: Insects 101

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Forrest, Krista D.; Hoback, W. Wyatt

2009-01-01

This demonstration provides students with 1 active experience capable of representing cross-cultural psychology, personality and nature-nurture. Early in the semester, students completed Sensation Seeking and television preference questionnaires. We offered students the opportunity to eat insects during a cross-cultural psychology lecture. After…

Required Discussion Web Pages in Psychology Courses and Student Outcomes

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Pettijohn, Terry F., II; Pettijohn, Terry F.

2007-01-01

We conducted 2 studies that investigated student outcomes when using discussion Web pages in psychology classes. In Study 1, we assigned 213 students enrolled in Introduction to Psychology courses to either a mandatory or an optional Web page discussion condition. Students used the discussion Web page significantly more often and performed…

Effect of physical and psychological puberty training on general well being and its dimensions in girl students

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Shahrban Mehrabi

2018-03-01

Full Text Available Transition through puberty is marked by an increased risk for the onset of a range of health problems, particularly those related to the control of behavior and emotion. The aim of this study was to determine the effectiveness of training puberty (physical and psychological matters in general well being and its dimensions in girl adolescents. This was a quasi-experimental study in which the target population included all girl students at the first grade of high school in Jiroft, Iran. 40 students (20 in the experimental group and 20 in the control group was selected using multi stage sampling method. The experimental group was educated in twelve-90- minute sessions. The content of the educational course included physical signs of puberty, physiologic change in menstrual period, hygiene, nutrition, and psychological changes of puberty. The participants completed the Skehill's general well being questionnaire before and after the intervention. Covariance analysis revealed the efficacy of education on the enhancement of psychological well being and psychological distress reduction. Therefore, it is recommended to implement health educational programs about physical and psychological matters during puberty to elementary and secondary school students to improve their mental health

'Soft and fluffy': medical students' attitudes towards psychology in medical education.

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Gallagher, Stephen; Wallace, Sarah; Nathan, Yoga; McGrath, Deirdre

2015-01-01

Psychology is viewed by medical students in a negative light. In order to understand this phenomenon, we interviewed 19 medical students about their experiences of psychology in medical education. Interviews were transcribed verbatim and analysed using thematic analysis. Four main themes were generated: attitudes, teaching culture, curriculum factors and future career path; negative attitudes were transmitted by teachers to students and psychology was associated with students opting for a career in general practice. In summary, appreciation of psychology in medical education will only happen if all educators involved in medical education value and respect each other's speciality and expertise. © The Author(s) 2013.

A comparison of attitudes toward lesbians and gay men among students of helping professions in Crete, Greece: the cases of social work, psychology, medicine, and nursing.

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Papadaki, Vasileia; Plotnikof, Kyriaki; Gioumidou, Meropi; Zisimou, Vasiliki; Papadaki, Eleni

2015-01-01

This study investigated the attitudes toward lesbians and gay men among social work, psychology, medical, and nursing students in Crete, Greece, using Herek's ATLG scale. No respondents held completely heterosexist attitudes; only 1.6% held completely non-heterosexist attitudes. The 44.96 total ATLG score indicates a slightly positive attitude toward lesbians and gay men. Psychology students scored higher than all others on positive attitudes, followed by social work students, medical students, and nursing students. Gender, having lesbian or gay acquaintances or friends, and religiosity were significant factors influencing students' attitudes, while no impact on attitudes due to the effects of higher education could be discerned. Implications for curriculum design and teaching methods are discussed.

Social-Psychological Training as a Tool to Foster Communicative Competency of Students Specialising in Management

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Elena N.

2018-03-01

Full Text Available Introduction: communicative competency serves as the basis for individual development of students specialising in management as well as a factor of successful managerial career. The implementation of competency-oriented approach in education and modern requirements of the labour market provide for the relevance of fostering communicative competency including its psychological features such as communication knowledge and skills. The specific trait of the author’s approach in the research is a shift from psychological characteristics diagnosis of communicative competencies to their amelioration through social psychological training of students specialized in management. The aim of the research is to elaborate, verify and assess the training programme effectiveness in forming psychological traits of communicative competencies. The article might be of interest for trainers and high school staff, students, specialists in human resources departments of various organisations. Materials and Methods: the research includes the following steps: choosing the testees, selecting diagnostic methodology to identify the level of communication knowledge and skills, pre-testing, elaborating the training programme of communicative competency, getting feed-back from the testees on completing the programme, post-testing diagnostics, comparing the results of testing before and after the training, drawing conclusions. Results: the prospect of formation of students-managers’ preparedness to manage the dynamic correlation of communicative knowledge, abilities, and skills for future professional activity in management students is substantiated. As a result of diagnostics, better knowledge acquisition, higher values of indicators and higher level of development of communicative abilities were revealed. An original author’s approach was proposed. The distinctive feature of this method was the transition from the diagnostics of psychological characteristics of

The Benefits of Volunteering for Psychology Students

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Bromnick, Rachel; Horowitz, Ava; Shepherd, Daniel

2012-01-01

Within the current economic climate students are seen as needing more than a degree to succeed in securing graduate employment. One way that students chose to enhance their employability is through engaging in voluntary work. In this empirical study, undergraduate psychology students' reasons for volunteering are explored within the context of…

Role of Virtues and Perceived Life Stress in Affecting Psychological Symptoms among Chinese College Students

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Duan, Wenjie; Ho, Samuel M. Y.; Siu, Bowie P. Y.; Li, Tingting; Zhang, Yonghong

2015-01-01

Objective: This study explored the relationship among virtues, self-perceived life stress, and psychological symptoms. Participants: A total of 235 undergraduates participated in the study in March 2013. Methods: The participants were recruited to complete the Life Stress Rating Scale for College Students, the Chinese Virtues Questionnaire that…

Psychological stress in undergraduate dental students: baseline results from seven European dental schools.

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Humphris, Gerry; Blinkhorn, Andy; Freeman, Ruth; Gorter, Ronald; Hoad-Reddick, Gillian; Murtomaa, Heikki; O'Sullivan, Robin; Splieth, Christian

2002-02-01

To determine the degree of psychological distress, the experience of emotional exhaustion, and the extent of stress associated with course work in dental students and to compare these measurements among seven European dental schools. Multi-centred survey. Dental Schools at Amsterdam, Belfast, Cork, Greifswald, Helsinki, Liverpool and Manchester. 333 undergraduate first-year dental students. General Health Questionnaire (GHQ12), Maslach Burnout Inventory (MBI), Dental Environment Stress Questionnaire (DES), demographic variables. Questionnaire administered to all students attending first year course. Completed questionnaires sent to central office for processing. Seventy-nine percent of the sampled students responded. Over a third of the students (36%) reported significant psychological distress (morbidity) at the recommended cut-off point (>3 on GHQ). These scores were similar to those reported for medical undergraduates. Twenty-two percent recorded comparatively high scores on emotional exhaustion. A wide variation in these 2 measurements was found across schools (p'sStress levels indicated by the DES were less variable (p>0.5). Some evidence showed that contact with patients and the level of support afforded by living at home may be protective. Higher than expected levels of emotional exhaustion were found in a large sample of first-year undergraduate dental students in Europe.

Psychological Loneliness among Arab Students at Irbid National University, Jordan

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Al-Kadoumi, Khawla; Sawalha, Abdel Muhdi; Al Momani, Mohammad

2012-01-01

The purpose of this study is to investigate the level of psychological loneliness among Arab students studying at Irbid National University, and to investigate the effect of year of study and gender of students on the level of psychological loneliness. The sample of the study consisted of 149 students, 133 males and 16 females from first, second,…

Teaching Psychology to Student Nurses: The Use of "Talking Head" Videos

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Snelgrove, Sherrill; Tait, Desiree J. R.; Tait, Michael

2016-01-01

Psychology is a central part of undergraduate nursing curricula in the UK. However, student nurses report difficulties recognising the relevance and value of psychology. We sought to strengthen first-year student nurses' application of psychology by developing a set of digital stories based around "Talking Head" video clips where…

Measuring psychological flexibility in medical students and residents: a psychometric analysis

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Christie L. Palladino

2013-08-01

Full Text Available Purpose: Psychological flexibility involves mindful awareness of our thoughts and feelings without allowing them to prohibit acting consistently with our values and may have important implications for patient-centered clinical care. Although psychological flexibility appears quite relevant to the training and development of health care providers, prior research has not evaluated measures of psychological flexibility in medical learners. Therefore, we investigated the validity of our learners’ responses to three measures related to psychological flexibility. Methods: Fourth-year medical students and residents (n=275 completed three measures of overlapping aspects of psychological flexibility: (1 Acceptance and Action Questionnaire-II (AAQ-II; (2 Cognitive Fusion Questionnaire (CFQ; and (3 Mindful Attention and Awareness Questionnaire (MAAS. We evaluated five aspects of construct validity: content, response process, internal structure, relationship with other variables, and consequences. Results: We found good internal consistency for responses on the AAQ (α=0.93, MAAS (α=0.92, and CFQ (α=0.95. Factor analyses demonstrated a reasonable fit to previously published factor structures. As expected, scores on all three measures were moderately correlated with one another and with a measure of life satisfaction (p<0.01. Conclusion: Our findings provide preliminary evidence supporting validity of the psychological flexibility construct in a medical education sample. As psychological flexibility is a central concept underlying self-awareness, this work may have important implications for clinical training and practice.

DENTAL STUDENTS' PSYCHOLOGICAL WELL-BEING DURING EXAMINATION PERIOD AND HOLIDAY.

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Preoteasa, Cristina Teodora; Imre, Marina; Preoteasa, Elena

2015-01-01

Psychological well-being is recognized as an important health component, which influences the behavior, ability to cope with stressful events, work performance, and generally the ability to achieve one's full potential. To comparatively assess the psychological well-being of dental students during the summer semester examination period and summer holiday. A single-arm, prospective study was conducted in second year dental students from the Faculty of Dental Medicine, Bucharest. The psychological well-being was assessed using the WHO-Five Well-being Index. Students' psychological well-being was statistically significantly better during the summer holiday (median=19) than during the summer semester examination period (median = 11.5), Z = 3.69, p holiday, but it was significantly correlated with the WHO-Five Well-being Index score corresponding to the summer holiday, and no association was observed with the WHO-Five Well-being Index score corresponding to the summer semester examination period. Within the limits of this study, psychological well-being is likely to be negatively influenced, on a fairly large scale, by the semester examination period. Therefore, it is recommended to identify the most appropriate methods of examination with regards to the psychological load that might be a threat to the validity of students' evaluation. Additionally, training students about adequate coping strategies, designed as interventions at individual or group level, may be required.

Positive Psychology Factors as Predictors of Latina/o College Students' Psychological Grit

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Vela, Javier Cavazos; Smith, Wayne D.; Whittenberg, James F.; Guardiola, Rebekah; Savage, Miranda

2018-01-01

Latina/o college students (N = 130) provided perceptions of psychological grit, presence of meaning in life, search for meaning in life, hope, life satisfaction, and mindfulness. Hope and mindfulness were significant predictors of psychological grit. A discussion regarding the importance of these findings and implications for counselors are…

Psychological outcomes and gender-related development in complete androgen insensitivity syndrome.

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Hines, Melissa; Ahmed, S Faisal; Hughes, Ieuan A

2003-04-01

We evaluated psychological outcomes and gender development in 22 women with complete androgen insensitivity syndrome (CAIS). Participants were recruited through a medical database (n = 10) or through a patient support group (n = 12). Controls included 14 males and 33 females, of whom 22 were matched to women with CAIS for age, race, and sex-of-rearing. Outcome measures included quality of life (self-esteem and psychological general well-being), gender-related psychological characteristics (gender identity, sexual orientation, and gender role behavior in childhood and adulthood), marital status, personality traits that show sex differences, and hand preferences. Women recruited through the database versus the support group did not differ systematically, and there were no statistically significant differences between the 22 women with CAIS and the matched controls for any psychological outcome. These findings argue against the need for two X chromosomes or ovaries to determine feminine-typical psychological development in humans and reinforce the important role of the androgen receptor in influencing masculine-typical psychological development. They also suggest that psychological outcomes in women with CAIS are similar to those in other women. However, additional attention to more detailed aspects of psychological well-being in CAIS is needed.

Psychological Distress and Sources of Stressors amongst Medical and Science Undergraduate Students in Malaysia

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Ali S Radeef

2017-08-01

Full Text Available Background: This study aims to compare the prevalence of psychological distress between medical and science undergraduate students and to assess the sources of stressors that are attributing to it. Methods: A sample of 697 undergraduate students participated in this study, in which 501 were medical students and the remaining 196 were Science students. Psychological distress was assessed using the 12-item General Health Questionnaire. The students were given a list of possible sources of stress which were chosen depending on previous studies. Results: The overall prevalence of psychological distress was 32.6%. Science students showed a significantly higher rate and mean score of psychological distress than medical students, and the mean score was significantly higher during the clinical phase rather than the pre-clinical phase in medical students. Overall, female students had a significantly higher mean score than males, however although the mean score was higher in females it was only significant in the pre-clinical phase. In addition to academic and psychological stressors, factors such as reduced holidays, lack of time for relaxation, and limitation of leisure/entertainment time were among the top ten stressors reported by the students. Conclusions: Psychological distress is common among university students, and it is higher among science students than medical students. Academic and psychological factors can be considered as sources of stressors which may precipitate psychological distress among college students.

Can we predict burnout among student nurses? An exploration of the ICWR-1 model of individual psychological resilience

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Clare Samantha Rees

2016-07-01

Full Text Available The nature of nursing work is demanding and can be stressful. Previous studies have shown a high rate of burnout among employed nurses. Recently, efforts have been made to understand the role of resilience in determining the psychological adjustment of employed nurses. A theoretical model of resilience was proposed recently that includes several constructs identified in the literature related to resilience and to psychological functioning. As nursing students are the future of the nursing workforce it is important to advance our understanding of the determinants of resilience in this population. Student nurses who had completed their final practicum were invited to participate in an online survey measuring the key constructs of the ICWR-1 model. 422 students from across Australia and Canada completed the survey between July 2014 and July 2015. As well as several key demographics, trait negative affect, mindfulness, self-efficacy, coping, resilience and burnout were measured. We used structural equation modelling and found support for the major pathways of the model; namely that resilience had a significant influence on the relationship between mindfulness, self-efficacy and coping and psychological adjustment (burnout scores. Furthermore, as predicted, Neuroticism moderated the relationship between coping and burnout. Results are discussed in terms of potential approaches to supporting nursing students who may be at risk of burnout.

Can We Predict Burnout among Student Nurses? An Exploration of the ICWR-1 Model of Individual Psychological Resilience

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Rees, Clare S.; Heritage, Brody; Osseiran-Moisson, Rebecca; Chamberlain, Diane; Cusack, Lynette; Anderson, Judith; Terry, Victoria; Rogers, Cath; Hemsworth, David; Cross, Wendy; Hegney, Desley G.

2016-01-01

The nature of nursing work is demanding and can be stressful. Previous studies have shown a high rate of burnout among employed nurses. Recently, efforts have been made to understand the role of resilience in determining the psychological adjustment of employed nurses. A theoretical model of resilience was proposed recently that includes several constructs identified in the literature related to resilience and to psychological functioning. As nursing students are the future of the nursing workforce it is important to advance our understanding of the determinants of resilience in this population. Student nurses who had completed their final practicum were invited to participate in an online survey measuring the key constructs of the ICWR-1 model. 422 students from across Australia and Canada completed the survey between July 2014 and July 2015. As well as several key demographics, trait negative affect, mindfulness, self-efficacy, coping, resilience, and burnout were measured. We used structural equation modeling and found support for the major pathways of the model; namely that resilience had a significant influence on the relationship between mindfulness, self-efficacy and coping, and psychological adjustment (burnout scores). Furthermore, as predicted, Neuroticism moderated the relationship between coping and burnout. Results are discussed in terms of potential approaches to supporting nursing students who may be at risk of burnout. PMID:27486419

Psychological distress and coping amongst higher education students: a mixed method enquiry.

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Christine Deasy

Full Text Available Psychological distress among higher education students is of global concern. Students on programmes with practicum components such as nursing and teacher education are exposed to additional stressors which may further increase their risk for psychological distress. The ways in which these students cope with distress has potential consequences for their health and academic performance. An in-depth understanding of how nursing/midwifery and teacher education students experience psychological distress and coping is necessary to enable higher education providers to adequately support these students.This mixed method study was employed to establish self-reported psychological distress (General Health Questionnaire, coping processes (Ways of Coping Questionnaire and lifestyle behaviour (Lifestyle Behaviour Questionnaire of a total sample (n = 1557 of undergraduate nursing/midwifery and teacher education students in one university in Ireland. Individual interviews (n = 59 provided an in-depth understanding of students experiences of psychological distress and coping.A significant percentage (41.9% of respondents was psychologically distressed. The factors which contributed to their distress, included study, financial, living and social pressures. Students used varied coping strategies including seeking social support, problem solving and escape avoidance. The positive relationship between elevated psychological distress and escape avoidance behaviours including substance use (alcohol, tobacco and cannabis and unhealthy diet is of particular concern. Statistically significant relationships were identified between "escape-avoidance" and gender, age, marital status, place of residence, programme/year of study and lifestyle behaviours such as diet, substance use and physical inactivity.The paper adds to existing research by illuminating the psychological distress experienced by undergraduate nursing/midwifery and teacher education students. It also

ENGAGEMENT AND BURNOUT AMONG NURSING AND PSYCHOLOGY STUDENTS IN SLOVAKIA

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Zuzana Škodová; Ľubica Bánovčinová; Petra Lajčiaková

2017-01-01

Aim: The aim of the study was to examine the differences in engagement and burnout syndrome in students of nursing/midwifery and psychology in Slovakia. Design: A cross-sectional design was used. Methods: 171 university students on a baccalaureate program participated in the research (90.9% females; age 20.6 ± 1.3; 80 psychology students, 91 nursing/midwifery students). The School Burnout Inventory (SBI) and Utrecht Work Engagement Scale (UWES) were employed as measurement methods. Results: A...

Barriers to Chinese College Students Seeking Psychological Help from Professionals

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Wang, Haiping

2013-01-01

Chinese students were found less likely to seek professional help for psychological problems compared to their western counterparts. The purpose of the present research was to investigate the barriers to Chinese college students seeking psychological help from professionals. Quantitative data on Asian values, social supports, self-stigma,…

Are Psychology Students Getting Worse at Math?: Trends in the Math Skills of Psychology Statistics Students across 21 Years

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Carpenter, Thomas P.; Kirk, Roger E.

2017-01-01

Statistics is an important subject in psychology and social science education. However, inadequate mathematical skills can pose a barrier to learning statistics. Some educators have suggested that students' math skills are declining. The present research examined trends in the math skills of psychology undergraduates across 21 years. Students…

Perceived parental psychological control, familism values, and Mexican American college students' adjustment.

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Kline, Gabrielle C; Killoren, Sarah E; Alfaro, Edna C

2016-10-01

Drawing from cultural ecological and risk and resilience perspectives, we investigated associations among Mexican American college students' perceptions of mothers' and fathers' psychological control and familism values, and college students' adjustment (i.e., depressive symptoms and self-esteem). Additionally, we examined how familism values moderated the relations between perceived psychological control and college students' adjustment. Participants were 186 Mexican American college students (78.5% women; Mage = 21.56 years), and data were collected using self-report online surveys. Using path analyses, we found that perceived maternal psychological control was positively associated and familism values were negatively associated with college students' depressive symptoms. Additionally, perceived paternal psychological control was negatively associated with college students' self-esteem when college students reported low, but not high, familism values. Findings highlight the importance of family relationships for Mexican American college students and the significance of examining these relationships within this cultural context. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Relationship between dependence on modern communication tools and psychological well-being in students

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Narges Afradi

2017-06-01

Full Text Available Nowadays due to technological advance and its direct impact on the quality of human life, addressing the issue of health and its determinants is very important. Maintaining public health is one of the most fundamental issues in each community. The aim of the study was to survey relationship between dependence on modern communication tools (internet and mobile phones and psychological well-being. 300 university students was selected according to cluster sampling method. The questionnaires were distributed to the students and 141 completed questionnaires were collected. The Young Internet addiction test and mobile phone addiction index were used to measure the predictor variables and the Ryff psychological well-being scale was used for the criterion variable. Multiple regression analysis gave a multiple correlation coefficient (R of 0.347 and adjusted coefficient of determination (R2 of 0.120. According to the calculated Beta values, the variable of dependence on mobile phones with the value of 0.196 showed the greatest power for explaining the autonomy component. The results showed a significant negative relationship between independent variables, i.e. dependence on the Internet and mobile phones, and dependent variables, i.e. psychological well-being and its components.

Antecedents of basic psychological need satisfaction of pharmacy students: The role of peers, family, lecturers and workload.

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Basson, Mariëtta J; Rothmann, Sebastiaan

2018-04-01

Self-determination theory (SDT) provides a model to improve pharmacy students' well-being or functioning in their study context. According to SDT, students need a context that satisfies their needs for autonomy, relatedness and competence in order to function optimally. Contextual factors that could have an impact on a student's functioning are lecturers, family, peers and workload. To investigate whether there is a difference between the contributions family, lecturers, peers and workload make towards the satisfaction of pharmacy students' basic psychological needs within a university context. An electronic survey was administered amongst students registered with the North-West University's School of Pharmacy. Registered pharmacy students, 779, completed said electronic survey comprised of a questionnaire on demographics, BMPN (Balanced Measure of Psychological Needs) and self-developed ANPNS (Antecedents of Psychological Need-satisfaction Scale). Data derived from the afore-going was analysed with the aid of structural equation modelling (SEM). Structural equation modelling explained 46%, 25% and 30% respectively of the total group's variances in autonomy, competence and relatedness satisfaction, and 26% of the variance in psychological need frustration. Peers and family played a significant role in the satisfaction of students' need for autonomy, relatedness and competence, whilst workload seemingly hampered satisfaction with regards to relatedness and autonomy. Workload contributed towards frustration with regards to psychological need satisfaction. The role played by lecturers in satisfying pharmacy students' need for autonomy, relatedness and competence will also be highlighted. This study added to the body of knowledge regarding contextual factors and the impact those factors have on pharmacy students' need satisfaction by illustrating that not all factors (family, lecturers, peers and workload) can be considered equal. Lecturers ought to recognise the

Relationships between Psychological Wellbeing of Thai College Students, Goal Orientations, and Gender

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Sosik, John J.; Chun, Jae Uk; Koul, Ravinder

2017-01-01

This paper examined the direct and interaction effects of students' learning and performance-avoidance goal orientations on their psychological wellbeing and a moderating role of students' gender in these relationships. Using 564 self-reports of freshman college students in a Thai university, we found students' psychological wellbeing to be…

An Interdisciplinary Team Project: Psychology and Computer Science Students Create Online Cognitive Tasks

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Flannery, Kathleen A.; Malita, Mihaela

2014-01-01

We present our case study of an interdisciplinary team project for students taking either a psychology or computer science (CS) course. The project required psychology and CS students to combine their knowledge and skills to create an online cognitive task. Each interdisciplinary project team included two psychology students who conducted library…

Sources of stress and psychological morbidity among undergraduate physiotherapy students.

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Walsh, J M; Feeney, C; Hussey, J; Donnellan, C

2010-09-01

Professional education can be a stressful experience for some individuals, and may impact negatively on emotional well-being and academic performance. Psychological morbidity and associated sources of stress have not been investigated extensively in physiotherapy students. This study explored sources of stress, psychological morbidity and possible associations between these variables in undergraduate physiotherapy students. A questionnaire-based survey. The Undergraduate Sources of Stress Questionnaire was used to identify sources of stress, and the General Health Questionnaire-12 (GHQ-12) was used to rate the prevalence of psychological morbidity, using a conservative GHQ threshold of 3 to 4 to determine probable 'cases'. Uni- and multivariate tests of correlation were used to analyse the data. An Irish educational institution. One hundred and twenty-five physiotherapy undergraduate students. More than one-quarter of all students (27%) scored above the GHQ threshold, indicating probable psychological morbidity. This is higher than the level of psychological morbidity reported by the general population. Regression analysis showed that academic (beta=0.31, Pphysiotherapy students, with academic and personal issues being the greatest concern. While personal causes of stress such as stressful events and mood are more difficult to control, manipulation of curricular factors may have positive effects on academic sources of stress. Copyright 2010 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Psychological distress and risk for suicidal behavior among university students in contemporary China.

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Tang, Fang; Byrne, Majella; Qin, Ping

2018-03-01

Psychological distress and suicidal behavior are important mental health problems among university students and warrant research to inform strategies for effective prevention in this young population. The present study aimed to assess psychological distress and suicidal behavior and to unravel their associations among university students. A total of 5972 undergraduate students, randomly selected from six universities in central China, comprised the sample. The Chinese version of the Symptom Checklist-90-revised (SCL-90-R) was used to assess various psychological symptoms. Logistic regression analysis was used to examine the relationship between psychological distress and risk for suicidal behavior. 40.7% of the university students reported positive in a least one of the 9 psychological symptom dimensions assessed by the SCL-90-R. 7.6% of the students reported suicidal behavior in the previous twelve months. The risk of suicidal behavior was significantly associated with psychological symptoms of all types, but there were notable differences by sex. For male students, depression and phobic anxiety increased the risk of suicidal behavior. Meanwhile, depression and obsessive-compulsiveness were positively associated with suicidal behavior in female students. Furthermore, increasing risk of suicidal behavior was associated with increasing positive symptom total (PST) score and a statistically significant trend was observed. Data collected from a cross-sectional survey does not allow any examination of causal inference. Psychological distress and suicidal behavior were both common among university students; and psychological distress was highly associated with suicidal behavior. The findings underscore the importance of mental health care for university students. Copyright © 2017 Elsevier B.V. All rights reserved.

Medical and psychology students' self-assessed communication skills: A pilot study.

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Tiuraniemi, Juhani; Läärä, Riitta; Kyrö, Tuuli; Lindeman, Sari

2011-05-01

The purpose of this study was to describe how psychology and medical students assess their own competency and skills before and after training, in which role-play was used to teach interpersonal and communication skills. Interpersonal and communication skills were assessed with a semi-structured questionnaire before and after the training. The students of both medicine and psychology estimated their skill levels to be higher after the course. The psychology students estimated their skills for communication, motivating interviewing, empathy and reflection, and change orientation to be better at the end of the course. Medical students estimated their communication skills, motivating interviewing skills, and change orientation skills to be better at the end of the course. Even a short period of training in interpersonal and communication skills can positively affect the self-assessed skills of the medical students. In the future, it would be worthwhile to pay attention to reflective teaching practices in the training of both medical and psychology students. The cognitive and emotional components of these practices help students to develop their own communication skills. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Undergraduate Psychology's Scientific Identity Dilemma: Student and Instructor Interests and Attitudes

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Holmes, Jeffrey D.

2014-01-01

Could the same interests that draw many students to psychology also predict departure from the major? I present a comparison of students and instructors with respect to professional interests and views of the scientific nature of psychology (Study 1) and an examination of the link between student interests and persistence in the major (Study 2).…

Variables Impacting Dispositional Empathy in Doctoral Psychology Students

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Micheli, Amelia C.

2014-01-01

The purpose of this study was to explore variables impacting dispositional empathy in doctoral psychology students. While there is a great deal of research regarding empathy in practicing psychologists and mental health professionals, little is known about empathy in psychology trainees. This is especially surprising given the importance of…

Attitudes towards complementary and alternative medicine among medical and psychology students.

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Ditte, Darja; Schulz, Wolfgang; Ernst, Gundula; Schmid-Ott, Gerhard

2011-03-01

The use of complementary and alternative medicine (CAM) is increasing in Europe as well as in the USA, but CAM courses are infrequently integrated into medical curricula. In Europe, but also especially in the USA and in Canada, the attitudes of medical students and health science professionals in various disciplines towards CAM have been the subject of investigation. Most studies report positive attitudes. The main aim of this study was to compare the attitudes towards CAM of medical and psychology students in Germany. An additional set of questions concerned how CAM utilisation and emotional and physical condition affect CAM-related attitudes. Two hundred thirty-three medical students and 55 psychology students were questioned concerning their attitudes towards CAM using the Questionnaire on Attitudes Towards Complementary Medical Treatment (QACAM). Both medical students and psychology students were sceptical about the diagnostic and the therapeutic proficiency of doctors and practitioners of CAM. Students' attitudes towards CAM correlated neither with their experiences as CAM patients nor with their emotional and physical condition. It can be assumed that German medical and psychology students will be reluctant to use or recommend CAM in their professional careers. Further studies should examine more closely the correlation between attitudes towards CAM and the students' worldview as well as their existing knowledge of the effectiveness of CAM.

Undergraduate Psychology Students' Knowledge and Exposure to School Psychology: Suggestions for Diversifying the Field

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Bocanegra, Joel O.; Gubi, Aaron A.; Fan, Chung-Hau; Hansmann, Paul R.

2015-01-01

Trainers within school psychology have struggled to recruit racial/ethnic minority graduate students, with a recent demographic survey suggesting that racial/ethnic minorities comprise 9.3% of school-based practitioners (Curtis, Castillo, & Gelley, 2012). Furthermore, research has suggested that school psychology training programs have also…

Cyberbullying, school bullying, and psychological distress: a regional census of high school students.

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Schneider, Shari Kessel; O'Donnell, Lydia; Stueve, Ann; Coulter, Robert W S

2012-01-01

Using data from a regional census of high school students, we have documented the prevalence of cyberbullying and school bullying victimization and their associations with psychological distress. In the fall of 2008, 20,406 ninth- through twelfth-grade students in MetroWest Massachusetts completed surveys assessing their bullying victimization and psychological distress, including depressive symptoms, self-injury, and suicidality. A total of 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months. A majority (59.7%) of cyberbullying victims were also school bullying victims; 36.3% of school bullying victims were also cyberbullying victims. Victimization was higher among nonheterosexually identified youths. Victims report lower school performance and school attachment. Controlled analyses indicated that distress was highest among victims of both cyberbullying and school bullying (adjusted odds ratios [AORs] were from 4.38 for depressive symptoms to 5.35 for suicide attempts requiring medical treatment). Victims of either form of bullying alone also reported elevated levels of distress. Our findings confirm the need for prevention efforts that address both forms of bullying and their relation to school performance and mental health.

Students' Decision-Making about A Level Psychology

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Bowyer, Jessica; Carroll, Prerna

2016-01-01

A levels in England are moving from a modular to a linear system. Additionally, the AS and A level are being "decoupled", meaning that students will no longer undertake summative assessment at the end of the first year of study. Psychology may be particularly vulnerable to these changes as students often have no prior experience of the…

Factors Influencing Facebook Usage and Facebook Addictive Tendency in University Students: The Role of Online Psychological Privacy and Facebook Usage Motivation.

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Hong, Fu-Yuan; Chiu, Su-Lin

2016-04-01

There are few studies analysing the influence of personal traits and motivation factors on Facebook usage and Facebook addictive tendency as seen in university students. In this study, 225 Taiwanese university students completed a questionnaire to determine their online psychological privacy scale, Facebook usage motivation scale, Facebook usage scale and Facebook addictive tendency scale, in order to evaluate the items that can be conceptualized as the effect of university students' online psychological privacy personal trait and motive factors, and Facebook usage motivation with respect to Facebook usage and Facebook addictive tendency. The study found that a desire for more online psychological privacy correlates with a stronger motivation to use Facebook and more Facebook usage behaviour among university students who may become high-risk groups for Facebook addictive tendency. The study found that a desire for or an acceptance of a lower online psychological privacy correlates with a stronger motivation to use Facebook among university students who may have more Facebook usage behaviour. This study can help understand university students' Facebook usage and Facebook addictive tendency and provide feature indicators for those who may become high-risk groups for Facebook addictive tendency. Finally, this study conducts discussion and proposes relevant suggestions for future study. Copyright © 2014 John Wiley & Sons, Ltd.

Motivation of student teachers in educational psychology course: Its relation to the quality of seminar work and final achievement

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Melita Puklek Levpušček

2007-11-01

Full Text Available The study examines various aspects of student teachers' initial motivation for educational psychology course and the motivation's effect on student teachers' engagement in a specific academic activity and on the final course achievement. At the beginning of the academic year 2004/2005 undergraduate student teachers filled in the Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1991, the part which assesses students' motivational orientations. During the academic year students prepared and then presented to their colleagues their seminar work in groups. After each presentation, members of the group assessed the quality of their individual preparation, analyzed the quality of group work and assessed their part of the seminar presentation. Students' achievement was measured by an exam after completing the entire educational psychology course. The results showed that those students who had found the educational psychology course interesting and useful, and who had participated in the course because of extrinsic reasons prepared seminar work better and assessed their seminar presentation with higher marks than those with low motivation for the course. Students' engagement in individual study and self-assessment of seminar presentation were related to the final course grade. In addition, students' perception of the course as interesting and useful (task value independently predicted final course grade, over and above the account of previous academic achievement.

Facebook addiction among Turkish college students: the role of psychological health, demographic, and usage characteristics.

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Koc, Mustafa; Gulyagci, Seval

2013-04-01

This study explored Facebook addiction among Turkish college students and its behavioral, demographic, and psychological health predictors. The Facebook Addiction Scale (FAS) was developed and its construct validity was assessed through factor analyses. A total of 447 students reported their personal information and Facebook usage and completed the FAS and General Health Questionnaire (GHQ-28). The results revealed that weekly time commitment, social motives, severe depression, and anxiety and insomnia positively predicted Facebook addiction. Neither demographic variables nor the interactions of gender by usage characteristics were found to be significant predictors.

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology.

Science.gov (United States)

2016-11-01

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. A qualified candidate must demonstrate exemplary performance in working with an underserved population in an applied setting or have developed an innovative method for delivering health services to an underserved population. The 2016 recipient of the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology was selected by the 2015 Board of Professional Affairs (BPA) and the 2015 APAGS Scholarship and Awards Selection Committee. Members of the 2015 BPA were Patricia Arredondo, EdD; Helen L. Coons, PhD, ABPP; Vickie Mays, PhD, MSPH; Linda A. Reddy, PhD; Lois O. Condi, PhD; Antonette M. Zeiss, PhD; Timothy A. Cavell, PhD; Robert T. Kinscherff, PhD, JD; and Jared L. Skillings, PhD, ABPP. Members of the 2015 APAGS Scholarship and Awards Selection Committee were Emily Voelkel, PhD; Blaire Schembari; and Yolanda Perkins-Volk. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

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Quan, Stuart F.; Anderson, Janis L.; Hodge, Gordon K.

2013-01-01

Introduction: Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. Methods: An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors. Results: Two hundred fifty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a significant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p sleep habits after participation in the extra credit sleep activity (p sleep learning module has the potential to enhance sleep literacy and change behavior among students enrolled in an introductory college psychology course. Citation: Quan SF; Anderson JL; Hodge GK. Use of a supplementary internet based education program improves sleep literacy in college psychology students. J Clin Sleep Med 2013;9(2):155-160. PMID:23372469

Relationship between the framing effect and individual differences in medical students and psychology students

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Tatyana V. Kornilova

2017-12-01

Full Text Available Background. Framing effect is rarely studied in relation to individual differences. In cognitive psychology, it reflects distortions in decision-making depending on the context (phrasing of statements about alternatives, and framing is found within medical professional samples. Objective. The objective of the study are asfollows: 1. to identify the differences in the students of medical and non-medical universities and susceptibility to framing,2. establish in both groups similarities of individual decision-making styles (coping with uncertainty if any in self-assessments (intelligence, risk taking and personality and in willingness to take risks and tolerance/intolerance to uncertainty, 3. to identify the specific relationship between susceptibility to the framing effect (FE in medical students with their personal properties. Design. The paper describes the study of framing on medicine (n = 78 and psychology students (n = 122. It is demonstrated that in Kahneman and Tversky’s “Asian disease problem”, the psychology students show reframing effect while medical students don’t show difference in answers. Participants who choose different answers in negative phrasing of the issue differ in self-esteemed risk taking and intolerance for uncertainty; but there is no difference in positive version of the problem. Differences in personality profiles of the future members of medical and non-medical students have been established, both in terms of the personality variables and their associations to the dynamic regulatory systems. Medical students are characterized with less procrastination and higher risk readiness. Self-esteemed risk is correlated with risk readiness in both samples (and negatively connected to rationality within the psychology student sample. Unexpectedly, risk preparedness is also correlated with intolerance for uncertainty in both groups. Medical students are characterized by specific correlation between risk readiness and

Melissa L. Anderson: APA/APAGS Award for Distinguished Graduate Student in Professional Psychology

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American Psychologist, 2012

2012-01-01

Presents a short biography of the winner of the American Psychological Association/American Psychological Association of Graduate Students Award for Distinguished Graduate Student in Professional Psychology. The 2012 winner is Melissa L. Anderson for her ongoing commitment to understanding, treating, and preventing domestic violence in Deaf women…

Negative Thinking versus Positive Thinking in a Singaporean Student Sample: Relationships with Psychological Well-Being and Psychological Maladjustment

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Wong, Shyh Shin

2012-01-01

This study examines the relationships of positive thinking versus negative thinking with psychological well-being and psychological maladjustment. Three hundred and ninety-eight undergraduate students from Singapore participated in this study. First, positive thinking were positively correlated with indicators psychological well-being--life…

The Sensitiveness and Fulfillment of Psychological Needs: Medical, Health Care and Students.

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Rakovec-Felser, Zlatka

2015-09-01

As health was defined as a state of complete physical, mental, and social well-being, and not merely an absence of disease or infirmity, the bio-psychosocial paradigm of health and illness attests that curing occurs when the science of medicine (the biomedical and pathos-physiological aspects of disease) and the art of medicine (the psychological, social, and interpersonal aspects of illness) merge into one unified holistic approach to patient care (Hojat, 2007). In this context the relationship between health care professionals and patients also become an indispensable tool in clinical situations to achieve better patient outcomes (Engel, 1990). In our pilot study in year 2009 we try to verify how are the medical students and students of health care (University of Maribor, Faculty of Medicine and Faculty of Health Care) prepared for their sensitive professional relationship in their future. Testing together 211 students (N=157 women, N=57 men), we compared the level of emotional empathy, altruistic love, values, and behaviorof 40 medical students, 118 students of health care and the group of 53 students of economics. Because of their professional choice, we expected that the medical and health care students would have higher empathy and altruism scores than the students of economics. Following the self-determination behavioral theory and its concept of autonomy support (Deci, Ryan, 2000), we anticipated also that the fulfilment of basic psychological needs could be important factor in everyday health care clinical practice. As the fulfilment of needs of autonomy, competence and relatedness could lead to increased autonomy supportive orientation in interactions with other subjects, and can be useful factor that prepare doctors or nurses for active participation in relationship with patients, we verified and compared the included groups also in this way.

The Associations among Psychological Distress, Coping Style, and Health Habits in Japanese Nursing Students: A Cross-Sectional Study

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Akio Tada

2017-11-01

Full Text Available Background: Nursing students in many countries have been reported to experience high levels of stress and psychological distress. Health habits could potentially mediate the association between coping styles and psychological status. The purpose of this study was to evaluate the mediation effect of health habits in the relationship between stress coping styles and psychological distress in Japanese nursing students. Methods: A total of 181 nursing students completed anonymous self-reported questionnaires comprised of the General Health Questionnaire-12 (GHQ-12, the Brief Coping Orientation questionnaire, and an additional questionnaire on health behavior. A mediation analysis using path analysis with bootstrapping was used for data analysis. Results: Multivariate linear regression analysis showed that psychological distress was significantly and positively associated with “Avoidance coping” (β = 0.39, p < 0.001, and was negatively associated with “Active coping” (β = −0.30, p < 0.001, “exercise habit” (β = −0.25, p = 0.001, and “sleeping” (β = −0.24, p = 0.002. In the path model, “Active coping” and “Avoidance coping” had significant or marginally significant associations with “exercise habits” (active: β = 0.19, p = 0.008, avoidance: β = −0.12, p = 0.088, and psychological distress (active: β = −0.25, p < 0.001, avoidance: β = 0.363, p < 0.001. However, these coping style variables did not have a significant association with “sleep”. In general, the size of the correlations was below 0.4. Conclusions: Exercise habits mediated the relationship between coping styles and psychological distress to a greater extent than sleep. The present study suggests the possibility that complex interactions between health habits and coping styles may influence the psychological status of nursing students.

Investigation and Analysis on Psychological Health Situation for Middle and Primary School Students in Xianning City

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Hong Yanping

2015-01-01

Full Text Available This paper is used to know about the psychological health situation for middle and primary school students in Xianning City and provide a certain empirical basis for meaningful development of psychological health education and psychological assistance. This paper uses the MHT scale prepared by Bucheng Zhou professor et al. to conduct a test for 1000 students in 7 middle and primary schools in Xianning City. The detection rate of psychological health problem accounts for 1.6% where the positive detection rate of study anxiety ranks first (43.2%. The psychological health situations have much difference in sex (t = -4. 624, P<0. 001, and it’s lower in male students than female ones. There is a significant difference between the psychological health situation for only and non-only children (t = -2. 519, P<0. 01.There is a significant difference on the psychological health situation for primary school, middle school and high school students (F = 11. 3, P<0. 001, and the psychological health situation of primary school students is better than that for middle school students. It can be concluded that the psychological health situation of middle and primary school students in Xianning City is fairly good, and the psychological health situation for male student, only children and primary school student is also fairly good.

The Role of Self-Compassion and Emotional Approach Coping in the Relationship between Maladaptive Perfectionism and Psychological Distress among East Asian International Students

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Seo, Heweon

2012-01-01

This study investigated the mediating and moderating roles of self-compassion and emotional approach coping in the relationship between maladaptive perfectionism and psychological distress among East Asian international students. Data were collected through an online survey completed by 255 East Asian international students in a large public…

Introducing Students to Psychological Research: General Psychology as a Laboratory Course

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Thieman, Thomas J.; Clary, E. Gil; Olson, Andrea M.; Dauner, Rachel C.; Ring, Erin E.

2009-01-01

For 6 years, we have offered an integrated weekly laboratory focusing on research methods as part of our general psychology course. Through self-report measures and controlled comparisons, we found that laboratory projects significantly increase students' knowledge and comfort level with scientific approaches and concepts, sustain interest in…

Examining Victimization and Psychological Distress in Transgender College Students

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Effrig, Jessica C.; Bieschke, Kathleen J.; Locke, Benjamin D.

2011-01-01

Treatment-seeking and non-treatment-seeking transgender college students were examined with regard to victimization and psychological distress. Findings showed that transgender college students had elevated rates of distress as compared with college students who identified as men or women. Results indicated that treatment-seeking and non-treatment…

Adam M. Reid: APA/APAGS Award for Distinguished Graduate Student in Professional Psychology.

Science.gov (United States)

2015-11-01

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. One of the 2015 award winners is Adam M. Reid, who received this award "for his community service, in which he has integrated the highest standards of professional psychological clinical practice and science." Adam's award citation, biography, and a selected bibliography are presented here. (c) 2015 APA, all rights reserved).

Psychological aspects of professional identity and professional choices of intellectually gifted students

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Aron I. S.

2016-03-01

Full Text Available in the work determines the relevance of psychological research of professional self-determination of intellectually gifted students. The results of diagnostics of psychological characteristics of intellectually gifted students that affect the success of their professional identity and professional choices.

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology.

Science.gov (United States)

2017-12-01

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. A qualified candidate must demonstrate exemplary performance in working with an underserved population in an applied setting or have developed an innovative method for delivering health services to an underserved population. The 2017 recipient of the APA/APAGS Award for Distinguished Graduate Student in Professional Psychology was selected by the 2016 Board of Professional Affairs (BPA) and the 2016 APAGS Scholarship and Awards Selection Committee. Members of the 2016 BPA were Antonette M. Zeiss, PhD (Chair); Linda A. Reddy, PhD; Lois O. Condie, PhD; Timothy A. Cavell, PhD; Robert T. Kinscherff, PhD, JD; Jared L. Skillings, PhD, ABPP; Cynthia A. Gómez, PhD; Lisa K. Kearney, PhD, ABPP; and Dinelia Rosa, PhD. Members of the 2016 APAGS Scholarship and Awards Selection Committee were Jerrold Yeo, MA; Jacklynn Fitzgerald, MA; and Roseann Fish Getchell, MA, Med. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Characteristics of Psychology Students Who Serve as Research Assistants

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Pawlow, Laura A.; Meinz, Elizabeth J.

2017-01-01

Participation in undergraduate research has been shown to provide a wide array of benefits across many disciplines of study; however, relatively less is known about the impact of this experience on Psychology majors specifically. We collected measures of Psychology students' (N = 229) knowledge of the major (career, core, and…

The Influence of a Psychology and Law Class on Legal Attitudes and Knowledge Structures

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Laub, Cindy E.; Maeder, Evelyn M.; Bornstein, Brian H.

2010-01-01

Students in an undergraduate psychology and law course and an introductory psychology course completed a variety of measures, at both the beginning and end of the semester, to assess their knowledge of and attitudes toward psycholegal topics. The psychology and law course improved students' knowledge of psychological topics concerning the legal…

A brief report on rape myth acceptance: differences between police officers, law students, and psychology students in the United Kingdom.

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Sleath, Emma; Bull, Ray

2015-01-01

A common perception is that police officers hold very negative attitudes about rape victims. Therefore, the purpose of this article is to establish whether police officers do accept stereotypical rape myths at a higher level compared to members of other populations. There were 3 comparison samples, composed of police officers, law students, and psychology students, that completed the Illinois Rape Myth Acceptance scale. Male and female police officers accepted "she lied" myths at a higher level than the student samples. Student samples were found to accept 2 types of rape myths ("she asked for it" and "he didn't meant to") at a higher level compared to police officers. No significant differences were found in the other 4 subfactors. Therefore, the pattern of results suggests that police officers do not adhere to stereotypical myths about rape victims more than do other populations.

Coping Strategies and Psychological Well-Being among Teacher Education Students

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Gustems-Carnicer, Josep; Calderón, Caterina

2013-01-01

The coping strategies used by students play a key role in their psychological well-being. This study examines the relationship between coping strategies and psychological well-being in a sample of 98 undergraduates aged between 19 and 42 years. Coping strategies were evaluated by means of the CRI-A (Moos, 1993), while psychological well-being was…

Predictors of Student Satisfaction with University Psychology Courses: A Review

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Green, Heather J.; Hood, Michelle; Neumann, David L.

2015-01-01

Student satisfaction at university is receiving increasing attention. While academic discipline has been associated with student satisfaction in many studies, we found no previous reviews of student satisfaction within psychology, a discipline with among the largest undergraduate enrolments. In this paper, we review the student satisfaction…

PSYCHOLOGICAL DIAGNOSTICS OF STUDENTS ADAPTATION TO UNIVERSITY STUDIES

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Olga A. Molokova

2015-01-01

Full Text Available Aim. The solution version of one of problems of psychology andpedagogical escort of students at the initial stage of their adaptation to training in higher education institution is stated in the study. Such maintenance obligatory includes diagnostics of a psychological state of pupils that in a traditional state demands considerable expenses by as teachers’ and first-year students’ forces and time. Possibility of elimination of this shortcoming is presented.Methods. The methods involve the modified Sklyayn’s technique which description is presented in K. Rogers’s works; the technique of the personal differential definition; the technique of definition of the psychological satisfaction in various vital spheres. Students’ relation to the research was found out during anonymous poll.Results. It is shown that, despite the positive relation to psychological researches from the majority of respondents, there is a problem of the obvious or latent unwillingness of some first-year students to participate in surveys and test work caused by work content and its duration. The alternative to tiresome measurements of indicators of adaptation of pupils to training in higher education institution is presented – the express diagnostics reduce time of monitoring and allow teachers to get students interested. Comparison of the results received at use of Sklyayn’s technique and a technique «Personal differential» shows that they investigate the same phenomenon at nonverbal and verbal levels: correlation of persons’ «real self» and «ideal self». However, if creation of verbal formulations of the person relation to what he/she is, and to what he/she wants to be, can cause difficulties by the examinee, the nonverbal diagnostics turned to subconsciousness, is not only simpler, but also reflects a psychological state of the person more precisely.Scientific novelty. Modification of the technique by Sklyayn is proposed; it

The Psychologist's Troubled Background: Major Related Life Experiences of Psychology and Law Students

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Werz, Janina; Buechner, Vanessa L.

2017-01-01

This study explores major-related life experiences (MRLE) of psychology and law students to examine the stereotype of the wounded psychology student. Previous studies have shown that psychology students know people with mental disorders and are seeking treatment themselves. However, these studies do not allow drawing conclusions about the…

Behaviour of medical students in seeking mental and physical health care: exploration and comparison with psychology students.

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Brimstone, Renee; Thistlethwaite, Jill E; Quirk, Frances

2007-01-01

Doctors are often reluctant to seek health care through the usual channels and tend to self-diagnose and prescribe. Medical students learn attitudes and values from clinician role models and may also adopt behaviour patterns that lead them to seek help for physical and mental health problems from informal sources. This study aimed to explore the behaviour of students in seeking health care for physical and mental health problems, comparing medical with psychology students, and to understand what barriers to conventional routes of seeking health care may affect this. We administered a questionnaire asking for demographic details and responses to 2 vignettes in which a student from the respondent's discipline was experiencing firstly symptoms of a mental health problem and secondly symptoms of a physical health problem. Data were analysed with spss and univariate anovas to examine differences between respondents. A total of 172 students at the psychology and medical schools at James Cook University in Australia participated. We identified a number of barriers affecting student behaviour in seeking help, which included worries about knowing the doctor they could consult at the university health centre or having future dealings with him or her, and cost of treatment. There were differences between the 2 groups of students. There are several barriers for both psychology and medical students to accessing appropriate professional mental health care. Medical students also experience barriers to attaining appropriate physical health care when needed. Psychology and medical students were more likely to seek advice informally from friends and/or family with regard to mental health care.

The Relation between Specialty Choice of Psychology Students and Their Interests, Personality, and Cognitive Abilities

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Wicherts, Jelte M.; Vorst, Harrie C. M.

2010-01-01

The aim of this longitudinal study was to investigate differences in interests, personality, and cognitive abilities between students majoring in the six specialties of psychology at the University of Amsterdam. Results show that students at Social Psychology and Work and Organizational Psychology were on average more extraverted than students of…

Improving psychology students' attitudes toward people with schizophrenia: A quasi-randomized controlled study.

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Magliano, Lorenza; Rinaldi, Angela; Costanzo, Regina; De Leo, Renata; Schioppa, Giustina; Petrillo, Miriam; Read, John

2016-01-01

Despite scientific evidence that the majority of people with schizophrenia (PWS) have personal histories of traumatic life events and adversities, their needs for psychological support often remain unmet. Poor availability of nonpharmacological therapies in schizophrenia may be partly because of professionals' attitudes toward people diagnosed with this disorder. As future health professionals, psychology students represent a target population for efforts to increase the probability that PWS will be offered effective psychological therapies. This quasi-randomized controlled study investigated the effect of an educational intervention, addressing common prejudices via scientific evidence and prerecorded audio-testimony from PWS, on the attitudes of psychology students toward PWS. Students in their fifth year of a master's degree in Psychology at the Second University of Naples, Italy were randomly assigned to an experimental group-which attended two 3-hr sessions a week apart-or to a control group. Compared with their baseline assessment, at 1-month reassessment the 76 educated students endorsed more psychosocial causes and more of them recommended psychologists in the treatment of schizophrenia. They were also more optimistic about recovery, less convinced that PWS are recognizable and unpredictable, and more convinced that treatments, pharmacological and psychological, are useful. No significant changes were found, from baseline to 1-month reassessment, in the 112 controls. At 1-month reassessment, educated students were more optimistic about recovery and less convinced that PWS are unpredictable than controls. These findings suggest that psychology students' attitudes toward PWS can be improved by training initiatives including education and indirect contact with users. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Predicting the mental health of college students with psychological capital.

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Selvaraj, Priscilla Rose; Bhat, Christine Suniti

2018-06-01

Behavioral health treatment is grounded in the medical model with language of deficits and problems, rather than resources and strengths. With developments in the field of positive psychology, re-focusing on well-being rather than illness is possible. The primary purpose of this study was to examine relationships and predictions that exist between levels of mental health in college students, i.e., flourishing, moderate mental health, and languishing, and psychological capital (PsyCap). For this cross-sectional, exploratory study survey method was used for data collection and for analyses of results a series of descriptive, correlation, ANOVA, and multiple regression analyses were done. Results indicated that developing positive psychological strengths such as hope, efficacy, resilience, and optimism (acronym HERO) within college students significantly increased their positive mental health. Based on the predictive nature of PsyCap, mental health professionals may engage more in creating programs incorporating PsyCap development intervention for college students. Implications for counseling and programmatic services for college students are presented along with suggestions for future research.

Students' perceptions and expectations of a first-year psychology ...

African Journals Online (AJOL)

The purpose of this study was to explore students' expectations and perceptions of a first-year Psychology course (Psyc 100) at the University of the North. The idea of obtaining information about the students' opinions (especially from those in their first year of study) was spurred by the realisation that students can usefully ...

Difficult Decisions: A Qualitative Exploration of the Statistical Decision Making Process from the Perspectives of Psychology Students and Academics.

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Allen, Peter J; Dorozenko, Kate P; Roberts, Lynne D

2016-01-01

Quantitative research methods are essential to the development of professional competence in psychology. They are also an area of weakness for many students. In particular, students are known to struggle with the skill of selecting quantitative analytical strategies appropriate for common research questions, hypotheses and data types. To begin understanding this apparent deficit, we presented nine psychology undergraduates (who had all completed at least one quantitative methods course) with brief research vignettes, and asked them to explicate the process they would follow to identify an appropriate statistical technique for each. Thematic analysis revealed that all participants found this task challenging, and even those who had completed several research methods courses struggled to articulate how they would approach the vignettes on more than a very superficial and intuitive level. While some students recognized that there is a systematic decision making process that can be followed, none could describe it clearly or completely. We then presented the same vignettes to 10 psychology academics with particular expertise in conducting research and/or research methods instruction. Predictably, these "experts" were able to describe a far more systematic, comprehensive, flexible, and nuanced approach to statistical decision making, which begins early in the research process, and pays consideration to multiple contextual factors. They were sensitive to the challenges that students experience when making statistical decisions, which they attributed partially to how research methods and statistics are commonly taught. This sensitivity was reflected in their pedagogic practices. When asked to consider the format and features of an aid that could facilitate the statistical decision making process, both groups expressed a preference for an accessible, comprehensive and reputable resource that follows a basic decision tree logic. For the academics in particular, this aid

Isaac Newton and Student College Completion

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Tinto, Vincent

2013-01-01

Success in college is built upon classroom success, but success in the classroom does not in itself ensure college completion. Completion arises from success in a sequence of classes one after another over time. It does so most frequently when students are presented with coherent course pathways to degree completion, are able to gain degree credit…

Un estudio sobre perfeccionismo en estudiantes universitarios argentinos: resultados preliminares en estudiantes de Psicología A study on perfectionism in argentine university students: preliminary outcomes on Psychology students

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Fernán Guido Arana

2009-12-01

Full Text Available El perfeccionismo ha sido asociado a problemas clínicos y a malestar psicológico, siendo el concepto de discrepancia representativo del aspecto disfuncional del mismo. Este estudio se propone determinar los perfiles de perfeccionismo en estudiantes argentinos de Psicología y analizar la relación entre discrepancia, malestar y bienestar psicológico. 85 estudiantes de Psicología completaron una serie de instrumentos psicométricos evaluándose: perfeccionismo (Almost Perfect Scale-Revised, bienestar psicológico (Inventario de Calidad de Vida Percibida, Escala de Bienestar Psicológico y malestar psicológico (State-Trait Anxiety Inventory. Formas Y-I, Y-II, Beck Depression Inventory Second Edition. Resultados: Completaron la evaluación 82 estudiantes; 44 (54% obtienen un perfil de perfeccionismo, que se desagrega en adaptativo (N=18; 21,9% y desadaptativo (N=26; 31,7%. La variable discrepancia se asocia significativamente a las variables estudiadas en la dirección esperada: altas correlaciones positivas (p valor ,01 con variables ligadas al malestar psicológico y negativas con variables relativas al bienestar psicológico (p valor ,01.Perfectionism has been associated to clinical problems and psychological distress, being the concept of discrepancy representative of its maladaptive aspect. The aim of this study is to determine the perfectionism profiles of Argentine Psychology students and to analyze the relationship between discrepancy, psychological distress and psychological well-being. 85 university students of Psychology have completed several psychometric instruments evaluating: perfectionism (Almost Perfect Scale Revised, psychological well-being (Inventario de Percepción de Calidad de Vida -ICV; Escala de Bienestar Psicológico and psychological distress (State- Trait Anxiety Inventory. Forms Y-I,Y-II, Beck Depression Inventory Second Edition. Results: 82 students completed the evaluation; 44 (54% obtain a perfectionism profile

Use of a supplementary internet based education program improves sleep literacy in college psychology students.

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Quan, Stuart F; Anderson, Janis L; Hodge, Gordon K

2013-02-01

Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors. Two hundred fifty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a significant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p students enrolled in an introductory college psychology course.

Psychological Characteristics of Personality in Students with Learning Difficulties

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T A Shilova

2014-12-01

Full Text Available The article presents the research of the psychological characteristics of the personality of a student with learning difficulties from the position of the mismatch of mental development in operational sphere. The article considers the system of methods of research with the personality-oriented approach. The influence of certain psychological characteristics of a personality on the outcome of the study is revealed. The ways of building correctional-developing programmes for psychological preparation of junior schoolchildren for successful learning are shown.

Clicking in the Community College Classroom: Assessing the Effectiveness of Clickers on Student Learning in a General Psychology Course

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Symister, Petra; VanOra, Jason; Griffin, Kenneth W.; Troy, David

2014-01-01

The present study examined the efficacy of clickers in a community college classroom. Specifically we sought to compare the effects of clicker technology on perceived knowledge and exam scores with the effectiveness of essays and pop quizzes. One hundred students completed surveys measuring presemester motivation to take psychology and baseline…

Psychological distress of adolescents exposed to Hurricane Hugo.

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Hardin, S B; Weinrich, M; Weinrich, S; Hardin, T L; Garrison, C

1994-07-01

To ascertain the effects of a natural disaster on adolescents, 1482 South Carolina high school students who were exposed to Hurricane Hugo were surveyed 1 year after the disaster. Subjects completed a self-administered questionnaire measuring Hugo exposure, nonviolent and violent life events, social support, self-efficacy, and psychological distress. Results showed that the students reported minimal exposure to the hurricane and psychological distress variables approximated national norms. As exposure increased, adolescents reported increased symptoms of psychological distress; i.e., anger, depression, anxiety, and global mental distress. Females and white students experienced higher levels of distress. In most cases, other stressful life events were at least as strong a predictor of psychological distress as was exposure to the hurricane. Self-efficacy and social support were protective.

Academic Attitudes and Psychological Well-Being of Black American Psychology Graduate Students

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Uqdah, Aesha L.; Tyler, Kenneth M.; DeLoach, Chante

2009-01-01

The goal of this study is to explore the relationships between academic self-concept, perception of competency in related domains, and academic motivation (intrinsic, extrinsic, and amotivation), and reported anxiety and depression among Black American psychology graduate students. The major research question asks whether there is a relationship…

Of Course: Prerequisite Courses for Admission into APA-Accredited Clinical and Counseling Psychology Programs

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Norcross, John C.; Sayette, Michael A.; Stratigis, Katerina Y.; Zimmerman, Barrett E.

2014-01-01

Students often inquire about which psychology courses to complete in preparation for graduate school. This study provides data that enable students and their advisors to make research-informed decisions. We surveyed the directors of the 304 American Psychological Association-accredited doctoral programs in clinical and counseling psychology (97%…

The relationship between phone dependency with psychological disorders and academic burnout in students

Directory of Open Access Journals (Sweden)

Reza Noruzi Kuhdasht

2018-03-01

Full Text Available Despite the widespread use of mobail phones in Iranian students, psychological and behavioral effects of addiction to it and its consequences have not been investigated yet. The aim of this study was to determine the relationship between cell phone dependency with psychological disorders and academic burnout among nursing and midwifery students. In this study, 169 students were chosen through stratified random sampling method. Data collection tools included mobile phone addiction index, symptom check list-90- Revision and academic burnout inventory. Correlation coefficients of mobile phone dependency with psychological disorders was 0.487 and according results from regression analysis mobile phone dependency predicted 23.8% of the variance of psychological disorders. Correlation coefficients of mobile phone dependency with academic burnout was 0.677 and results from regression analysis mobile phone dependency explained 47.6 of the variance academic burnout. Considering the positive and significant relationship between cell phone usage with psychological disorders and students' academic burnout, identifying the people at risk and holding mobile phone injury training workshops is recommended.

Vocational Self-Esteem and Psychological Needs in Turkish Counseling Students

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Civitci, Asim

2010-01-01

In this study, relationships between vocational self-esteem and psychological needs (autonomy, affiliation, achievement, and dominance) in Turkish counseling students were examined. In addition, the moderating effect of gender on the relationships between vocational self-esteem and psychological needs was investigated. The participants consisted…

The Influence of Psychological and Societal Factors on Student ...

African Journals Online (AJOL)

The study examined the influence of psychological and societal factors on students' performance in mathematics at Senior Secondary School Level in. Ilorin metropolis of Kwara state. A simple random sampling technique was used to sample three hundred secondary school students who supplied information on the ...

Teaching as Persuasion: Altering Students' Views on Scientific Psychology.

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Friedrich, James

Attempts to enhance students' appreciation for the scientific nature of psychology typically focus on training in scientific reasoning and methodology along with direct involvement in research activities. The underlying assumption appears to be that given sufficient knowledge and experience, students' perceptions of the discipline will change as…

Predictors of doctoral student success in professional psychology: characteristics of students, programs, and universities.

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Graham, James M; Kim, Yang-Hyang

2011-04-01

In the face of the rising number of doctoral recipients in professional psychology, many have voiced concerns about the quality of nontraditional training programs. Past research suggests that, on a variety of outcomes, graduates from clinical PhD programs outperform graduates from clinical PsyD and, to a lesser extent, counseling PhD programs. We examine an aggregate archival dataset to determine whether student or university characteristics account for the differences in outcomes among programs. The data show meaningful differences in the outcomes of clinical PhD, PsyD, and counseling PhD programs. Furthermore, graduates from research-intensive universities perform better on the psychology licensure exam and are more likely to become American Board of Professional Psychology diplomates. The available data support the notion that the ability to conduct research is an essential component of graduate education. In this light, PsyD programs represent a unique opportunity to train students in the types of evaluation and outcomes assessments used by practicing psychologists. We discuss implications for graduate-level training in professional psychology. © 2011 Wiley Periodicals, Inc.

Culturally Sensitive Mentoring for Asian International Students in Counseling Psychology

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Park-Saltzman, Jeeseon; Wada, Kaori; Mogami, Tamiko

2012-01-01

With growing attention to the internationalization of counseling psychology in the past decade, discussion on effective training of international students is much-needed. In order to provide effective mentorship to international students, the mentor needs to be aware of specific challenges faced by international students and cultural differences…

Use of Drama Students as "Clients" in Teaching Abnormal Psychology.

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Gilliland, Kirby

1982-01-01

Describes the use of drama students to role play subjects of case studies in simulations of standard interviews in a college-level abnormal psychology class. Graduate drama students role-played clients in interviews with instructors or student panels. After the interviews, class discussion covered alternative possible diagnoses and possible…

The relation between specialty choice of psychology students and their interests, personality, and cognitive abilities

NARCIS (Netherlands)

Wicherts, J.M.; Vorst, H.C.M.

2010-01-01

The aim of this longitudinal study was to investigate differences in interests, personality, and cognitive abilities between students majoring in the six specialties of psychology at the University of Amsterdam. Results show that students at Social Psychology and Work and Organizational Psychology

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Octavio Andres Santos.

Science.gov (United States)

2017-12-01

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded annually by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. The 2017 award winner is Octavio Andres Santos, who has demonstrated through several initiatives "effective engagement with advocacy, professional organizations, and research in the area of health disparities and multicultural/multilingual assessment." Santos's award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Supportive Group Factors, Course Pedagogy, and Multicultural Competency within Multicultural Psychology Courses

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Stoyer, Michael Ryan

2017-01-01

This study examined the relationship between course pedagogy and supportive group factors with variables of multicultural competency and multicultural counseling self-efficacy at the completion of a multicultural psychology course. The participants were students in graduate clinical psychology, counseling psychology, and school psychology programs…

Forbearance coping, identification with heritage culture, acculturative stress, and psychological distress among Chinese international students.

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Wei, Meifen; Liao, Kelly Yu-Hsin; Heppner, Puncky Paul; Chao, Ruth Chu-Lien; Ku, Tsun-Yao

2012-01-01

Based on Berry's (1997) theoretical framework for acculturation, our goal in this study was to examine whether the use of a culturally relevant coping strategy (i.e., forbearance coping, a predictor) would be associated with a lower level of psychological distress (a psychological outcome), for whom (i.e., those with weaker vs. stronger identification with heritage culture, a moderator), and under what situations (i.e., lower vs. higher acculturative stress, a moderator). A total of 188 Chinese international students completed an online survey. Results from a hierarchical regression indicated a significant 3-way interaction of forbearance coping, identification with heritage culture, and acculturative stress on psychological distress. For those with a weaker identification with their heritage culture, when acculturative stress was higher, the use of forbearance coping was positively associated with psychological distress. However, this was not the case when acculturative stress was lower. In other words, the use of forbearance coping was not significantly associated with psychological distress when acculturative stress was lower. Moreover, for those with a stronger cultural heritage identification, the use of forbearance coping was not significantly associated with psychological distress regardless of whether acculturative stress was high or low. Future research and implications are discussed. (c) 2012 APA, all rights reserved.

Nursing students' post-traumatic growth, emotional intelligence and psychological resilience.

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Li, Y; Cao, F; Cao, D; Liu, J

2015-06-01

Nursing students in the present sample who have experienced childhood adversity have a certain level of post-traumatic growth. If introduced into nursing curricula, emotional intelligence interventions may increase emotional coping resources and enhance social skills for nurses, which may benefit their long-term occupational health. As researchers consider personal resilience a strategy for responding to workplace adversity in nurses, resilience building should be incorporated into nursing education. This is a preliminary study that may guide future investigations of the curvilinear relationship rather than linear relationship between post-traumatic growth and positive factors in the special sample of nursing students. Resilience, emotional intelligence and post-traumatic growth may benefit nursing students' careers and personal well-being in clinical work. Developing both their emotional intelligence and resilience may assist their individual post-traumatic growth and enhance their ability to cope with clinical stress. To investigate the relationships among post-traumatic growth, emotional intelligence and psychological resilience in vocational school nursing students who have experienced childhood adversities, a cross-sectional research design with anonymous questionnaires was conducted and self-report data were analysed. The Childhood Adversities Checklist (Chinese version), Posttraumatic Growth Inventory, Emotional Intelligence Scale and the 10-item Connor-Davidson Resilience Scale were used. Survey data were collected from 202 Chinese vocational school nursing students during 2011. Post-traumatic growth was associated with emotional intelligence and psychological resilience. Results indicated a curvilinear relationship between emotional intelligence and post-traumatic growth, and between psychological resilience and post-traumatic growth. Moderate-level emotional intelligence and psychological resilience were most associated with the greatest levels of growth

Developing Autonomous Learning in First Year University Students Using Perspectives from Positive Psychology

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Macaskill, Ann; Denovan, Andrew

2013-01-01

Autonomous learning is a commonly occurring learning outcome from university study, and it is argued that students require confidence in their own abilities to achieve this. Using approaches from positive psychology, this study aimed to develop confidence in first-year university students to facilitate autonomous learning. Psychological character…

School Violence, Social Support and Psychological Health among Taiwanese Junior High School Students

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Chen, Ji-Kang; Wei, Hsi-Sheng

2013-01-01

Objectives: This paper examines how peer social support mediates the association between school victimization and student psychological health among junior-high students in an Asian context (Taiwan), and further examines how gender and ethnicity differ in the interrelationships of school violence, peer social support and psychological health.…

Students' Evaluation of Writing Assignments in an Abnormal Psychology Course.

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Procidano, Mary E.

1991-01-01

Presents a study in which students in an abnormal psychology class rated the usefulness of drafts for two writing assignments. Reports that a research proposal was more effective than a case study in generating interest in psychology and opportunity for creativity. Concludes that writing assignments should reflect important aspects of a…

Learning climate and feedback as predictors of dental students' self-determined motivation: The mediating role of basic psychological needs satisfaction.

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Orsini, C; Binnie, V; Wilson, S; Villegas, M J

2018-05-01

The aim of this study was to test the mediating role of the satisfaction of dental students' basic psychological needs of autonomy, competence and relatedness on the association between learning climate, feedback and student motivation. The latter was based on the self-determination theory's concepts of differentiation of autonomous motivation, controlled motivation and amotivation. A cross-sectional correlational study was conducted where 924 students completed self-reported questionnaires measuring motivation, perception of the learning climate, feedback and basic psychological needs satisfaction. Descriptive statistics, Cronbach's alpha scores and bivariate correlations were computed. Mediation of basic needs on each predictor-outcome association was tested based on a series of regression analyses. Finally, all variables were integrated into one structural equation model, controlling for the effects of age, gender and year of study. Cronbach's alpha scores were acceptable (.655 to .905). Correlation analyses showed positive and significant associations between both an autonomy-supportive learning climate and the quantity and quality of feedback received, and students' autonomous motivation, which decreased and became negative when correlated with controlled motivation and amotivation, respectively. Regression analyses revealed that these associations were indirect and mediated by how these predictors satisfied students' basic psychological needs. These results were corroborated by the structural equation analysis, in which data fit the model well and regression paths were in the expected direction. An autonomy-supportive learning climate and the quantity and quality of feedback were positive predictors of students' autonomous motivation and negative predictors of amotivation. However, this was an indirect association mediated by the satisfaction of students' basic psychological needs. Consequently, supporting students' needs of autonomy, competence and

Allie Abrahamson: APA/APAGS Award for Distinguished Graduate Student in Professional Psychology.

Science.gov (United States)

2014-11-01

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. A qualified candidate must demonstrate exemplary performance in working with an underserved population in an applied setting or have developed an innovative method for delivering health services to an underserved population. This year there are joint recipients of the award, Allie Abrahamson and Rebeccah A. Bernard. Their vision, creativity, courage, and dedication led them to create the Human Rights Forum at Chestnut Hill College to promote human rights education, awareness, and community service opportunities for doctoral students. Allie Abrahamson's award citation, biography, and a selected bibliography are presented here. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Integrating psychology and obstetrics for medical students: shared labour ward teaching.

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Chalmers, B E; McIntyre, J A

1993-01-01

Two studies relating to the inclusion of psycho-social issues in the training of obstetricians are reported here. The first reports on the extent to which currently practising obstetricians have received training in these aspects. The second explored the value of an innovative teaching approach combining psychological and obstetric training for medical students in the labour ward. A postal survey with responses from 220 obstetricians and paediatricians revealed that little information on psychological aspects of obstetric practice had been included in their undergraduate or postgraduate training or obtained from voluntary continuing education programmes. Experience was the primary source of training in these subjects. The second study explored the impact of joint psychological and obstetric teaching ward rounds for medical students. Students attending these integrated sessions reported being better prepared for the psycho-social aspects of obstetrics and showed a greater awareness of cross-cultural differences in needs of women during birth.

What Works for Doctoral Students in Completing Their Thesis?

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Lindsay, Siân

2015-01-01

Writing a thesis is one of the most challenging activities that a doctoral student must undertake and can represent a barrier to timely completion. This is relevant in light of current and widespread concerns regarding doctoral completion rates. This study explored thesis writing approaches of students post or near Ph.D. completion through…

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology: Luz Maria Garcini.

Science.gov (United States)

2016-11-01

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. The 2016 award winners is Luz Maria Garcini, whose commitment to the health and mental health of those recently immigrated has led to research and service that "have greatly benefited the lives of undocumented individuals in the border area of southern California." Garcini's award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Longitudinal evaluation of the importance of homework assignment completion for the academic performance of middle school students with ADHD.

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Langberg, Joshua M; Dvorsky, Melissa R; Molitor, Stephen J; Bourchtein, Elizaveta; Eddy, Laura D; Smith, Zoe; Schultz, Brandon K; Evans, Steven W

2016-04-01

The primary goal of this study was to longitudinally evaluate the homework assignment completion patterns of middle school age adolescents with ADHD, their associations with academic performance, and malleable predictors of homework assignment completion. Analyses were conducted on a sample of 104 middle school students comprehensively diagnosed with ADHD and followed for 18 months. Multiple teachers for each student provided information about the percentage of homework assignments turned in at five separate time points and school grades were collected quarterly. Results showed that agreement between teachers with respect to students assignment completion was high, with an intraclass correlation of .879 at baseline. Students with ADHD were turning in an average of 12% fewer assignments each academic quarter in comparison to teacher-reported classroom averages. Regression analyses revealed a robust association between the percentage of assignments turned in at baseline and school grades 18 months later, even after controlling for baseline grades, achievement (reading and math), intelligence, family income, and race. Cross-lag analyses demonstrated that the association between assignment completion and grades was reciprocal, with assignment completion negatively impacting grades and low grades in turn being associated with decreased future homework completion. Parent ratings of homework materials management abilities at baseline significantly predicted the percentage of assignments turned in as reported by teachers 18 months later. These findings demonstrate that homework assignment completion problems are persistent across time and an important intervention target for adolescents with ADHD. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Recognition of Famous Names in Psychology by Students and Staff.

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Bunnell, Julie K.

1992-01-01

Presents results of a name recognition questionnaire testing the historical awareness of psychology majors and faculty members. Reports that students showed a low level of name recognition prior to taking a course in the history of psychology. Concludes that explicit instruction is required to impart knowledge of the history of the discipline. (DK)

Psychological distress in health sciences college students and its relationship with academic engagement

Directory of Open Access Journals (Sweden)

Cristina Liébana-Presa

2014-08-01

Full Text Available Objective: To determine the prevalence of psychological distress and its relationship with academic engagement (absorption, dedication and vigor, sex and degree among students from four public universities. Method: A non-experimental,comparative correlational, quantitative investigation without intervention. Study population: 1840 nursing and physical therapy students. The data collection tool used was a questionnaire. Results: A 32.2% prevalence of psychological distress was found in the subjects; a correlation between vigor and psychological distress was found for all of the subjects and also for women. High absorption and dedication scores and low psychological distress scores predicted higher vigor scores. Conclusion: The risk of psychological distress is high, especially for women. Women seem to have a higher level of psychological distress than men. Vigor, energy and mental resilience positively influence psychological distress and can be a vehicle for better results during the learning and studying process.

The impact of posttraumatic stress symptoms, posttraumatic stress cognitions and interpersonal dependency on psychological co-morbidities following relationship dissolution among college students.

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Fang, Siqi; Chung, Man Cheung; Watson, Clare

2018-02-13

Relationship dissolution is a distressing experience which can result in the emergence of posttraumatic stress (i.e. post-dissolution PTSS) and other psychological symptoms among college students. Little is known, however, whether posttraumatic stress cognitions and interpersonal dependency may influence the severity of these distress outcomes. This study examined the interrelationship between posttraumatic stress symptoms (PTSS), posttraumatic stress cognitions, interpersonal dependency and psychological co-morbidities following relationship dissolution. One hundred and eighty college students (M = 69, F = 111) who had experienced relationship dissolution completed the Posttraumatic Stress Diagnostic Scale, Posttraumatic Stress Cognition Inventory, Interpersonal Dependency Inventory and General Health Questionnaire-28. Posttraumatic stress symptoms following relationship dissolution (post-dissolution PTSS) were associated with increased psychological co-morbidities. Negative view of oneself and self-blame mediated between PTSS and psychological co-morbidities. Assertion of autonomy moderated the mediational effects of negative cognitions on psychological co-morbidities. People can develop PTSSs and other psychological symptoms following the dissolution of a romantic relationship. Their concept of self and tendency to seek independence and control played a key role in determining the severity of distress symptoms.

[Comparison of mental health state and psychological capacities between college students with and without siblings].

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Zhang, Xiao-yuan; Yu, Shou-yi; Zhao, Jiu-bo; Li, Jian-ming; Xiao, Rong

2007-04-01

To compare the differences in mental health state and psychological capacities between Chinese college students with and without siblings. The psychological status and capacities were evaluated with SCL-90, the Self-Esteem Scale, Spheres of Control Scale, Security Questionnaire and Cattell 16-PF Questionnaire in 427 college students, and among the students who presented valid responses, 139 with and 139 without siblings were selected for this comparative study. The total score and average score of SCL-90 in college students without siblings were significantly lower than those in students with siblings (Psiblings (Pmental health state and some of the psychological capacities are generally better in college students with siblings than in those without siblings.

Helping Students Reflect: Lessons from Cognitive Psychology

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Poole, Gary; Jones, Lydia; Whitfield, Michael

2013-01-01

The challenges of teaching students to reflect on experience and, thus, learn from it, are better understood with the application of constructs from cognitive psychology. The present paper focuses on two such constructs--self-schemas and scripts--to help educators better understand both the threats and opportunities associated with effective…

A Qualitative Exploration of the Help-Seeking Behaviors of Students Who Experience Psychological Distress Around Assessment at Medical School.

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Winter, Rachel I; Patel, Rakesh; Norman, Robert I

2017-08-01

Medical students are at high risk of experiencing psychological distress at medical school and developing mental ill-health during professional practice. Despite efforts by faculty to raise awareness about this risk, many students choose to suffer in silence in the face of psychological distress. The aim of this study was to explore drivers that prompted help-seeking behavior and barriers that prevented individuals prioritizing their well-being around the time of high-stakes assessment at medical school. Semi-structured interviews were conducted with fifty-seven students who failed high-stakes assessment at two UK medical schools, exploring their experience of academic difficulty and perceptions about causes. A thematic analysis of twenty transcripts that met inclusion criteria was completed to identify key factors that influenced participants' decisions around seeking help for their psychological distress, and in some cases, mental health problems. Twenty participants who specifically described a deterioration in their mental health around the time of assessment were included in this study. Barriers to seeking help in these instances included: normalization of symptoms or situation; failure to recognize a problem existed; fear of stigmatisation; overt symptoms of mental distress; and misconceptions about the true nature of the medical school, for example beliefs about a punitive response from the school if they failed. Drivers for seeking help appropriately included: building trust with someone in order to confide in them later on, and self-awareness about the need to maintain good mental health. There are various drivers and barriers for students' help seeking behaviors when experiencing psychological distress around the time of assessment, particularly self-awareness about the problem and prioritisation of well-being. Students who fail to recognize their own deteriorating mental health are at risk of academic failure and medical schools need to develop

Difficult Decisions: A Qualitative Exploration of the Statistical Decision Making Process from the Perspectives of Psychology Students and Academics

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Allen, Peter J.; Dorozenko, Kate P.; Roberts, Lynne D.

2016-01-01

Quantitative research methods are essential to the development of professional competence in psychology. They are also an area of weakness for many students. In particular, students are known to struggle with the skill of selecting quantitative analytical strategies appropriate for common research questions, hypotheses and data types. To begin understanding this apparent deficit, we presented nine psychology undergraduates (who had all completed at least one quantitative methods course) with brief research vignettes, and asked them to explicate the process they would follow to identify an appropriate statistical technique for each. Thematic analysis revealed that all participants found this task challenging, and even those who had completed several research methods courses struggled to articulate how they would approach the vignettes on more than a very superficial and intuitive level. While some students recognized that there is a systematic decision making process that can be followed, none could describe it clearly or completely. We then presented the same vignettes to 10 psychology academics with particular expertise in conducting research and/or research methods instruction. Predictably, these “experts” were able to describe a far more systematic, comprehensive, flexible, and nuanced approach to statistical decision making, which begins early in the research process, and pays consideration to multiple contextual factors. They were sensitive to the challenges that students experience when making statistical decisions, which they attributed partially to how research methods and statistics are commonly taught. This sensitivity was reflected in their pedagogic practices. When asked to consider the format and features of an aid that could facilitate the statistical decision making process, both groups expressed a preference for an accessible, comprehensive and reputable resource that follows a basic decision tree logic. For the academics in particular, this aid

Becoming Scientific: Objectivity, Identity, and Relevance as Experienced by Graduate Students in Psychology

Directory of Open Access Journals (Sweden)

Jeffery Yen

2011-05-01

Full Text Available The adoption of a rigorous experimentalism in the discipline of psychology has imposed tight constraints on what can be asked in psychological research and what sorts of answers given. Over the course of psychology's history the interpretive agent has receded into the background to make way for a more concrete observation language and a mechanistic, functionalist description of mind and behavior. In this context of disciplinary loss and gain, how do psychology's fledgling practitioners—its graduate students—understand the significance of their own research efforts? In this paper, we present thematic and discursive analyses of interviews with a sample of psychology graduate students at a large, public, research university in North America. We explore the manner in which the imperatives of "objectivity," as applied to psychological research, serve paradoxically to enhance the validity of what students feel their research permits them to claim while reducing its personal and social significance. We look at how, in this compromise, students struggle to define their identities as scientists so as to allay doubts about the significance of their work. Their comments provide insight into how psychological knowledge is critically evaluated inside and outside the discipline, and how these two perspectives are dialectically related. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1102260

An Examination of the Relationship between Supervision and Self-Efficacy in Early Career School Psychologists, School Psychology Interns, and Practicum Students

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Kaas, Felicia M.

2017-01-01

The purpose of this study is to explore the relationship between self-efficacy and supervision in early career school psychologists and school psychology graduate students who are currently completing either their practicum or internship experiences. The sample consisted of practicing early career school psychologists (ECPs) and school psychology…

The relationship between phone dependency with psychological disorders and academic burnout in students

OpenAIRE

Reza Noruzi Kuhdasht; Zahra Ghayeninejad; Naser Nastiezaie

2018-01-01

Despite the widespread use of mobail phones in Iranian students, psychological and behavioral effects of addiction to it and its consequences have not been investigated yet. The aim of this study was to determine the relationship between cell phone dependency with psychological disorders and academic burnout among nursing and midwifery students. In this study, 169 students were chosen through stratified random sampling method. Data collection tools included mobile phone addiction index, sympt...

"Having to Shift Everything We've Learned to the Side": Expanding Research Methods Taught in Psychology to Incorporate Qualitative Methods.

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Roberts, Lynne D; Castell, Emily

2016-01-01

In Australia the tradition of conducting quantitative psychological research within a positivist framework has been challenged, with calls made for the inclusion of the full range of qualitative and quantitative methodologies within the undergraduate psychology curriculum. Despite this, the undergraduate psychology curriculum in most Australian universities retains a strong focus on teaching quantitative research methods. Limited research has examined attitudes toward qualitative research held by undergraduate psychology students taught within a positivist framework, and whether these attitudes are malleable and can be changed through teaching qualitative methodologies. Previous research has suggested that students from strong quantitative backgrounds experience some cognitive dissonance and greater difficulties in learning qualitative methods. In this article we examine 3rd year undergraduate psychology students' attitudes to qualitative research prior to commencing and upon completion of a qualitative research unit. All students had previously completed two 13 weeks units of study in quantitative research methods. At Time 1, 63 students (84.1% female) completed online surveys comprising attitudinal measures. Key themes to emerge from student comments were that qualitative research was seen as an alternative approach, representing a paradigmatic shift that was construed by some students advantageous for meeting future professional and educative goals. Quantitative measures of attitudes to qualitative research were associated with general attitudes toward research, and psychology-specific epistemological beliefs. Changes in attitudes following completion of the qualitative research methods unit were in the hypothesized direction, but non-significant (small effect sizes). The findings increase our understanding of psychology students' attitudes toward qualitative research and inform our recommendations for teaching research methods within the undergraduate

Analyzing the Psychological Symptoms of Students in Undergraduate Program in Elementary Mathematics Teaching

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Masal, Ercan; Koc, Mustafa; Colak, Tugba Seda; Takunyaci, Mithat

2013-01-01

The main purpose of this research is to analyse whether there is a difference or not in levels of having psychological symptoms of the students of undergraduate program in elementary mathematics teaching. Another aim of the research is to determine whether the levels of having psychological symptoms of the students differ or not regarding various…

Post graduate students in educational psychology and theraplay a relational case inquiry

OpenAIRE

2014-01-01

M.Ed. Educational psychology honours students and Theraplay: a relational case inquiry. The South African community is moving towards fundamental socio-and-political restructuring. Part of the restructuring process is establishing suitable psychological intervention for the needy black child. From the researcher's understanding of the black child's need and knowledge of the different types of play therapies, the research question pertaining to how black students would relate to Theraplay e...

Through Psychological Lenses: University Students' Reflections Following the "Psychology of the Holocaust" Course

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Lazar, Alon; Litvak-Hirsch, Tal; Bar-On, Dan; Beyth-Marom, Ruth

2009-01-01

While Holocaust related activities and educational programs around the world are growing in number, published reports on their impact are scarce, especially on the university level. The free responses of 94 Jewish-Israeli university students who took the course "Psychology of the Holocaust" yielded eight themes. The results reflect a…

Psychological well-being status among medical and dental students in Makkah, Saudi Arabia: a cross-sectional study.

Science.gov (United States)

Aboalshamat, Khalid; Hou, Xiang-Yu; Strodl, Esben

2015-04-01

Medical and dental students experience poor psychological well-being relative to their peers. This study aimed to assess the psychological well-being among medical and dental students in Saudi Arabia, identify the high-risk groups and assess the association between the psychological well-being and the academic performance. In this cross-sectional study, 422 preclinical medical and dental students at Umm Al-Qura University, Saudi Arabia, were recruited to assess their depression, anxiety, stress, self-efficacy and satisfaction with life levels using 21-items Depression Anxiety Stress Scale (DASS-21), General Self-Efficacy (GSE) scale and Satisfaction With Life Scale (SWLS). Students' academic weighted grades were obtained later. Descriptive statistics and univariate general linear model were used to analyse data. High levels of depression (69.9%), anxiety (66.4%) and stress (70.9%) were indicated, whereas self-efficacy (mean = 27.22, sd = 4.85) and life satisfaction (mean = 23.60, sd = 6.37) were within the normal range. Female medical students had higher psychological distress in contrast to dental students. In general, third-year students were more depressed and stressed in comparison with second-year students, except for stress among dental students. Moreover, all females had higher self-efficacy than males. Life satisfaction was higher within the second-year and high family income students. Depression was the only psychological variable correlated with the academic performance. High levels of psychological distress were found. Female medical students had higher psychological distress than males, whereas male dental students had higher distress than female. Medical students at third year were more depressed and stressed. Dental students were more depressed in the third year, but more stressed in the second year. Attention should be directed towards reducing the alarming levels of depression, anxiety and stress among medical and dental students.

THE COMPARISON OF SELF-ESTEEM AND PSYCHOLOGICAL SEX AMONG FEMALE STUDENTS OF DIFFERENT UNIVERSITIES

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Romanowska-Tolloczko Anna

2010-04-01

Full Text Available The process of shaping one's self-esteem and psychological sex is to a large extent determined by the immediate social environment. The major impact is exerted by family members as well as significant others, whose opinions and judgements are deemed to be of cardinal importance. Psychological sex and self-esteem directly affect the quality of relations with other people, which, in turn, results in the feeling of satisfaction or discontentment. The aim of the undertaken research was to determine and compare the level of self-esteem and the type of psychological sex of female students at different types of universities. The data were collected by means of A. Kuczynska's Psychological Sex Inventory and L. Niebrzydowski's Self-esteem Questionnaire. The research group consisted of 320 women studying at four university schools in Wroclaw. The research allows to conclude that there are significant differences in terms of a multitude of psychological sex types and the level of self-esteem among female students of different universities. It appears that the highest level of self-esteem was observed in students of University School of Physical Education. This group of subjects comprises also the largest amount of female students with male and androgynous psychological sex.

Relations among exercise, coping, disordered eating, and psychological health among college students.

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Thome, Jennifer; Espelage, Dorothy L

2004-11-01

Researchers have long been interested in the coping styles of individuals who display disordered eating characteristics. Recently, exercise has been recognized as both a behavior and coping strategy that might be present among individuals with disordered eating. The present study evaluates the role of exercise as both a coping mechanism and as a health behavior in relation to eating pathology and other measures of psychological health in a nonclinical university population. Female (n=235) and male (n=86) undergraduate students completed questionnaires that assessed exercise behavior, coping strategies, eating attitudes, self-esteem, life satisfaction, affect, depression, and anxiety. The results indicate that the relations among exercise, coping, and eating pathology is complex. Exercise was related to positive psychological health in males, whereas exercise in females was associated with both positive and negative psychological health. For women with high Eating Attitudes Test (EAT-26) scores, exercise was significantly associated with negative affect, and a trend existed in this group such that exercise was associated with higher levels of depression and anxiety. Conversely, for women with low EAT scores, exercise was associated with positive affect. This suggests that exercise might be differentially associated with mental health based on the presence or absence of eating pathology.

Coping, family social support, and psychological symptoms among student veterans.

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Romero, Daniel H; Riggs, Shelley A; Ruggero, Camilo

2015-04-01

With rising numbers of student veterans on today's college campuses, multicultural competence in college counseling centers increasingly includes an understanding of military culture and its relation to the psychological health and functioning of student veterans. Research on interpersonal and intrapersonal factors associated with college student veterans' mental health is scarce. The current study examines the contributions of coping style and family social support on symptoms of anxiety, depression, and posttraumatic stress in a student veteran sample. We also tested the moderating role of family social support in the relationship between coping style and psychological symptoms. Data from 136 student veterans were analyzed by using path analysis. Results revealed that avoidant coping and family social support significantly predicted depressive and anxiety symptoms. Avoidant coping also significantly predicted posttraumatic stress symptoms. In addition, findings indicated that family social support moderated the relationship between problem-focused coping and depression, as well as between avoidant coping and symptoms of anxiety and depression but not posttraumatic stress. Implications of results for college and university counselors are discussed. (c) 2015 APA, all rights reserved).

Psychological Adaptation, Marital Satisfaction, and Academic Self-Efficacy of International Students

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Bulgan, Gökçe; Çiftçi, Ayse

2017-01-01

The authors investigated marital satisfaction and academic self-efficacy in relation to psychological adaptation (i.e., psychological well-being, life satisfaction) in a sample of 198 married international students. Results of multiple regression analyses indicated that marital satisfaction and academic self-efficacy accounted for 45.9% of…

Psychological Distress among Nursing, Physiotherapy and Occupational Therapy Students: A Longitudinal and Predictive Study

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Nerdrum, Per; Rustoen, Tone; Helge Ronnestad, Michael

2009-01-01

In this study, we present longitudinal data on changes in psychological distress among 232 Norwegian undergraduate students of nursing, physiotherapy, and occupational therapy. Psychological distress was assessed by applying the 12-item version of the General Health Questionnaire. Nursing students became substantially more distressed during the…

Mixed Methods Analysis of Multicultural Identity and Psychological Help Seeking Beliefs in College Students

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Walter, Jeffrey P.

2012-01-01

Research on the psychological help-seeking beliefs and behaviors of college students has provided evidence for differences among students based on demographic factors, with different variables being salient for different cultural groups. This mixed methods study focuses on understanding how common psychological help-seeking variables, including…

Program Costs and Student Completion

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Manning, Terri M.; Crosta, Peter M.

2014-01-01

Community colleges are under pressure to increase completion rates, prepare students for the workplace, and contain costs. Colleges need to know the financial implications of what are often perceived as routine decisions: course scheduling, program offerings, and the provision of support services. This chapter presents a methodology for estimating…

Prediction of adolescents doing physical activity after completing secondary education.

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Moreno-Murcia, Juan Antonio; Huéscar, Elisa; Cervelló, Eduardo

2012-03-01

The purpose of this study, based on the self-determination theory (Ryan & Deci, 2000) was to test the prediction power of student's responsibility, psychological mediators, intrinsic motivation and the importance attached to physical education in the intention to continue to practice some form of physical activity and/or sport, and the possible relationships that exist between these variables. We used a sample of 482 adolescent students in physical education classes, with a mean age of 14.3 years, which were measured for responsibility, psychological mediators, sports motivation, the importance of physical education and intention to be physically active. We completed an analysis of structural equations modelling. The results showed that the responsibility positively predicted psychological mediators, and this predicted intrinsic motivation, which positively predicted the importance students attach to physical education, and this, finally, positively predicted the intention of the student to continue doing sport. Results are discussed in relation to the promotion of student's responsibility towards a greater commitment to the practice of physical exercise.

[Peculiarities of the psychological status of first-year students in terms of university education].

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Buduk-ool, L K; Khovalyg, A M

2016-01-01

Peculiarities There was performed the study of the mental status of first-year students enrolled in the Tuvan state University. There were detected levels of reactive and personal anxiety, adaptive capacity, the level of social and psychological adaptation and aggression. Adaptation potential in students is within limits of the satisfactory one, there was no detected person with poor adaptive capacity and failure of adaptation, that indicates to the genetically fixed ability of the students’ body to adapt to living conditions. In a state of psychological adjustment there was revealed the more higher level of anxiety in Tuvan students, which is caused by the poor living conditions. More satisfactory condition is typical for the social and psychological adaptation, since in all students values of test scales are within normal limits.There were shown gender differences in adaptation and psychological status of students. Boys have more lower indices of indirect and verbal aggression, anger, resentment, suspicion, guilt. Girls are characterized by higher hostility, at that it even exceeds standard values. In the group of students with a high personal anxiety no differences in adaptive capacities were found, and in students with moderate personal anxiety there were significantly more boys with stress adaptation than girls. Analysis of the socio-psychological adaptation of first-year students shows that in all students values of the test scales are normal, but in young men, indices are higher that indicates to a more successful socialization in the environment of the university. Correlation analysis of indices of aggressiveness and socio-psychological adaptation revealed weak negative relationships between index of aggressiveness with maladaptiveness, non-acceptance of others, emotional comfort in boys. In girls “aggressiveness” positively correlates with the such indices as acceptance of others and adaptation. Factor analysis in young men revealed the first factor

Profiles of Psychological Well-being and Coping Strategies among University Students

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Carlos Freire

2016-10-01

Full Text Available In the transactional model of stress, coping responses are the key to preventing the stress response. In this study, the possible role of psychological well-being as a personal determinant of coping strategies in the academic context was analyzed. Specifically, the study has two objectives: (a to identify different profiles of students according to their level of psychological well-being; and (b to analyze the differences between these profiles in the use of three coping strategies (positive reappraisal, support-seeking, and planning. Age, gender, and degree were estimated as covariables. A total of 1,072 university students participated in the study. Latent profile analysis was applied to four indices of psychological well-being: self-acceptance, environmental mastery, purpose in life, and personal growth. An optimal four-profile solution, reflecting significant incremental shifts from low to very high psychological well-being, was obtained. As predicted, the profile membership distinguished between participants in positive reappraisal, support-seeking, and planning. Importantly, the higher the profile of psychological well-being was, the higher the use of the three coping strategies. Gender differences in coping strategies were observed, but no interaction effects with psychological well-being were found. Age and degree were not relevant in explaining the use of coping strategies. These results suggest that psychological well-being stands as an important personal resource to favor adaptive coping strategies for academic stress.

Effects of Bullying Experience on Psychological Well-Being Mediated by Conflict Management Styles and Psychological Empowerment among Nursing Students in Clinical Placement: A Structural Equation Modeling Approach.

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Ren, Liping; Kim, Hyunli

2017-10-01

This study aimed to test a proposed structural equation model in which bullying experience, conflict management styles and psychological empowerment predict psychological well-being among Chinese nursing students in clinical placement. Three hundred and sixty-six nursing students recruited from five hospitals in J city and Y city were assessed with self-report questionnaires on bullying experience, conflict management styles, psychological empowerment and psychological well-being including depression, self-esteem, and academic major satisfaction. Data were analyzed using SPSS version 20.0 and AMOS version 22.0. The evaluation parameters included the comparative fit index at .90, the goodness of fit index at .93, the root mean square error of approximation at .07, and χ²/df ratio at 2.66, indicating that the proposed structural equation model provided a good fit to the data. Experience of being bullied during clinical placement, conflict management styles and psychological empowerment explained 93.0% of the variance and had significant effects on psychological well-being, with conflict management styles and psychological empowerment mediating the association between bullying and psychological well-being. The findings indicated that mediation by conflict management styles and psychological empowerment alleviated the negative influence of bullying on psychological well-being. To limit bullying and its negative effects, development of effective guidelines to deal with bullying will be a critical tool for both Chinese nursing students and their instructors. Further research should incorporate conflict management styles and psychological empowerment into the specific intervention strategies for handling bullying behaviors among nursing students and staff nurses and promoting nursing students' psychological well-being. © 2017 Korean Society of Nursing Science

Student Satisfaction with Online Learning: Is It a Psychological Contract?

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Dziuban, Charles; Moskal, Patsy; Thompson, Jessica; Kramer, Lauren; DeCantis, Genevieve; Hermsdorfer, Andrea

2015-01-01

The authors explore the possible relationship between student satisfaction with online learning and the theory of psychological contracts. The study incorporates latent trait models using the image analysis procedure and computation of Anderson and Rubin factors scores with contrasts for students who are satisfied, ambivalent, or dissatisfied with…

Academic Behavioural Confidence: A Comparison of Medical and Psychology Students

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Sanders, Lalage; Sander, Paul

2007-01-01

Introduction. Sander, Stevenson, King and Coates (2000) identified differences between medical students in a conventional university and psychology students in a post-1992 university in their responses to different styles of learning and teaching. Method. It had been hypothesised that differing levels of confidence explained why the former felt…

Attitudes towards anorexia nervosa: volitional stigma differences in a sample of pre-clinical medicine and psychology students.

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Bannatyne, Amy Jean; Stapleton, Peta Berenice

2017-10-01

Anorexia nervosa (AN) is a highly stigmatised condition, with treatment often involving multidisciplinary care. As such, understanding and comparing the attitudes of emerging mental health and medical professionals towards AN, within the content of sex-based differences, is pertinent to facilitate the development of targeted stigma interventions. Examine the volitional stigmatisation of AN in emerging medical and mental health professionals. Participants (N = 126) were medical (n = 41) and psychology students (n = 85) who completed a range of attitudinal outcome measures (e.g. Causal Attributions Scale, Eating Disorder Stigma Scale, Opinions Scale, Characteristics Scale and Affective Reaction Scale). Across both disciplines, men were found to exhibit significantly higher eating disorder (ED) stigma, considered AN to be a more trivial and weak illness, and attributed greater levels of blame and responsibility to AN sufferers. Men also had significantly lower biogenetic causal attributions. Compared with psychology students, medicine students exhibited slightly greater anticipation of negative reactions in response to AN, obtained higher selfish/vain scores and considered sociocultural factors to contribute "a lot" in the development and maintenance of AN. Overall, results indicate interventions aimed at improving ED mental health literacy are needed, specifically targeting males and potentially medical students.

Lifestyle and Mental Health Correlates of Psychological Distress in College Students

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Knowlden, Adam P.; Hackman, Christine L.; Sharma, Manoj

2016-01-01

Objective: College students are at an increased risk of mental distress. The purpose of this study was to determine whether mental and lifestyle factors differed according to self-reported levels of psychological distress. Design and setting: A self-report questionnaire comprising the Kessler-6 Psychological Distress Scale, Revised Life…

Testing an Attachment Model of Latina/o College Students' Psychological Adjustment

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Garriott, Patton O.; Love, Keisha M.; Tyler, Kenneth M.; Thomas, Deneia M.; Roan-Belle, Clarissa R.; Brown, Carrie L.

2010-01-01

The present study examined the influence of attachment relationships on the psychological adjustment of Latina/o university students (N = 80) attending predominantly White institutions of higher education. A path analysis conducted to test a hypothesized model of parent and peer attachment, self-esteem, and psychological distress indicated that…

Culturally Competent Practice: A Mixed Methods Study Among Students, Academics and Alumni of Clinical Psychology Master’s Programs in the Netherlands

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Geerlings, Lennie R. C.; Thompson, Claire L.; Kraaij, Vivian; Keijsers, Ger P. J.

2018-01-01

This is the first research into preparation for multicultural clinical psychology practice in Europe. It applies the theory of multicultural counselling competency (MCC) to a case study in the Netherlands. It was hypothesized that cross-cultural practice experience, identification as a cultural minority, and satisfaction with cultural training was associated with MCC. The Multicultural Awareness Knowledge and Skills Survey was completed by 106 participants (22 students, 10 academics, 74 alumni) from clinical psychology masters’ programs. MANOVA detected a main effect of cross-cultural experience on MCC for all groups and universities. The data were enriched with exploratory qualitative data from 14 interviews (5 students, 5 academics, 4 alumni). Interpretative Phenomenological Analysis revealed three themes: limitations of clinical psychology, strategies for culturally competent practice, and strategies for cultural competency development. These outcomes suggest that cultural competency continues to require attention in master’s programs. The paper makes recommendations for further research enquiry related to training clinical psychologists to practice in Europe’s multicultural societies. PMID:29899800

Higher stress scores for female medical students measured by the Kessler Psychological Distress Scale (K10 in Pakistan

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Khadija Qamar

2014-10-01

Full Text Available The aim of this study was to determine the stress level of medical students and the relationship between stress and academic year. A cross-sectional, descriptive study was conducted at an undergraduate medical school with a five-year curriculum, in Pakistan, from January 2014 to April 2014. Medical students in the first four years were included in the study. The Kessler Psychological Distress Scale (K10, a self-administered questionnaire, was distributed to the students. A total of 445 medical students completed the questionnaire. The average stress score was 19.61 (SD = 6.76 with a range from 10 to 43. Stress was experienced by 169 students (41.7%. The scores of female students were higher than scores of males, indicating a higher stress level (P = 0.011. The relationship between stress and academic year was insignificant (P = 0.392.

Rebeccah A. Bernard: APA/APAGS Award for Distinguished Graduate Student in Professional Psychology.

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2014-11-01

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. A qualified candidate must demonstrate exemplary performance in working with an underserved population in an applied setting or have developed an innovative method for delivering health services to an underserved population. This year there are joint recipients of the award, Allie Abrahamson and Rebeccah A. Bernard. Their vision, creativity, courage, and dedication led them to create the Human Rights Forum at Chestnut Hill College to promote human rights education, awareness, and community service opportunities for doctoral students. Rebeccah A. Bernard's award citation, biography, and a selected bibliography are presented here. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Predictors of a Major for Psychology and Special Education Students.

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Magnello, M. Eileen

An inventory was administered to 161 college students in the late fall of 1977 in an attempt to predict the academic major of either psychology or special education students. The predictors were from the following series of items: demographic characteristics, academic information, occupational interests, and utility of their college program. A…

Psychology Students' Knowledge and Use of Mnemonics

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McCabe, Jennifer A.; Osha, Kelsey L.; Roche, Jennifer A.; Susser, Jonathan A.

2013-01-01

Mnemonics are strategies that can enhance learning and memory of course material. An online survey examined psychology students' metacognitive awareness and self-reported behaviors regarding mnemonics. Results showed that most participants could define mnemonics, but only a minority could describe the cognitive mechanisms involved.…

Relationships between Psychological Well-Being, Happiness, and Educational Satisfaction in a Group of University Music Students

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Demirbatir, Rasim Erol

2015-01-01

Few studies have been conducted on music students' psychological well-being and happiness. The purpose was to assess the psychological well-being, happiness and educational satisfaction among a group of university music students. Students participated voluntarily and filled out a sociodemographic questionnaire, Depression Anxiety Stress Scale…

Association of psychological stress with skin symptoms among medical students

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Ghada A. Bin Saif

2018-01-01

Full Text Available Objectives: To evaluate the association between psychological stress and skin symptoms among medical students. Methods: A cross-sectional study was carried out between January and June 2015. Electronic survey consists of Perceived Stress Questionnaire (PSQ and Self-Reported Skin Complaints Questionnaire were distributed to all 1435 undergraduate students at College of Medicine, King Saud University (KSU, Riyadh, Saudi Arabia. Results: Final analysis was performed on data from 529 (36.9% students. Students were divided into three groups: least stressed students, n=135, PSQ index less than 0.39; highly stressed students, n=136, PSQ index greater than 0.61; and moderately stressed students, n=258. Older age, female gender, during exam weeks, and fourth and fifth years of medical school (all p less than 0.01 were associated with the highest perceived stress levels. When compared to least stressed students, highly stressed students suffered from more oily, waxy patches or flakes on scalp (p≤0.0001, dry/sore rash (p≤0.0001, warts (p≤0.0001, pimples (p≤0.0001, itchy skin (p≤0.0001, hands itchy rash (p≤0.0001, hair loss (p≤0.0001, pull-out own hair (p=0.008, scaly skin (p=0.012, troublesome sweating (p=0.016, nails biting (p=0.028, and other rashes on face (p= 0.028. Conclusion: Various common skin conditions could appear in context of psychological stress among medical students.

Psychological distress and academic self-perception among international medical students: the role of peer social support.

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Yamada, Yukari; Klugar, Miloslav; Ivanova, Katerina; Oborna, Ivana

2014-11-28

Psychological distress among medical students is commonly observed during medical education and is generally related to poor academic self-perception. We evaluated the role of peer social support at medical schools in the association between psychological distress and academic self-perception. An online survey was conducted in a medical degree program for 138 international students educated in English in the Czech Republic. The Medical Student Well-Being Index was used to define the students' psychological distress. Perceived peer social support was investigated with the Multidimensional Scale of Perceived Social Support. Poor academic self-perception was defined as the lowest 30% of a subscale score of the Dundee Ready Education Environment Measure. Analyses evaluated the presence of additive interactions between psychological distress and peer social support on poor academic self-perception, adjusted for possible confounders. Both psychological distress and low peer social support were negatively associated with poor academic self-perception, adjusted for local language proficiency and social support from family. Students with psychological distress and low peer social support had an odds ratio of 11.0 (95% confidence interval (CI): 2.1-56.6) for poor academic self-perception as compared with those without distress who had high peer social support. The presence of an additive interaction was confirmed in that the joint association was four times as large as what would have been expected to be on summing the individual risks of psychological distress and low peer social support (synergy index = 4.5, 95% CI: 1.3-14.9). Psychological distress and low peer social support may synergistically increase the probability of poor academic self-perception among international medical students. Promoting peer social relationships at medical school may interrupt the vicious cycle of psychological distress and poor academic performance.

Psychological predictors of college students' cell phone use while driving.

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Schlehofer, Michèle M; Thompson, Suzanne C; Ting, Sarah; Ostermann, Sharon; Nierman, Angela; Skenderian, Jessica

2010-07-01

Despite the known risk, many people talk on a phone while driving. This study explored psychological predictors of cell phone use while driving. College students (final N=69) completed a survey and predicted their driving performance both with and without a simultaneous phone conversation. Their actual performance on a driving simulator was then assessed. Cell phone use reduced performance on the simulation task. Further, perceiving oneself as good at compensating for driving distractions, overestimating one's performance on the driving simulator, and high illusory control predicted more frequent cell phone use while driving in everyday life. Finally, those who talked more frequently on a phone while driving had poorer real-world driving records. These findings suggest illusory control and positive illusions partly explain driver's decisions of whether to use cell phones while driving. Copyright 2010 Elsevier Ltd. All rights reserved.

Difficult decisions: A qualitative exploration of the statistical decision making process from the perspectives of psychology students and academics

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Peter James Allen

2016-02-01

Full Text Available Quantitative research methods are essential to the development of professional competence in psychology. They are also an area of weakness for many students. In particular, students are known to struggle with the skill of selecting quantitative analytical strategies appropriate for common research questions, hypotheses and data types. To begin understanding this apparent deficit, we presented nine psychology undergraduates (who had all completed at least one quantitative methods course with brief research vignettes, and asked them to explicate the process they would follow to identify an appropriate statistical technique for each. Thematic analysis revealed that all participants found this task challenging, and even those who had completed several research methods courses struggled to articulate how they would approach the vignettes on more than a very superficial and intuitive level. While some students recognized that there is a systematic decision making process that can be followed, none could describe it clearly or completely. We then presented the same vignettes to 10 psychology academics with particular expertise in conducting research and/or research methods instruction. Predictably, these ‘experts’ were able to describe a far more systematic, comprehensive, flexible and nuanced approach to statistical decision making, which begins early in the research process, and pays consideration to multiple contextual factors. They were sensitive to the challenges that students experience when making statistical decisions, which they attributed partially to how research methods and statistics are commonly taught. This sensitivity was reflected in their pedagogic practices. When asked to consider the format and features of an aid that could facilitate the statistical decision making process, both groups expressed a preference for an accessible, comprehensive and reputable resource that follows a basic decision tree logic. For the academics in

A preliminary evaluation of the training effects of a didactic and simulation-based psychological first aid program in students and school counselors in South Korea.

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Lee, Jong-Sun; You, Sungeun; Choi, Yun-Kyeung; Youn, Hyae-Young; Shin, Hye Sook

2017-01-01

The present study aimed to examine the training effects of a didactic and simulation-based psychological first aid (PFA) program. Based on the competency-based model, the study sought to examine whether the PFA training would enhance knowledge, skills, and attitudes. Study 1 examined the training effects of the PFA program in a sample of undergraduate and graduate students in psychology. Study 2 was conducted with school counselors. In both studies, all participants completed a one-day PFA workshop with a 3-hour didactic lecture and a 3-hour simulation-based practice. Assessments were conducted prior to the didactic lecture and upon completion of the simulation-based practice. In study 1, an examination of pre- and posttest comparisons indicated that the training significantly improved students' PFA knowledge and perceived competence in PFA skill. In study 2, the same PFA training significantly improved school counselors' PFA knowledge, perceived competence in PFA skill, perceived preparedness and confidence to provide psychological assistance for future disasters, but their perceived willingness to participate in psychological assistance did not significantly change after the training. This study provides preliminary evidence supporting the effectiveness of the PFA training program using a combined method of didactic and simulation-based practice for disaster mental health providers in Korea.

A preliminary evaluation of the training effects of a didactic and simulation-based psychological first aid program in students and school counselors in South Korea.

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Jong-Sun Lee

Full Text Available The present study aimed to examine the training effects of a didactic and simulation-based psychological first aid (PFA program. Based on the competency-based model, the study sought to examine whether the PFA training would enhance knowledge, skills, and attitudes. Study 1 examined the training effects of the PFA program in a sample of undergraduate and graduate students in psychology. Study 2 was conducted with school counselors. In both studies, all participants completed a one-day PFA workshop with a 3-hour didactic lecture and a 3-hour simulation-based practice. Assessments were conducted prior to the didactic lecture and upon completion of the simulation-based practice. In study 1, an examination of pre- and posttest comparisons indicated that the training significantly improved students' PFA knowledge and perceived competence in PFA skill. In study 2, the same PFA training significantly improved school counselors' PFA knowledge, perceived competence in PFA skill, perceived preparedness and confidence to provide psychological assistance for future disasters, but their perceived willingness to participate in psychological assistance did not significantly change after the training. This study provides preliminary evidence supporting the effectiveness of the PFA training program using a combined method of didactic and simulation-based practice for disaster mental health providers in Korea.

Psychological Security and Self-Efficacy among Syrian Refugee Students inside and outside the Camps

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ALharbi, Bassam H. M.

2017-01-01

The present study aimed to identify the degree of psychological security and self-efficacy among the Syrian refugee students inside and outside the camps. The sample consisted of 600 students from Syrian refugees inside and outside the camps in the second semester of the academic year 2014-2015. Scales for psychological security and self-efficacy…

A Psychological Measurement of Student Testing Design Preferences.

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Shukla, P. K.; Bruno, James

An analytical technique from the field of market research called conjoint analysis was applied to a psychological measurement of student testing design preferences. Past concerns with testing design are reviewed, and a newer approach to testing is identified--the modified confidence weighted-admissible probability measurement (MCW-APM) test…

Tools for Teaching Cognitive Psychology: Using Public Service Announcements for Education on Environmental Sustainability

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Hager, Lisa D.

2011-01-01

To understand the relevance of cognitive psychology, students in a cognitive psychology course were required to complete a detailed plan for a public service announcement focusing on environmental issues. The final exam was a Microsoft Office PowerPoint presentation incorporating at least eight concepts from the course. Students in the course…

"I Want to Study Psychology": Vocational Interests and Values of University Preparatory Students with a Preference for Studying Psychology

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Hernández-Franco, Vicente; Baena, Belén Charro; Prieto-Ursúa, María; Toro, Laura Bermejo

2018-01-01

Introduction: The aim of this study was to explore the specific vocational identity of secondary school students whose first choice of degree program is Psychology. In particular, this study analyzes when their interest in Psychology began, the curriculum track taken in high school and their profile of vocational interests and values. Method: The…

Do law students stand apart from other university students in their quest for mental health: A comparative study on wellbeing and associated behaviours in law and psychology students.

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Skead, Natalie K; Rogers, Shane L

2015-01-01

We are not producing a product, but a well-balanced person.(1) It is well-documented that law students experience higher levels of psychological distress than members of the general population and university students in other professional disciplines. In 2014, we published our findings on an empirical study identifying the correlations between law student wellbeing and student behaviour both at and away from law school. The results of the study informed the development of an evidence-based 'behavioural toolkit' to assist law students and law schools in making informed choices and decisions that promote and even improve the mental health of students. The study we undertook was not, however, limited to law students. It extended to collecting quantitative data on psychological distress and associated behaviours in psychology students. This article reports on the comparative findings of the study and provides a comparative basis for understanding the contextual influences on the wellbeing of law students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Psychological Comparisons of Undergraduate and Graduate College of Education Students

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Illovsky, Michael E.

2010-01-01

This is a study of 57 graduate students and 229 undergraduate students in classes preparing them to be teachers. The survey extended over a period of five years, involving 14 classes in a college of education. Using the Personality Research Form scales to compare the psychological aspects of undergraduate and graduate college of education…

Psychological distress in student nurses undertaking an educational programme with professional registration as a nurse: Their perceived barriers and facilitators in seeking psychological support.

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Mitchell, A E P

2018-05-01

WHAT IS KNOWN ON THE SUBJECT?: Psychological distress is a major health concern, and university student populations are at a risk due to high academic, economic and interpersonal demands at this time. While a number of studies have been conducted looking at distress and service uptake amongst university students, there is a lack of comparative information in the student nurse population. Therefore, this study focuses on level of psychological distress and service uptake in student nurses during their training. Student nurses in training are acknowledged as particularly vulnerable to anxiety and depression. Anxiety and depression can interfere with educational achievement and interfere with working relationships, which are an important aspect of clinical practice. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This study investigates psychological distress and service uptake in student nurses, in a single study, by measuring the level of distress and comparing this with adult nonpatient norms. The key findings suggest high levels of anxiety and depression and poor uptake of support in student nurses. The main barrier to seeking support was the fear of disclosure about their anxiety and/or depression, and feared impact on their suitability to train as a nurse. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Due to the fear of disclosure and low levels of support seeking, mental health nurses and academics have a key role to play in mental health literacy. It seems reasonable, given the key findings, to suggest that interventions be directed at decreasing anxiety and depression such as mindfulness training and other evidence-based strategies. It is recommended that psychological distress needs due attention from higher education sector and those health professionals involved in mental health service provision to support evidence-based strategies that target these issues. Introduction This study adds to the existing international evidence on psychological distress in the

The Application Status of Psychological Scale for the Study of the Psychological Health of Ethnic Minority College Students

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Wang Can; Liu Dawei

2015-01-01

Since the 1990s, the numbers of college students who drop out of school due to mental disorders have increased dramatically. In recent years, reports on college students’ mental health crisis have drawn more and more public at-tention. Therefore, the mental health status of col-lege students is becoming a serious focus in the field of psychology. However,there are few studies on the mental health of ethnic minority college students. As a standardized practical screening instru-ment, the psychological assessment scale has be-come a widely used tool for many universities to e-valuate psychological problems. This paper intends to analyze the characteristics of the psychological scales commonly used in ethnic minority colleges, and clearly describe the status of its application. Through searching thefull-text database CNKI,we discovered that there are several tools concerning psychological scale that are used commonly in eth-nic minority colleges, including the Symptom Checklist 90 ( SCL - 90 ) , Zung Self - Rating Scales(SDS/SAS),Psychological Health Inventory ( PHI) ,Eysenck Personality Questionnaire( EPQ) , 16 PF Questionnaire ( 16 pf ) , and the College Students’Personality Health Questionnaire ( UPI ) . We did a comparative analysis on them as follows:1. The Symptom Checklist-90-R( SCL-90-R ) is a self -reporting psychometric question-naire published in 1975 . It is designed to evaluate a broad range of psychological problems and symp-toms of psychopathology. It is still one of the most widely used instruments in the investigation of the mental health of college students. 2. The Zung Self - Rating Depression Scale (SDS)and Zung Self -Rating Anxiety Scale(SAS) were designed by psychiatrist William W. K. Zung. The Zung Self-Rating Depression Scaleis used to as-sess the level of depression for patients diagnosed with depressive disorder. The Zung Self-Rating Anx-iety Scale was designed to assess a patient’s level of anxiety. Both of them are commonly used in

Psychological morbidity, sources of stress and coping strategies among undergraduate medical students of Nepal.

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Sreeramareddy, Chandrashekhar T; Shankar, Pathiyil R; Binu, V S; Mukhopadhyay, Chiranjoy; Ray, Biswabina; Menezes, Ritesh G

2007-08-02

In recent years there has been a growing appreciation of the issues of quality of life and stresses involved medical training as this may affect their learning and academic performance. However, such studies are lacking in medical schools of Nepal. Therefore, we carried out this study to assess the prevalence of psychological morbidity, sources and severity of stress and coping strategies among medical students in our integrated problem-stimulated undergraduate medical curriculum. A cross-sectional, questionnaire-based survey was carried out among the undergraduate medical students of Manipal College of Medical Sciences, Pokhara, Nepal during the time period August, 2005 to December, 2006. The psychological morbidity was assessed using General Health Questionnaire. A 24-item questionnaire was used to assess sources of stress and their severity. Coping strategies adopted was assessed using brief COPE inventory. The overall response rate was 75.8% (407 out of 525 students). The overall prevalence of psychological morbidity was 20.9% and was higher among students of basic sciences, Indian nationality and whose parents were medical doctors. By logistic regression analysis, GHQ-caseness was associated with occurrence of academic and health-related stressors. The most common sources of stress were related to academic and psychosocial concerns. The most important and severe sources of stress were staying in hostel, high parental expectations, vastness of syllabus, tests/exams, lack of time and facilities for entertainment. The students generally used active coping strategies and alcohol/drug was a least used coping strategy. The coping strategies commonly used by students in our institution were positive reframing, planning, acceptance, active coping, self-distraction and emotional support. The coping strategies showed variation by GHQ-caseness, year of study, gender and parents' occupation. The higher level of psychological morbidity warrants need for interventions like

Psychological morbidity, sources of stress and coping strategies among undergraduate medical students of Nepal

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Mukhopadhyay Chiranjoy

2007-08-01

Full Text Available Abstract Background In recent years there has been a growing appreciation of the issues of quality of life and stresses involved medical training as this may affect their learning and academic performance. However, such studies are lacking in medical schools of Nepal. Therefore, we carried out this study to assess the prevalence of psychological morbidity, sources and severity of stress and coping strategies among medical students in our integrated problem-stimulated undergraduate medical curriculum. Methods A cross-sectional, questionnaire-based survey was carried out among the undergraduate medical students of Manipal College of Medical Sciences, Pokhara, Nepal during the time period August, 2005 to December, 2006. The psychological morbidity was assessed using General Health Questionnaire. A 24-item questionnaire was used to assess sources of stress and their severity. Coping strategies adopted was assessed using brief COPE inventory. Results The overall response rate was 75.8% (407 out of 525 students. The overall prevalence of psychological morbidity was 20.9% and was higher among students of basic sciences, Indian nationality and whose parents were medical doctors. By logistic regression analysis, GHQ-caseness was associated with occurrence of academic and health-related stressors. The most common sources of stress were related to academic and psychosocial concerns. The most important and severe sources of stress were staying in hostel, high parental expectations, vastness of syllabus, tests/exams, lack of time and facilities for entertainment. The students generally used active coping strategies and alcohol/drug was a least used coping strategy. The coping strategies commonly used by students in our institution were positive reframing, planning, acceptance, active coping, self-distraction and emotional support. The coping strategies showed variation by GHQ-caseness, year of study, gender and parents' occupation. Conclusion The higher

The Counseling Center Assessment of Psychological Symptoms (CCAPS-62): Acceptance, feasibility, and initial psychometric properties in a UK student population.

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Broglia, Emma; Millings, Abigail; Barkham, Michael

2017-09-01

The burden and severity of student mental health continue to increase in parallel with increasing financial pressures on students and services alike. There is a need for a student-specific measure of distress that acknowledges their unique context. This study examined the feasibility, acceptance, and initial psychometric properties of a US measure, the Counseling Center Assessment of Psychological Symptoms (CCAPS), in a UK student sample. A sample of 294 UK help-seeking students from two universities completed the CCAPS-62 and Clinical Outcomes in Routine Evaluation (CORE-10) as a comparator. The factor solution and reliability of the CCAPS-62 were examined. Correlations and clinical boundaries were determined between the CCAPS-62 subscales and CORE-10, and comparisons were made with US published norms. The CCAPS-62 demonstrated a strong factor solution that matched the intended subscales. All subscales had good reliability and correlated significantly with the CORE-10. The agreement on caseness between the two measures was 92.8% with 86.3% reaching clinical threshold on both the CCAPS-62 and CORE-10. Severity was most noticeable for academic distress, depression, anxiety, and social anxiety. Compared to US data, UK students showed higher clinical severity for all psychological symptoms. The CCAPS-62 is a reliable and psychometrically valid assessment measure to use with UK students without revision. The overall distress indicated is similar to that of the CORE-10, but the individual subscales are more informative of specific student concerns including academic distress, social anxiety, and substance abuse. Potential benefits of administering a student-focused assessment measure in student counselling services are discussed. University students attending counselling in the UK demonstrate clinical severity for academic distress, depression, anxiety, and social anxiety. Compared to university students in the US, UK students present with higher clinical severity on

Emerging Information Literacy and Research-Method Competencies in Urban Community College Psychology Students

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Wolfe, Kate S.

2015-01-01

This article details an assignment developed to teach students at urban community colleges information-literacy skills. This annotated bibliography assignment introduces students to library research skills, helps increase information literacy in beginning college students, and helps psychology students learn research methodology crucial in…

Social Networking in School Psychology Training Programs: A Survey of Faculty and Graduate Students

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Pham, Andy V.; Goforth, Anisa N.; Segool, Natasha; Burt, Isaac

2014-01-01

The increasing use of social networking sites has become an emerging focus in school psychology training, policy, and research. The purpose of the current study is to present data from a survey on social networking among faculty and graduate students in school psychology training programs. A total of 110 faculty and 112 graduate students in school…

Assessment of creativity in Psychology undergraduate students

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Marta Luísa da Cruz Alves

2014-08-01

Full Text Available Creativity is an important human faculty in several performance areas, including the work of a psychologist. This article aimed to describe creativity in a group of Psychology undergraduate students in order to verify whether their professional development fosters creative potential. The study comprised 75 students, equally distributed in three groups from the first, fifth and tenth terms, aged 18 to 59, who were submitted to the Verbal TTCT (Torrance Test of Creative Thinking: Thinking Creatively with Words, following technical specifications of this tool. Further to test evaluation, results of the three groups were statistically compared and the main results showed higher creativity index in senior students, mainly regarding Fluency – ability to produce a large number of ideas, and Originality – ability to produce new and infrequent ideas.

College Students' Social Goals and Psychological Adjustment: Mediation via Emotion Regulation

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Shim, Sungok Serena; Wang, Cen; Makara, Kara A.; Xu, Xiao-Guang; Xie, Li-Na; Zhong, Ming

2017-01-01

University life can be stressful and students may struggle to adjust socially. We examined students' social achievement goals--their orientations towards their relationships with their peers--as one important factor underlying students' social and psychological adjustment in college. When investigating the direct and indirect effects of social…

Teaching Cognitive-Behavioral Therapy to Undergraduate Psychology Students

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Ryan, Tracey Ellen; Blau, Shawn; Grozeva, Dima

2011-01-01

This article describes an experimental undergraduate psychology course that ran for two semesters during the 2009 academic year at a private, urban university in the United States. Students learned the techniques and strategies of cognitive behavioral therapy (CBT) and rational emotive behavior therapy (REBT) with a focus on the practical elements…

Using Interactive Graphics to Teach Multivariate Data Analysis to Psychology Students

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Valero-Mora, Pedro M.; Ledesma, Ruben D.

2011-01-01

This paper discusses the use of interactive graphics to teach multivariate data analysis to Psychology students. Three techniques are explored through separate activities: parallel coordinates/boxplots; principal components/exploratory factor analysis; and cluster analysis. With interactive graphics, students may perform important parts of the…

Comparison of the Psychological Characteristics of Adaptation in Orphan Students of Initial Learning Stage to Adaptation Potential in Students Brought up in Families

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Zamorueva V.V.,

2014-08-01

Full Text Available We present a study of psychological characteristics of preadult orphans, their psychological adaptation to the conditions of learning in high school compared to the norm population (students living in family. We assumed that the level of adaptation of the orphan students is significantly smaller than in other students, because of their special life circumstances (maternal deprivation, living in residential care institutions, sometimes bad heredity, lack of life skills in everyday issues, personal problems. The results of the survey of 49 orphan students (26 girls and 23 boys and 49 first-year students brought up by parents (28 girls and 21 boys, confirmed this hypothesis and allow us to tell that orphan students need special psychological help in the learning process in high school to grow at a personal and professional level.

Racial Microaggressions and School Psychology Students: Who Gets Targeted and How Intern Supervisors Can Facilitate Racial Justice

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Proctor, Sherrie L.; Kyle, Jennifer; Lau, Cindy; Fefer, Keren; Fischetti, Jessica

2016-01-01

The purpose of this study was to investigate ethnically and racially diverse school psychology students' experiences with racial microaggressions in school psychology graduate training. Through a national survey of ethnically and racially diverse school psychology students (N = 228), the study examined if level of graduate training (i.e., interns…

“Having to Shift Everything We’ve Learned to the Side”: Expanding Research Methods Taught in Psychology to Incorporate Qualitative Methods

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Roberts, Lynne D.; Castell, Emily

2016-01-01

In Australia the tradition of conducting quantitative psychological research within a positivist framework has been challenged, with calls made for the inclusion of the full range of qualitative and quantitative methodologies within the undergraduate psychology curriculum. Despite this, the undergraduate psychology curriculum in most Australian universities retains a strong focus on teaching quantitative research methods. Limited research has examined attitudes toward qualitative research held by undergraduate psychology students taught within a positivist framework, and whether these attitudes are malleable and can be changed through teaching qualitative methodologies. Previous research has suggested that students from strong quantitative backgrounds experience some cognitive dissonance and greater difficulties in learning qualitative methods. In this article we examine 3rd year undergraduate psychology students’ attitudes to qualitative research prior to commencing and upon completion of a qualitative research unit. All students had previously completed two 13 weeks units of study in quantitative research methods. At Time 1, 63 students (84.1% female) completed online surveys comprising attitudinal measures. Key themes to emerge from student comments were that qualitative research was seen as an alternative approach, representing a paradigmatic shift that was construed by some students advantageous for meeting future professional and educative goals. Quantitative measures of attitudes to qualitative research were associated with general attitudes toward research, and psychology-specific epistemological beliefs. Changes in attitudes following completion of the qualitative research methods unit were in the hypothesized direction, but non-significant (small effect sizes). The findings increase our understanding of psychology students’ attitudes toward qualitative research and inform our recommendations for teaching research methods within the undergraduate

Yoga as a Burnout Preventative for Psychology Graduate Students

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Marquez, Genevive

2011-01-01

Psychology graduate students experience unique stressors resulting from academic tasks and regular exposure to emotional distress (Stratton, Kellaway, & Rottini, 2007). Pervasive stress may eventually lead to burnout: emotional exhaustion, depersonalization, and reduced personal accomplishment (Maslach, 1986). Burnout impinges on academic…

The meanings of suicidal behaviour to psychology students in Ghana: a qualitative approach.

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Osafo, Joseph; Hjelmeland, Heidi; Akotia, Charity S; Knizek, Birthe Loa

2011-11-01

The objective of this study was to examine psychology students' attitudes toward suicidal behaviour and the meanings they assign to the act. In-depth interviews were conducted with 15 final year psychology students at a university in Ghana. Interpretative Phenomenological Analysis (IPA) was used to analyze the data. The results indicated that the students had a generalized negative attitude toward suicide. Religious beliefs and family harmony are cultural contexts influencing the interpretation of suicidal behaviour as breach of divine and communal moralities. The implications of these meanings of suicidal behaviour for suicide prevention in Ghana are discussed.

The Psychological Contract of Science Students: Social Exchange with Universities and University Staff from the Students' Perspective

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O'Toole, Paddy; Prince, Nike

2015-01-01

Considerable research has been undertaken involving the student experience and depicting undergraduate students as consumers of education. This construction of the relationship between students and universities is based primarily on notions of economic exchange. In this paper, using the construct of the psychological contract, we show that social…

[Psychological effects of preventive voice care training in student teachers].

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Nusseck, M; Richter, B; Echternach, M; Spahn, C

2017-07-01

Studies on the effectiveness of preventive voice care programs have focused mainly on voice parameters. Psychological parameters, however, have not been investigated in detail so far. The effect of a voice training program for German student teachers on psychological health parameters was investigated in a longitudinal study. The sample of 204 student teachers was divided into the intervention group (n = 123), who participated in the voice training program, and the control group (n = 81), who received no voice training. Voice training contained ten 90-min group courses and an individual visit by the voice trainer in a teaching situation with feedback afterwards. Participants were asked to fill out questionnaires (self-efficacy, Short-Form Health Survey, self-consciousness, voice self-concept, work-related behaviour and experience patterns) at the beginning and the end of their student teacher training period. The training program showed significant positive influences on psychological health, voice self-concept (i.e. more positive perception and increased awareness of one's own voice) and work-related coping behaviour in the intervention group. On average, the mental health status of all participants reduced over time, whereas the status in the trained group diminished significantly less than in the control group. Furthermore, the trained student teachers gained abilities to cope with work-related stress better than those without training. The training program clearly showed a positive impact on mental health. The results maintain the importance of such a training program not only for voice health, but also for wide-ranging aspects of constitutional health.

Psychological quality of life and its association with academic employability skills among newly-registered students from three European faculties.

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Baumann, Michèle; Ionescu, Ion; Chau, Nearkasen

2011-04-18

In accord with new European university reforms initiated by the Bologna Process, our objectives were to assess psychological quality of life (QoL) and to analyse its associations with academic employability skills (AES) among students from the Faculty of Language, Literature, Humanities, Arts and Education, Walferdange Luxembourg (F1, mostly vocational/applied courses); the Faculty of Social and Human Sciences, Liege, Belgium (F2, mainly general courses); and the Faculty of Social Work, Iasi, Romania (F3, mainly vocational/professional courses). Students who redoubled or who had studied at other universities were excluded. 355 newly-registered first-year students (145 from F1, 125 from F2, and 85 from F3) were invited to complete an online questionnaire (in French, German, English or Romanian) covering socioeconomic data, the AES scale and the QoL-psychological, QoL-social relationships and QoL-environment subscales as measured with the World Health Organisation Quality of Life short-form (WHOQoL-BREF) questionnaire. Analyses included multiple regressions with interactions. QoL-psychological, QoL-social relationships and QoL-environment' scores were highest in F1 (Luxembourg), and the QoL-psychological score in F2 (Belgium) was the lower. AES score was higher in F1 than in F3 (Romania). A positive link was found between QoL-psychological and AES for F1 (correlation coefficient 0.29, pskills that increase employability from the faculties offering vocational/applied/professional courses in Luxembourg and Romania, but not their academically orientated Belgian counterparts. In the context of developing a European Higher Educational Area, these measurements are major indicators that can be used as a guide to promoting programs geared towards counseling, improvement of the social environment, and services to assist with university work and facilitate achievement of future professional projects.

Stress resiliency, psychological empowerment and conflict management styles among baccalaureate nursing students.

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Pines, Eula W; Rauschhuber, Maureen L; Norgan, Gary H; Cook, Jennifer D; Canchola, Leticia; Richardson, Cynthia; Jones, Mary Elaine

2012-07-01

This article is a report of a Neuman Systems Model-guided correlational study of the relations of stress resiliency, psychological empowerment, selected demographic characteristics (age, ethnicity, semester in school) and conflict management styles. Emerging evidence suggests that stress resiliency and psychological empowerment can strengthen student nurses in academic achievement and coping with stress. Little is known about conflict management styles of students and the relationship to empowerment, resiliency and the implications for managing workplace conflict. A correlational study was conducted in Spring 2010 with 166 baccalaureate students. Most participants were female, single, Hispanic and 25 years old. The data collection instruments included the Stress Resiliency Profile, the Psychological Empowerment Instrument, the Conflict Mode Instrument and a demographic inventory. Descriptive and inferential correlational statistics were used to analyse the data. Students scored in the high range for focusing on their deficiencies in conflict situations; they scored above the 60th percentile for avoiding and accommodating behaviours and were less likely to use competing or collaborating strategies to manage conflict. Empowerment scores were significantly correlated with stress resiliency scores. Students with high scores on empowerment had high scores on the skill recognition subscale of the Stress Resiliency Profile suggesting more resilience; high scores on empowerment were related to high necessitating subscale scores of the Stress Resiliency Profile suggesting a predisposition to stress. Neuman Systems Model may provide guidance for educators to strengthen student nurses' management of stressors in the workplace. © 2011 Blackwell Publishing Ltd.

Student Engagement and Completion in Precalculus Precalculus Mega Section: Efficiently Assisting Student Engagement and Completion with Communications and Information Technology

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Brusi, Rima; Portnoy, Arturo; Toro, Nilsa

2013-01-01

The Precalculus Mega Section project was developed with the main purpose of improving the overall performance of the student body in Precalculus, an important gatekeeper course that affects student engagement and completion, with typical drop/failure rates of over 50 percent. Strategies such as integration of technology and additional practice…

Psychology Students' Expectations Regarding Educational Requirements and Salary for Desired Careers

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Strapp, Chehalis M.; Drapela, Danica J.; Henderson, Cierra I.; Nasciemento, Emily; Roscoe, Lauren J.

2018-01-01

This study investigated the accuracy of psychology majors' expectations regarding careers. Psychology majors, including 101 women and 35 men (M[subscript age] = 23 years; standard deviation[subscript age] = 6.25), indicated a desired career and estimated the level of education needed and the expected annual salary for the career. Students'…

Multicultural Grand Rounds: Competency-Based Training Model for Clinical Psychology Graduate Students

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Stites, Shana D.; Warholic, Christina L.

2014-01-01

Preparing students to enter the field of psychology as competent professionals requires that multicultural practices be infused into all areas of training. This article describes how the Grand Rounds model was adapted to a graduate clinical psychology training program to foster applied learning in multicultural competence. This extension of Grand…

[An investigation on self-harm episodes and their relationship with suicidal psychology and behaviors in 2713 college students].

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Su, Pu-Yu; Hao, Jia-Hu; Huang, Zhao-Hui; Tao, Fang-Biao

2010-11-01

To investigate the episodes and influencing factors on self-harm and to explore the relationship between self-harm episodes and suicidal psychology and behaviors in college students. Four universities were selected using cluster sampling method in Anqing city and Chaohu city. Totally, 2713 college students completed this survey. Data were analyzed by Pearson Chi-square and logistic regression. In the last six months, rates of highly lethal self-harm, less lethal self-harm with visible tissue damage, self-injury without visible tissue damage, self-harmful behaviors with latency damage, other self-harmful behaviors with menticide were 1.9%, 5.5%, 15.3%, 21.2% and 17.0% respectively. The total rate of self-harm was 31.3%. 73.1% of the students with self harmful experiences had the above mentioned behaviors more than 3 times in the last six months. The top 3 reasons for taking self-harm actions were: having learning problems (43.1%), failed love affairs (25.0%) and having conflicts with others (23.9%). There were different influencing factors among different kinds of self-harm episodes. Depression was the risk factor of self-harm. The higher score of having high self-esteem was the protective factor of all kinds of self-harm actions except highly lethal ones. Higher score of difficulties in identifying feelings was one of the risk factors. The rates of suicidal psychology and behaviors in students with self-harm were significantly higher than those in students without those behaviors. Result from linear χ(2) test indicated that the graveness of tissue damage of self-harm was higher along with the rates of suicidal psychology and behaviors (P self-esteem was the protective factor related to most of the self-harm cases.

Prevalence of psychological and physical symptoms of pre-menstrual syndrome in female students

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Awanish Kumar Pandey

2013-01-01

Full Text Available Pre-menstrual syndrome is a group of physical and psychological symptoms that appears before the menstrual bleeding. The study was designed to evaluate the prevalence of physical and psychological symptoms of pre-menstrual syndrome among female students of technical institution in Gorakhpur. Two hundred students aged between 15 to 30 years participated in the study and revealed that all the participants of study experienced at least 1 symptom of PMS. The most common physical symptom was joint\\muscle pain (77.5%. Lethargy (83% was reported as most common psychological symptom in the study. The study concluded that prevalence of PMS is 100%, and most of the participants (42.5% have more than 5 symptoms of PMS.

Psychological type and attitude toward Christianity: a replication.

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Francis, Leslie J; Robbins, Mandy; Boxer, Anna; Lewis, Christopher Alan; McGuckin, Conor; McDaid, Charles J

2003-02-01

A sample of 149 university students completed the Francis Psychological Type Scales together with the Francis Scale of Attitude Toward Christianity. The data indicated that university students classified as Feeling Types hold a more positive attitude toward Christianity than those classified as Thinking Types. These findings replicate the 1999 report of Jones and Francis.

Personal growth initiative among Industrial Psychology students in a higher education institution in South Africa

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Angelique de Jager-van Straaten

2016-10-01

Full Text Available Orientation: Personal growth initiative (PGI is an important characteristic of workplace counsellors. Industrial and organisational (I-O psychologists often assist employees with counselling for work-related and personal problems, and therefore PGI is an important research topic for this profession. Research purpose: The purpose of this study was to measure the PGI of I-O psychology students in a higher education institution in South Africa, as well as to explore differences in PGI between demographic groups. Motivation: According to the scope of practice for psychologists, growth and development of employees form part of an I-O psychologist’s responsibilities. PGI is an important characteristic of I-O psychologists as it enables them to efficiently assist employees in growth and development processes. Research design, approach and method: A cross-sectional survey design was used. A purposive non-probability sample (N = 568 of I-O psychology students was taken from a higher education institution in South Africa. A biographical questionnaire and the personal growth initiative scale (PGIS were used as measuring instruments. Main findings: The results indicated that (1 the PGIS is a valid and reliable measure of PGI, (2 PGI is prevalent amongst I-O psychology students and (3 PGI differs between certain demographic groups. Practical implications: The findings of this study will assist in the future development of a training programme for I-O psychology students to equip them with the counselling skills they need to function in a counselling role. Contribution: This study contributes to knowledge regarding the importance of PGI for I-O psychology students. The study will also assist higher education institutes to adapt their training programmes in order to prepare I-O psychology students for their role as counsellors. More knowledge will also be provided with regard to the functioning of the PGIS.

A Pilot Intervention to Improve the Structural Quality of Exam Essay Writing in UK Undergraduate Psychology Students

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Connelly, Vincent; Dockrell, Julie E.; Barnett, Jo

2006-01-01

Psychology undergraduates need to produce good quality essays in order to succeed at university. Students find the transition to university writing difficult. Using a rubric, a profile of student weakness in psychology essay writing was described. The students were generally poor at the structural organisation of their essays. A pilot intervention…

Relationships between self-efficacy, self-esteem and procrastination in undergraduate psychology students.

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Hajloo, Nader

2014-01-01

The present study aimed to review the relationships between procrastination and two self-factors self-efficacy and self-esteem. Participants were 140 undergraduates Psychology students enrolled in Mohagheg Ardabili University, Ardabil, Iran. Instruments used for collecting the required data were the student-version of the General Procrastination Scale (GP-S), General Self-Efficacy Scale (GSE) and Rosenberg's Self-Esteem Scale (SES). Using causal modeling, two models were compared; a model with self-esteem as a mediator versus a model with procrastination as a mediator. The self-esteem mediator model accounted for 21% of the variance in procrastination. The significance of the mediation effect was found by bootstrapping method. The relationship of procrastination with self-esteem and self-efficacy was revealed among undergraduate psychology students.

An evaluation of an educational intervention in psychology of injury for athletic training students.

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Stiller-Ostrowski, Jennifer L; Gould, Daniel R; Covassin, Tracey

2009-01-01

"Psychosocial Intervention and Referral" is 1 of the 12 content areas in athletic training education programs, but knowledge gained and skill usage after an educational intervention in this area have never been evaluated. To evaluate the effectiveness of an educational intervention in increasing psychology-of-injury knowledge and skill usage in athletic training students (ATSs). Observational study. An accredited athletic training education program at a large Midwestern university. Participants included 26 ATSs divided into 2 groups: intervention group (4 men, 7 women; age = 21.4 +/- 0.67 years, grade point average = 3.37) and control group (7 men, 8 women; age = 21.5 +/- 3.8 years, grade point average = 3.27). All participants completed the Applied Sport Psychology for Athletic Trainers educational intervention. Psychology-of-injury knowledge tests and skill usage surveys were administered to all participants at the following intervals: baseline, intervention week 3, and intervention week 6. Retention tests were administered to intervention-group participants at 7 and 14 weeks after intervention. Analysis techniques included mixed-model analysis of variance (ANOVA) and repeated-measures ANOVA. The Applied Sport Psychology for Athletic Trainers educational intervention effectively increased psychology-of-injury knowledge (29-point increase from baseline to intervention week 6; F(2,23) = 29.358, P evaluating an educational intervention designed to improve ATSs' knowledge and skill usage revealed that the intervention was effective. Although both knowledge and skill usage scores decreased by the end of the retention period, the scores were still higher than baseline scores, indicating that the intervention was effective.

Mapping Psychology Students' Perspective on Group Peer-Tutoring in Statistics

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Cantinotti, Michael; Désormeaux-Moreau, Marjorie; Balbinotti, Marcos

2017-01-01

Students in psychology generally have difficulties to successfully accomplish mandatory courses in statistics. Group peer-tutoring is a pedagogical strategy to support them with a peer that has already successfully mastered the content of such a course. In order to specifically tailor group peer-tutoring to the needs of students and to sustain…

Relationship between Psychological Well-Being and Smartphone Addiction of University Students

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Kumcagiz, Hatice; Gündüz, Yüksel

2016-01-01

This study was carried out to examine the relationship between university students' levels of psychological well-being and smartphone addiction. The study group consists of a total of 408 students (303 female and 105 male) selected by random sampling method and studying at the departments of Primary Education, Science Teaching, Art and Crafts…

Psychological quality of life and its association with academic employability skills among newly-registered students from three European faculties

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Ionescu Ion

2011-04-01

Full Text Available Abstract Background In accord with new European university reforms initiated by the Bologna Process, our objectives were to assess psychological quality of life (QoL and to analyse its associations with academic employability skills (AES among students from the Faculty of Language, Literature, Humanities, Arts and Education, Walferdange Luxembourg (F1, mostly vocational/applied courses; the Faculty of Social and Human Sciences, Liege, Belgium (F2, mainly general courses; and the Faculty of Social Work, Iasi, Romania (F3, mainly vocational/professional courses. Method Students who redoubled or who had studied at other universities were excluded. 355 newly-registered first-year students (145 from F1, 125 from F2, and 85 from F3 were invited to complete an online questionnaire (in French, German, English or Romanian covering socioeconomic data, the AES scale and the QoL-psychological, QoL-social relationships and QoL-environment subscales as measured with the World Health Organisation Quality of Life short-form (WHOQoL-BREF questionnaire. Analyses included multiple regressions with interactions. Results QoL-psychological, QoL-social relationships and QoL-environment' scores were highest in F1 (Luxembourg, and the QoL-psychological score in F2 (Belgium was the lower. AES score was higher in F1 than in F3 (Romania. A positive link was found between QoL-psychological and AES for F1 (correlation coefficient 0.29, p Conclusions Psychological quality of life is associated with acquisition of skills that increase employability from the faculties offering vocational/applied/professional courses in Luxembourg and Romania, but not their academically orientated Belgian counterparts. In the context of developing a European Higher Educational Area, these measurements are major indicators that can be used as a guide to promoting programs geared towards counseling, improvement of the social environment, and services to assist with university work and facilitate

Psychological distress as a mediator in the relationships between biopsychosocial factors and disordered eating among Malaysian university students.

Science.gov (United States)

Gan, Wan Ying; Mohd Nasir, Mohd Taib; Zalilah, Mohd Shariff; Hazizi, Abu Saad

2012-12-01

The mechanism linking biopsychosocial factors to disordered eating among university students is not well understood especially among Malaysians. This study aimed to examine the mediating role of psychological distress in the relationships between biopsychosocial factors and disordered eating among Malaysian university students. A self-administered questionnaire measured self-esteem, body image, social pressures to be thin, weight-related teasing, psychological distress, and disordered eating in 584 university students (59.4% females and 40.6% males). Body weight and height were measured. Structural equation modeling analysis revealed that the partial mediation model provided good fit to the data. Specifically, the relationships between self-esteem and weight-related teasing with disordered eating were mediated by psychological distress. In contrast, only direct relationships between body weight status, body image, and social pressures to be thin with disordered eating were found and were not mediated by psychological distress. Furthermore, multigroup analyses indicated that the model was equivalent for both genders but not for ethnic groups. There was a negative relationship between body weight status and psychological distress for Chinese students, whereas this was not the case among Malay students. Intervention and prevention programs on psychological distress may be beneficial in reducing disordered eating among Malaysian university students. Copyright © 2012 Elsevier Ltd. All rights reserved.

Mindfulness training for stress management: a randomised controlled study of medical and psychology students

OpenAIRE

de Vibe, Michael; Solhaug, Ida; Tyssen, Reidar; Friborg, Oddgeir; Rosenvinge, Jan H; S?rlie, Tore; Bj?rndal, Arild

2013-01-01

Background Distress and burnout among medical and psychology professionals are commonly reported and have implications for the quality of patient care delivered. Already in the course of university studies, medicine and psychology students report mental distress and low life satisfaction. There is a need for interventions that promote better coping skills in students in order to prevent distress and future burnout. This study examines the effect of a seven-week Mindfulness-...

Beliefs, attitudes and phobias among Mexican medical and psychology students towards people with obesity

OpenAIRE

Lucero Soto; Ana Lilia Armendariz-Anguiano; Montserrat Bacardí-Gascón; A. Jiménez Cruz

2014-01-01

Background: A high prevalence of stigmatizing attitude among healthcare personnel towards obese people has been reported. Objective: To evaluate the beliefs, attitudes and phobias that Mexican medical and psychology students have towards obese people. Methods: A cross-sectional study was conducted with 528 students enrolled at the Autonomous University of Baja California in psychology and medical schools. Weight, height and waist circumference were evaluated. Beliefs about obesity were assess...

Psychological motivation and physiological consequences of smoking in university students

Directory of Open Access Journals (Sweden)

Farkhutdinova, E.T.

2011-04-01

Full Text Available Psychological and physiological characteristics were assessed in thirteen students aged 19-23 who are smokers for more than a year. Psychological status was studied with the use of the Spilberger-Khanin inventory of reactive and personality anxiety; physiological status was assessed through the analysis of cardio-rhythm. Fagerstrom tobacco dependence and Horn smoking motivation questionnaires were used as well. Study participants demonstrated high levels of personal anxiety, while changes in physiological and psychological characteristics after smoking were insignificant. Most common motivation to smoke was associated with desire to relax and cope with anxiety. Author concludes that smoking inhibits physiological functions but does not influence emotional status significantly. (Full text is in Russian

Psychological resources, satisfaction, and career identity in the work transition: an outlook on Sicilian college students.

Science.gov (United States)

Santisi, Giuseppe; Magnano, Paola; Platania, Silvia; Ramaci, Tiziana

2018-01-01

The phases of career building today bring out a more complex process than in previous decades. Starting from the literature review, the university-to-work transition is considered a very important step in the future career of the graduates, and it involves some psychological resources and requires specific abilities. Research has examined the psychological resources that students at the end of a degree course can use in the university-to-work transition. The aim of the study is to verify the relationship between academic satisfaction and career identity, and the mediational role of readiness and confidence on this relationship. A group of 438 students were assigned to complete a questionnaire in order to examine the relationship between academic satisfaction and career identity and the role of core components of psychological resources: readiness and confidence as mediator. The results indicated both a direct relationship between academic satisfaction and career identity and a mediated relationship with the influence of readiness and confidence for a transition. Adding to our results, we assert that academic satisfaction has a directed effect on confidence during the transition and is a predictor of career identity, both directly and by the mediation of readiness in career transitions. Career identity has implication for exploratory behavior, thus increasing the motivation and mindfulness that create a virtuous circle, influencing the development of knowledge and skills, which are the base of proactivity and confidence in construction of one's future career.

SOCIAL SKILLS AND ACADEMIC BACKGROUND: A COMPARATIVE STUDY AMONG STUDENTS AND PSYCHOLOGY PROFESSIONALS

Directory of Open Access Journals (Sweden)

Diêgo Ferreira de Oliveira

2016-12-01

Full Text Available The present research had as an objective the comparison of Social Skills (SS on psychology course undergraduates' and professionals working in the area with at least one year of work performance. Three groups participated in this study: 63 students at the beginning of the course (1st, 2nd and 3rd semesters; 54 students at the end of the course (8th, 9th and 10th semesters; and 25 psychologists. For the data collect it was used a Social Skills Inventory (SSI that was applied at the university places of work or availability, or via e-mail, with the professionals. The results showed that there were no significant differences in the overall score of Social Skills, neither between the students at the beginning and the end of the course (p=0.319 nor between students at the end of the course and the psychologists (p= 0,70. There was a significant difference in the comparison of students at the beginning of the course and psychologists (p= 0.009. From the manual, it was possible to verify that the majority, of students and professionals, presented a good repertory of SS in its different factors. It was considered still relevant, the development of activities that could enable a major learning of these SS still during graduation, evaluating that they are fundamental to the psychologists' performance. Keywords: Social skills. Psychology. Psychology students. Psychologists.

ANALYSIS OF PSYCHOLOGIC HEALTH STATE AND INFLUENCING FACTORS IN COLLEGE AND SECONDARY SCHOOL STUDENTS IN SHAANXI PROVINCE

Institute of Scientific and Technical Information of China (English)

无

2000-01-01

Objective The psychologic health level of college and secondaryschool students and the relevant fac- tors were investigated to scientific basis and guidance for school mental health work. Methods Standard 1251 cases were drawn from 1% of students in colleges and middle schools of Shaanxi province. Taking 14 psychic health level indexes in SCL-90 as dependent variable and 109 indexes of psychic health back ground as in-dependent variable, multi-factor analyses have been made. Results 22.6 % of students had relatively serious psychological problems. The score of SCL-90 in females was a little bit higher than that in males. The scores of students at both universities and se- nior middle schools were higher than that in junior middle schools students. The score of SCL-90 of students who came from the countryside was higher than that of city students. The score of the whole students was higher than that of the normal. The students with psychic problems showed obsession, interpersonal sensitivity, depression, anxiety, paranoia and hostility. Factor-analysis showed that influencing factors included history of positive individual risking behavior, physical conditions,grade,address, family influences, menses and sexual prombles, bad relation with others, poor self-assessment. Conclusion The psychologic health level of the students investigated is lower than that of the whole society. The factors, which hamper psychic health of students, are biological ,psychological and social in nature.

The Benefits of Teaching Self-Management Skills to Students of Psychology

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Kazemi, Ellie; Rice, Brian; Rylander, Alyssa; Morgan, Shannon F.

2011-01-01

The various student gains and reported satisfaction with self-management projects have been well documented. However, we found that few psychology programs explicitly teach these skills. In this paper we demonstrate how self-management projects can meet nine out of the ten undergraduate student learning goals outlined by the APA Task Force (2002).…

Medical Students' Death Anxiety: Severity and Association With Psychological Health and Attitudes Toward Palliative Care.

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Thiemann, Pia; Quince, Thelma; Benson, John; Wood, Diana; Barclay, Stephen

2015-09-01

Death anxiety (DA) is related to awareness of the reality of dying and death and can be negatively related to a person's psychological health. Physicians' DA also may influence their care for patients approaching death. Doctors face death in a professional context for the first time at medical school, but knowledge about DA among medical students is limited. This study examined medical students' DA in relation to: 1) its severity, gender differences, and trajectory during medical education and 2) its associations with students' attitudes toward palliative care and their psychological health. Four cohorts of core science and four cohorts of clinical students at the University of Cambridge Medical School took part in a questionnaire survey with longitudinal follow-up. Students who provided data on the revised Collett-Lester Fear of Death Scale were included in the analysis (n = 790). Medical students' DA was moderate, with no gender differences and remained very stable over time. High DA was associated with higher depression and anxiety levels and greater concerns about the personal impact of providing palliative care. The associations between high DA and lower psychological health and negative attitudes toward palliative care are concerning. It is important to address DA during medical education to enhance student's psychological health and the quality of their future palliative care provision. Copyright © 2015 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

Psychology Student Experience of a Brief, Interprofessional Team Training

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Zucchero, Reneé A.

2017-01-01

Healthcare providers, including psychologists who work as health service providers and with older adults, must be able to work effectively with professionals from other disciplines. Interprofessional education (IPE) engages students from two or more professions to learn collaboratively. To date, only a few studies have examined psychology student…

Psychological Intervention in Portuguese College Students: Effects of Two Career Self-Management Seminars

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Pinto, Joana Carneiro; Loureiro, Nazaré; Taveira, Maria do Céu

2015-01-01

This article describes the evaluation of a psychological intervention--the Career Self-Management Seminar, Version A, for undergraduate students, and Version B for postgraduate students--developed to support Portuguese college students in career exploration, goal setting, design and implementation of action plans, and decision-making. A total of…

The impact of a self-development coaching programme on medical and dental students' psychological health and academic performance: a randomised controlled trial.

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Aboalshamat, Khalid; Hou, Xiang-Yu; Strodl, Esben

2015-08-19

Psychological distress is well-documented worldwide among medical and dental students. Few studies have assessed the impact of self-development coaching programs on the students' psychological health. The aim of the study was to evaluate the effect of a self-development coaching programme on the psychological health and academic performance of preclinical medical and dental students at Umm Al-Qura University, Saudi Arabia. Four-hundred and twenty-two participants (n = 422, 20-22 years) fulfilled the study requirements and were invited into a parallel-randomised controlled trial that was partially blinded. Participants were stratified by faculty, gender, and academic year, and then randomised. A total of 156 students participated in the intervention group (IG) and 163 students participated in the control group (CG). The IG received the selfdevelopment programme, involving skills and strategies aimed to improve students' psychological health and academic performance, through a two-day workshop. Meanwhile, the CG attended an active placebo programme focussing on theoretical information that was delivered through a five-hour workshop. Both programmes were conducted by the same presenter during Week 1 of the second semester of the 2012-2013 academic year. Data were gathered immediately before (T1), one week after (T2) and five weeks (T3) after the intervention. Psychological health was measured using the Depression Anxiety Stress Scale (DASS-21), the General Self-Efficacy (GSE), and the Satisfaction With Life Scale (SWLS). Academic performance was measured using students' academic weighted grades (WG). Student cognitive and emotional perceptions of the intervention were measured using the Credibility/Expectancy Questionnaire (CEQ). Data from 317 students, who completed the follow ups, were analysed across the three time periods (IG, n = 155; CG, n = 162). The baseline variables and demographic data of the IG and CG were not significantly different. The IG showed short

Memory and digit span experiment among psychology students in ...

African Journals Online (AJOL)

The study was an experiment that investigated short-term memory and digit span among the psychology students in a federal and state university in Lagos State, Nigeria. Memory is the process involved in retaining; retrieving and using information about stimuli, images, events, ideas and skills after original information was ...

Usefulness of a psychology proficiency test to evaluate psychology education : A study at a small psychology college

OpenAIRE

田積, 徹; 石原, 俊一; 嶋原, 栄子; 谷口, 麻起子; 新美, 秀和; 炭谷, 将史; 李, 艶; 高橋, 宗; 高橋, 啓子

2014-01-01

This study sought to reveal the association between results on a psychology proficiency test (PPT) and academic performance in psychology courses of students studying psychology at a small local college. This study controlled for factors of metacognition and motivation to achieve that are presumably related to results on the PPT. Two scores served as indicators of performance in psychology courses. These scores were calculated for students taking psychology courses, which included those cours...

Group-analytic training groups for psychology students: A qualitative study

DEFF Research Database (Denmark)

Nathan, Vibeke Torpe; Poulsen, Stig

2004-01-01

This article presents results from an interview study of psychology students' experiences from group-analytic groups conducted at the University of Copenhagen. The primary foci are the significance of differences in themotivation participants'  personal aims of individual participantsfor particip......This article presents results from an interview study of psychology students' experiences from group-analytic groups conducted at the University of Copenhagen. The primary foci are the significance of differences in themotivation participants'  personal aims of individual participantsfor...... participation in the group, the impact of the composition of participants on the group process, and the professional learning through the group experience. In general the interviews show a marked satisfaction with the group participation. In particular, learning about the importance of group boundaries...

Recruitment and retention of Native American graduate students in school psychology.

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Goforth, Anisa N; Brown, Jacqueline A; Machek, Greg R; Swaney, Gyda

2016-09-01

There is a clear underrepresentation of Native Americans in the field of school psychology. There are a number of factors that have led to this underrepresentation, including cultural and historical variables, barriers to accessing higher educational opportunities, and lack of financial support. Given the importance of having diverse perspectives in the field, as well as the need for mental health services and academic supports for Native American children and their families, school psychology trainers should consider actively recruiting and retaining Native American graduate students to doctoral and specialist programs. This article provides specific research-based recommendations for recruiting Native American students and strategies for supporting their success and matriculation in the program. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Empowering Students through Service-Learning in a Community Psychology Course: A Case in Hong Kong

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Chan, Kevin; Ng, Eddie; Chan, Charles C.

2016-01-01

This article chronicles a service-learning (SL) subject on community psychology in Hong Kong (n = 26) and elaborates on how students experience concepts, frameworks, and values in community psychology and put them into practice at servicelearning settings. Upon acquiring basic concepts in community psychology, including sense of community,…

The Voices Project: Reducing White Students' Racism in Introduction to Psychology

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Nordstrom, Alicia H.

2015-01-01

This study examined the impact of an assignment involving intergroup contact (The Voices Project [TVP]) on student racism toward Muslims, African Americans, Asians, and Hispanics in Introduction to Psychology. TVP students interviewed members from racial groups and wrote autobiographical memoirs of their lives. A faculty-writing team integrated…

Personality and Graduate Academic Performance among Counselor Education and School Psychology Students

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Ding, Yi; Laux, John; Salyers, Kathleen; Kozelka, Susan

2017-01-01

General personality was assessed of 104 graduate students in school counseling, mental health counseling, and school psychology programs in the United States using the Big Five model of personality domains. The students in three programs reported similarities and differences in their preference and performance in domain knowledge, with more…

Psychological wellbeing of Turkish university students with physical impairments: an evaluation within the stress-vulnerability paradigm.

Science.gov (United States)

Koca-Atabey, Mujde; Karanci, A Nuray; Dirik, Gulay; Aydemir, Deniz

2011-04-01

Generally, universities in developing countries offer little in the way of provisions and support (material, emotional, etc.) for disabled students. Therefore, disabled students experience considerable burdens and barriers in their educational life. This study investigated the psychological wellbeing of disabled Turkish university students by examining influences on stress-related growth and psychological distress. Disability is defined within the framework of a social model. According to this view, impairment refers to the functional limitation(s) that affect(s) a person's body, whereas disability refers to the loss or limitation of opportunities owing to social, physical or psychological obstacles. Seventy disabled university students with physical impairments were administered a questionnaire package, including a sociodemographic information sheet, Ways of Coping Questionnaire, Stress-Related Growth Scale, Multidimensional Scale of Social Support, Life Events Inventory, and Brief Symptom Inventory. Snowball sampling was used and voluntary participation was essential. The results showed that disability burden, daily hassles, and helplessness coping were significant predictors of psychological symptoms. For stress-related growth the only variable that appeared significant was problem-solving coping. The results pointed out that there may be different pathways to distress and growth. In order to decrease psychological distress and enhance growth in disabled university students, disability awareness programs, changes in the barriers in the academic and physical environments of the university campuses, and coping skills training to increase problem-focused coping and to combat helplessness may prove to be effective. Reducing daily hassles for the disabled students is likely to contribute to their wellbeing by decreasing their burdens. Also, a more disability-friendly environment is likely to be empowering for disabled university students.

Resilience mediated the association between acculturation and psychological growth in college students from Hong Kong to Guangzhou, China.

Science.gov (United States)

Yu, Nancy Xiaonan; Liu, Chang; Yue, Zhenzhu

2017-08-01

The number of Hong Kong citizens living in mainland China is increasing. The process of acculturation may create opportunities for psychological growth. This study aimed at examining whether resilience mediated the effects of acculturation on psychological growth in college students from Hong Kong to Guangzhou. In this cross-sectional survey, 164 college students in Guangzhou who were Hong Kong permanent residents (female: 46%, age: 21.09 ± 1.50) joined the study. The integration group reported more psychological growth than the assimilation, separation, and marginalization groups. Resilience partially mediated the effect of integration on psychological growth and fully mediated the effect of marginalization on psychological growth. Resilience represents one of the mechanisms to explain beneficial effects of integration on psychological growth in college students from Hong Kong to Guangzhou. Theoretical considerations to rethink the acculturation model, implications for developing intervention programs, and recommendations for future research are discussed.

Teaching Introductory Psychology in the Community College Classroom: Enhancing Student Understanding and Retention of Essential Information

Science.gov (United States)

Debb, Scott M.; Debb, Sharon M.

2012-01-01

Enrolling in an introductory course in psychology is a staple of many community college students' core curriculum. For those students who plan to pursue social science and humanities-related majors in particular, introductory psychology helps provide a solid base upon which future coursework at all academic levels will be built. The goal of any…

Predicting Academic Success and Psychological Wellness in a Sample of Canadian Undergraduate Students

Science.gov (United States)

Chow, Henry P. H.

2010-01-01

Introduction: University students need to cope with a complex new life role and to achieve academic success. This article explores the academic performance and psychological well-being among university students in a western Canadian city. Method: Using a convenience sample, a total of 501 undergraduate students in Regina, Saskatchewan took part in…

Medical and psychology students' knowledge of and attitudes towards mindfulness as a clinical intervention.

Science.gov (United States)

McKenzie, Stephen P; Hassed, Craig S; Gear, Jacqui L

2012-01-01

Mindfulness is a technique for training people to pay full attention and to fully accept the reality of what they are paying attention to. The clinical efficacy of mindfulness has been increasingly demonstrated during the last two decades. Very little research, however, has been undertaken on health professionals' and students of health professions' knowledge of and attitudes towards mindfulness. These may affect the current and future level of use of a technique that offers important clinical advantages. We aimed to compare knowledge of and attitudes towards mindfulness of medical students without exposure to it in their training with psychology students without exposure and with medical students with exposure to mindfulness in their training. A total of 91 medical students from Monash University, 49 medical students from Deakin University, and 31 psychology students from Deakin University were given a questionnaire that elicited quantitative and qualitative responses about level of knowledge of mindfulness and willingness to administer or recommend it to their future patients. Psychology students without exposure to mindfulness in their training have a greater knowledge of it and are more likely to administer it or recommend it than are medical students without exposure to it in their training. Medical students with exposure to mindfulness in their course have a greater knowledge of it and are more likely to administer it or recommend it than are medical students without exposure. Knowledge of mindfulness is positively correlated with students' willingness to use or recommend it. Possible implications of the findings of this study are that if future doctors are routinely instructed in mindfulness as a clinical intervention they may be more likely to form a more positive attitude towards it, that is more consistent with that of nonmedical health professions such as psychologists, and that they therefore may be more likely to administer it or refer its use. The

Academic Boot Camp for the Writing of Psychology Research Reports

Science.gov (United States)

Skues, Jason L.; Wise, Lisa

2014-01-01

Herein, we describe the implementation of, and responses to, a structured writing workshop in the form of an academic boot camp. Participants were 42 undergraduate psychology students from a medium-sized Australian university who were completing their major assignment for the semester. A majority of the students expressed satisfaction with the…

Capturing Students' Attention: Movie Clips Set the Stage for Learning in Abnormal Psychology.

Science.gov (United States)

Badura, Amy S.

2002-01-01

Presents results of a study that evaluated using popular movie clips, shown in the first class meeting of an abnormal psychology course, in relation to student enthusiasm. Compares two classes of female juniors, one using clips and one class not using them. States that the films portrayed psychological disorders. (CMK)

Attitudes of psychology students to depression and its treatment: Implications for clinical practice.

Science.gov (United States)

Economou, M; Peppou, L E; Geroulanou, K; Kontoangelos, K; Prokopi, A; Pantazi, A; Zervakaki, A; Stefanis, C N

2017-01-01

Stigma and mental health literacy affect access to and quality of treatment of major depression. Though mental health professionals seem better able to recognize major depression than the general public, they often hold similarly stigmatizing attitudes towards people suffering from the disorder. These attitudes are shaped jointly by the public stigma attached to mental illnesses as well as by the content and delivery of mental health professionals' undergraduate training. In line with this, the present study aimed to explore psychology students' ability to recognize major depression, their attitudes towards the disorder, and their views surrounding helpfulness of various interventions. A random sample of 167 undergraduate students was recruited from the psychology department of one public university in Athens. During one university hour, students were administered a vignette describing a woman fulfilling the DSM-IV criteria for major depression. A self-report questionnaire exploring students' recognition abilities, attitudes to depression and views on the helpfulness of various treatment modes was also administered. In total, 80.2% of students correctly recognized major depression from the vignette. Concerning their attitudes, students were unsure about the illness and ambivalent towards the person who suffers from it. With regard to available treatments for depression, students considered discussion with a friend to be the most helpful intervention. Counseling, cognitive behavioural therapy and psychoanalysis were also viewed in a positive light. On the contrary, antidepressants were not deemed helpful by most students. Finally, recognition of as well as attitudes towards depression and its treatments seemed to improve during the second year of undergraduate study; however they remained unchanged thereafter. Consistent with these, psychology students seem to have only a rudimentary knowledge on depression, that cannot not be qualified as mental health literacy

Changes to the Student Loan Experience: Psychological Predictors and Outcomes

Science.gov (United States)

Mueller, Thomas

2014-01-01

This study builds on the work of scholars who have explored psychological perceptions of the student loan experience. Survey analysis ("N" = 175) revealed a multidimensional model was developed through factor analysis and testing, which revealed four latent variables: "Duress," "Mandatory," "Financial," and…

The characteristics and severity of psychological distress after abortion among university students.

Science.gov (United States)

Curley, Maureen; Johnston, Celeste

2013-07-01

Controversy over abortion inhibits recognition and treatment for women who experience psychological distress after abortion (PAD). This study identified the characteristics, severity, and treatment preferences of university students who experienced PAD. Of 151 females, 89 experienced an abortion. Psychological outcomes were compared among those who preferred or did not prefer psychological services after abortion to those who were never pregnant. All who had abortions reported symptoms of post-traumatic stress disorder (PTSD) and grief lasting on average 3 years. Yet, those who preferred services experienced heightened psychological trauma indicative of partial or full PTSD (Impact of Event Scale, M = 26.86 versus 16.84, p mental health problems. PAD appeared multi-factorial, associated with the abortion and overall emotional health. Thus, psychological interventions for PAD need to be developed as a public health priority.

Efficacy and implementation of ideological and political course in the construction of harmonious psychology of the college students

Directory of Open Access Journals (Sweden)

Wang Xiaohui

2016-01-01

Full Text Available The ideological and political course is the main channel and the main front for ideological education of the college students, which shoulders the mission of cultivating a higher political quality, as well as a lofty mission and sacred duty of comprehensively and sound developing the scientific outlook on world, outlook on life and values as a qualified socialistic builder. This paper carries out the quantitative analysis about the efficacy and implementation of the course in the construction of the college students’ harmonious psychology based on the analytic hierarchy process model. The construction of the college students’ harmonious psychology is the function of the ideological and political course. This paper also carries out the quantitative analysis of the reasons for the problems in the development of the college students’ physical and mental harmony, and each factor in the construction based on three indicators of the ideological and political course in the construction of the college students’ harmonious psychology. On the basis of clarifying the definition of the harmonious psychology, accurately grasping the positioning of the ideological and political course and analyzing the psychological problems of the college students in their growth, this paper finds out the ways and methods to solve the psychological problems of the college students based on the ideological and political course, thus striving to construct a harmonious psychology of the college students, and promoting an overall healthy development of the college students.

Psychological problems and psychosocial predictors of cigarette smoking behavior among undergraduate students in Malaysia.

Science.gov (United States)

Saravanan, Coumaravelou; Heidhy, Imran

2014-01-01

Cigarette smokers have their own motivation and justification to smoke. For example, smoking reduces their stress or enhances their pleasure. This study aimed to identify the (a) prevalence of cigarette smokers among undergraduates in Malaysia, (b) gender differences in nicotine dependence among current smokers, (c) differences in psychological problems (depression, anxiety and stress) based on the status of smoking cigarettes (current, former and non-smokers) and (d) extent to which precipitating factors (tension reduction, addiction, automatism, handling, social interaction, pleasure, and stimulation) predict the smoking behavior among current smokers. In this study 780 undergraduate students participated from a private university in Kuala Lumpur and Selangor state in Malaysia. The Depression, Stress and Anxiety Scale, Modified Reason for Smoking Scale and Fagerstrom Nicotine Dependence Test were used to measure psychological problems, predictors of smoking behavior and nicotine dependency among current smokers. The results showed that 14.7%(n=106) of the students were smokers. Current smokers exhibited more psychological problems (depression, anxiety and stress) compared to former and non-smokers. Addiction, tension reduction, pleasure and automatism were predictors of smoking behavior among the current smoking students. Step wise regression analysis showed that smoking behavior was highly predicted by nicotine dependency or addiction. Smoking students were motivated to smoke cigarettes as they believed that it reduced their tension and enhance pleasure. Hence, there is a need for health promotion and anti-tobacco prevention as cigarette smokers experience more psychological problems. Nicotine dependency or addition was one of the major causes for smoking behavior among the student population in Malaysia.

Personality and Examination Score Correlates of Abnormal Psychology Course Ratings.

Science.gov (United States)

Pauker, Jerome D.

The relationship between the ratings students assigned to an evening undergraduate abnormal psychology class and their scores on objective personality tests and course examinations was investigated. Students (N=70) completed the MMPI and made global ratings of the course; these scores were correlated separately by sex with the T scores of 13 MMPI…

The relationship between psychological well-being and perceived wellness in graduate-level counseling students

Directory of Open Access Journals (Sweden)

Magy Martin

2013-02-01

Full Text Available Research has established that individuals who provide personal therapy to others should have stable personal and professional lives, and possess a keen and accurate perception of wellness. Unfortunately, sometimes students pursuing careers in counseling and psychotherapy have unresolved psychological issues that, if unresolved, could later affect them in their professional lives. Thus, the purpose of the study was to understand psychological well-being and perceived wellness in a sample of graduate students (N = 97 preparing to become counselors in a CACREP-accredited counseling program at a state university in Pennsylvania. It measured the participants' psychological well- being by the Scales of Psychological Well-Being (SPWB and their perception of wellness by the Perceived Wellness Survey (PWS. Multiple regression analysis revealed a significant relationship between psychological well-being and perceived wellness of counselors-in-training. The results of this study could have implications for additional problems such as the failure of self-care among counselors or the nonexistence or nonuse of adequate wellness assessment tools during counselor development. DOI: 10.18870/hlrc.v3i2.91

A mediation model of professional psychological help seeking for suicide ideation among Asian American and white American college students.

Science.gov (United States)

Wong, Joel; Brownson, Chris; Rutkowski, Leslie; Nguyen, Chi P; Becker, Marty Swanbrow

2014-01-01

This study examined professional psychological help seeking among 1,045 white American and Asian American students from 70 U.S. colleges and universities who had seriously considered attempting suicide. The authors found that Asian American college students had lower rates of professional psychological help seeking for their suicide ideation than White American college students. Guided by social network perspectives on professional psychological help seeking, the authors also tested mediators of this racial disparity. Relative to white Americans, Asian Americans were advised by fewer people (especially fewer family members) to seek professional help, which was, in turn, associated with lower rates of professional psychological help seeking for suicide ideation. These findings underscore the importance of gatekeeping as a suicide prevention strategy for Asian American college students.

Turkish College Students' Subjective Wellbeing in Regard to Psychological Strengths and Demographic Variables: Implications for College Counseling

Science.gov (United States)

Sivis-Cetinkaya, Rahsan

2013-01-01

This study investigated Turkish college students' subjective wellbeing in regard to psychological strength and demographic variables. A sample of Turkish college students (N?=?1,052) aged 17-32 (mean age = 21, SD = 1.79) was administered various psychological strength instruments--the Gratitude Scale, the Rosenberg Self Esteem Inventory, the…

The future of qualitative research in psychology--a students' perspective.

Science.gov (United States)

Terkildsen, Thomas; Petersen, Sofie

2015-06-01

The aim of this article is to explore the future of qualitative research as seen from a students' perspective. This exploration will initially be incited through a discussion of the use of the term 'qualitative research', and the risks associated with the use of such an umbrella term. It is discussed that the use of an overarching umbrella term can lead to an overhomogenized understanding of qualitative research, that fails to represent the diversity and variety of methodological and epistemological approaches that exist within this research paradigm. It is also discussed that this overhomogenization reinforces the idea of qualitative research as an anti-doctrine to quantitative research, which is argued to discourage interparadigmatic integration. Lastly, it is considered how these (mis)conceptions of qualitative research influence how psychology students are taught about research methodology and how this education could affect these (mis)conceptions. We advocate that the future for qualitative research in psychology should be ensured through a restructure and a refocus on an educational level. This change should overall be centered around teaching students how to be reflective research practitioners based on an in-depth understanding of the variety of epistemologies within both meta-research-paradigms.

Using Astrology to Teach Research Methods to Introductory Psychology Students.

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Ward, Roger A.; Grasha, Anthony F.

1986-01-01

Provides a classroom demonstration designed to test an astrological hypothesis and help teach introductory psychology students about research design and data interpretation. Illustrates differences between science and nonscience, the role of theory in developing and testing hypotheses, making comparisons among groups, probability and statistical…

Qualitative and quantitative aspects of commitment development in psychology students

NARCIS (Netherlands)

Kunnen, E.S.

We investigated the development of study- and work-related commitments in 28 psychology students during their bachelor years. Based on seven measurements of exploration and commitments (over a period of three-and-a-half years) We found the theoretically expected information-oriented, normative and

Promoting Student Engagement. Volume 2: Activities, Exercises and Demonstrations for Psychology Courses

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Miller, Richard L., Ed.; Balcetis, Emily, Ed.; Burns, Susan R., Ed.; Daniel, David B., Ed.; Saville, Bryan K., Ed.; Woody, William Douglas, Ed.

2011-01-01

The purpose of the book is to provide teachers of psychology access to teaching techniques that epitomize "happy tact and ingenuity." The principle influence that teachers have on student behavior occurs in the classroom since, as noted by Erickson and Strommer, (1991), today's students spend relatively little time studying outside of class. When…

Psychological Distress and Help Seeking Amongst Higher Education Students: Findings from a Mixed Method Study of Undergraduate Nursing/Midwifery and Teacher Education Students in Ireland

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Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia

2016-01-01

Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all…

The measurement of psychological literacy: a first approximation.

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Roberts, Lynne D; Heritage, Brody; Gasson, Natalie

2015-01-01

Psychological literacy, the ability to apply psychological knowledge to personal, family, occupational, community and societal challenges, is promoted as the primary outcome of an undergraduate education in psychology. As the concept of psychological literacy becomes increasingly adopted as the core business of undergraduate psychology training courses world-wide, there is urgent need for the construct to be accurately measured so that student and institutional level progress can be assessed and monitored. Key to the measurement of psychological literacy is determining the underlying factor-structure of psychological literacy. In this paper we provide a first approximation of the measurement of psychological literacy by identifying and evaluating self-report measures for psychological literacy. Multi-item and single-item self-report measures of each of the proposed nine dimensions of psychological literacy were completed by two samples (N = 218 and N = 381) of undergraduate psychology students at an Australian university. Single and multi-item measures of each dimension were weakly to moderately correlated. Exploratory and confirmatory factor analyses of multi-item measures indicated a higher order three factor solution best represented the construct of psychological literacy. The three factors were reflective processes, generic graduate attributes, and psychology as a helping profession. For the measurement of psychological literacy to progress there is a need to further develop self-report measures and to identify/develop and evaluate objective measures of psychological literacy. Further approximations of the measurement of psychological literacy remain an imperative, given the construct's ties to measuring institutional efficacy in teaching psychology to an undergraduate audience.

Positive Psychology in Cross-Cultural Narratives: Mexican Students Discover Themselves While Learning Chinese

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Oxford, Rebecca L.; Cuéllar, Lourdes

2014-01-01

Using the principles of positive psychology and the tools of narrative research, this article focuses on the psychology of five language learners who crossed cultural and linguistic borders. All five were university students learning Chinese in Mexico, and two of them also studied Chinese in China. The grounded theory approach was used to analyze…

The Psychological Well-Being and Sociocultural Adaptation of Short-Term International Students in Ireland

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O'Reilly, Aileen; Ryan, Dermot; Hickey, Tina

2010-01-01

This article reports on an empirical study of the psychosocial adaptation of international students in Ireland. Using measures of social support, loneliness, stress, psychological well-being, and sociocultural adaptation, data were obtained from international students and a comparison sample of Irish students. The study found that, although…

"Social dangerousness and incurability in schizophrenia": results of an educational intervention for medical and psychology students.

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Magliano, Lorenza; Read, John; Sagliocchi, Alessandra; Oliviero, Nicoletta; D'Ambrosio, Antonio; Campitiello, Federica; Zaccaro, Antonella; Guizzaro, Lorenzo; Patalano, Melania

2014-11-30

This study explored the influence of an educational intervention addressing common prejudices and scientific evidence about schizophrenia on medical and psychology students' views of this disorder. The intervention--consisting in two three-hour lessons with an interval of a week between--was run at first for medical students and then for psychology students. Participants' views of schizophrenia were assessed at baseline vs. at post intervention by matched questionnaires. At medical school, participation was voluntary and also included a six-month online re-assessment, while at psychology school, participation was mandatory. A total of 211 students attended the educational initiative. At post intervention assessment, students more frequently mentioned psychosocial causes of schizophrenia, and more firmly believed that recovery in schizophrenia is possible and that persons with this disorder are not unpredictable and dangerous vs. their baseline assessment. The online six-month assessment confirmed favourable changes in medical students' views found at post intervention. These results confirm that an educational intervention including personal experiences and scientific evidence can be successful in reducing students' prejudices toward persons with schizophrenia. Copyright © 2014. Published by Elsevier Ireland Ltd.

Effect of Positive Training on Positive Psychological States (Character Strengths of Female High School Students

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Ali Farnam

2017-05-01

Full Text Available psychological states of female students in second and third grades of high school. The research method was quasi-experimental with pre-test, post-test and follow-up. The sample consisted of forty students selected randomly in two groups (twenty students in each group. To collect data, Positive Psychological State Inventory (Rajaei, Khuy Nzhad and Nesaei was used. The experimental group received ninety minute positive training sessions (for two months and the control group did not receive treatment. The results of analysis  of covariance showed that positive training had positive effects on positive psychological states (trust in God, optimism, self-efficacy, duty, sense of control, targeted, hope, satisfaction with life, meaningful life, pleasant, sociability, self-esteem and self-worth, sense of peace, gratitude, and forgiveness among adolescents  both in the post  and follow-up tests

Comparing Linear and Nonlinear Delivery of Introductory Psychology Lectures: Improving Student Retention

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Cramer, Kenneth M.; Sands, Mandy

2016-01-01

As in most disciplines, the typical introductory class presents topics to students in a linear fashion, beginning (to use psychology as an example) with the history of the field, research methods, brain and neurons, sensation and perception, and so on. This study examined the impact of topic sequence on student achievement. The same professor…

Academic context and perceived mental workload of psychology students.

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Rubio-Valdehita, Susana; López-Higes, Ramón; Díaz-Ramiro, Eva

2014-01-01

The excessive workload of university students is an academic stressor. Consequently, it is necessary to evaluate and control the workload in education. This research applies the NASA-TLX scale, as a measure of the workload. The objectives of this study were: (a) to measure the workload levels of a sample of 367 psychology students, (b) to group students according to their positive or negative perception of academic context (AC) and c) to analyze the effects of AC on workload. To assess the perceived AC, we used an ad hoc questionnaire designed according to Demand-Control-Social Support and Effort-Reward Imbalance models. Using cluster analysis, participants were classified into two groups (positive versus negative context). The differences between groups show that a positive AC improves performance (p student autonomy and result satisfaction were relevant dimensions of the AC (p < .001 in all cases).

Family of Origin Addiction Patterns amongst Counseling and Psychology Students

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Ponder, Fred T.; Slate, John R.

2010-01-01

In this investigation, the authors surveyed graduate students (n = 129) in counseling and psychology regarding the extent to which addiction was present in their families. A high percentage of respondents, particularly females, reported that their families had alcoholism/drug addiction present. A statistically significant difference was yielded…

Cross-sectional study of self-reported ADHD symptoms and psychological comorbidity among college students in Chandigarh, India.

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Jhambh, Ishani; Arun, Priti; Garg, Jasmin

2014-01-01

Existence of attention deficit hyperactivity disorder (ADHD) in adults is scantily researched in India. There is dearth of information on prevalence of ADHD in college students worldwide. Further, fewer studies in the past have evaluated the impact of ADHD on the psychological well-being of college students. To study the prevalence of ADHD among college students and psychological problems related to ADHD. Cross-sectional study. A total of 237 students were recruited from various medical, engineering, and commerce and arts colleges of Chandigarh, India. They were administered the Adult ADHD Self Report Scale v1.1(ASRS) and the Wender Utah Rating Scale (WURS) to diagnose adult ADHD. To assess comorbidities; General Health Questionnaire-12 (GHQ); Zung Depression Rating Scale (ZDRS); Rosenberg's Self-Esteem Scale (RSES);and questions on emotional stability, social problems, and substance use (alcohol, tobacco, and cannabis) were administered on all participants. A total of 13 students (5.48%) fulfilled the criteria for adult ADHD. These students experienced significantly higher emotional instability and low self-esteem than those without ADHD (N = 224). The occurrence of psychological problems, depression, social problems, and substance abuse was comparable in students with and without ADHD. ADHD is prevalent among the college students studying in the most competitive institutes as well. Students with ADHD experience higher emotional instability and poor self-esteem than others. It has little effect on their psychological well-being and social adjustment. Prompt detection and management of ADHD in college students may help them deal with these problems effectively.

Cross-sectional study of self-reported ADHD symptoms and psychological comorbidity among college students in Chandigarh, India

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Ishani Jhambh

2014-01-01

Full Text Available Background: Existence of attention deficit hyperactivity disorder (ADHD in adults is scantily researched in India. There is dearth of information on prevalence of ADHD in college students worldwide. Further, fewer studies in the past have evaluated the impact of ADHD on the psychological well-being of college students. Aims: To study the prevalence of ADHD among college students and psychological problems related to ADHD. Design: Cross-sectional study. Subjects and Methods: A total of 237 students were recruited from various medical, engineering, and commerce and arts colleges of Chandigarh, India. They were administered the Adult ADHD Self Report Scale v1.1(ASRS and the Wender Utah Rating Scale (WURS to diagnose adult ADHD. To assess comorbidities; General Health Questionnaire-12 (GHQ; Zung Depression Rating Scale (ZDRS; Rosenberg′s Self-Esteem Scale (RSES;and questions on emotional stability, social problems, and substance use (alcohol, tobacco, and cannabis were administered on all participants. Results: A total of 13 students (5.48% fulfilled the criteria for adult ADHD. These students experienced significantly higher emotional instability and low self-esteem than those without ADHD (N = 224. The occurrence of psychological problems, depression, social problems, and substance abuse was comparable in students with and without ADHD. Conclusions: ADHD is prevalent among the college students studying in the most competitive institutes as well. Students with ADHD experience higher emotional instability and poor self-esteem than others. It has little effect on their psychological well-being and social adjustment. Prompt detection and management of ADHD in college students may help them deal with these problems effectively.

Effect of Participation in Aerobic Dancing Classes on Psychological Well-Being of Male Students

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Behzad Behzadnia

2014-09-01

Full Text Available Background: In the recent decades, the positive psychology considered as an ability of human being which are provided appropriate studies in well-being and happiness domains. In this way, the purpose of current research was to identify the effect of aerobic dancing on psychological well-being of non-athletic male students. Materials and Methods: The research method was of a quasi-experimental nature in the form of a time-series design using experimental and control groups. 40 non-athlete students (21.6±1.82 years old from General physical Education 1 course in Birjand University were randomly selected and assign to two groups. The Ryff's scales of psychological well-being were used to analyze the psychological well-being parameters in the pre-test and post-test of training. The training protocol was including 12 weeks, and 3 seasons (60 minutes per week that each subject in experimental group received 15 minutes warm-up, 30 minute aerobic training and 15 minutes cool-down and relaxation training. Results: The results of repeated measure analysis of variance indicated significant differences in psychological well-being and its subdivisions in the 3 phases of tests in the experimental group (p<0.01. Moreover, the results of t-test showed the positive influence of 12 weeks aerobic training on psychological well-being of the student boys (first post-test, p<0.001; second post-test, p<0.001, and well-being scores of aerobic group was higher than control group. Conclusion: The result of the present research emphasizes the factors affecting on psychological well-being as well as its ways to promote of well-being. Implications of these findings are discussed among exercise psychologists.

Course design via Equivalency Theory supports equivalent student grades and satisfaction in online and face-to-face psychology classes

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David eGarratt-Reed

2016-05-01

Full Text Available There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association (APA has highlighted the importance of ensuring the effectiveness of online psychology courses. Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a case study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting online students with an equivalent learning experience, we recommend that future research investigates means of successfully facilitating collaborative group-work assessment

Does psychological need satisfaction perceived online enhance well-being?

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Wang, Ligang; Tao, Ting; Fan, Chunlei; Gao, Wenbin

2015-09-01

The Internet has been building a new context, in which adolescents and young people complete their academic tasks, do their work, engage in social interaction, and even conduct anonymous identity experimentation. Therefore, it becomes very significant to assess psychological need satisfaction online, and to relate it to well-being. This study investigated the influence on well-being of psychological need satisfaction perceived online and the regulatory role in this relationship of psychological need satisfaction perceived in daily life. A total of 1,727 students from junior and senior high schools and universities in China were surveyed using the Basic Psychological Needs in General scale, the Basic Psychological Needs in the Online World scale, and the Index of Well-Being, Index of General Affect scale. The mean age of the adolescent sample was 17.47 years (ranging from 12.50 to 25.42 years). The results indicated that both need satisfaction perceived online and that perceived in daily life positively predicted psychological well-being, and psychological need satisfaction in daily life qualified the association between psychological need satisfaction perceived online and well-being. In particular, students who perceived higher psychological need satisfaction in daily life were found to benefit from psychological need satisfaction perceived online, but students with low psychological need satisfaction perceived in daily life did not. We suggest that people who perceive lower basic need satisfaction in daily life are more likely to use the Internet for socioaffective regulation and to consider cyberspace as a new world. Thus, need satisfaction perceived online may not transform into "real" happiness. © 2015 The Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

The influence of psychological symptoms on mental health literacy of college students.

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Kim, Jin E; Saw, Anne; Zane, Nolan

2015-11-01

Psychological problems, such as depression and anxiety, are common among college students, but few receive treatment for it. Mental health literacy may partially account for low rates of mental health treatment utilization. We report 2 studies that investigated mental health literacy among individuals with varying degrees of psychological symptoms, using cross-sectional online survey methodology. Study 1 involved 332 college students, of which 32% were categorized as high depressed using an established measure of depression, and mental health literacy for depression was assessed using a vignette. Logistic regression results showed that high depressed individuals were less likely to recognize depression compared to low depressed individuals, and depression recognition was associated with recommendations to seek help. Study 2 replicated and extended findings of Study 1 using a separate sample of 1,321 college students with varying degrees of psychological distress (32% no/mild distress, 55% moderate distress, and 13% serious distress) and examining mental health literacy for anxiety in addition to depression. Results indicated that compared to those with no/mild distress, those with moderate distress had lower recognition of depression, and those with moderate and serious distress were less likely to recommend help-seeking. In contrast, there were no differences in mental health literacy for anxiety, which was low across all participants. These findings suggest that psychological symptoms can impact certain aspects of mental health literacy, and these results have implications for targeting mental health literacy to increase mental health services utilization among individuals in need of help. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Father Involvement, Nurturant Fathering, and the Psychological Well-Being of Young Adult Daughters

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Peterson, Camille C.

2007-01-01

The present study was conducted to investigate the relationship between father involvement, nurturant fathering, and the psychological well-being among young adult women. A total of 99 young adult, female, university students completed retrospective measures of nurturant fathering, father involvement, and measures of current psychological well-being (measured in terms of self-esteem, life satisfaction, and psychological distress). Results indicated that retrospective perceptions of both fat...

Drinking, Drug Use, and Related Consequences Among University Students Completing Study Abroad Experiences: A Systematic Review.

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Aresi, Giovanni; Moore, Simon; Marta, Elena

2016-12-05

University students who complete study abroad experiences are potentially exposed to behaviors, in particular alcohol and drug use, that place their health at risk. There is a need to identify risk and protective factors and highlight knowledge gaps. A systematic review adopting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. Relevant bibliographic databases and online repositories were systematically searched for both qualitative and quantitative peer-reviewed studies. Eighteen articles were eligible for inclusion. Degree mobility students (DMSs-students pursuing a full bachelor or master degree in a foreign country) and Credit Mobility Students (CMSs-students participating in short term or semester study abroad programmes) show different patterns of at-risk behaviors compared to pre-departure, and to domestic or non-study abroad students. DMSs mostly consumed less alcohol and illicit substances compared to domestic students, but little information on pre-travel behavior and predictors of at-risk behaviors while abroad was available on DMSs. Most studies indicated that CMSs increased their alcohol use while abroad and reduced it when they returned home. However, there is no evidence of an increase in the negative consequences associated with alcohol misuse while abroad. Different pre-departure and abroad factors (e.g., perceptions of peer drinking norms, psychological and sociocultural adjustment abroad) were related to at-risk behaviors in the host country. University students who study abroad are understudied and potentially at risk from alcohol and drug use. Knowledge gaps are discussed in relation to possible future qualitative, mixed methods and longitudinal research.

Is there an emotional cost of completing high school? Ecological factors and psychological distress among LGBT homeless youth.

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Bidell, Markus P

2014-01-01

This study explored the nexus of home and school climate on the psychological distress of lesbian, gay, bisexual, and transgender (LGBT) homeless youth, as well as their experiences during high school. Of the LGBT homeless youth (N = 89) surveyed, 39.3% reported not completing high school. Most participants did not seek support from school staff nor did they report attending a school with a Gay-Straight Alliance. Significantly higher levels of psychological distress were found among high school graduates and those reporting LGBT harassment at home; however, harassment experienced at school was not statistically related to psychological distress. Findings are discussed.

Evaluation of Small Student-Led Discussion Groups as an Adjunct to a Course in Abnormal Psychology

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White, Geoffry D.

1978-01-01

Presents data related to student involvement in biweekly student-led discussion groups in an undergraduate abnormal psychology course. Evaluates the degree to which students felt they benefited from discussion groups composed of similar and dissimilar students. (Author/AV)

The influence of physical self-perception of female college students participating in Pilates classes on perceived health state and psychological wellbeing

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Roh, Su Yeon

2018-01-01

The purpose of this study is to examine the influence of physical self-perception of female college students participating in Pilates on perceived health state and psychological wellbeing. The subjects of this study were 187 female college students participating in Pilates classes in six universities located in Gyeonggi-do. The collected data was analyzed by using SPSS and AMOS 18.0 version. The results are as follows. First, the physical self-perception of female college students participating in Pilates classes affects their perceived health state. Second, the physical self-perception of female college students participating in Pilates classes affects their psychological well-being. Third, the perceived health state of female college students participating in Pilates classes affects their psychological well-being. Fourth, there is a causal relationship among the physical self-perception, perceived health state, and psychological well-being of female college students participating in Pilates classes. In particular, the physical self-perception obtained by the students through their Pilates classes strengthens their psychological well-being through their perceived health state. PMID:29740551

The influence of physical self-perception of female college students participating in Pilates classes on perceived health state and psychological wellbeing.

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Roh, Su Yeon

2018-04-01

The purpose of this study is to examine the influence of physical self-perception of female college students participating in Pilates on perceived health state and psychological wellbeing. The subjects of this study were 187 female college students participating in Pilates classes in six universities located in Gyeonggi-do. The collected data was analyzed by using SPSS and AMOS 18.0 version. The results are as follows. First, the physical self-perception of female college students participating in Pilates classes affects their perceived health state. Second, the physical self-perception of female college students participating in Pilates classes affects their psychological well-being. Third, the perceived health state of female college students participating in Pilates classes affects their psychological well-being. Fourth, there is a causal relationship among the physical self-perception, perceived health state, and psychological well-being of female college students participating in Pilates classes. In particular, the physical self-perception obtained by the students through their Pilates classes strengthens their psychological well-being through their perceived health state.

Increasing Students' Perceived Sociopolitical Empowerment through Online and Face-to-Face Community Psychology Seminars

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Francescato, Donata; Solimeno, Andrea; Mebane, Minou Ella; Tomai, Manuela

2009-01-01

Community psychology theorists underline the importance of promoting sociopolitical empowerment, but few studies have been conducted on the evaluation of the efficacy of empowering programs among university students. The authors report two studies: the first, with 216 psychology majors, compared the efficacy of face-to-face and online community…

Mindfulness training for stress management: a randomised controlled study of medical and psychology students.

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de Vibe, Michael; Solhaug, Ida; Tyssen, Reidar; Friborg, Oddgeir; Rosenvinge, Jan H; Sørlie, Tore; Bjørndal, Arild

2013-08-13

Distress and burnout among medical and psychology professionals are commonly reported and have implications for the quality of patient care delivered. Already in the course of university studies, medicine and psychology students report mental distress and low life satisfaction. There is a need for interventions that promote better coping skills in students in order to prevent distress and future burnout. This study examines the effect of a seven-week Mindfulness-Based Stress Reduction (MBSR) programme on mental distress, study stress, burnout, subjective well-being, and mindfulness of medical and psychology students. A total of 288 students (mean age = 23 years, 76% female) from the University of Oslo and the University of Tromsø were randomly allocated to an intervention or control group. The control group continued with their standard university courses and received no intervention. Participants were evaluated using self-reported measures both before and after the intervention. These were: the 'General Health Questionnaire, Maslach Burnout Inventory Student version, Perceived Medical School Stress, Subjective Well-being, and Five Facet Mindfulness Questionnaire' and additional indices of compliance. Following the intervention, a moderate effect on mental distress (Hedges'g 0.65, CI = .41, .88), and a small effect on both subjective well-being (Hedges'g 0.40, CI = .27, .63) and the mindfulness facet 'non-reacting' (Hedges'g 0.33, CI = .10, .56) were found in the intervention group compared with the control group. A higher level of programme attendance and reported mindfulness exercises predicted these changes. Significant effects were only found for female students who additionally reported reduced study stress and an increase in the mindfulness facet 'non-judging'. Gender specific effects of participation in the MBSR programme have not previously been reported, and gender differences in the present study are discussed. Female medical and psychology

[Social psychological determinants of the formation of medical students' professional identity. Possibilities of development].

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Csörsz, Ilona

2011-03-20

Systematic observations regarding techniques of medical career-socialization has hardly ever appeared in Hungarian technical literature yet. Focusing on the need for practical medical training the author elaborated a career-socialization program consisting of a three-level, three-branch training technique. This consisted of a Junior Bálint-group, an imaginative visualization technique, and an expressive, drama-pedagogical working method completed with a projective technique. This career-socialization program focuses on the physician's personality, capability-expansion in relationship management, and practicing a set of professional behavior-roles. During the empirical observations connected to the work the author examined medical students' patient-representation, their relation to the patients, and the development of the physician's professional character. Within the frames of this three-level, three-branch training technique program it enables us to observe which training technique is able to reveal all those psychological qualities that can contribute to the conformation of the representations, thus to the process of career-socialization in the most effective way. The content-analyses of the cases of Junior Bálint-groups (n = 60) revealed that the most frequent problems are fear of intimacy, of bodily contact, communication with patients in a chronic or terminal state, and the fear of medical practice. The content-analyses of imaginary patient-images (n = 62) with Rorschach-signs confirmed that the psychological burdens mentioned above are the most serious problems for medical students. The process-, and content-analyses of drama-games, the integrative healing contact training groups (n = 74) showed that group work primarily intensifies the relationship responsiveness, the ability to adopt the other's (the patient's) viewpoints, and enables an involuntary and distressless identification with the patient and the physician, both agents in the healing relationship

Factors associated with academic performance in psychology students of UNMSM

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García Ampudia, Lupe; Orellana Manrique, Oswaldo; Canales Quevedo, Isaac

2014-01-01

In the present job is studied the factors related to the academic performance in to university group of students of the Faculty of Psychology of the UN MSM, among the factors has been considered the motivation, the strategies of learning and the self-esteem and in it pertaining to the academic performance the average of notices there is been considered obtained by the students in the three first cycles of study. The sample studied was constituted by the ingresantes in the year 1,999 to the Fa...

The effects of contact with Asians and Asian Americans on White American college students: attitudes, awareness of racial discrimination, and psychological adjustment.

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Dinh, Khanh T; Weinstein, Traci L; Nemon, Melissa; Rondeau, Sara

2008-12-01

On the basis of acculturation theory, explicating mutual influences between different cultural or ethnic groups coming into contact, this study focused "on the other side of acculturation" theory by examining the effects of intercultural contact with Asians and Asian Americans on the psychosocial experiences of White American college students. Participants (N = 315), undergraduates attending a public university located within the state of Massachusetts, completed a survey that assessed demographic and personal characteristics, acculturation (extent of intercultural contact with Asian people and Asian cultures), attitudes towards Asians and Asian Americans, awareness of institutional discrimination and blatant racial issues, and psychological distress. Results indicated that White American students' intercultural contact with Asians and Asian Americans contributed significant variance to the prediction of their attitudes towards this ethnic group and awareness of discrimination and racial issues, but not to psychological distress. This study provides implications for understanding mutual acculturative influences between different ethnic groups in the United States.

Using First-Person Accounts To Teach Students about Psychological Disorders.

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Banyard, Victoria L.

2000-01-01

Describes instructional use of brief first-person accounts of mental disorders. Explores the benefits of using first-person, autobiographical accounts as required reading in a course on abnormal psychology. Finds that first-person accounts were more helpful in increasing student appreciation of the experience of having a disorder and empathy for…

Interaction of Psychological Factors in Shaping Entrepreneurial Intention among Computer and Electrical Engineering Students

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Chao-Tung Liang

2015-01-01

Full Text Available Numerous technopreneurs start their ventures at college age, but the entrepreneurship of computer and electrical engineering (CEE students remains under-studied. This study analysed both the combined and interactive effects of psychological factors on the entrepreneurial intentions of CEE students. In this study, entrepreneurial intention comprised two dimensions, conviction and preparation. Regarding the direct effects, the results indicated that self-efficacy affected entrepreneurial conviction the most, followed by negative emotion, intrinsic motivation, and metacognition. Negative emotion affected entrepreneurial preparation the most, followed by self-efficacy and positive emotion. The results also revealed several crucial interactive effects resulting from psychological factors. An increase in cognitive load increased the entrepreneurial intention of students exhibiting high intrinsic motivation and reduced the intention of students exhibiting low intrinsic motivation. An increase in metacognition increased the entrepreneurial conviction of students exhibiting either high or low intrinsic motivation. An increase in positive emotion reduced the entrepreneurial intention of students exhibiting high negative emotion and increased the intention of students exhibiting low negative emotion. An increase in self-efficacy increased the entrepreneurial intention of students exhibiting either high or low negative emotion.

The Role of Internet Addiction and Social Media Membership on University Students' Psychological Capital

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Simsek, Eylem; Sali, Jale Balaban

2014-01-01

How Internet addiction affects happiness of university students in terms of their cognitive and emotional resources was not adequately investigated. One of the inner resources of life satisfaction and happiness is defined as psychological capital (PsyCap), under the paradigm of positive psychology. PsyCap consists of four main sub-factors: hope,…

Running to well-being: A comparative study on the impact of exercise on the physical and mental health of law and psychology students.

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Skead, Natalie K; Rogers, Shane L

Research indicates that, in comparison to other university students, law students are at greater risk of experiencing high levels of psychological distress. There is also a large body of literature supporting a general negative association between exercise and stress, anxiety and depression. However, we are not aware of any studies exploring the impact of exercise on the mental health of law students specifically. This article reports evidence of a negative association between exercise and psychological distress in 206 law and psychology students. Compared to psychology students, the law students not only reported greater psychological distress, but, in addition, there was a stronger association between their levels of distress and their levels of exercise. Based on the results of this study, we suggest a simple yet effective way law schools might support the mental health of their students. Copyright © 2016 Elsevier Ltd. All rights reserved.

The relationships between the achievement motivations and temperaments of psychology students with different lateral organization profiles.

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Vorobyeva E.V.

2015-03-01

Full Text Available The objective of this research was to assess the motivational potential of psychology students using an egoskopiya method. Heart rate and EEG data were recorded while the participants performed the Mehrabian achievement motivation test. Thirty students of the Faculty of Psychology of Southern Federal University who were aged between 20 and 30 years participated. The psychodiagnostic study involved 136 students from the Faculty of Psychology of Southern Federal University who were aged between 18 and 49 years. To determine the lateral organization profiles of sensory and motor functions, a computer-based testing program termed “Profile” was used. The Compact Russian Structure of Temperament Questionnaire (STQ-77 was used to evaluate the features of temperament. The results revealed that people with a strong motivation to succeed exhibited a predominance of right features in their lateral organization profiles. Their cardiovascular systems were in more activated states than those of the people who were extremely motivated to avoid failure. The observed temperament features of psychology students with different levels of achievement motivation indicated that the level of achievement motivation is related to the properties of temperament such that students with lower levels of achievement motivation (i.e., motivation to avoid failure exhibited the temperament traits of Neuroticism and Impulsivity in addition to low values on the scales for the Sensitivity to Sensations, Intellectual Ergonicity, and Sensitivity to Probabilities. High levels of achievement motivation (i.e., motivation to strive toward success corresponded to the psychology students’ propensities for Sensitivity to Sensations, high levels of Intellectual Ergonicity, high levels of Sensitivity to Probabilities and low values on the scales of Impulsivity and Neuroticism.

Teaching Independent Learning Skills in the First Year: A Positive Psychology Strategy for Promoting Law Student Well-Being

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Field, Rachael; Duffy, James; Huggins, Anna

2015-01-01

Empirical evidence in Australia and overseas has established that in many university disciplines, students begin to experience elevated levels of psychological distress in their first year of study. There is now a considerable body of empirical data that establishes that this is a significant problem for law students. Psychological distress may…

Personal determinants of positive states and stress in psychology students

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G.S. Kozhukhar

2013-07-01

Full Text Available We report study results of personality characteristics as predictors of positive states (active, optimistic, emotional, subjective comfort and stress experience in adults with one higher education and ongoing training in Psychology. The respondents were 107 people aged 23 to 52 years. Diagnostic methods we used were: "SMIL" (L. Sobchik, Optimism and Activity Scale (adapted by E. Vodopyanova, C. Izard Differential Emotions Scale (adapted by A. Leonova, Subjective Comfort Scale (adapted by A. Leonova, PSM-25 Scale by Lemyr-Tessier-Fillion. The regression analysis revealed that in subjects ongoing training in Psychology, basic predictor of positive emotions and stress experience is anxiety. Cluster analysis revealed three types of subjects by their positive states experiences, which differ primarily by the level of baseline anxiety and related personality characteristics. The group of risk comprised Psychology students with a tendency to depression and negative emotions and specific personality profile.

The Effect of Sports on the Psychological Well-Being Levels of High School Students

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Gül, Özgür; Çaglayan, Hakan Salim; Akandere, Mehibe

2017-01-01

The aim of this study is to examine the effect of sports education on psychological well-being levels of high school students in terms of individual, environmental and self-determination. This study group consists of totally 187 high school students, in other words 97 students (n[subscript male] = 48, n[subscript female] = 49) receive education in…

Formal and Informal Learning and First-Year Psychology Students' Development of Scientific Thinking: A Two-Wave Panel Study.

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Soyyılmaz, Demet; Griffin, Laura M; Martín, Miguel H; Kucharský, Šimon; Peycheva, Ekaterina D; Vaupotič, Nina; Edelsbrunner, Peter A

2017-01-01

Scientific thinking is a predicate for scientific inquiry, and thus important to develop early in psychology students as potential future researchers. The present research is aimed at fathoming the contributions of formal and informal learning experiences to psychology students' development of scientific thinking during their 1st-year of study. We hypothesize that informal experiences are relevant beyond formal experiences. First-year psychology student cohorts from various European countries will be assessed at the beginning and again at the end of the second semester. Assessments of scientific thinking will include scientific reasoning skills, the understanding of basic statistics concepts, and epistemic cognition. Formal learning experiences will include engagement in academic activities which are guided by university authorities. Informal learning experiences will include non-compulsory, self-guided learning experiences. Formal and informal experiences will be assessed with a newly developed survey. As dispositional predictors, students' need for cognition and self-efficacy in psychological science will be assessed. In a structural equation model, students' learning experiences and personal dispositions will be examined as predictors of their development of scientific thinking. Commonalities and differences in predictive weights across universities will be tested. The project is aimed at contributing information for designing university environments to optimize the development of students' scientific thinking.

Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory

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Garratt-Reed, David; Roberts, Lynne D.; Heritage, Brody

2016-01-01

There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we

Cyberbullying psychological impact on university students: An exploratory study

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Jesús Redondo

2017-07-01

Full Text Available The objectives of this study were to determine the prevalence of cyberbullying among study participants and examine the psychological impact on both cyber victims and cyber attackers, also analyzing gender differences in the impact. The sample consisted of 639 students from the Universidad Pontificia Bolivariana, Bucaramanga branch, with an average age of 17.66 years (N = 303 boys, girls N = 334. For developing this analysis, the following instruments were used: (a Scale cyber aggressions; (B Scale cyber victimization; and (c Symptom Assessment Questionnaire-45 (SA-45. The results show that 27.5% of the sample has been attacked on occasion, and that the stalker was 26.7% over the past year. On the other hand, the results showed that there is a psychological impact (SA45 scales in both cyber victims and cyber aggressors. Gender differences in cyberbullying were evident only at some scales (primarily depression, anxiety, interpersonal sensitivity and somatization, although they were not significant among the psychological symptoms reported in this study (except for scales related to Somatization and Phobic Anxiety. © Revista Colombiana de Ciencias Sociales

Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes

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Goette, William F.; Delello, Julie A.; Schmitt, Andrew L.; Sullivan, Jeremy R.; Rangel, Angelica

2017-01-01

This study compares the academic performance and perceptions of 114 undergraduate students enrolled in an abnormal psychology course. Specifically, this study focuses on whether face-to-face (F2F) or blended modalities are associated with student learning outcomes. In this study, data analysis was based upon the examination of end-of-course…

Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in Canadian medical students.

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Babenko, Oksana; Mosewich, Amber; Abraham, Joseph; Lai, Hollis

2018-01-01

To investigate the contributions of psychological needs (autonomy, competence, and relatedness) and coping strategies (self-compassion, leisure-time exercise, and achievement goals) to engagement and exhaustion in Canadian medical students. This was an observational study. Two hundred undergraduate medical students participated in the study: 60.4% were female, 95.4% were 20-29 years old, and 23.0% were in year 1, 30.0% in year 2, 21.0% in year 3, and 26.0% in year 4. Students completed an online survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory-student version; autonomy, competence, and relatedness from the Basic Psychological Needs Scale; self-compassion from the Self-Compassion Scale-short form; leisure-time exercise from the Godin Leisure-Time Exercise Questionnaire; and mastery approach, mastery avoidance, performance approach, and performance avoidance goals from the Achievement Goals Instrument. Descriptive and inferential analyses were performed. The need for competence was the strongest predictor of student engagement (β= 0.35, P= 0.000) and exhaustion (β= -0.33, P= 0.000). Students who endorsed mastery approach goals (β= 0.21, P= 0.005) and who were more self-compassionate (β= 0.13, P= 0.050) reported greater engagement with their medical studies. Students who were less self-compassionate (β= -0.32, P= 0.000), who exercised less (β= -0.12, P= 0.044), and who endorsed mastery avoidance goals (β= 0.22, P= 0.003) reported greater exhaustion from their studies. Students' gender (β= 0.18, P= 0.005) and year in medical school (β= -0.18, P= 0.004) were related to engagement, but not to exhaustion. Supporting students' need for competence and raising students' awareness of self-compassion, leisure-time exercise, and mastery approach goals may help protect students from burnout-related exhaustion and enhance their engagement with their medical school studies.

Racial Group Membership and Multicultural Training: Examining the Experiences of Counseling and Counseling Psychology Students

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Pieterse, Alex L.; Lee, Minsun; Fetzer, Alexa

2016-01-01

This study documents various process elements of multicultural training from the perspective of counseling and counseling psychology students within the United States (US). Using a mixed-methods approach, findings indicate that racial group membership is an important variable that differentially impacts White students and students of Color while…

The mediating role of emotional intelligence between negative life events and psychological distress among nursing students: A cross-sectional study.

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Zhang, Pan; Li, Chang-Zai; Zhao, Ya-Ning; Xing, Feng-Mei; Chen, Chang-Xiang; Tian, Xi-Feng; Tang, Qi-Qun

2016-09-01

Previous studies have highlighted that negative life events and emotional intelligence are significant predictors of mental health. However, whether emotional intelligence mediates the relationship between negative life events and psychological distress among nursing students have not been given adequate attention. To explore the relationship among negative life events, emotional intelligence and psychological distress and to examine the mediating role of emotional intelligence in psychological distress among Chinese nursing students. A cross-sectional survey using convenience sampling. A total of 467 nursing students who were enrolled in a university in mainland of China. A structured questionnaire was administered from September-November in 2013 to participants who consented to participate in the study. Independent variables were personal variables, emotional intelligence and negative life events. Outcome variable was psychological health. The means and standard deviations were computed. Student's t-test and one-way analysis of variance (ANOVA) were performed, to test the differences among the demographic characteristics on the psychological distress scores. Pearson correlation analyses and hierarchical regression analyses were performed. Negative life events were positively associated with psychological distress. Emotional intelligence was negatively associated with psychological distress and negative life events. Emotional intelligence mediated the relationship between negative life events and psychological distress. The findings support the theory of Salovey and his colleagues, and provide evidence for emotional intelligence as a factor that buffers effects of negative life events on psychological distress. Copyright © 2016 Elsevier Ltd. All rights reserved.

Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students.

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Dyrbye, Liselotte N; Thomas, Matthew R; Shanafelt, Tait D

2006-04-01

To systematically review articles reporting on depression, anxiety, and burnout among U.S. and Canadian medical students. Medline and PubMed were searched to identify peer-reviewed English-language studies published between January 1980 and May 2005 reporting on depression, anxiety, and burnout among U.S. and Canadian medical students. Searches used combinations of the Medical Subject Heading terms medical student and depression, depressive disorder major, depressive disorder, professional burnout, mental health, depersonalization, distress, anxiety, or emotional exhaustion. Reference lists of retrieved articles were inspected to identify relevant additional articles. Demographic information, instruments used, prevalence data on student distress, and statistically significant associations were abstracted. The search identified 40 articles on medical student psychological distress (i.e., depression, anxiety, burnout, and related mental health problems) that met the authors' criteria. No studies of burnout among medical students were identified. The studies suggest a high prevalence of depression and anxiety among medical students, with levels of overall psychological distress consistently higher than in the general population and age-matched peers by the later years of training. Overall, the studies suggest psychological distress may be higher among female students. Limited data were available regarding the causes of student distress and its impact on academic performance, dropout rates, and professional development. Medical school is a time of significant psychological distress for physicians-in-training. Currently available information is insufficient to draw firm conclusions on the causes and consequences of student distress. Large, prospective, multicenter studies are needed to identify personal and training-related features that influence depression, anxiety, and burnout among students and explore relationships between distress and competency.

An Evaluation of Industrial/Organizational Psychology Teaching Modules for Use in Introductory Psychology.

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Maynard, Douglas C.; Bachiochi, Peter D.; Luna, Ana C.

2002-01-01

Evaluates four modules, created by the Society for Industrial and Organizational Psychology, for educating students about industrial/organizational (I/O) psychology. Reports that students' knowledge about I/O increased, and their interest in taking an I/O psychology course also increased. (CMK)

Influences of face, stigma, and psychological symptoms on help-seeking attitudes in Macao.

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Cheang, Sut Ieng; Davis, J Mark

2014-09-01

The purpose of this study was to examine the relationships between concerns about loss of face, stigma, psychological symptoms, and attitudes toward seeking mental health services such as counseling in Macao. Participants included 391 students attending the largest public university in Macao: 277 were from Macao and 114 were from Mainland China. Participants completed questionnaires measuring attitudes toward seeking professional psychological help, concerns about loss of face, self-stigma, public-stigma, and psychological symptoms. Results showed that positive attitudes toward help-seeking were significantly negatively correlated with self-stigma, public-stigma, and concerns about loss of face but there was no significant correlation with psychological symptoms. Psychological symptoms were positively correlated with face concerns, self-stigma, and public-stigma. Stigma (self and public) was found to be significantly positively associated with face concerns, but the correlations were weak. Findings also showed that Macao students had higher levels of distress, and endorsed greater self- and public-stigma than Mainland Chinese students; however, the groups did not differ in face concerns or attitudes toward help-seeking. Regression analysis indicated that group membership was not a significant predictor of help-seeking. Self-stigma was the strongest predictor of professional help-seeking. Age and sex were also found to be significant predictors. Results suggested that younger students were more likely to seek help and that female students reported greater levels of distress and tended to have more positive attitudes toward seeking psychological services than male students. © 2014 The Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

Investigation and analysis of network psychology of college students

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Zhang Xiaoyan

2013-01-01

Based on basic situational research and analysis carried out on 638 college students using network,we found that as many as 20 percent of the students are not only largely dependent on internet,but also addicted to it.Further biography characteristics analyses for different individuals on the four dimensions of the network forced addiction,tolerance,and time management and interpersonal relationship and health,show that there are significant differences in grades,gender with different education levels of their parents.Further researches on discrepancy that addicted groups have in network entertainment addiction,network information,cyber porn,network relations and network transactions addictions also illustrate that significant discrepancies exist in gender,net age,different discipline and other factors.Finally we put forward some correlative measures to solve the problems of college students network psychology from individuals,schools,and society levels.

The Influence of Causal Explanations and Diagnostic Labeling on Psychology Students' Beliefs About Treatments, Prognosis, Dangerousness and Unpredictability in Schizophrenia.

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Magliano, Lorenza; Read, John; Rinaldi, Angela; Costanzo, Regina; De Leo, Renata; Schioppa, Giustina; Petrillo, Miriam

2016-04-01

This study explored views of 566 Italian psychology students about schizophrenia. The most frequently cited causes were psychological traumas (68 %) and heredity (54 %). Thirty-three percent of students firmly believed that people with the condition could recover. Reporting heredity among the causes, and identifying schizophrenia were both associated with prognostic pessimism, greater confidence in pharmacological treatments and lower confidence in psychological treatments. Schizophrenia labeling was also associated with higher perception of unpredictability and dangerousness. Compared to first year students, fourth/fifth year students more frequently reported heredity among the causes, and were more pessimistic about schizophrenia recovery. Stigma topics should be included in future psychologists' education.

Computational psycholinguistic analysis and its application in psychological assessment of college students

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Kučera Dalibor

2015-06-01

Full Text Available The paper deals with the issue of computational psycholinguistic analysis (CPA and its experimental application in basic psychological and pedagogical assessment. CPA is a new method which may potentially provide interesting, psychologically relevant information about the author of a particular text, regardless of the text’s factual (semantic content and without the need to obtain additional materials. As part of our QPA-FPT research we studied the link between the linguistic form of a text by Czech college students and their personality characteristics obtained from a psychodiagnostic test battery. The article also discusses the basis of the method, opportunities for practical application and potential use within psychological and pedagogical disciplines

Relation between contemplative exercises and an enriched psychology students' experience in a neuroscience course

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Levit Binnun, Nava; Tarrasch, Ricardo

2014-01-01

This article examines the relation of contemplative exercises with enhancement of students' experience during neuroscience studies. Short contemplative exercises inspired by the Buddhist tradition of self-inquiry were introduced in an undergraduate neuroscience course for psychology students. At the start of the class, all students were asked to participate in short “personal brain investigations” relevant to the topic presented. These investigations were aimed at bringing stable awareness to a specific perceptual, emotional, attentional, or cognitive process and observing it in a non-judgmental, non-personal way. In addition, students could choose to participate, for bonus credit, in a longer exercise designed to expand upon the weekly class activity. In the exercise, students continued their “personal brain investigations” for 10 min a day, 4 days a week. They wrote “lab reports” on their daily observations, obtained feedback from the teacher, and at the end of the year reviewed their reports and reflected upon their experiences during the semester. Out of 265 students, 102 students completed the bonus track and their final reflections were analyzed using qualitative methodology. In addition, 91 of the students answered a survey at the end of the course, 43 students participated in a quiz 1 year after course graduation, and the final grades of all students were collected and analyzed. Overall, students reported satisfaction from the exercises and felt they contributed to their learning experience. In the 1-year follow-up, the bonus-track students were significantly more likely than their peers to remember class material. The qualitative analysis of bonus-track students' reports revealed that the bonus-track process elicited positive feelings, helped students connect with class material and provided them with personal insights. In addition, students acquired contemplative skills, such as increased awareness and attention, non-judgmental attitudes, and

Racial and ethnic minority college students' stigma associated with seeking psychological help: Examining psychocultural correlates.

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Cheng, Hsiu-Lan; Kwan, Kwong-Liem Karl; Sevig, Todd

2013-01-01

Many college students underuse professional psychological help for mental health difficulties. The stigma associated with seeking such help appears to be one of the reasons for this underuse. Levels of psychological distress and past use of counseling/psychotherapy have been found to be important correlates of stigma associated with seeking psychological help (Obasi & Leong, 2009; Vogel, Wade, & Haake, 2006). For racial and ethnic minorities, the hindering effects of self-stigma and perceived stigmatization by others on treatment seeking may further be compounded by their relationships with their own ethnic groups, with other ethnic groups, and with the dominant society. This study used structural equation modeling (SEM) to test a model that explored the effects of psychological distress and psychocultural variables (i.e., ethnic identity, other-group orientation, perceived discrimination) on perceived stigmatization by others and self-stigma for seeking psychological help, controlling for past use of counseling/psychotherapy. The sample consisted of 260 African American, 166 Asian American, and 183 Latino American students. SEM multigroup analyses indicated measurement invariance, but partial structural invariance, across racial/ethnic groups. Across all 3 groups, higher levels of psychological distress and perceived racial/ethnic discrimination, respectively, predicted higher levels of perceived stigmatization by others for seeking psychological help, which, in turn, predicted greater self-stigma for seeking psychological help. Higher levels of other-group orientation predicted lower levels of self-stigma of seeking psychological help across groups. Higher levels of ethnic identity predicted lower levels of self-stigma of seeking psychological help only for African Americans. Implications for research and practice are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Factors impacting on psychological wellbeing of international students in the health professions: A scoping review.

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McKenna, Lisa; Robinson, Eddie; Penman, Joy; Hills, Danny

2017-09-01

There are increasing numbers of international students undertaking health professional courses, particularly in Western countries. These courses not only expose students to the usual stresses and strains of academic learning, but also require students to undertake clinical placements and practice-based learning. While much is known about general issues facing international students, less is known about factors that impact on those studying in the health professions. To explore what is known about factors that influence the psychological wellbeing of international students in the health professions. A scoping review. A range of databases were searched, including CINAHL, Medline, Scopus, Proquest and ERIC, as well as grey literature, reference lists and Google Scholar. The review included qualitative or quantitative primary peer reviewed research studies that focused on international undergraduate or postgraduate students in the health professions. The core concept underpinning the review was psychological issues, with the outcome being psychological and/or social wellbeing. Thematic analysis across studies was used to identify key themes emerging. A total of 13 studies were included in the review, from the disciplines of nursing, medicine and speech-language pathology. Four key factor groups emerged from the review: negotiating structures and systems, communication and learning, quality of life and self-care, and facing discrimination and social isolation. International health professional students face similar issues to other international students. The nature of their courses, however, also requires negotiating different health care systems, and managing a range of clinical practice issues including with communication, and isolation and discrimination from clinical staff and patients. Further research is needed to specifically explore factors impacting on student well-being and how international students can be appropriately prepared and supported for their

Interpersonal relations in university: what do undergraduated students in Psychology think?

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Adriana Benevides Soares

2016-07-01

Full Text Available Social relations at the university are important for adaptation, experience and academic results. This article aims to identify how college students perceive their experiences in interpersonal situations in academic space. We used focus group to collect the data and content analysis to categorize and analyze the speech of the students. Participants were 13 psychology students from a public university in Rio de Janeiro city. The results allowed the categorization of situations as easy and difficult. Concerning difficult situations, we perceived the students’ difficulties in dealing with interpersonal relationships. Regarding the teacher-student relationship, difficulties were identified with the teacher’s didactics. As situations listed as easy, we highlight the students who admire their teachers, the tolerance of differences, socialization, and acceptance to work with colleagues.

Relationships Between Self-Efficacy, Self-Esteem and Procrastination in Undergraduate Psychology Students

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Hajloo, Nader

2014-01-01

Objective: The present study aimed to review the relationships between procrastination and two self-factors self-efficacy and self-esteem. Methods: Participants were 140 undergraduates Psychology students enrolled in Mohagheg Ardabili University, Ardabil, Iran. Instruments used for collecting the required data were the student-version of the General Procrastination Scale (GP-S), General Self-Efficacy Scale (GSE) and Rosenberg?s Self-Esteem Scale (SES). Results: Using causal modeling, two mode...

Searching for Psychological Predictors of Suicidal Ideation in University Students

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Adelino António Gonçalves Pereira

2018-01-01

Full Text Available ABSTRACT The present study aims to identify psychological predictors of suicidal ideation in university students. We collected a sample of 366 participants, representing a population of 7102 students from a university in northern Portugal (95% CI. Both in the whole sample and in the intra-gender analysis, students with suicidal ideation revealed higher levels of depressive symptoms, loneliness, social anxiety and fears of abandonment, and lower levels of comfort with intimacy and trust in others. Loneliness and depression are significant predictors of suicidal ideation, with an odds ratio of 1.095 and 1.108, respectively. The results were consistent with those found in the literature, and call for more research and implementation of intervention protocols in university populations.

Racial and Ethnic Minority College Students' Stigma Associated with Seeking Psychological Help: Examining Psychocultural Correlates

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Cheng, Hsiu-Lan; Kwan, Kwong-Liem Karl; Sevig, Todd

2013-01-01

Many college students underuse professional psychological help for mental health difficulties. The stigma associated with seeking such help appears to be one of the reasons for this underuse. Levels of psychological distress and past use of counseling/psychotherapy have been found to be important correlates of stigma associated with seeking…

Factors Influencing College Student Health: Development of the Psychological Distress Inventory.

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Lustman, Patrick J.; And Others

1984-01-01

Describes the three-phase development of the Psychological Distress Inventory (PDI), an instrument designed primarily to measure life stress in college students. Standard psychometric information is presented, including reliability, validity, and some effects of response set. The PDI allows users to separately assess degree of depression, anxiety,…

College Student Binge Eating: Attachment, Psychological Needs Satisfaction, and Emotion Regulation

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Han, Suejung; Lee, Soonhee

2017-01-01

In this study we examine the mediating roles of psychological needs satisfaction (i.e., autonomy, competence, and relatedness) and emotion regulation difficulties in the relationship between attachment insecurity (i.e., attachment anxiety and avoidance) and binge eating behavior in college students. A total sample of 820 college students…

Psychological resources, satisfaction, and career identity in the work transition: an outlook on Sicilian college students

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Santisi G

2018-05-01

Full Text Available Giuseppe Santisi,1 Paola Magnano,2 Silvia Platania,1 Tiziana Ramaci2 1Department of Educational Sciences, University of Catania, Catania, Italy; 2Faculty of Human and Social Sciences, “Kore” University of Enna, Enna, Italy Background: The phases of career building today bring out a more complex process than in previous decades. Starting from the literature review, the university-to-work transition is considered a very important step in the future career of the graduates, and it involves some psychological resources and requires specific abilities. Methods: Research has examined the psychological resources that students at the end of a degree course can use in the university-to-work transition. The aim of the study is to verify the relationship between academic satisfaction and career identity, and the mediational role of readiness and confidence on this relationship. A group of 438 students were assigned to complete a questionnaire in order to examine the relationship between academic satisfaction and career identity and the role of core components of psychological resources: readiness and confidence as mediator. Results: The results indicated both a direct relationship between academic satisfaction and career identity and a mediated relationship with the influence of readiness and confidence for a transition. Adding to our results, we assert that academic satisfaction has a directed effect on confidence during the transition and is a predictor of career identity, both directly and by the mediation of readiness in career transitions. Conclusion: Career identity has implication for exploratory behavior, thus increasing the motivation and mindfulness that create a virtuous circle, influencing the development of knowledge and skills, which are the base of proactivity and confidence in construction of one’s future career. Keywords: career, transition, identity, satisfaction, resources

Effects of Perceived Social Support and Psychological Resilience on Social Media Addiction among University Students

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Bilgin, Okan; Tas, Ibrahim

2018-01-01

This research investigated the effects of perceived social support and psychological resilience on social media addiction among university students. The research group was composed of 503 university students. The ages of participant students varied between 17 and 31 years old. 340 (67.6%) of the participants are female and 163 (32.4%) of them are…

Can Completing a Mental Health Nursing Course Change Students' Attitudes?

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Hastings, Todd; Kroposki, Margaret; Williams, Gail

2017-05-01

Nursing program graduates rarely choose mental health nursing as a career. A quasi-experimental study was conducted to examine attitudes of 310 nursing students towards persons with mental illness. Students completed surveys on the first and last days of their program's psychiatric mental health nursing course. The pre- and post-test survey analysis indicated that students improved their attitude, knowledge and preparedness to care for persons with mental illness. However, students maintained little interest in working as a mental health nurse. Modifications in mental health nursing courses could be made to improve students' interest in choosing a career in mental health nursing.

The Factors Affecting the Intercultural Sensitivity Perception Level of Psychological Counseling and Guidance Students

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Tuncel, Ibrahim; Aricioglu, Ahu

2018-01-01

The purpose of this study is to determine the factors affecting the intercultural sensitivity perception levels of Psychological Counseling and Guidance students. This study was conducted in Pamukkale University which is located in the western part of Turkey. Data were gathered from 524 freshmen, sophomore, junior and senior students who are…

Specialty satisfaction, positive psychological capital, and nursing professional values in nursing students: A cross-sectional survey.

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Woo, Chung Hee; Park, Ju Young

2017-10-01

Ideally, college majors should be chosen to achieve self-realization and correspond to self-concept. However, some students select a major based on extrinsic factors, rather than aptitude or interests, because of a lack of employment opportunities. If they have negative college experiences with an unsatisfactory major, they might not engage fully in their occupation following graduation. This study aimed to identify factors affecting specialty satisfaction in preclinical practice nursing-college students. A cross-sectional descriptive survey. A nonprobability convenience sample of 312 nursing-college students at colleges in Deajeon City, South Korea. The survey questionnaire was distributed to those who agreed to participate. Freshmen and sophomore nursing students (n=312). Participants were 312 students at colleges in Deajeon City. A structured questionnaire was used to collect data, which were analyzed using SPSS/WIN. Positive psychological capital and nursing professional values were positively correlated with specialty satisfaction. Significant predictors for specialty satisfaction included hope and optimism (as components of positive psychological capital), the roles of nursing service and originality of nursing (as nursing professional values), and aptitude/interests and job value (as motives for selecting a major). The findings suggested that nursing students' specialty satisfaction was partially linked to positive psychological capital and professional values. Therefore, the promotion of positive factors should be useful in enhancing specialty satisfaction in preclinical-practice nursing-college students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Association between psychological and self-assessed health status and smartphone overuse among Korean college students.

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Kim, Hyun-Jin; Min, Jin-Young; Kim, Hye-Jin; Min, Kyoung-Bok

2017-09-04

Several studies suggest that subjective health status is closely related to various behavioral addictions, but there are few studies on smartphone overuse. This study investigated the associations between psychological and subjective health conditions and smartphone overuse in Korean college students. A total of 608 college students participated in this study. We investigated the perceived psychological factors, such as stress, depression symptoms and suicidal ideation. Overall health status was evaluated with self-assessed items, including usual health condition and EuroQol-visual analog scales (EQ-VAS) score. Smartphone overuse was evaluated as the Korean Smartphone Addiction Proneness Scale. Students with psychotic anxiety (i.e. stress, depression and suicidal ideation) showed significant associations with smartphone overuse, indicating an approximately twofold increased risk compared to those without psychological anxiety (all p smartphones than those who are in good health (OR = 1.98; 95% CI = 1.22-3.21). The EQ-VAS score, which indicates current self-assessed health status, also showed a similar result with general health status (OR = 2.14; 95% CI = 1.14-4.02). Negative conditions in self-perceived emotional or overall health condition are associated with the increased likelihood of smartphone overuse in Korean college students.

Medical and Psychology Students' Knowledge and Attitudes regarding Aging and Sexuality

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Snyder, Rachel J.; Zweig, Richard A.

2010-01-01

The current study surveys medical and doctoral psychology students (N = 100) from an urban northeastern university regarding knowledge and attitudes toward elderly sexuality and aging using the Facts on Aging Quiz, the Aging Sexuality Knowledge and Attitudes Scale, and measures of interest in gerontology, academic/clinical exposure to aging and…

Beyond the Sponge Model: Encouraging Students' Questioning Skills in Abnormal Psychology.

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Keeley, Stuart M.; Ali, Rahan; Gebing, Tracy

1998-01-01

Argues that educators should provide students with explicit training in asking critical questions. Describes a training strategy taught in abnormal psychology courses at Bowling Green State University (Ohio). Based on a pre- and post-test, results support the promise of using explicit questioning training in promoting the evaluative aspects of…

Cyclic efforts to improve completion rates of masters’ degree students in nursing

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Lizeth Roets

2012-12-01

Full Text Available Supervisors at Higher Education Institutions are challenged to shorten throughput of Master’s degree students in nursing as researchers are needed to improve the art and science of the nursing profession. Globally the completion time for a postgraduate degree in the health sciences varies between 4.7 and 5.5 years. The purpose of the study was to describe strategies that were implemented to shorten completion time and attrition rate of postgraduate students. A cyclic technical, scientific collaborative mode within an action research methodology was used to identify factors impeding completion time in this study. Contrary to other studies, supervision was not an inhibiting factor in this study. Physical, technical, academic and financial aspects were identified by postgraduate students through questionnaires and informal discussion groups with supervisors as well as progress reports. Strategies were implemented to address these. Following implementation of all strategies, 42% of the postgraduate students in the School of Nursing completed their Master’s degree within two years. This implies a 34% improvement. Although the completion rate improved it was still unsatisfactory and new challenges were identified during the second cycle, for example, the number of inexperienced supervisors increased and they needed mentoring. Speed mentoring is a possible solution to the problem.

Mandated Psychological Assessments for Suicide Risk in a College Population: A Pilot Study

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Kirchner, Grace L.; Marshall, Donn; Poyner, Sunney R.

2017-01-01

This study was conducted to evaluate the impact of a protocol mandating psychological assessment of college students exhibiting specific signs of suicide risk and/or nonsuicidal self-harm. Thirty-seven current and former students who had been documented as at risk completed a structured interview in person or by phone. Outcomes suggest this…

Psychological Well-being and Parenting Styles as Predictors of Mental Health among Students: Implication for Health Promotion

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Mohammad reza khodabakhsh; Fariba kiani; Soliman Ahmedbookani

2014-01-01

Introduction: The lack of mental health interferes with one's individual achievement and ability for undertaking the responsibilities of everyday life. Researches show that psychological well-being and parenting styles have an important role in ones' increasing general health. The current study examined the relationship between psychological well-being and parenting styles with students' mental health. Methods: This study was carried out on 278 students (124 boys and 154 girls) of Boukan's hi...

Increasing Completion Rate of an M4 Emergency Medicine Student End-of-Shift Evaluation Using a Mobile Electronic Platform and Real-Time Completion

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Matthew C. Tews

2016-06-01

Full Text Available Introduction: Medical students on an emergency medicine rotation are traditionally evaluated at the end of each shift with paper-based forms, and data are often missing due to forms not being turned in or completed. Because students’ grades depend on these evaluations, change was needed to increase form rate of return. We analyzed a new electronic evaluation form and modified completion process to determine if it would increase the completion rate without altering how faculty scored student performance. Methods: During fall 2013, 29 faculty completed paper N=339 evaluations consisting of seven competencies for 33 students. In fall 2014, an electronic evaluation form with the same competencies was designed using an electronic platform and completed N=319 times by 27 faculty using 25 students’ electronic devices. Feedback checkboxes were added to facilitate collection of common comments. Data was analyzed with IBM® SPSS® 21.0 using multi-factor analysis of variance with the students’ global rating (GR as an outcome. Inter-item reliability was determined with Cronbach alpha. Results: There was a significantly higher completion rate (p=0.001 of 98% electronic vs. 69% paper forms, lower (p=0.001 missed GR rate (1% electronic. vs 12% paper, and higher mean scores (p=0.001 for the GR with the electronic (7.0±1.1 vs. paper (6.8±1.2 form. Feedback checkboxes were completed on every form. The inter-item reliability for electronic and paper forms was each alpha=0.95. Conclusion: The use of a new electronic form and modified completion process for evaluating students at the end of shift demonstrated a higher faculty completion rate, a lower missed data rate, a higher global rating and consistent collection of common feedback. The use of the electronic form and the process for obtaining the information made our end-of-shift evaluation process for students more reliable and provided more accurate, up-to-date information for student feedback and when

Quantitative analysis of the individual dynamics of Psychology theses

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Robles, Jaime R.

2009-12-01

Full Text Available Three cohorts of undergraduate psychology theses (n = 57 performed by last year undergraduate psychology students from Universidad Católica Andrés Bello, were monitored using 5 longitudinal measurements of progression. A Generalized Additive Model, to predict the completion time of the theses, is tested against two completion times: early and delayed. Effect size measures favor a multiple dimension model over a global progress model. The trajectory of the indicators through the 5 measurements allows the differentiation between early and delayed completion. The completion probabilities estimated by the dimensional model allow the identification of differential oscillation levels for the distinct completion times. The initial progression indicators allow the prediction of early completion with a 71% success rate, while the final measurement shows a success rate of 89%. The results support the effectiveness of the supervisory system and the analysis of the progression dynamics of the theses from a task-delay model, focused on the relationship between the amount of task completion and the deadlines

An exploratory study of the relationship between resilience, academic burnout and psychological health in nursing students.

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Ríos-Risquez, Mª Isabel; García-Izquierdo, Mariano; Sabuco-Tebar, Emiliana de Los Angeles; Carrillo-Garcia, Cesar; Martinez-Roche, Maria Emilia

2016-08-01

The purpose of this study was to examine the relationship between resilience, academic burnout and psychological health in a sample of nursing students. A descriptive and cross-sectional design was applied, with questionnaires as tools. The convenience sample consisted of 113 nursing students in their final academic year, who voluntarily participated in the study. The results indicated a statistically significant relationship between resilience and both emotional exhaustion (r = -.55; p burnout and psychological health. Hierarchical multiple regression analysis indicated that high scores for resilience and low scores for emotional exhaustion predict better perceived psychological health [F (2.96)  = 17.75; p burnout. These findings highlight the importance of developing resilience and integrating it as an element in the nursing educational programme.

Strengthening the educational value of undergraduate participation in research as part of a psychology department subject pool.

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Moyer, Anne; Franklin, Nancy

2011-03-01

Participating in research must be an educational experience for students in order to ethically justify its inclusion as a requirement in college courses. Introductory Psychology students (N = 280) completed a written class assignment describing their research participation as a means to enhance this educational mission. Approximately half of students spontaneously mentioned something positive about the significance of the research or what they learned, with the remainder providing neutral, mixed, or negative comments. Students could articulate clearly and knowledgeably about the research in which they had participated. Such an assignment is an effective means to foster an understanding of the science of psychology.

Differences between Lab Completion and Non-Completion on Student Performance in an Online Undergraduate Environmental Science Program

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Corsi, Gianluca

2011-12-01

Web-based technology has revolutionized the way education is delivered. Although the advantages of online learning appeal to large numbers of students, some concerns arise. One major concern in online science education is the value that participation in labs has on student performance. The purpose of this study was to assess the relationships between lab completion and student academic success as measured by test grades, scientific self-confidence, scientific skills, and concept mastery. A random sample of 114 volunteer undergraduate students, from an online Environmental Science program at the American Public University System, was tested. The study followed a quantitative, non-experimental research design. Paired sample t-tests were used for statistical comparison between pre-lab and post-lab test grades, two scientific skills quizzes, and two scientific self-confidence surveys administered at the beginning and at the end of the course. The results of the paired sample t-tests revealed statistically significant improvements on all post-lab test scores: Air Pollution lab, t(112) = 6.759, p virtual reality platforms and digital animations. Future research is encouraged to investigate possible correlations between socio-demographic attributes and academic success of students enrolled in online science programs in reference to lab completion.

A Comparison of Mental Health Status between Students of Two Faculties of Alzahra University: Physical Education vs. Educational Sciences and Psychology

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Elham Baghban Baghestan

2015-07-01

Full Text Available Background and objectives : This study aimed to compare mental health status between students of two faculties of Alzahra University: physical education vs. educational sciences and psychology. Material and Methods : This cross-sectional study was conducted in physical educations and educational sciences and psychology faculties. A total number of 242 and 265 students were surveyed in these faculties respectively by GHQ-28 general health questionnaire. Data were extracted and analyzed using SPSS-17. Results : Results indicated that among 265 students, 135 participants (55.8% in physical education faculty and 170 participants in educational sciences and psychology faculty (60.3% were suspected to suffer from mental disorders. Results showed that prevalence of mental disorders in physical education faculty and faculty of educational sciences and psychology was 9.4% and 30.2% respectively (p Conclusion : The results demonstrated that students of physical education faculty significantly scored lower than students of educational sciences and psychology faculty in all four scales of mental health. They had fewer problems in terms of anxiety, depression, physical disorders and social function. Generally, they had better mental health status. ​

SOCIAL COMPETENCE AND PSYCHOLOGICAL VULNERABILITY: THE MEDIATING ROLE OF FLOURISHING.

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Uysal, Recep

2015-10-01

This study examined whether flourishing mediated the social competence and psychological vulnerability. Participants were 259 university students (147 women, 112 men; M age = 21.3 yr., SD = 1.7) who completed the Turkish versions of the Perceived Social Competence Scale, the Flourishing Scale, and the Psychological Vulnerability Scale. Mediation models were tested using the bootstrapping method to examine indirect effects. Consistent with the hypotheses, the results indicated a positive relationship between social competence and flourishing, and a negative relationship between social competence and psychological vulnerability. Results of the bootstrapping method revealed that flourishing significantly mediated the relationship between social competence and psychological vulnerability. The significance and limitations of the results were discussed.

Career Interests of Students in Psychology Specialties Degrees: Psychometric Evidence and Correlations with the RIASEC Dimensions

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Ferreira, Aristides I.; Rodrigues, Rosa I.; da Costa Ferreira, Paula

2016-01-01

In this study, we present the development of a vocational interest scale for university students studying psychology. Three dimensions were extracted through principal component analysis, namely, organizational, educational, and clinical psychology. A second study with confirmatory factor analysis replicated the same three factors obtained in the…

Teaching psychology to nursing students-a discussion of the potential contribution of psychology towards building resilience to lapses in compassionate caring.

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de Vries, Jan M A; Timmins, Fiona

2017-09-01

Psychology is a required element in nursing education in many countries. It is particularly aimed at teaching nursing students to get a better understanding of patients, colleagues, health care organizations and themselves, and moreover to apply what they learn about psychology to optimise their care. A meaningful integration of psychology within nursing education requires an emphasis on its application in understanding aspects of care and skills development. However, its ultimate value is demonstrated when addressing problem areas in nursing and health care. In this paper the authors outline an approach to psychology education in nursing which emphasises its development as a problem solving support. An example is presented which focuses on the application of psychology to the challenge of care erosion and deficient critical nursing reflection. The discussion includes the organisational context, social pressure, social cognition, reflection and the role of inner conflict (cognitive dissonance). Nursing educators can contribute to the prevention of care erosion by a combined effort to teach awareness of psychological mechanisms, 'critical' reflection, mastery in practice, strong values and standards, and 'inoculation' against justifications of substandard care. Copyright © 2017 Elsevier Ltd. All rights reserved.

Psychology Students Try on the Role of Educational Diagnosticians. Preliminary Studies

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Niemierko Bolesław

2016-09-01

Full Text Available The aim of the studies was to ascertain how far psychology students are ready to learn the vocation of education assistants to children and youth. Four general ways of acquiring knowledge and skills - by assimilation, by doing, by discovering, and by impression - were distinguished and interpreted with regard to the students’ prospective employment in educational institutions. Learning by doing (model Beta and by impression (model Delta turned out to be more expressive in the student self-reports than learning by assimilation (model Alpha and by discovering (model Gamma.

Examining Psychological Well-Being and Self-Esteem Levels of Turkish Students in Gaining Identity against Role during Conflict Periods

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Isiklar, Abdullah

2012-01-01

In this research, university students' psychological well being and self-esteem levels are investigated in terms of a number of variables. The sample in this study is composed of 382 university students. To gather the data for this study, the Subjective Information Form, Psychological Well-Being Scale and Self-Esteem Scale are used. T tests and…

Physiological and Psychological Effects on High School Students of Viewing Real and Artificial Pansies

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Miho Igarashi

2015-02-01

Full Text Available The relaxation effects of gardening have attracted attention; however, very few studies have researched its physiological effects on humans. This study aimed to clarify the physiological and psychological effects on high school students of viewing real and artificial pansies. Forty high school students (male: 19, female: 21 at Chiba Prefectural Kashiwanoha Senior High School, Japan, participated in this experiment. The subjects were presented with a visual stimulation of fresh yellow pansies (Viola x wittrockiana “Nature Clear Lemon” in a planter for 3 min. Artificial yellow pansies in a planter were used as the control. Heart rate variability was used as a physiological measurement and the modified semantic differential method was used for subjective evaluation. Compared with artificial pansies, visual stimulation with real flowers resulted in a significant decrease in the ratio of low- to high-frequency heart rate variability component, which reflects sympathetic nerve activity. In contrast, high frequency, which reflects parasympathetic nerve activity, showed no significant difference. With regard to the psychological indices, viewing real flowers resulted in “comfortable”, “relaxed”, and “natural” feelings. The findings indicate that visual stimulation with real pansies induced physiological and psychological relaxation effects in high school students.

Rates and Psychological Effects of Exposure to Family Violence among Sri Lankan University Students

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Haj-Yahia, Muhammad M.; de Zoysa, Piyanjli

2008-01-01

Objectives: The study had two objectives: to examine the rates of exposure to family violence among students in a non-Western society, with Sri Lanka as a case study and to examine the psychological effects of their exposure. Method: Four hundred seventy six medical students in Sri Lanka were surveyed. A self-administered questionnaire was…

Delayed Sleep and Sleep Loss in University Students.

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Lack, Leon C.

1986-01-01

A sample of 211 first-year psychology students completed a questionnaire of sleep habits and difficulities. It was discovered that Delayed Sleep Phase Syndrome may be a significant problem in university student populations. (Author/JD)

The cultural background of the non-academic concept of psychology in Japan: its implications for introductory education in psychology.

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Ashitaka, Yuki; Shimada, Hiroyuki

2014-06-01

No research has empirically explored the non-academic concept of psychology itself (implicit theories) in non-Western cultures despite a widely held belief that this understanding differs cross-culturally. This study examined whether the non-academic concept of psychology among inexperienced Japanese students differed from the concept held by students of other countries. In Japanese, psychology is referred to as , which includes the ideographic character , literally meaning heart. This fact led us to hypothesize that psychology will be disproportionately associated with emotion among Japanese students. Indeed, our findings among Japanese students produced a J-curve, indicating that our prediction was true. We posit that this issue has never been discussed in Japan because a majority of people share this concept of psychology. In our second study, we examined not only preference in students' association of intelligence or emotion but also heart or mind with psychology. Finally, we identified whether students' believe that psychology encompasses both the heart and the mind. We conclude with a discussion of the importance of explicitly defining the non-academic concept of psychology in early psychology education in Japan. © 2013 International Union of Psychological Science.

International Students in the U.S.: Social and Psychological Adjustment

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Jackson, Michelle; Ray, Sukanya; Bybell, Danica

2013-01-01

In this study, we examined the role of self-esteem, hope, optimism, coping, acculturative stress, and social support on international students' depressive symptoms and sociocultural adjustment. Seventy international students completed a self-report online survey. The most notable finding was that the international students used adaptive and…

Internet Use and Psychological Wellbeing: A Study of International Students in Singapore

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Dutta, Oindrila; Chye, Stefanie Yen Leng

2017-01-01

We investigated the relationship between psychological wellbeing (as indicated by participants' level of loneliness, perceived academic stress and depression) and generalized problematic internet use. Data was collected from a sample of 103 international students studying in Singapore. Statistical analyses revealed that depression was the most…

East Asian International Students and Psychological Well-Being: A Systematic Review

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Li, Jiaqi; Wang, Yanlin; Xiao, Feiya

2014-01-01

The present article reports a systematic review of the studies related to psychological well-being among East Asian international students. A total of 18 quantitative studies published in peer-reviewed journals from 2000 to 2011 were reviewed. Our review revealed three major results: (1) a majority of researchers (n = 13, 72.2%) tend to choose…

The activity approach to the psychological support of the 1st year university students

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Natalia A. Rozhdestvenskaya

2017-09-01

Full Text Available The paper is devoted to approbating the method of negative emotion processing as the main component of the psychological support of the first-year students experiencing difficulties in adapting to university life. Many teachers associate the gradual development of intellectual activity and knowledge with teaching of school subjects. The work of P.Ya. Galperin’s disciples and followers (e.g. O.Karabanova, A.Liders, Yu.Frolov, N. Rozhdestvenskaya showed that the scientific method is universal and can be used to develop and improve various mental properties and activities. Using method «Perfection of Interpersonal Cognition Strategies» in psychological counseling based on P.Ya. Galperin’s theory promotes the development of adolescent reflexive mechanisms of understanding the personal characteristics of people, reducing the number of interpersonal conflicts with peers and adults, and also improving teachers’ understanding of the student personal characteristics. There are conditions under which the efficacy of mastering knowledge and cognitive skills are achieved. The educational experiment of studying the adaptation to university conditions in rural school graduates shows that mastering the cognitive processing of negative emotional experiences plays a leading role in the psychological adaptation of students. This method is an independent variable with respect to the three dependent ones, i.e. psychological adaptation in general, self-regulation of behaviour and communicative competence. The educational experiment carried out in accordance with the requirements of P.Ya. Galperin’s theory once again confirmed the high efficiency of P.Ya. Galperin’s methodology and showed that its potential capabilities are far from exhausted.

Biopsychosocial impact of the voice in relation to the psychological features in female student teachers.

NARCIS (Netherlands)

Meulenbroek, L.F.P.; Thomas, G.; Kooijman, P.G.C.; Jong, F.I.C.R.S. de

2010-01-01

OBJECTIVE: The aim of the study was to assess biopsychosocial impact of the voice in relation to the psychological features in female student teachers. METHODS: This research was a cross-sectional study in 755 student teachers using general questionnaires, the Voice Handicap Inventory (VHI), Type D

A literature review on the psychological needs of students with sensory loss

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Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

2017-01-01

The article presents a comprehensive literature review of evidence about the psychological needs of students with hearing and/or visual loss, as well as the effect of their perceptions of need support on their motivation, engagement, and outcomes. The framework applied is based on the Self-

A Model of Parental Achievement-Oriented Psychological Control in Academically Gifted Students

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Garn, Alex C.; Jolly, Jennifer L.

2015-01-01

This study investigated achievement-oriented parent socialization as it pertains to school avoidance in a sample of gifted students. A serial mediation model examining relationships among parental achievement-oriented psychological control (APC), fear of academic failure, academic amotivation, and school avoidance was tested. The sample included…

Portraits of PBL: Course Objectives and Students' Study Strategies in Computer Engineering, Psychology and Physiotherapy.

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Dahlgren, Madeleine Abrandt

2000-01-01

Compares the role of course objectives in relation to students' study strategies in problem-based learning (PBL). Results comprise data from three PBL programs at Linkopings University (Sweden), in physiotherapy, psychology, and computer engineering. Faculty provided course objectives to function as supportive structures and guides for students'…

National standards for high school psychology curricula.

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2013-01-01

The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.

Investigating the feasibility and acceptability of health psychology-informed obesity training for medical students.

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