|Psi Chi Journal Summer 2008|
PSI CHI JOURNAL
Volume 13.2 | Summer 2008
Evan T. Guidry, Loyola University New Orleans; Elizabeth Yost Hammer, Xavier University of Louisiana
ABSTRACT: This study investigated patriotism, nationalism, smugness (an extreme form of nationalism), authoritarianism, and negativism and suspicion (subgroups of aggression), and how these traits are related to perceptions of war imagery. Participants were 78 undergraduates (23 male, 55 female) that are native born U.S. citizens. Participants completed surveys for the above personality constructs, then viewed a series of 20 images depicting war and reported their level of support for war. It was hypothesized that high nationalism, smugness, authoritarianism, and suspicion will result in more positive perceptions, while high negativism will result in more negative perceptions. Patriotism will also influence perception in some way. Significant correlations were found between support for war and patriotism, nationalism, smugness, and authoritarianism.
Predicting Attitudes Towards Authority Based on Personality in a University Residential Life Setting
Katherine T. Alarcon and Warren W. Tryon, Fordham University
ABSTRACT: The purpose of this study was to determine the effect of extraversion on the perception of residential life by college students living on campus. A total of 149 undergraduates completed a brief Introversion-Extraversion scale and a Residential Life Questionnaire. Results indicated strong and significant correlations between extraversion and higher levels of dissatisfaction with the rules set forth and those who enforce the rules, the number of times a student was documented for rule infractions, and how frequently a student consumed alcohol and how many drinks per event a student typically consumed. It appears that extraversion is associated with drinking alcohol in social situations which is associated with risky behaviors which is associated with infractions of Residential Life rules and negative opinions of this office. This study linked college conduct problems to personality through alcohol. Important differences between seniors and freshman, sophomores, and juniors were frequently noted.
Elan C. McCollum and Byron L. Zamboanga, Smith College
ABSTRACT: Beliefs regarding testing and academic success are shaped by many social influences including parents, teachers, and peers. In the current study, 54 students (M age = 20.7, SD = 3.98, range = 18-30) from a women’s college reported their perceptions of the utility of standardized tests and indicated sources (e.g. parents/ family) of social influence regarding these perceptions. Descriptive analyses revealed that students believe practice influences success on standardized tests, but that these tests do not accurately measure intelligence. The most prominent social influences that contributed to these perceptions are teachers and friends. Future research directions and programming efforts are discussed.
Christy M. Byrd, Agnes Scott College
ABSTRACT: This study examines the beliefs and practices of 30 kindergarten through third grade teachers in a suburban school district. Participants completed an online survey about their beliefs, classroom practices, and familiarity with certain terms. Results showed that the participants were more whole-language oriented in philosophy and used more whole-language practices than phonics practices. The curriculum was not a primary source of conflict as the participants felt they had control over their reading programs. Knowledge base did not vary by demographic factors. Finally, achievement data showed how successful this district was, which supported the participants’ beliefs that their programs were effective. Instead of continuing the "great debate,” teachers may be exploring what works best for their students by combining both approaches.
Callie Flemming and William E. Snell, Jr., Southeast Missouri State University
ABSTRACT: A substantial amount of research has been gathered in the area of attentiondeficit/ hyperactivity disorder (ADHD) in children. The present research investigated ADHD in university students, and the impact ADHD has on their emotional intelligence. The results revealed a significant relationship between certain aspects of adult ADHD and certain aspects of emotional intelligence. More specifically, the results indicated that the inattentive aspect of ADHD was inversely related to the emotional clarity aspect of emotional intelligence and that the hyperactiveimpulsive aspect of ADHD was inversely related to the emotional repair aspect of emotional intelligence. The discussion focuses on the importance of the findings in the lives of those with adult ADHD.
Brenda R. Jackson, Northwest Nazarene University
ABSTRACT: This study explores the impact of and interactions between age, gender, and self-esteem on death anxiety. The 136 participants consisted of 3 age-groups (18-25, 35-50, 60+), and were students, faculty/staff or emeriti members at a Christian liberal arts university. Participants took the Revised Death Anxiety Scale and the Rosenberg Self-Esteem Scale along with a brief demographic questionnaire. The initial 3 (age group) x 2 (gender) x 2 (self-esteem) ANOVA was not significant, but further investigation revealed that older adults reported lower death anxiety than young adults and women reported higher death anxiety than men. Self-esteem correlated negatively with death anxiety. These results indicate that age, gender, and self-esteem each impact death anxiety, but do so separately and without interactions.