Examining Personal,Perceived, Treatment,and Self-Stigma in College Students: The Role of Parent Beliefs and Mental Health Literacy

ABSTRACT

Although college student mental health concerns are on the rise, many struggling students do not seek psychological treatment when needed. Stigma toward psychological treatment has been demonstrated to influence intent to seek treatment in college student populations. This study aimed to identify factors that predict treatment stigma in college students by examining other forms of student-held stigma, parent-held stigma, and mental health literacy. Results indicated that student-held personal, perceived, and self-stigma all predicted student attitudes toward treatment, while parent-held personal stigma was found to predict self-stigma in students. Those individuals who had received previous education about psychological disorders had lower levels of personal stigma, and, surprisingly, higher levels of self-stigma. Implications for campus outreach programming are discussed.     

Conflict-Related Emotions During Peer Disputes

The aim of this study was to investigate young children's conflict emotions during peer disputes. Twenty-seven 4- to 5-year-old children participated in four 15- minute sessions in which groups of 3 children played with table toys. Videotapes of these sessions were used to identify all conflicts and conflict roles (initiator, recipient, and observer) and all conflict-related displays of facial emotions (using the AFFEX coding system). Results indicated that initiators', recipients' and observers' emotions differed in the conflict and postconflict periods, but that there were no initial preconflict differences. Overall, conflict initiators almost exclusively expressed happiness, whereas conflict recipients expressed mostly sadness and anger. In addition, children's conflict emotions were related to the frequency with which they initiated and received conflicts. Children who expressed higher percentages of negative emotions as conflict recipients both initiated and received more conflicts, and children who expressed more happiness when initiating conflicts also initiated more conflicts. These findings have implications for how young children develop methods of conflict resolution, and how they form concepts about sociomoral emotions.     

DEVELOPMENT, EVALUATION, AND VALIDATION OF A PAPER-AND-PENCIL TEST FOR MEASURING TWO COMPONENTS OF BIOLOGY TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE CONCERNING THE “CARDIOVASCULAR SYSTEM”

One main focus of teacher education research concentrates on teachers’ pedagogical content knowledge (PCK). It has been shown that teachers’ PCK correlates with teaching effectiveness as well as with students’ achievement gains. Teachers’ PCK should be analyzed as one of the main important components to evaluate professional development programs. On this account, it is necessary to develop standardized measures of biology teachers’ topic-specific PCK that are labor-efficient. This paper presents a study on the development, evaluation, and validation of a paper-and-pencil test to measure biology teachers’ declarative PCK on the topic of blood and the human cardiovascular system. The development of the test was based, among other considerations, on a review of research literature on PCK and an analysis of 50 videotaped biology lessons. The final test instrument was comprised of 15 items distributed across 2 scales. The findings of the main study—with 93 preservice and in-service biology teachers and 12 biologists—confirmed that this measure of biology teachers’ declarative PCK was reliable, objective, and valid. In-service biology teachers scored higher on the test than preservice teachers (effect size Cohen’s d, 0.65) on one hand and, also, than biologists (Cohen’s d, 1.00) on the other hand. Future versions of this test should explore enlarging the scales and measuring procedural aspects of PCK.     

The Lived Experiences of Men in a Master's Counseling Program

Using phenomenological methodology, the authors explored the experiences of 11 men in a master's‐level counseling program. Participants described the challenges and advantages of being a minority in number, being in a relational environment, and having an awareness of a patriarchal system. These findings suggest the importance of counselor educator awareness of the unique barriers male students face.     

Parental influences and adolescent career behaviours in a collectivist cultural setting

Using social cognitive career theory, we examined the relationships between parental variables (parental career expectations, adolescent–parent career congruence) and adolescent career aspirations and career actions (planning, exploration) in a sample of Grade 10 Indonesian high school students. We found good support for a model that revealed various routes by which the two parental variables were associated with adolescent career aspirations and career actions, although the main influence of the parental variables was by way of self-efficacy. The findings demonstrate important roles for parental career expectations and adolescent–parent career congruence in adolescents’ career aspirations and actions.     

Refinements Introduced in the Oddy Test Methodology

The ‘Oddy test’ is an accelerated corrosion test introduced in the 1970s at the British Museum to identify materials likely to emit volatile substances that could harm museum artefacts. It is carried out in many museums all around the world, but not always using the same methodology, which makes it difficult to compare and share test results between institutions. Refinements to the Oddy test methodology have been implemented at the British Museum over the last decade and the aim of this paper is to present these and promote consistency across institutions. The modifications introduced concern the method used to wash the glassware, the preparation of the metal coupons, and standard methods for preparing samples of liquid coatings, adhesives, and adhesive tapes. Finally, conducting Oddy tests is time consuming and measures employed at the British Museum to reduce the number of materials to be tested and streamline testing are described.     

A study of untrained models for multimodal information retrieval

Operational multimodal information retrieval systems have to deal with increasingly complex document collections and queries that are composed of a large set of textual and non-textual modalities such as ratings, prices, timestamps, geographical coordinates, etc. The resulting combinatorial explosion of modality combinations makes it intractable to treat each modality individually and to obtain suitable training data. As a consequence, instead of finding and training new models for each individual modality or combination of modalities, it is crucial to establish unified models, and fuse their outputs in a robust way. Since the most popular weighting schemes for textual retrieval have in the past generalized well to many retrieval tasks, we demonstrate how they can be adapted to be used with non-textual modalities, which is a first step towards finding such a unified model. We demonstrate that the popular weighting scheme BM25 is suitable to be used for multimodal IR systems and analyze the underlying assumptions of the BM25 formula with respect to merging modalities under the so-called raw-score merging hypothesis, which requires no training. We establish a multimodal baseline for two multimodal test collections, show how modalities differ with respect to their contribution to relevance and the difficulty of treating modalities with overlapping information. Our experiments demonstrate that our multimodal baseline with no training achieves a significantly higher retrieval effectiveness than using just the textual modality for the social book search 2016 collection and lies in the range of a trained multimodal approach using the optimal linear combination of the modality scores.     

A tool instead of a chore: Measuring student learning gains in order to improve instruction

Assessment is often treated as an unwelcome and time-consuming university or departmental requirement. This project proposes that assessment is actually an opportunity that communication faculty should embrace. Beginning with the end in mind, this study used stated course learning outcomes to construct a pre-/posttest instrument, administering those assessments in order to find out whether students were really learning what they were supposed to be learning. This article explains how the assessment instruments were constructed and administered, demonstrates clear and significant learning gains across three semesters, and identifies learning outcomes in need of instructional improvement. It also finds that by separating assessment from grading, pretests can identify concepts that need not be retaught, and posttests can reveal that an instructor’s perception of a successful instructional day does not necessarily match the reality of student learning for that day.     

Special Deliveries: Towards a Methodology for Generous Fulfillment of Special Collections Interlibrary Loan Requests

This article explores the implementation of special collections interlibrary loan policies and procedures at the University of South Florida (USF), focusing particularly on the development of policies related to physically loaning published materials, and traces the development of these policies through a pilot project to routinized implementation. Particular attention is paid to developing mutually beneficial workflows between special collections and interlibrary loan departments, creating transparent policies for the criteria under which requests are or are not filled, and technical considerations for implementing special collections loans. Through this case study, we highlight the potential for collaboration in the fulfillment of special deliveries.     

Testing Measurement Invariance of Hedonic and Eudaimonic Entertainment Experiences Across Media Formats

The aim of this study is to investigate the measurement invariance of media users’ entertainment experiences as conceptualized by two-process models of entertainment (i.e., enjoyment and appreciation) across different media formats. With this purpose, the present research relates to the recent rise of entertainment research, embracing more and more media types and formats with which entertainment experiences may occur. At the same time, it addresses a methodological issue that has rarely been addressed in communication research. Focusing on one of the most often used measurement instruments in entertainment research, on three different media formats (political talk shows, comedies, and dramas), the study finds evidence for configural, metric, and scalar invariance for the scale. The theoretical and practical implications of the findings are discussed.