Do students studying therapy have more problems?

This study examined several questions on whether graduate students studying therapy reported more personal counseling or traumas than other students. The 66 students studying therapy did not report significantly different experiences or attitudes than 52 students in other areas, indicating that they did not seem to have more emotional problems or traumas than others.     

Do college students drink more than their non-college-attending peers? Evidence from a population-based longitudinal female twin study

The association of college attendance with alcohol use and alcohol use disorders was examined in a population-based young adult female twin sample identified from a systematic search of birth records. College-attending women consumed a larger overall volume of alcohol than did their non-college-attending peers, but they were not more likely to be diagnosed with an alcohol use disorder. Significant associations between college attendance and alcohol involvement were probed using 3 different complementary research designs: multivariate cross-sectional analyses, longitudinal analyses of the precollege and college years, and cotwin-control analyses of twin pairs discordant for attending college. Although demographic and lifestyle characteristics accounted for most or all of the association between college attendance and alcohol involvement, there was 1 aspect of drinking behavior, occasionally consuming large quantities of alcohol, that remained significantly associated with college attendance even after controlling for these characteristics or for genetic and family background factors. These results are consistent with the conclusion that some aspect of the college experience may be an important environmental risk factor for this pattern of drinking among young adults.     

How do counsellors make client assessments?

This paper reports on a consultation exercise undertaken with 18 experienced counsellors on how they make client assessments. These practitioners expressed a high degree of consensus on the purposes of assessment making (to reach a shared understanding with the client about their willingness and ability to undertake a shared therapeutic journey) but the way in which they approached the task varied according to the theoretical orientation they acquired during training. Although most had developed their counselling skills and techniques considerably since initial training, not all had integrated the assessment implications of later experience into their formulation making. The implications of combining single model assessment with eclectic practice are discussed, particularly in relation to making a decision to continue working with a client or to refer a client to a colleague. The authors call for further debate on how counsellors find meaning in what their clients say, why they ask the questions they do at the assessment stage, and how they achieve coherence in relation to ideas and skills accrued through ongoing training and practice. The implications of such a debate for training and supervision are discussed.     

Are students in some college majors more self-determined in their studies than others?

Self-determination theory proposes that the extent to which students’ motivation is self-determined is critical to learning outcomes. Based on occasional research evidence and our perceptions, we hypothesize that college students in certain majors have profiles that are higher in self-determined motivation than students in other majors. Specifically, our primary hypothesis is that students in the social sciences and humanities tend to be more self-determined, whereas students in business-related majors tend to be less self-determined. The results from two studies using large samples and advanced analytical methods support the primary hypotheses. Comparison results were also obtained for other majors (e.g., engineering and natural sciences), and supplemental analyses supported the critical role of self-determined motivation in learning outcomes among students in all majors. Study 2 also found support for two mechanisms for such differences, i.e., the majors’ learning climates and students’ individual differences in autonomous functioning. The current evidence suggests the importance of promoting more humanistic learning environments in certain academic disciplines.     

Are college students adults? Their conceptions of the transition to adulthood

College students (N=346) were surveyed on their conceptions of the transition to adulthood and their own status as adults. Only 23% indicated that they considered themselves to have reached adulthood, while nearly two-thirds indicated that they considered themselves to be adults in some respects but not in others. The most important criteria for marking the transition to adulthood were indicated to be individualistic and intangible criteria, particularly accept responsibility for the consequences of your actions, decide on beliefs and values independently of parents or other influences, and establish a relationship with parents as an equal adult, each of which was endorsed by more than 70% of the sample. In contrast, role transitions such as completing education, marriage, and becoming a parent were endorsed by less than 20%. It is suggested that the transition from adolescence to adulthood in Western societies is a process that may last many years, during which individualistic and intangible markers of adulthood (such as those specified here) are gradually and incrementally pursued.     

Sex-role identification and self-esteem in college students: Do men and women differ?

To explore the relationship between sex-role identification, achievement motivation, and self-esteem, 312 male and female college students were given the Stereotype Questionnaire, a modified form of the Mehrabian Achievement Motivation Test, and the Tennessee Self Concept Scale. Group self-esteem scores of males and females did not differ significantly. While achievement motivation was a significant correlate of self-esteem for both males and females, the relationship was significantly stronger for females than for males. Furthermore, a significant direct relationship was found for both males and females between a stereotypically more masculine orientation and self-esteem. A mutually reinforcing salutary circle of processes was proposed to explain the results.     

Goals of male and female college students: Do traditional sex differences still exist?

Importance ratings of reasons for attending college were obtained from male and female undergraduates. Responses were compared for sex differences and were compared to the responses of subjects in the Constantinople (1967) study. The picture of college students that emerged is very different from those of previous studies. Current females did not emphasize career goals less, nor social goals more, than males. Current males were more interested in social aspects of college than were their male predecessors. Male and female concepts of success seemed to differ. To females challenge and accomplishment were most important; to males, complying with parental pressures and economic success were most important.The authors thank Phillip Shaver for his helpful comments on an earlier version of this article.     

Do people use language production to make predictions during comprehension?

We present the case that language comprehension involves making simultaneous predictions at different linguistic levels and that these predictions are generated by the language production system. Recent research suggests that ease of comprehending predictable elements is due to prediction rather than facilitated integration, and that comprehension is accompanied by covert imitation. We argue that comprehenders use prediction and imitation to construct an "emulator", using the production system, and combine predictions with the input dynamically. Such a process helps to explain the rapidity of comprehension and the robust interpretation of ambiguous or noisy input. This framework is in line with a general trend in cognitive science to incorporate action systems into perceptual systems and has broad implications for understanding the links between language production and comprehension.     

Study strategies of college students: Are self-testing and scheduling related to achievement?

Previous studies, such as those by Kornell and Bjork (Psychonomic Bulletin & Review, 14:219–224, 2007) and Karpicke, Butler, and Roediger (Memory, 17:471–479, 2009), have surveyed college students’ use of various study strategies, including self-testing and rereading. These studies have documented that some students do use self-testing (but largely for monitoring memory) and rereading, but the researchers did not assess whether individual differences in strategy use were related to student achievement. Thus, we surveyed 324 undergraduates about their study habits as well as their college grade point average (GPA). Importantly, the survey included questions about self-testing, scheduling one’s study, and a checklist of strategies commonly used by students or recommended by cognitive research. Use of self-testing and rereading were both positively associated with GPA. Scheduling of study time was also an important factor: Low performers were more likely to engage in late-night studying than were high performers; massing (vs. spacing) of study was associated with the use of fewer study strategies overall; and all students—but especially low performers—were driven by impending deadlines. Thus, self-testing, rereading, and scheduling of study play important roles in real-world student achievement.     

Dispositional optimism among American and Jordanian college students: Are Westerners really more upbeat than Easterners?

The present study aimed at assessing some previous research conclusions, based primarily on comparisons of North Americans and East Asians, that Westerners tend to be optimistic while Easterners tend to be pessimistic. Two samples of European American and Jordanian college students were administered a questionnaire consisting of items measuring dispositional optimism along with items pertaining to risk and self‐protective behaviors (e.g., seatbelt use, vehicular speeding, smoking) and social and demographic factors (e.g., sex, socioeconomic status, religiosity). The findings uncovered dispositional optimism to be stronger for American compared to Jordanian participants. Separate analyses of optimism versus pessimism revealed that Jordanian participants were more pessimistic, but not less optimistic than their American counterparts. No significant correlations were found between dispositional optimism and sex, socioeconomic status, or religiosity. The levels of optimism displayed by Jordanians in this study are inconsistent with previous claims of an optimistic West and a pessimistic East, and suggest that self‐enhancing processes may not be confined to Western or highly individualistic groups. The findings did not uncover an association between dispositional optimism and risk or self‐protective behaviors. Multiple regression analyses showed cultural background and sex to be the best predictors of these behaviors. The implications of these findings are discussed.     

The effects of computer-based instruction on college students’ comprehension of classic research

Our purpose in this research was to determine the extent to which computer-based instruction can replace conventional teaching in experimental psychology. In Experiment 1, students from an advanced cognition and thinking course participated in a simulation of Schallert’s (1976) study of the role of context in prose comprehension and in a simulation of Carpenter and Just’s (1975) study of sentence-picture verification latencies. Half of the students completed each experiment with the computer, and half were taught traditionally. Comprehension of the purpose and design of the experiments was tested immediately after the laboratory session and 1 month later during the final examination. There were no significant differences between the groups. Several students in Experiment 1 appeared to rush through the experiments and pay little attention to the explanations. In Experiment 2, we studied the effectiveness of computer-based instruction in experimental laboratory sections that did or did not require a follow-up assignment. The second variable was introduced so that some factor of seriousness or importance of the laboratory exercise could be measured. Results from this study indicated that, regardless of the perceived importance of a laboratory exercise, students who studied classic research in a traditional setting comprehended the purpose and design of the experiment better than did the students who worked on the computer. In addition, the students assigned to write up the experiment performed better than did the students who were given no follow-up assignment.     

Does distraction reduce pain-produced distress among college students?

College students in four experiments placed their hands in ice water (the cold-pressor task) and reported their distress. They simultaneously engaged in different reaction-time (RT) tasks that varied in the amount of attention required for successful performance. In each experiment, which differed in numerous procedural details, RT, error-rate, and self-report measures all demonstrated that the distraction tasks differed in the degree of attention required. Greater distraction, however, failed to reduce physiological, self-report, or behavioral responses to the cold-pressor task. These data call into question the hypothesis that attention mediates the process whereby distraction tasks reduce pain-produced distress.     

Do traumatic events influence cognitive schemata?

Within the field of crisis psychology empirical research on the subject whether cognitive schemata are influenced by victimization, and whether possible changes in cognitive schemata are related to post-traumatic stress disorder (PTSD) is somewhat sparse. In the present study cognitive processing of 602 parents, who had lost an infant, were examined. Among other things results showed a significant relationship between level of cognitive processing and symptoms of PTSD. When items selected to reflect fundamental assumptions about the self and the world were assessed, there were only few differences between parents who had lost an infant, and the control group. Furthermore, there were numerous significant relations between items selected to reflect fundamental assumptions and symptoms of PTSD. The results are discussed in relation to central theories within the cognitive area of crisis psychology and recommendations for future research are offered.     

Do physicians make too much money?

The average net income of physicians in the USA is more than four times the average net income of people working in all domestic industries in the USA. When critics suggest that physicians make too much money, defenders typically appeal to the following four prominent principles of economic justice: Aristotle's Income Principle, the Free Market Principle, the Utilitarian Income Principle, and Rawls' Difference Principle. I shall show that no matter which of these four principles is assumed, the present high incomes of physicians cannot be defended.     

Is response adaptation a threat to the high-low reactor distinction among female college students?

Examined cardiovascular-response adaptation patterns in high- versus low-cardioreactive women. Responses to a mental-arithmetic-plus-noise task were compared within trials (3 min each), across trials (three per session), and across two sessions separated by a 4-week interval. Forty-four normotensive women (mean age = 22.5 years) completed the study. Heart rate (HR), systolic blood pressure (SBP), and diastolic blood pressure (DBP) were monitored. Analyses of variance were employed to analyze the repeated-measures design and indicated consistent decreases in HR, SBP, and DBP response magnitudes across visits, trials, and minutes. Decreases in HR were greatest from Minute 1 to Minute 2 within each trial and, similarly, from Trial 1 to Trial 2 within each visit. BP responses showed a delayed onset of within-trial adaptation. Reactivity groups were formed for (a) SBP reactivity for HR and DBP analyses and (b) HR reactivity for SBP analyses. Although high reactors (top tercile) showed greater adaptation to task repetition in all responses compared to low reactors (lowest tercile), they also consistently displayed greater responses. Even during the final task, SBP and HR responses discriminated between high and low reactors.     

Postgraduate research students: People in context?

This article seeks to explore learning, development and academic success, using postgraduate research students' experiences and relating them to submission and completion rates. The perceptions and circumstances of a sample of postgraduate research students from one cohort in a large civic university were examined via questionnaire and interviews. Significant associations between data gained via questionnaire and outcome of research study are presented, together with qualitative illustrations from comments and interviews with participating individuals. A developmental, sociocultural understanding of the learner is discussed. This supports a brief review of a package of practical measures designed to assist universities to support research students, especially those who may have difficulty negotiating the experience of research study, and their supervisors, and ultimately improve retention and submission rates.