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Emotional regulation and responses to provocation: Does agreeableness make a difference?
Title
Emotional regulation and responses to provocation: Does agreeableness make a difference?.
Creator
Workman, Katie Ann, Florida Atlantic University, Jensen-Campbell, Lauri
Abstract/Description
The ability to regulate emotional expression serves as an important mechanism in the adaptation of an individual. One important individual difference related to emotional regulation is agreeableness. We examined two competing theories that link agreeableness to the ability to control emotional reactivity when involved in an aggressive situation. The person-environment fit hypothesis emphasizes social behavior as a product of how the individual and situation interact with each other. The...
Show moreThe ability to regulate emotional expression serves as an important mechanism in the adaptation of an individual. One important individual difference related to emotional regulation is agreeableness. We examined two competing theories that link agreeableness to the ability to control emotional reactivity when involved in an aggressive situation. The person-environment fit hypothesis emphasizes social behavior as a product of how the individual and situation interact with each other. The temperament hypothesis suggests that agreeableness is linked to temperamental bases of effortful control, specifically the regulation of anger. Female college students (N = 40) participated in a study that was designed to examine individual differences in emotional self-regulation in a simulated two person social interaction. Physiological responses to perceived aggression and observations of aggressive behavior were related to self-reports to examine hypotheses about links among personality and aggression. The patterns of results were different for high and low agreeable persons when they were targets of aggression.
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Date Issued
2000
PURL
http://purl.flvc.org/fcla/dt/15785
Subject Headings
Aggressiveness, Self-control, Personality, Temperament
Format
Document (PDF)
The Impact of a School Counselor Led Intervention on Grade 5African American Student Self-Regulation, Test Anxiety andSchool Attendance
Title
The Impact of a School Counselor Led Intervention on Grade 5African American Student Self-Regulation, Test Anxiety andSchool Attendance.
Creator
Mack, Clifford Henry Jr., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
The purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the...
Show moreThe purpose of this study is to evaluate the impact of the Student Success Skills (SSS) classroom intervention on grade 5 African American students’ self-regulation, test anxiety and school attendance. This study analyzed pre-existing, non-identifiable student data collected by school counselors at 30 elementary schools in South Florida. A multivariate analysis of covariance (MANCOVA) was used to determine differences in self-regulation, test anxiety, and school attendance between the students who participated in the SSS classroom intervention compared to those students who did not participate. Statistically significant differences were found between groups in all three factors and support the use of SSS classroom school counseling intervention with grade 5 African American students. Effect size estimates were reported for each of the measures.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004644, http://purl.flvc.org/fau/fd/FA00004644
Subject Headings
African American students -- Education, Educational counseling, Motivation in education, Personality assessment of children, School improvement programs, Self control
Format
Document (PDF)
'Persistent heterogeneity' v. 'state dependence': A cross-sectional test of Gottfredson and Hirschi's low self-control stability hypothesis
Title
'Persistent heterogeneity' v. 'state dependence': A cross-sectional test of Gottfredson and Hirschi's low self-control stability hypothesis.
Creator
Medlicott, Sandra, Florida Atlantic University, Arneklev, Bruce J.
Abstract/Description
In A General Theory Of Crime Gottfredson and Hirschi (1990) suggest that "low self-control" is an enduring individual characteristic that is the product of inadequate child-rearing. Sampson and Laub's (1993) Crime In the Making: Pathways and Turning Points Through Life somewhat supports this contention. However, the latter authors also suggest that later life experiences might change the direction of the life path (and self-control). This thesis examines whether adequate child-rearing is the...
Show moreIn A General Theory Of Crime Gottfredson and Hirschi (1990) suggest that "low self-control" is an enduring individual characteristic that is the product of inadequate child-rearing. Sampson and Laub's (1993) Crime In the Making: Pathways and Turning Points Through Life somewhat supports this contention. However, the latter authors also suggest that later life experiences might change the direction of the life path (and self-control). This thesis examines whether adequate child-rearing is the key causal determinant of low self-control in later life. It further tests whether later life-course transitions might alter and/or impact low self-control. The results suggest that the impact of early child-hood experiences continue to have an influence on self-control in later life. However, they also suggest that later life-course events (or transitions) can alter the proposed stability of such control. The implications of these findings are discussed.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/13363
Subject Headings
Self-control in children, Child rearing, Deviant behavior, Juvenile delinquency--Cross-cultural studies, Criminal behavior, Prediction of
Format
Document (PDF)
The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.
Title
The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.
Creator
Pomerantz, Rina, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Almost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual...
Show moreAlmost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual undergraduate college students. The present study aimed to investigate this relationship, as well as contribute additional insight on whether the academic self-efficacy of monolingual and bilingual undergraduate college students plays a role in their academic success specifically in science and math courses. Additionally, the findings of this research study were expected to provide data to inform the development of educational programs that might specifically target monolinguals or bilinguals in enhancing students’ self-efficacy. Seven instructors of foundational undergraduate science courses and math courses at a southeastern university agreed to contribute to the study by asking their students for their voluntary participation in the data collection. A total of 361 students participated in the study. Overall, 256 (70.9%) participants reported being monolingual and 105 (29.1%) reported being bilingual; 335 (92.8%) students were enrolled in science courses and 26 (7.2%) were registered in math courses; 237 (65.7%) were female students and 124 (34.3%) were male. Demographics, self-efficacy, and sociolinguistic data were collected using the Self-Efficacy Research Study Online Questionnaire. Final science and math grades were also collected from the instructors at the end of the semester for all students who volunteered to participate in the study. The findings of this research study revealed that the self-efficacy levels of undergraduate college students in science and math predict their academic achievement in these subjects. They also showed that the self-efficacy levels of bilingual participants are higher than those of their monolingual counterparts. Findings also indicated that when the relationship between final grade and self-efficacy was examined separately in each linguistic group the correlation was significant and positive for monolinguals.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004753, http://purl.flvc.org/fau/fd/FA00004753
Subject Headings
Self-efficacy., Control (Psychology), Academic achievement--Psychological aspects., Education, Bilingual., Science--Study and teaching (Higher), Mathematics--Study and teaching (Higher)
Format
Document (PDF)
Transformational learning and self-efficacy: an investigation into their role in prophylactic mastectomy
Title
Transformational learning and self-efficacy: an investigation into their role in prophylactic mastectomy.
Creator
Gordon, Faith, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Breast cancer affects one in eight women in the United States. Estimated new breast cancer cases for 2012 in the U.S. are 229,060 women (American Cancer Society, 2012). For all women it is important to be informed regarding all current treatment options. For women in high-risk categories of breast cancer it is even more important. Risk-reducing strategies for women at high-risk of breast cancer include surveillance, chemoprevention, and bilateral prophylactic mastectomy. Prophylactic...
Show moreBreast cancer affects one in eight women in the United States. Estimated new breast cancer cases for 2012 in the U.S. are 229,060 women (American Cancer Society, 2012). For all women it is important to be informed regarding all current treatment options. For women in high-risk categories of breast cancer it is even more important. Risk-reducing strategies for women at high-risk of breast cancer include surveillance, chemoprevention, and bilateral prophylactic mastectomy. Prophylactic mastectomy reduces the risk of breast cancer by excision of most breast tissue. Breast cancer among those initially diagnosed as high-risk is 90-94.3% (Hartmann et al., 1999). This procedure entails serious surgeries with numerous physical, social, and emotional ramifications and is not without side effects. The patient has the right to be informed and base her decision-making on the suitability of the procedure for herself. This research describes six (6) woman’s experiences, focusing on the role of transformational learning and self-efficacy, as these women progressed through the stages. Prophylactic mastectomy is radical, irreversible, and costly at the onset. The procedure may preclude a whole lifetime of surgeries, radiation, and chemical treatments. If this treatment is the right fit, and has been fully researched, balanced with options, family history, genetic predisposition, personal concerns, and anxiety levels, along with physician recommendations, a woman should consider pursuing it.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004374, http://purl.flvc.org/fau/fd/FA00004374
Subject Headings
Control (Psychology), Educational leadership, Health behavior, Mastectomy -- Decision making, Mastectomy -- Psychological aspects, Organizational learning, Self efficacy, Women -- Medical care, Women's health services
Format
Document (PDF)
Relationship Between Psychological Factors and Acute Strength Task Performance
Title
Relationship Between Psychological Factors and Acute Strength Task Performance.
Creator
Haischer, Michael H., Zourdos, Michael C., Florida Atlantic University, College of Education, Department of Exercise Science and Health Promotion
Abstract/Description
The purpose of this research was to investigate if various psychological wellbeing assessments can predict maximal strength performance and self-scored rating of perceived exertion (RPE) in the back squat. Fifty-eight resistance-trained males and females were recruited, and reported to the laboratory on one day. Subjects completed eight different scales and questionnaires before completing one-repetition maximum (1RM) testing of the squat, followed by two single-repetition sets at 30%, 40%,...
Show moreThe purpose of this research was to investigate if various psychological wellbeing assessments can predict maximal strength performance and self-scored rating of perceived exertion (RPE) in the back squat. Fifty-eight resistance-trained males and females were recruited, and reported to the laboratory on one day. Subjects completed eight different scales and questionnaires before completing one-repetition maximum (1RM) testing of the squat, followed by two single-repetition sets at 30%, 40%, 50%, 60%, 70%, 80%, and 90% of 1RM, and a set to volitional fatigue at 70% of 1RM. Cognitive anxiety and hypersomnia were found to be positive and negative predictors (p<0.05), respectively, of 1RM performance. Further, self-confidence, grit, and perceived recovery status were significant negative predictors of RPE (p<0.05). Finally, PRS was discovered to be a positive predictor of subject-reported 1RM self-efficacy (b=0.39, t=3.14, p<0.01, R2=0.15).
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004930, http://purl.flvc.org/fau/fd/FA00004930
Subject Headings
Exercise--Health aspects., Exercise--Psychological aspects., Sports--Psychological aspects., Performance--Psychological aspects., Cognitive psychology., Self-efficacy., Control (Psychology), Sleep deprivation--Social aspects.
Format
Document (PDF)