Religiousness and College Student Alcohol Use: Examining the Role of Social Support

The purpose of this study was to examine the mediating role of social support in the relationship between religiousness and alcohol use in a sample of college students. Two dimensions of religiousness: religious commitment and religious coping were examined as predictors of alcohol use. Participants were male and female college students (N = 221); the majority of the sample was Christian (73.8%). Emotional social support was tested as a mediator. Both religiousness dimensions and emotional social support were related to less frequent alcohol use; however, mediation was not supported. These findings indicate that religious commitment and dispositional religious coping are protective against alcohol use, yet social support does not account for this relationship.

Thinking Fat and Feeling Blue: Eating Behaviors, Ruminative Coping, and Depressive Symptoms in College Women

Restrained and binge eating are related to depressive symptomatology in women; we examined the role of ruminative coping in this association. Sample participants (N?=?329) were female college students in the Midwestern U.S. who completed a health behaviors survey. Multiple regression models examining the pathway between eating (restrained and bingeing, respectively) and depressive symptoms were tested; ruminative coping was examined as the mediator in all models. Models in which dysregulated eating predicted depressive symptoms explained more variance than those testing the reverse pathway. Ruminative coping fully mediated the association between restrained eating and depressive symptoms and partially mediated the association between binge eating and depressive symptoms. Findings suggest ruminative coping is a mechanism linking disordered eating and depressive symptoms.     

Attributional Retraining: reducing the likelihood of failure

Failing a course is an acutely negative event for first-year university students, and a major contributor to high attrition rates at North American universities. Despite its prevalence, course failure receives relatively little research attention. What can be done to reduce course failure and help first-year students remain in university? This study examined the efficacy of an Attributional Retraining treatment intervention to reduce course failure in an Introductory Psychology course. Attributional Retraining is designed to restructure students’ causal explanations of poor performance by encouraging controllable attributions such as effort and strategy in place of immutable causes such as academic ability or intelligence. Relative to students in the control group, first-year students who received Attributional Retraining were less likely to fail the Introductory Psychology course (14.6% vs. 6.4%). This finding emerged beyond the effects of several well-established predictors of academic outcomes including student background characteristics (i.e., age, gender, and past academic performance) and learning environment variables (student registration status and participation in a first-year orientation program), suggesting the utility of Attributional Retraining for students with varying backgrounds and in different educational contexts. To the extent that Attributional Retraining is effective, inexpensive, and relatively easy to administer it may be a viable option for inclusion in orientation programs designed to reduce course failure and attrition among first-year university students.     

Defeating the potentially deleterious effects of externally imposed deadlines: practitioners' rules-of-thumb

The authors interviewed people to determine whether they devise strategies to offset the damaging effect that externally imposed deadlines have on intrinsic motivation. Interviewees' "practitioners' rules-of-thumb" strategies were consistent with the tenets of self-determination theory and were tested empirically in three experiments. In each of the experiments, complete or partial self-determination of initially externally imposed time limits negated the otherwise deleterious effects of deadlines on intrinsic motivation. Participants who actively co-opted a deadline as their own (Experiment 1), who self-imposed sub deadlines within an overall externally imposed deadline (Experiment 2), and who self-imposed more stringent deadlines than those imposed externally (Experiment 3) spent significantly more free-choice time engaged in target tasks than did their counterparts in externally imposed deadline conditions where no self-determination was permitted. Given the ubiquity of deadlines, the results can directly be implemented by both deadline setters and deadline recipients to protect people's interest in their work.     

A preliminary study of self-esteem,stigma, and disclosure in adolescents who stutter

This study examined the self-esteem, perceived stigma, and disclosure practices of 48 adolescents who stutter divided into two age cohorts: younger (13, 14, and 15 years) and older (16, 17, and 18 years) adolescents. Results revealed that 41 (85%) of the participants scored within 1 S.D. from the mean on a standardized measure of self-esteem, indicative of positive self-esteem. Results also showed that stuttering did not present a stigmatizing condition for the majority (65%) of adolescents who stutter. However, 60% of participants indicated that they "rarely" or "never" discussed their stuttering. The younger adolescents perceived stuttering as a more negative and stigmatizing condition than older adolescents. Implications for understanding stuttering in adolescents are discussed. EDUCATIONAL OBJECTIVES: Readers will learn about and understand (a) the role of stigma, disclosure, and self-esteem in stuttering; (b) the methods used to evaluate stigma, disclosure, and self-esteem in adolescents; and (c) the similarities between adolescents who stutter and normative data on self-esteem and stigma scales.     

Childhood experiences and psychosocial influences on HIV risk among adolescent Latinas in southern California

This study determined how adverse childhood experiences influenced risky sexual behavior in a community sample of Latina adolescents in Los Angeles (N = 904) within a modified ecodevelopmental perspective. Psychosocial, sociocultural, and environmental mediators of the relations between childhood experiences and risky sexual behavior were tested. Many direct and mediated paths were revealed using structural equation modeling. Childhood maltreatment was associated with risk sexual practices, including more partners, less condom use, more frequent intercourse, and less HIV testing. Drug use and general self-efficacy mediated several relationships. Reducing childhood maltreatment reduced HIV risk and improved psychosocial functioning. Many factors tested did not influence HIV risk. Much of what is known about HIV risk among other populations may not apply to young Latina women.     

Doing Field Studies of Religious Movements: An Agenda

Although the social scientific study of religion has seen the accumulation of numerous case studies, comparative work involving substantial numbers of cases is rare. In the absence of an accepted agenda for field research, field studies contain information relevant to the study at hand, but do not add systematically to a cumulative database. By contrast, field studies in anthropology may contain idiosyncratic information relevant to the author's interests, but an existing research agenda defines information researchers are expected to include, which has produced an expanding cross-cultural database. In this paper, we propose elements of a research agenda for the study of religious movements, including information related to movements' organizational history and context, mobilization, organization, governance, and outcomes. While this preliminary agenda is subject to refinement by others, it provides a starting point for the accumulation of comparable cases, and a basis for the comparative study of religious movements.