session title chair author1last author1first author1init author2last author2first author2init author3last author3first author3init author4last author4first author4init author5last author5first author5init author6last author6first author6init author7last author7first author7init author8last author8first author8init author9last author9first author9init author10last author10first author10init author1affil author2affil author3affil author4affil author5affil author6affil author7affil author8affil author9affil author10affil phonepresent emailpresent format topic areas topic areas 2 comp? researchcomp facsponsorlast facsponsorfirst summary review subs chair sessions checkcover checksummary checkpostcard checkenvelope checkdues arrival date adjunctorg datetoday Room pagenum review1 decision1 review2 decision2 review3 decision3 review4 decision4 acceptreject adjunct org presentstreet presentcity presentzip Date Submitted Time submitmethod timestart timepend presentpdate presentstate bigcat papersession board check num authors affiliations Year
APA Workshop-Publishing How to Publish Your Journal Article Susan Knapp, American Psychological Association Knapp Susan American Psychological Association Workshop 39 Measurement/Statistics/Methodology/ Computer 20.3 Professional Training      Getting your manuscript published is a necessary part of the
career   of young psychologists, but it is often a difficult and harrowing task.
This   session, sponsored by the APA Publications and Communications Board, is   intended to demystify some of the publication process and to encourage   productive manuscript writing, particularly by women and ethnic and
minority   men and women, who have been underrepresented in psychology journals. A   successful author, an editor, and a publisher present an overview of the   publication process from initial writing through the peer review process to   final publication.		 "" "" Aransas (54) 18 APA 10/5/01 3:31:01 PM online 11:30AM 1:00PM 4/18/02 teach/meth 64 Knapp American Psychological Association 2002
Clinical, Counseling, Personality, and Physiological Psychological Impacts of an Earthquake on Turkish College Students Moldenhauer Krista M Karagozoglu Cengiz Baloglu Mustafa Texas A&M University Marmara University Texas A&M University 903-886 5636 baloglu@hotmail.com Poster 19 Disasters/Crisis 14 Cross-Cultural Introduction
On August 17, 1999, an earthquake measuring 7.4 on the Richter scale killed around 30,000 people in the northern part of Turkey. In the recent years, several research studies investigated the aftermath effects of earthquakes in different parts of the world. After normal populations’ exposure to traumatic disasters (i.e., earthquake), posttraumatic stress disorder (PTSD), depression, and anxiety are some of the most common psychological symptoms. The major purpose of the present study was to investigate the impact of an earthquake on college students in Turkey 3 or 4 months after the disaster. Impact of the earthquake was investigated in terms of intrusion, avoidance, and hyperarousal and subjects were compared on these effects according to their demographics.
Method
Four hundred twenty Turkish college students whose ages ranged from 17-32 years old (M = 20.44, SD = 2.10) responded to the Impact of Events Scale, IES (Horowitz, Wilner, & Alvarez, 1979). Of these students, 203 (48.3%) were men and 217 (51.7%) were women. Volunteers signed a release from and filled out the packets in the classrooms. After the completion of the surveys, they were debriefed and given more detailed information about the purpose of the study.
Results
Most students had relatively intense experiences with the event, 62.2% visited the disaster area and 53.8% personally helped the people of the disaster area. It was found that “Number of people that you knew died” was significantly related with avoidance (r = .22, p < .01) and hyperarousal (r = .16, p < .01) but not with intrusion (r = .08, p > .05). When compared on gender, statistically significantly more women felt as if they were in a dream (Chi-square = 3.27, p < .04) and were seeing things in a tunnel or other kind of strange view (Chi = 4.72, p < .02). Older students felt significantly more as if they were watching things like an observer or spectator than younger students (Chi = 9.55, p < .01).
In all three IES scales, women scored significantly higher than men: Avoidance (t = 4.69, p < .0005), Intrusion (t = 3.14, p < .0005), and Hyperarousal (t = 3.40, p < .0005). The only significant difference regarding students’ age was found for the Intrusion scale (F = 4.76, p < .009), where students younger than 19 years old scored significantly higher (M = 21.6, SD = 5.9) than students older than 21 years old (M = 19.4, SD = 6.2).
Discussion
The results of the present study show that students had intense experiences with the event. Significant positive relationships were found. The distance of the physical location to the epicenter of the earthquake was negatively related both with avoidance and arousal. This indicated that closer to the epicenter more severity of the avoidance and hyperarousal symptoms. Women in the study showed more symptoms compared to men: they displayed significantly more indications of PTDS. The present study did show that higher achieving students were affected more severely and showed more Intrusion and Hyperarousal symptoms.
39 Measurement/Statistics/Methodology/ Computer "" Corpus Christi Ballroom B (185) 14 Texas A&M University, Department of Counseling Commerce 75429 10/16/01 4:23:35 PM online 10:00 AM 11:00 AM 4/18/02 TX clin/couns/pers 20 30 Moldenhauer Karagozoglu Baloglu Texas A&M University Marmara University Texas A&M University 2002
Clinical, Counseling, Personality, and Physiological A survey of terminal master’s degree training clinics Montgomery William A Angelo State University 915-942-2068 Bill.Montgomery@angelo.edu Poster 20.3 Professional Training 7.7 Professional x x x x 10/17/01 Corpus Christi Ballroom B (185) 12 Dept of Psychology and Sociology; Angelo State University; PO Box 10907 San Angelo 76909 10/17/01 2:24:19 PM 10:00 AM 11:00 AM 4/18/02 TX clin/couns/pers 2 12 Montgomery Angelo State University 2002
SWPA Undergraduate Research Competition Environmental facilitators of empowerment: Development of the environment empowerment scale Randall Wight, Ouachita Baptist University Matthews Russell A Texas Christian University 817-922-0208 moeduck@aol.com Research Competition 61 Social 34 Industrial/Organizational yes Undergraduate Cole Steven x x x x x 10/17/01 Copano (24) 11 c/o Steven G. Cole; Department of Psychology; Texas Christian University Fort Worth 76129 10/17/01 2:30:08 PM 9:00AM 10:00AM 4/18/02 TX psi chi 3 Matthews Texas Christian University 2002
Teaching, Methods, and CTUP Characteristics of good teachers: Student’s year in college, sex, and GPA Mowrer Robert R Love Sandy S Angelo State University Angelo State University 915-942-2068 x 247 Robert.Mowrer@angelo.edu Poster 20.1 Teaching 65 Teaching of Psychology learning, physiology any x x x x x 10/17/01 Corpus Christi Ballroom B (185) 30 Department of Psychology and Sociology; Angelo State University San Angelo 76909 10/17/01 2:37:13 PM online 12:00PM 1:00PM 4/19/02 TX teach/meth 1 126 Mowrer Love Angelo State University Angelo State University 2002
Clinical, Counseling, Personality, and Physiological Receiver apprehension and Myers-Briggs type indicator preferences Loffredo Donald A University of Houston- Victoria 361-570-4209 loffredod@vic.uh.edu Poster 47 Personality 7.5 Interaction/Communications x x x x x 10/17/01 Corpus Christi Ballroom B (185) 14 10/17/01 2:40:15 PM 10:00 AM 11:00 AM 4/18/02 clin/couns/pers 15 25 Loffredo          University of Houston- Victoria 2002
Developmental and Social Psychology Patterns of binge drinking in college students Bargerhuff Karen A Gibson William E Northern Arizona University Northern Arizona University 928-523-6513 william.gibson@nau.edu Poster 64 Substance Abuse 44 Motivation 64 Substance Abuse Corpus Christi Ballroom B (185) 15 10/17/01 2:45:30 PM 11:00AM 12:00PM 4/18/02 dev 1 37 Bargerhuff Gibson Northern Arizona University Northern Arizona University 2002
Clinical, Counseling, Personality, and Physiological The effects of gender and program type on counseling students’ personality scores Baloglu Mustafa Harris Morag C. Texas A&M University Texas A&M University 903-886 5636 baloglu@hotmail.com Poster 7 Clinical/Counseling/Consulting 20 Education The difficulty with making assessments of counselor trainees on dispositional criteria appears to confound, confuse, and defeat most counselor educators when challenged to specifically elaborate on valid and reliable criteria for their evaluations. Nevertheless, counselor educators are keenly aware that two broad dimensions of performance appear to differentiate graduate training in counselor education from many other master's degree programs. The first dimension, academic aptitude or cognitive ability, while a useful contributor towards the mastery of academic performance, contributes very little to the development of therapeutic ability and skills. The second dimension, the personal qualities of counselor trainees, is more generally thought to relate to professional and therapeutic potential (Corey, Corey, & Callahan, 1988). Particular personal characteristics may contribute to the ability of the counselor to form a therapeutic bond with clients, and may also contribute to, and influence, therapeutic outcome and client satisfaction. The purpose of the present study was to study personality characteristics (measured by CPI) of current counseling students.
Participants were 341 (66 men and 275 women) graduate students in CACREP accredited counselor education programs attending 13 universities in the United States responded to the California Personality Inventory (CPI). Most of the counselor-trainees were younger than 30 years old. Ages of the male trainees ranged from 22 to 48 years (M = 30.88, SD= 7.69). The female trainees' ages ranged from 21 to 63 years (M = 31.73, SD=9.75). The psychometric properties of the CPI have been also intensively investigated (Bolton, 1992; Englehard, 1992; Helson & Moane, 1987; Van Hutton, 1990).
A 2 X 2 (gender X program with age) MANCOVA was chosen to examine the effects of trainee gender (male vs. female), program (community counseling versus school counseling), and age on CPI raw scores.
Age was found to have a significant effect on trainee scores. Earlier research has found the CPI scales of Dominance, Capacity for Status, Sense of Well-being, Responsibility, Self-Control, Good-Impression, Achievement via Conformance, and Flexibility to be significantly correlated with age (Bedeian & Feild, 1988). Bedeian and Field had concluded that age affected the scales directly because age did not appear to affect the intercorrelations between the CPI scales. Thus, differences in age may contribute to differences in scores.
After adjusting for the effect of age, trainees in Community Counseling tended to score significantly higher on: Capacity for Status, Social Presence, Self-acceptance, Independence, Empathy, Achievement via Independence, Intellectual Efficiency, Psychological Mindedness, Flexibility, and Self-realization. School Counseling trainees tended to have higher scores on: Socialization, Good Impression, and Norm-favoring. Female trainees had higher scores than males on: Responsibility, Self-control, Tolerance, Femininity/Masculinity, and Internality. Furthermore, male trainees tended to score higher than female trainees on: Social Presence and Independence.
39 Measurement/Statistics/Methodology/ Computer "" Corpus Christi Ballroom B (185) 14 Texas A&M University, Department of Counseling Commerce 75429 10/20/01 ######## online 10:00 AM 11:00 AM 4/18/02 TX clin/couns/pers 18 28 Baloglu Harris Texas A&M University Texas A&M University 2002
Developmental and Social Psychology Fundamental religious beliefs and homophobia in college students Fontenot Misty L Bartling Carl A McNeese State University McNeese State University 337-475-5464 cbartlin@mail.mcneese.edu Poster 61.6 Sex Roles 29 Gay and Lesbian Issues no 8.2 Memory x x x x x 10/19/01 Corpus Christi Ballroom B (185) 15 Dept of Psychology; McNeese State University Lake Charles 70609 10/23/01 1:21:35 PM 11:00AM 12:00PM 4/18/02 LA dev 2 38 Fontenot Bartling McNeese State University McNeese State University 2002
Teaching, Methods, and CTUP Academic Indecision and Student Personal Responsibility Singg Sangeeta Ledesma Steve Baker Sheley Angelo State University Angelo State University Angelo State University 915-223-8606 sangeeta.singg@angelo.edu Poster 47 Personality 61 Social Academic Indecision and Student Personal Responsibility
Problem:
Since 1950s academic indecision has been a concern of educators in university settings and has generated much research to identify and describe factors related to academic indecision (Osipow, 1999). Recently this problem has become a major focus of researchers, perhaps due to a steady rise in attrition rates among undergraduates throughout the United States (Gordon, 1995) and much of the problem has been attributed to academic indecision (Lunneborg, 1975). The national dropout rate for full-time freshmen at master's level institutions with selective admissions is 32%, and the five-year cumulative graduation rate is 66.2% (ACT Institutional Data File, 1997).
Several personality variables have been considered in relation to academic indecision such as anxiety (Fuqua, Newman, & Seaworth, 1988; Gloria, 1999), self-concept (Chartrand, Robbins, Morrill, & Boggs, 1990), self esteem (Barrett & Tinsley, 1977), locus of control (Hartman, Fuqua, & Blum, 1985; Taylor, 1982), and identity (Chartrand et al., 1990; Hartman et al., 1985; Holland & Holland, 1977). To our knowledge, no study has examined the role of student personal responsibility in academic indecision. Therefore, the present study explored this relationship using sex as the second independent variable. The academic indecision and sex interaction was also examined.
Method:
Two hundred and twenty-two undergraduates between 18-25 years of age (M = 19.6, SD = 1.68) who fit the research criterion of being clearly decided (not changing major more than one time) were divided into four subgroups: undecided men (27), undecided women (34), decided men (57), and decided women (104). They were administered a General Information Questionnaire and the Student Personal Responsibility Scale (SPRS-10; Singg & Ader, 2001). Majority of these students were Caucasian (70%), unmarried (93%), and freshmen and sophomore (88%). The SPRS-10 consists of ten positively or negatively worded items with scores ranging from 10 (low) to 40 (high) and the scale measures how students accept responsibility in everyday life situations.
Results:
The data were analyzed using 2 x 2 (academic indecision x sex) factorial analysis of variance (ANOVA). The ANOVA results were significant for academic indecision (F1, 218 = 9.08, p <.05), but not significant for sex (F1, 218 = 1.54, ns). As predicted, the undecided students had a lower responsibility mean score (M = 29.06, SD = 5.74) than did the decided students (M = 31.36, SD = 3.89). The academic indecision x sex interaction was not significant (F1, 218 = 1.59, ns).
Conclusion:
The results of the present study indicate that young male and female students who are undecided about their academic majors also tend to accept less responsibility in their everyday life situations than those who are decided about their majors. One implication is that student personal responsibility might play an important role in academic indecision and subsequent attrition rate among college students. This relationship has not been explored in the past. Perhaps an important component of career counseling programs aimed at retention should involve training students to be more responsible.
References
ACT Institutional Data File. (1997). Iowa City, IA: ACT Educational Services Division.
Barrett, T. C., & Tinsley, H. E. A. (1977). Vocational self-concept crystallization and vocational indecision. Journal of Counseling Psychology, 24, 301-307.
Chartrand, J. M., Robbins, S. B., Morrill, W. H., & Boggs, K. (1990). Development and validation of the Career Factors Inventory. Journal of Counseling Psychology, 37, 490-501.
Gordon, V. N. (1995). The undecided student: An academic and career advising challenge. Springfield, IL: Thomas.
Gloria, A. M., & Hird, J. S. (1999). Influences of ethnic and nonethnic variables on career decision-making self-efficacy of college students. The Career Development Quarterly, 48, 157-74.
Fuqua, D. R., Newman, J. L., & Seaworth, T. B. (1988). Relation of trait and state anxiety to different components of career indecision. Journal of Counseling Psychology, 35, 154-158.
Friedberg, R., & Friedburg, B. (1988). Correlates of career indecision. Journal of Human Behavior and Learning, 5 , 40-43.
Hartman, B. W., Fuqua, D. R., & Blum, C. R. (1985). A path-analytic model of career indecision. Vocational Guidance Quarterly, 33, 231-240.
Holland, J. L., & Holland, J. E. (1977). Vocational indecision: More evidence and speculation. Journal of Counseling Psychology, 24(5), 404-414.
Jurgens, J. C. (2000). The undecided student: Effects of combining levels of treatment parameters on career certainty, career indecision, and client satisfaction. The Career Development Quarterly, 48, 237-50.
Lunneborg, P. W. (1975). Interest differentiation in high school and vocational indecision in college. Journal of Vocational Behavior, 7, 297-303.
Osipow, S. H. (1999). Assessing Career indecision. Journal of Vocational Behavior, 55, 147-154.
Singg, S., & Ader, J. (2001). Development of Student Personal Responsibility Scale-10 (SPRS-10), Social Behavior and Responsibility, 29(4), 331-336.
Taylor, K. M. (1982). An investigation of vocational indecision in college students: Correlates and moderates. Journal of Vocational Behavior, 21, 318-329.








 7 Clinical/Counseling/Consulting 15 Death Studies Corpus Christi Ballroom B (185) 30 1014 Ashford Drive San Angelo 76901 10/23/01 5:22:41 PM online 12:00PM 1:00PM 4/19/02 TX teach/meth 2 127 Singg Ledesma Baker Angelo State University Angelo State University Angelo State University 2002
Applied, Cognitive, Learning, and SCPA Work Appreciation, Job Satisfaction, and Self-Esteem of Employees Singg Sangeeta Orem Deborah Angelo State University Angelo State University 915-223-8606 sangeeta.singg@angelo.edu Poster 34 Industrial/Organizational 61 Social Work Appreciation, Job Satisfaction, and Self-Esteem of Employees

Problem:
Because the majority of American people spend a significant amount of time at work, the present study explored the role of feeling appreciated at work in job satisfaction and self-esteem of employees of a large industry. According to Berry (1998, p. 268) "job satisfaction is an individual's reaction to the job experience" and is generally described in positive or negative terms. Because people's identity is so intertwined with their work, self-esteem has been found to be among the four best traits as predictors of job satisfaction (Judge & Bono, 2001). This close connection between job satisfaction and self-esteem prompted us to consider this variable in the present study.
Another variable that has been examined in relation to job satisfaction is feeling appreciated at work (Berry, 1998; Herzberg, 1966; Holloran & Benaton, 1987). However, this variable has not been considered in relation to employees' self-esteem. Therefore, we expected a positive correlation between job satisfaction and self-esteem, as well as the greater job satisfaction and higher self-esteem reported by those who felt appreciated at work as compared to those who did not feel appreciated at work.
Method:
A sample of 45 hourly-workers (M age = 36.58, SD = 9.49) of a large Midwestern technology industry was administered the Quinn and Shepard's (1974) Job Satisfaction Scale, Rosenberg Self Esteem Scale (RSES; Rosenberg, 1979), and a general information questionnaire. Majority of them were women (79%) with some college or high school education (75%). Even though no incentive was offered for their participation, 55% of the available 82 workers responded to the e-mail announcement of the invitation to participate in the present study.
Results:
The product moment correlation results did not show a significant relationship between job satisfaction and self-esteem of employees (r = .11, ns). However, the 2 x 2 (perceived appreciation at work x sex) factorial analysis of variance results showed significant main effects of perceived appreciation at work on job satisfaction (F1, 41 = 5.40, p <.05) and self-esteem of employees (F1, 41 = 5.01, p <.05). Those who felt appreciated at work had a significantly greater job satisfaction (M = 23.75, SD = 6.03) and higher levels of self-esteem (M = 33.54, SD = 4.79) than those who did not feel appreciated at work (job satisfaction: M = 28.83, SD = 3.65; self-esteem: M = 18.63, SD = 7.04). The main effects of sex and perceived appreciation at work x sex interaction effects were not significant on job satisfaction (F1, 41 = .79, ns; F1, 41 = 1.11, ns) and self-esteem (F1, 41 = 2.09, ns; F1, 41 = .1, ns) respectively.
Conclusion:
Although job satisfaction and self-esteem were not significantly correlated in the present study, feeling appreciated at work seemed to contribute independently to both job satisfaction and self-esteem of workers. Those who felt appreciated at work tended to have greater job satisfaction and higher levels of self-esteem than those who did not feel appreciated at work. It appears that the perception of being appreciated at work might be a linking variable between job satisfaction and self-esteem warranting further research.
REFERENCES:
Berry, L.M. (1998). Psychology at Work. Boston: Irwin McGraw-Hill.
Holloran, J., & Benaton, D. (1987). Applied human relations (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
Herzberg, F. (1966). Work and the Nature of Man. New York, NY: World Publishing Company.
Judge, T. & Bono, J. (2001). Relationship of core self-evaluations traits--self-esteem, generalized self-efficacy, locus of control, and emotional stability--with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86, 80-92.
Rosenberg, M. (1979). Conceiving the self. New York, NY: Basic Books, Inc.
Quinn, R. P., & Shepard, L. J. (1974). The 1972-73 quality of employment survey: Descriptive statistics, with comparison data from the 1969-70 survey of working conditions. Ann Arbor, MI: University of Michigan, Institute of Social Research.

15 Death Studies 6 Child Abuse Corpus Christi Ballroom B (185) 25 1014 Ashford Drive San Angelo 76901 10/23/01 5:31:34 PM online 10:00AM 11:00AM 4/19/02 TX appl/eth 1 98 Singg Orem Angelo State University Angelo State University 2002
Developmental and Social Psychology Perceptions of Lyrics based on Musical Category and Perceiver's Race Garcia-Lopez Stella D. University of Texas at San Antonio (210) 458-5731 sgarcia@utsa.edu Poster 61 Social 61.2 Attribution Lyrics were presented to Anglo and Hispanic participants as either black rap, latin rap, alternative music, or christian music. Participants' perceptions about the lyrics and the artist were collected afterwards. Results indicated perceptions about the lyrics as a function of the musical label or category in which it was presented. There was also an interaction effect between musical category and the perceivers' race in the degree to which lyrics were preceived as influencing teenagers. These findings contribute to the notion that prejudice can emerge in situations that have attributional ambiguity. "" 27 Experimental (General) Corpus Christi Ballroom B (185) 15 Department of Psychology, UTSA, 6900NW Loop1604 San Antonio 78249 10/25/01 ######## online 11:00AM 12:00PM 4/18/02 Tx social 3 39 Garcia-Lopez University of Texas at San Antonio 2002
Developmental and Social Psychology Public displays of affection: Is the Riverwalk for lovers? Jackson Thomas T Krueger Michael R Fort Hays State University Fort Hays State University 785-628-4382 tjackson@fhsu.edu Poster 7.5 Interaction/Communications 4 Behavior Analysis Introduction

In 1996, casual observation revealed that couples who were strolling on the Riverwalk in San Antonio appeared to hold hands at an inordinately high level. Burgoon (1991) found that handholding is a reliable indicator of a level of affection. The hypothesis in the current observational research is that handholding is more prevalent in an environment such as the Riverwalk as compared to shopping malls.

Method

Participants: The participants were 265 couples, with estimated ages ranging between late adolescence through 60s.
Procedure: Data (affection behavior, walking speed, and time of day) were gathered from three locations, (a) the Riverwalk in San Antonio, TX, (b) Towne East Mall, in Wichita KS and (c) the Plaza in Kansas City, MO.

Results

The main research question resulted in four sub-questions that addressed what effect a particular environment might have on the frequency of display of affection between opposite sex couples.
Question 1: Does the Riverwalk engender greater display of affection between opposite sex couples? Frequency count of couples revealed that of the 107 valid observations 44 couples did not have any physical contact while 63 couples were either holding hands, walking arm-in-arm or had a hand on their partner’s shoulder. A Chi Square analysis was not statistically significant, &#61539;2 (107), p =.06. A subsequent Chi Square combining the data from the Riverwalk and the Plaza was highly significant, &#61539;2 (265), p =.001 indicating a greater degree of physical contact between couples than would otherwise be expected.
Question 2: Does affectionate behavior increase as the hour grows later? The Riverwalk data indicated a non-significant tendency (p = .3) towards greater handholding as the hour gets later. On the other hand, the Plaza data indicated increased physical contact between couples as the hour gets later, F (1,156) = 4.244, p = .04. An ANOVA using both data sets revealed handholding does increase as the evening progresses, F (1,263) = 5.117, p = .025.
Question 3: Do couples that touch move at a slower rate than couples that don’t touch? An observation zone of 15 feet was selected to record the couples’ walking speed. Riverwalk and Plaza data both indicate that couples touching one another do not travel at a significantly slower pace than couples that are not touching. On the other hand, there is a significant pace difference between couples observed in a mall setting verses the Riverwalk and the Plaza, F (2, 282) = 66.594, p = .000.
Question 4: Is handholding more prevalent in areas with increased stimulation (e.g., Riverwalk, Plaza) than more common communal areas (e.g., Shopping Mall)? The data clearly indicate greater handholding behavior of couples walking the Riverwalk and Plaza verses a mall environment, F (2, 282) = 4.818, p = .009.

Conclusion

These results are discussed in terms of Schachter’s (1964) two-factor theory of emotion, in addition to Burgoon’s (1991) indicators of the status of interpersonal relationships.
"" "" Corpus Christi Ballroom B (185) 16 600 Park Street Hays 67601 10/25/01 6:33:00 PM online 11:00AM 12:00PM 4/18/02 KS social 4 40 Jackson Krueger Fort Hays State University Fort Hays State University 2002
Symposium-Assistant Professors Prospering as an assistant professor: Stories from the front lines Robert A. Bartsch, University of Houston - Clear Lake Bartsch Robert A Meier Jo A McNaughton-Cassill Mary E Ziemer Heidi Dougherty Thomas M University of Houston - Clear Lake University of Houston - Clear Lake University of Texas at San Antonio University of Houston - Downtown and Rice University Tarleton State University 281-283-3327 bartsch@cl.uh.edu Symposium 54.5 Training and Education 68 Work/Employment/Careers Prospering as an Assistant Professor: Stories from the Front Lines

Oftentimes at conventions there will be symposia concerning how to succeed in academia. These discussions are often led by full professors who have countless years of experience. Their advice and suggestions can be quite useful, and these symposia will continue to be a benefit to new faculty members. However, there are two problems with having experienced professors as the only source of information. The first problem is that, although the faculty members have had much experience, it is often difficult for one to remember what it was like to be a new faculty member. The second problem is that universities are changing and what may have been true, when the experienced professor was just starting 15 or 30 years ago, may not be true any more. We wish to assist other new faculty members by providing another source of information to new faculty --- other assistant professors.

We have constructed a panel of five assistant professors from four different universities. We have faculty who are interested in teaching and research, have been tenure track and non-tenure track, and have worked in large and small campuses. We are planning on sharing our individual stories of what is needed for tenure, how to balance teaching, research, and other activities, how much work it takes to succeed, and where to go for assistance. In short, we will provide some insight into how to prosper as an assistant professor. We will also leave plenty of time for questions at the end.
61 Social 61 Social Matagorda (24) 36 Box 15 - 2700 Bay Area Blvd; UH-Clear Lake Houston 77058-1098 10/26/01 ######## online 2:00PM 4:00PM 4/19/02 TX teach/meth 172 Bartsch Meier McNaughton-Cassill Ziemer Dougherty University of Houston - Clear Lake University of Houston - Clear Lake University of Texas at San Antonio University of Houston - Downtown and Rice University Tarleton State University 2002
Teaching, Methods, and CTUP Music of the people and American culture: A psychological analysis McKenna Ralph J. Hendrix College (501) 450-1344 mckennarj@hendrix.edu Poster 3 Art/Music/Literature 20.1 Teaching Music of the People and American Culture:
A Psychological Analysis

Ralph J. McKenna
Hendrix College



Problem

Recent evidence has suggested that the response of different species to music has an evolutionary base, implying possible psychological ties related to concerns for survival and reproduction. Bird songs and songs of the whales have been linked to mating behavior in these species (Gray, 2001; Tramo, 2001); further, the construction of songs of non-human species is remarkably similar in form to western music. Perhaps music has a more profound base in human behavior than we have heretofore realized.

Concepts and theories developed by psychology have helped us understand the behavior of individuals and groups, and this knowledge has proved helpful in attempt to explain and predict larger cultural dynamics. The extent to which music of the people relates to psychological constructs and cultural change will be examined.

Method

It is argued that a complex and mutually informing relationship exists among music of the people, the evolution of American culture, and the discipline of psychology. First, it is proposed that such music can provide an alternative route for understanding concepts basic to psychology, and can also both reflect and drive cultural change. For example, the sense of abandonment, isolation and disillusion which the elderly experience can be grasped in one way via Erikson’s notion of Ego Integrity versus Despair, and quite differently through the music and lyrics of songs like John Prine’s “Hello in There,” or Simon and Garfunkle’s “Old Friends.”

In a more complex analysis, theories of group dynamics, attitude change, conformity, and attribution will be used to examine feedback loops between music and changes in American culture. Special emphasis will be placed on wartime (patriotic and protest), organizing (unions and civil rights), and generational identity.

During most American wars, patriotism and national cultural pride have tended to shape popular music, which in turn served to unify the nation and specify shared cultural values (like trust and faith). The music of World War II exemplified this tendency. Vietnam and the attendant counter culture movement, however, saw a different music-culture interaction, with the prosecution of the war driving the popularity of protest music, which in turn redefined public perceptions of the conflict and fostered doubts in certain tenets of American culture.

Similarly, both the union movement and the civil rights movement owed much to the psychological impact of music on the belief systems of oppressed Americans, their oppressors, and the general public. The music of folk singers like Woody Guthrie, Pete Seeger, and Bob Dylan not only reflected the injustices of an era, allowing listeners to experience social pain vicariously, but also promoted activism in confronting and resolving these problems, consequently influencing political and social directions taken by our culture.

Results and Conclusion

The heuristic value of this music/psychology/culture interaction will be assessed in two ways. First, it is predicted that students in a liberal arts college will grasp certain psychological concepts more holistically when these principles are also examined with reference to musical corollaries. Second, it is proposed that a psychological analysis of music of the people will lead to a more insightful analysis of related aspects in the evolution of American culture.



References

Gray, P.M. et al. (2001). “The music of nature and the nature of music.” Science, 291, 54-56.
Tramo, M.J. (2001). “Music of the hemispheres.” Science, 291, 52-54.
 3 Art/Music/Literature 3 Art/Music/Literature Corpus Christi Ballroom B (185) 32 Dept. of Psycholgy, Hendrix College, 1600 Washington Ave. Conway 72032 10/26/01 ######## online 12:00PM 1:00PM 4/19/02 AR teach/meth 24 149 McKenna Hendrix College 2002
Teaching, Methods, and CTUP Assessment of Psychology Graduate Program Information on the Internet Green Marsha A Bartsch Robert A University of Texas - Permian Basin University of Houston - Clear Lake 915-689-6993 greens001@msn.com Poster 65 Teaching of Psychology 11 Computer Applications Assessment of Psychology Graduate Program Information on the Internet
Problem
The purpose of this study was to compare information that prospective graduate students can find through a program’s World Wide Web (Web) site and through a program’s mailed materials. We hypothesized that Web sites would have more information overall and some information not provided through direct mail.
Method
Out of each of the seven APA regions, 10 schools were randomly selected (5 doctoral programs and 5 master’s programs) using the book Graduate Study in Psychology (2000). These 70 schools were queried by mail requesting information regarding one of their graduate programs. Thirty master’s programs and 27 doctoral programs responded in a timely manner. Researchers also accessed the Web sites for each of the 70 programs selected. Two independent researchers coded the 57 mailings received and the Web sites on information present in five major areas: admission requirements, program information, faculty information, resources, and campus information. The researchers coded the information as being present if some information was available or as absent if no information was found.
Results
Analyses revealed that the mailings never provided significantly more information for any specific item, although the Web sites frequently provided significantly more information than the mailings. Admission requirements had approximately equal representation in the mailings and on the Web; however, Web sites had significantly more information on faculty, university resources, and campus information.
As a result of having two individual coders, we were able to assess the relationship between the number of times that one or both coders found information, and whether that information came from the Web sites or direct mailings. About 30% of the time only one coder reported that information was present, indicating that it is often difficult to find the information. Overall there were no differences between the Web sites and the mailings; however, information about admission requirements was significantly easier to find with direct mail, and information about resources and campus information was significantly easier to find with the Web sites.
Conclusion
Overall Web sites provided more information than direct mailings. Furthermore, overall, information was not more difficult to find through Web sites. The differences in the types of information found through the Web sites and the mailings, and the difficulties in finding it, are likely a reflection of the purposes of these two forms. We also present suggestions for both university programs and students as to how to use the Web for transmitting and receiving information.
Reference
American Psychological Association (2000). Graduate study in psychology. Washington, D.C.: APA.
 "" "" Corpus Christi Ballroom B (185) 30 3600 N. Midland Dr. #14-B Midland 79707-4624 10/28/01 ######## online 12:00PM 1:00PM 4/19/02 TX teach/meth 4 129 Green Bartsch University of Texas - Permian Basin University of Houston - Clear Lake 2002
Clinical, Counseling, Personality, and Physiological Internal State Awareness and Enhanced Psychological Well-Being Harrington Rick Loffredo Donald The University of Houston-Victoria The University of Houston-Victoria (361)570-4205 harringtonr@vic.uh.edu Poster 47 Personality 61 Social Internal State Awareness and Enhanced Psychological Well-Being

PROBLEM

According to factor analytic studies, the construct of private self-consciousness (Fenigstein, Scheier, & Buss,1975) consists of two factors that have been labeled Internal State Awareness (ISA) and Self-Reflectiveness (SR) (e.g., Piliavin & Charng,1988). ISA is best represented by the item "I'm generally attentive to my inner feelings," and SR by the item "I'm always trying to figure myself out" (Watson, Morris, Ramsey, Hickman, & Waddel, 1996). ISA has been positively associated with psychological health (Creed & Funder, 1999). Reeves, Watson, Ramsey, and Morris (1995) refer to ISA as having a "dysphoria-inhibiting" effect. Chang (1998) found that ISA was positively correlated with optimism.
On the other hand, the SR factor has been associated with mild psychopathological tendencies such as excessive rumination and neuroticism (Trapnell & Campbell, 1999), higher trait anxiety and depression and lower self-esteem (Anderson, Bohon, & Berrigan, 1996), as well as greater guilt, shame, and social anxiety (Watson et al., 1996). On the NEO-PI, both SR and ISA are positively correlated with Openness. In addition, SR is positively correlated with Neuroticism and ISA is positively correlated with Conscientiousness (Trapnell & Campbell, 1999).
According to Creed and Funder (1998), high ISA individuals self-report that they are introspective, warm, compassionate, insightful about own their motives and behavior, and socially perceptive. Low ISA subjects report that they lack personal meaning, they deny anxiety and conflict, are emotionally bland, and are distant with others. High SR individuals see themselves as introspective, daydreamers, anxious, and self-pitying. In contrast, people low in SR see themselves as calm, relaxed, dependable, and possessing a wide range of interests.
The purpose of the present study was to investigate the relationship between patterns of ISA and SR and psychological well-being with a focus on the psychological health enhancing potential of ISA It was predicted that the group of Low-SR+High-ISA subjects would have the highest level of psychological well-being and the group of High-SR+Low-ISA subjects would have the lowest level of psychological well-being. The other two combinations would result in mid-level psychological well-being.

METHOD
The participants consisted of 97 college students (79 females and 18 males) who were enrolled in psychology or education classes at the University of Houston-Victoria. The mean age of the participants was 31.4. Students were first given a brief demographic questionnaire, followed by the Psychological Well-Being (PWB) inventory (Ryff, 1989) and the The Self-Consciousness Scale-Revised (SCSR; Scheier & Carver, 1985). The participants then returned the completed instruments to the researcher.

RESULTS
A median split was conducted dividing SR and ISA into high scorers and low scorers. A one-way MANOVA was conducted with the four groups of High-SR+High-ISA, High-SR+Low-ISA, Low-SR+High-ISA, and Low-SR+Low-ISA as the independent variable groups and the six dimensions of Psychological Well-Being (PWB) as the dependent variables. The MANOVA was significant with an F (6,18) = 4.24, p < .001. All dimensions of the PWB showed significant ANOVA's at the .001 level except "autonomy", which approached significance at the .05 level.
Post hoc tests indicated a general pattern of highest PWB with the Low-SR+High-ISA, medium PWB with both High-SR+High-ISA and Low-SR+Low-ISA, and the lowest PWB with
High-SR+Low-ISA.

CONCLUSIONS
As hypothesized, the ISA factor is associated with enhanced psychological well being and the SR factor with the opposite. This replicates and extends the findings of previous studies (e.g. Creed & Funder, 1999; Anderson, et al., 1996). The PWB dimensions of self-acceptance, positive relations with others, environmental mastery, purpose in life, and personal growth were all significantly related to this pattern. Only the PWB dimension of autonomy was not significant at the .05 level, although it approached significance.
Given the Creed and Funder (1998) findings, the group with high levels of ISA and low levels of SR could be characterized as introspective, warm, compassionate, socially perceptive, calm, relaxed, dependable, and possessing a wide range of interests. This appears to be the healthiest pattern. The least healthy pattern is the low ISA and high SR combination. These people could be described as lacking personal meaning, denying anxiety and conflict, being emotionally bland, daydreamers, anxious and self-pitying. The other patterns appear to be mixed and result in a mid-level of psychological well-being.
One of these other two patterns, a low private self consciousness pattern consisting of low ISA and low SR, includes subjects who lack personal meaning, deny anxiety and conflict, are emotionally bland, but also see themselves as calm, relaxed, dependable, and possessing a wide range of interests. These individuals have low self awareness and seem to rely heavily on the defense mechanism of denial. They have a mid-level of psychological well-being. Therefore, in this case it appears that it is healthier to have low private self-consciousness than to have a higher private self-consciousness that is characterized by high levels of SR and low levels of ISA.
Prochaska and Norcross (1999) along with many others have contended that techniques that raise the consciousness of the psychotherapy client are common to most schools of psychotherapy. Perhaps these schools of psychotherapy have it partially right. Although the results of the current study cannot establish causality, if a causal relationship could be established, a goal of therapy for those low in private self-consciousness would be to raise ISA without also raising SR, thus selectively raising private self-consciousness and hence psychological well-being. Interestingly, a goal of therapy for those high in private self-consciousness characterized by high ISA and SR would be to reduce tendencies at rumination (SR) without also reducing self-awareness (ISA), thus selectively reducing private self-consciousness leading to an increase in psychological well-being.

References

Anderson, E. M., Bohon, L. M., & Berrigan, L. P. (1996). Factor structure of the Private Self-Consciousness Scale. Journal of Personality Assessment, 66, 144-152.
Chang, L. (1998). Factor interpretations of the Self-Consciousness Scale. Personality and Individual Differences, 24, 635-640.
Creed, A. T., & Funder, D. C. (1998). The two faces of self-consciousness: Self report, peer-report, and behavioral correlates. European Journal of Personality, 12, 411-431.
Feningstein, A., Scheier, M. F., & Buss, A. (1975). Public and private self-consciousness: Assessment and theory. Journal of Consulting and Clinical Psychology, 43, 522-527.
Piliavin, J. A., & Charng, H. (1988). What is the factorial structure of the private and public self-consciousness scales? Personality and Social Psychology Bulletin, 14, 587-595.
Prochaska, J. O., & Norcross, J. C. (1999). Systems of psychotherapy: A transtheoretical analysis (4th ed.). New York: Brooks/Cole Publishing Company.
Reeves, A. L., Watson, P. J., Ramsey, A., & Morris, R. J. (1995). Private self-consciousness factors, need for cognition, and depression. Journal of Social Behavior and Personality, 10, 431-443.
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069-1081.
Scheier, M. F., & Carver, C. S. (1985). The Self-Consciousness Scale: A revised version for use with general populations. Journal of Applied Social Psychology, 15, 687-699.
Trapnell, P. D., & Campbell, J. D. (1999). Private self-consciousness and the five-factor model of personality: Distinguishing rumination from reflection. Journal of Personality and Social Psychology, 76, 284-304.
Watson, P. J., Morris, R. J., Ramsey, A., Hickman, S. E., & Waddell, M. G. (1996). Further contrasts between self-reflectiveness and internal state awareness factors of private
self-consciousness. The Journal of Psychology, 130, 183-192.
 "" "" Corpus Christi Ballroom B (185) 14 3007 N. Ben Wilson, School of Arts and Sciences Victoria 77901-5731 10/29/01 9:07:41 AM online 10:00 AM 11:00 AM 4/18/02 TX physio/med 16 26 Harrington Loffredo The University of Houston-Victoria The University of Houston-Victoria 2002
Symposium-Violent Couples Repair Strategies for Violent Couples: Implications for treatment Kim va n Walsum, Texas A&M University van Walsum Kim Lawson David M. Boone Beth Texas A&M University Texas A&M University Texas A&M University 979-845-9250 dlawson@tamu.edu Symposium 66 Violence/Aggression 28 Family This presentation focuses on the repair strategies implemented by violent and nonviolently distressed couples in treatment. We will address relevant clinical literature pertaining to attachment repair with distressed couples. This material will be employed as a backdrop for the discussion of clinical case materials, including single case process research conducted by the authors. The focus will be on successful and unsuccessful attempts utilized to repair disrupted attachments and useful interventions to facilitate successful repair. "" "" Aransas (54) 33 3466 Greentree Circle College Station 77845 10/29/01 8:15:03 PM online 12:00PM 1:30PM 4/19/02 TX clin/couns/pers 156 van Walsum Lawson Boone Texas A&M University Texas A&M University Texas A&M University 2002
Clinical, Counseling, Personality, and Physiological Psychometric evaluation of the Depressive Personality Disorder Inventory Huprich Steven K Sanford Keith Shadwell Sharon R Johnson Lacey D Baylor University Baylor University Baylor University Baylor University 254-759-8370 s_shadwell@yahoo.com Poster 7 Clinical/Counseling/Consulting 7.8 Psychopathology x x x x x 10/29/01 Corpus Christi Ballroom B (185) 12 1909 S. 5th Street Waco 10/30/01 ######## 10:00 AM 11:00 AM 4/18/02 TX clin/couns/pers 5 15 Huprich Sanford Shadwell Johnson Baylor University Baylor University Baylor University Baylor University 2002
Clinical, Counseling, Personality, and Physiological NEO-PI-R profiles of patients with avoidant and depressive personalities Huprich Steven K Stepp Stephanie D Graham Ariel Giocomo Lisa M Baylor University Baylor University Baylor University Baylor University 254-754-2171 colgio2@aol.com Poster 7.8 Psychopathology 47 Personality x x x x x Corpus Christi Ballroom B (185) 13 1717 S. 5th Street Apt 19D Waco 76706 10/30/01 ######## 10:00 AM 11:00 AM 4/18/02 TX clin/couns/pers 6 16 Huprich Stepp Graham Giocomo Baylor University Baylor University Baylor University Baylor University 2002
Clinical, Counseling, Personality, and Physiological Loss, perceived parental behavior, and perfectionism in depressive personality disorder Huprich Steven K Graham Ariel Mullin Kathryn K Smith Marinell Baylor University Baylor University Baylor University Baylor University 254-759-8185 kathrynM0102@aol.com Poster 7.8 Psychopathology 47 Personality x x x x x 10/29/01 Corpus Christi Ballroom B (185) 13 2201 S. University Parks Dr. #5302 Waco 76706 10/30/01 1:02:03 PM 10:00 AM 11:00 AM 4/18/02 TX clin/couns/pers 7 17 Huprich Graham Mullin Smith Baylor University Baylor University Baylor University Baylor University 2002
Clinical, Counseling, Personality, and Physiological An evaluation of social skills in depressive and dependent personalities Huprich Steven K Michelich Amanda L Clancy Carolina Baylor University Baylor University University of North Carolina at Greensboro 254-754-2657 muzzi2@aol.com Poster 47 Personality 7.8 Psychopathology x x x x x 10/29/01 Corpus Christi Ballroom B (185) 13 2201 University Parks Dr. #10201 Waco 76706 10/30/01 1:05:03 PM 10:00 AM 11:00 AM 4/18/02 TX clin/couns/pers 8 18 Huprich Michelich Clancy Baylor University Baylor University University of North Carolina at Greensboro 2002
Teaching, Methods, and CTUP Weiss-Lyon Scale Validation: Measuring Openness to Cultural Diversity Weissenburger David A Lyon Barbara J Tarleton State University Tarleton State University 254-519-5462 weissenburge@tarleton.edu Poster 14 Cross-Cultural 39.2 Test Construction PROBLEM

Neighbors, friends, clients, coworkers, family, business partners, and others are no longer as likely to be homogenous groups, as was the case in past generations when communities and trade were more isolated. Individuals who are open to these circumstances, and are willing to adapt are in demand because they will more likely work effectively under various conditions with others who are different. Individuals and organizations spend much time and money each year to develop these traits through diversity training and coursework. The Weiss-Lyon Scale (WLS) was developed to assess an individual’s readiness for meeting the challenges of a diverse environment and changes in attitude that may result from diversity training. This study examined the construct validity of the scale.

METHOD

Participants
Thirty-two students enrolled in a graduate course on multicultural and diversity issues offered by a psychology department at a university in the Southwest were participants. The sample was predominately female (84%) but ethnically diverse with 47% white, 34% African American, 9% Asian American, 6% Hispanic, and 3% Native American representation. Ages ranged from 21 to 58 years (M = 37.22, SD = 10.79).

Design
The independent variable for this study was the administration of the scale in a pretest-posttest design. The dependent variables were scores on the WLS scale: Ideas, Feelings, Actions, Trust, and Adaptability.

Instrument
The WLS is a 48 item, self-report instrument designed to reflect a person’s degree of openness, attachment to traditions, and willingness to adapt in different situations. The scale includes four subscales: Ideas (openness to new and different ideas), Feelings (emotional sensitivity and empathy), Actions (willingness to try new and different things), and Trust (faith in the motives of others and sense of security). A composite scale, Adaptability, combines subscale scores to give a global index of a person’s willingness to adapt to cultural diversity. Internal consistency coefficients for the WLS are acceptable and range from .69 to .89. Intercorrelations of scales range from .11 to .46, indicating some degree of independence between the dimensions being measured. Test-retest reliabilities range from .69 to .79, showing the scales have good stability over time.

Procedure
Participants were volunteers and kept blind to the complete nature of the study until data collection was completed. The course instructor administered the WLS at the second meeting of the course, and then administered it again, eight weeks later, at the final meeting of the course.

RESULTS

A small, but statistically significant increase in raw scores from pretest (M = 40.94, SD = 8.68) to posttest (M = 44.21, SD = 8.45) on the Ideas scale was found, t (31) = -3.30, p < .01, two-tailed (effect size, r = .51). This suggests that participants’ openness to new and different ideas increased as a result of their participation in the course. A smaller and more marginally significant increase in Adaptability scale raw scores from pretest (M = 171.38, SD = 23.78) to posttest (M = 178.03, SD = 28.62) was found, t (31) = -1.93, p < .07, two-tailed (effect size, r = .33). Participants’ willingness to adapt in different situations was influenced positively to some extent by their training experience. No other significant differences were found between pretest and posttest scores on the remaining WLS scales (Feelings, Trust, and Actions).

CONCLUSIONS

If it is assumed that the course in multicultural and diversity issues equally and positively influenced cognitive (knowledge), affective (emotional), and behavioral (action) domains of learning, then the validity of the WLS must be viewed as somewhat limited. It only detected change in participants’ attitudes on two of its five scales.
It seems doubtful, however, that this assumption and conclusion are reasonable. A more likely assumption is that participants became more open to, knowledgeable, and understanding about multicultural and diversity issues, but they did not change their core feelings and behavioral manifestations. In other words, participants gained much information but did not personally change much in their attitudes about diversity. In this view, it can be concluded that the WLS showed appropriate sensitivity to the constructs being measured.

The implication for traditional diversity training is that expectations for change should be reconsidered. Knowledge and understanding without a desire (i.e., feeling the need) and willingness to change one’s behavior will yield an incomplete change in an individual’s total attitude. In such a state of affairs, genuine adaptation is greatly diminished.


"" "" Corpus Christi Ballroom B (185) 30 1901 S. Clear Creek Road Killeen 76549-4111 10/30/01 9:44:12 PM online 12:00PM 1:00PM 4/19/02 TX teach/meth 5 130 Weissenburger Lyon Tarleton State University Tarleton State University 2002
Teaching, Methods, and CTUP Sample Size in Covariance Structure Modeling Jackson Dennis L Tricon Global Restaurants, Inc. 800-544-5774 x2954 dennis.jackson@tricon-yum.com Poster 39 Measurement/Statistics/Methodology/ Computer "" Several approaches have been suggested for determining the appropriate sample size for structural equation modeling. Some authors have suggested guidelines, such as a minimum sample size of 200. Other authors suggest arriving at a minimum sample size by conducting power analyses. Another recurring suggestion from researchers and authors is a proposal that the necessary sample size needs to be considered in terms of the number of parameters to be estimated. A previous investigation by Jackson (2001), failed to find support for this hypothesis. The current presentation describes follow-up research aimed at better evaluating the research question that the ratio of the number of observations to the number of parameters to be estimated (N:q) is a useful way to think about sample size. In accordance with earlier research on sample size, this hypothesis is investigated in the context of sample size, indicator reliability and the number of latent variables. Some support is found for this hypothesis. Namely, higher values of N:q are associated with variance in some fit indices. However, in general, the results of this research question the utility of this approach.

Jackson, D. L. (2001). Sample size and the number of parameter estimates in maximum likelihood confirmatory factor analysis: A monte carlo investigation. Structural Equation Modeling: A Multidisciplinary Journal, 8, 205-223.
 39 Measurement/Statistics/Methodology/ Computer "" Corpus Christi Ballroom B (185) 30 12608 Chesapeake Bay Drive Louisville 40245 10/31/01 2:20:55 PM online 12:00PM 1:00PM 4/19/02 KY teach/meth 6 131 Jackson          Tricon Global Restaurants, Inc. 2002
Applied, Cognitive, Learning, and SCPA The effectiveness of the WGCTA in Measuring Critical Thinking Boyette Jessica A. Dougherty Thomas M. Hixon Misty D. Hawley Conor F. Ashe Victor M. Tarleton State University Tarleton State University Tarleton State University Tarleton State University Tarleton State University 817-558-9795 st_boyette@tarleton.edu Poster 9 Problem solving/Reasoning/ Comprehension Community 54.5 Training and Education Recently, the Texas Education System mandated that pre-service teachers be screened for reading, writing, math, oral and written communication, and critical thinking (CT). With the exception of CT, most colleges have met these requirements. The most widely used assessment of Critical Thinking is the Watson Glaser Critical Thinking Appraisal (WGCTA) (Pascarella, 1999). The current forms A/B include separate conversion scales suitable for students of varying levels. Additionally, a shorter version, Form S, was developed as a tool standardized on vocations, ranging from railroad conductors to nurses.

The objective of this study was to examine the effectiveness of the WGCTA in measuring CT on students in a professional development (PD) pre-service teacher program. A control group (non-PD students) was selected to determine whether PD students differ in CT skills from students not seeking certification. Additionally, we wanted to determine whether there is a relation between CT and GPA between PD and non-PD students.

Method
Eighty-seven participants were junior level pre-service teachers enrolled in PD1 classes and forty were junior and senior level non-PD students. These participants were administered the WGCTA Form S. The raw scores on this test were converted into percentile ranks according to Forms AB conversion scales criteria.

Results
Separate Gender X PD Analysis of Variances (ANOVAs) were conducted for raw scores and percentile ranks. A significant PD main effect was only found when students were placed on the appropriate conversion scales. These results suggest that when PD students were placed on their own scale, their mean percentile score appeared to be inflated. However, when placed on a university scale with other university students, the mean percentile rank scores were relatively similar.

Further exploratory analysis revealed a significant correlation between raw score on Forms AB and GPA. When raw scores on Form AB and Age were used as predictors of GPA, a significant relation was found. Additional regression analyses were performed on non-PD and PD groups separately. A significant regression coefficient was obtained for only the PD group. These findings strongly suggest that most of the variance is accounted mainly by the PD group and not the non-PD group.

Discussion
Although previous studies (Gadzella & Masten, 1998; Loo & Thorpe, 1999; Modjeski & Michael, 1983) have used the WGCTA scale to make comparisons among groups, it is unclear whether raw scores or percentiles were used. We did notice that when raw scores were converted to percentiles on various normative scales different rankings were obtained. Our suspicion was supported with the present data. Unfortunately, the inconsistencies of the conversion scales make it difficult to analyze the data based on percentile rank. Future research needs to determine whether raw scores or conversion scales should be used before implementing this test as a criterion for placement purposes.

Further analysis supported previous studies (Watson & Glaser, 1994) reporting a signification relation among CT, GPA, and Age. Using these variables, a significant prediction was obtained from CT and Age to GPA. Interestingly, the prediction was only true for the PD students. A possible explanation for the prediction is that the CT test was mandatory for the PD group, giving them the impression that their performance on the WGCTA would affect their GPA. Conversely, the non-PD group was offered extra credit, leading them to believe that the outcome of the test would not affect their GPA.

References
Gadzella, B., & Masten, W. (1998). Critical thinking and learning processes for students in two major fields. Journal of Instructional Psychology, 25(4), 256-261.

Loo, R., & Thorpe, K. (1999). A psychometric investigation of scores on the Watson-Glaser Critical Thinking Appraisal New Form S. Educational and Psychological Measurement, 59(6), 99-1003.

Modjeski, R., & Michael, W. (1983). An evaluation by a panel of psychologists of the reliability and validity of two tests of critical thinking. Educational and Psychological Measurement, 43(4), 1187-1197.

Pascarella, E. (1999). The development of critical thinking: does college make a difference? Journal of College Student Development, 40(5), 562-569.

Watson, G., & Glaser, E. M. (1994). Watson-Glaser Critical Thinking Appraisal Form S Manual. San Antonio, TX: Harcourt Brace.		 17 Developmental 8 Cognition Corpus Christi Ballroom B (185) 27 815 Woodard #424 Cleburne 76033-7018 10/31/01 2:21:51 PM online 10:00AM 11:00AM 4/19/02 TX cog/ed 12 109 Boyette Dougherty Hixon Hawley Ashe Tarleton State University Tarleton State University Tarleton State University Tarleton State University Tarleton State University 2002
Psi Chi and Psi Chi Poster Competition Somatic complaints in a pediatric population: Do academic tasks contribute? John M. Davis, Southwest Texas State University Faulk Sancy R University of Central Arkansas 501-450-5425 sancyfaulk@excite.com Poster 7.8 Psychopathology 58 School yes Dielmann Kim x x x x x 10/31/01 Corpus Christi Ballroom B (185) 38 22 Bold Pilgrim Rd Morrilton 72110 10/31/01 3:01:28 PM 9:00AM 10:00AM 4/20/02 AR psi chi 1 179 Faulk University of Central Arkansas 2002
Psi Chi and Psi Chi Poster Competition Proposing condom use: Perceptions of the proposer John M. Davis, Southwest Texas State University Summers Amanda M McCullough Caroline R Fitzpatrick Oney D Esser James K Lamar University Lamar University Lamar University Lamar University 409-880-8285 esserdk@hal.larmar.edu Poster 30 Health Psychology/Behavioral Medicine 61 Social x x x x x 10/31/01 Corpus Christi Ballroom B (185) 38 10/31/01 3:04:34 PM 9:00AM 10:00AM 4/20/02 psi chi 2 180 Summers McCullough Fitzpatrick Esser Lamar University Lamar University Lamar University Lamar University 2002
Paper Session-Social Individual and group decision making as a function of information format Joseph R. McGahan, University of Louisiana-Monroe Garza Andrew L Esser James K Lamar University Lamar University 409-880-8285 esserdk@hal.lamar.edu Talk 61.4 Decision Making 8.4 Problem solving/Reasoning/ Comprehension Community x x x x x Laguna Madre (54) 33 10/31/01 3:06:47 PM 1:00PM 3:30PM 4/19/02 social 159 Garza Esser Lamar University Lamar University 2002
Paper Session-Clinical and Assessment Attitudes about therapy among individuals with serious mental illness Michael D. Murphy, Ouachita Baptist University Murphy Michael D Wittnebert Mary A Ouachita Baptist University Ouachita Baptist University 870-245-5105 murphym@obu.edu Talk 7.8 Psychopathology 7.9 Psychotherapy/Treatment-Methods 7.8, 7.9 7.8, 7.9 x x x x x 10/31/01 Laguna Madre (54) 18 10/31/01 3:14:18 PM 11:30AM 1:00PM 4/18/02 clin/couns/pers 65 Murphy Wittnebert Ouachita Baptist University Ouachita Baptist University 2002
Psi Chi and Psi Chi Poster Competition LIWC analysis as a means of predicting college dropouts John M. Davis, Southwest Texas State University Marlowe Stephanie L Milligan Leah B Williams Baptist College Williams Baptist College 870-759-4295 stemarlowe@wbcoll.edu Poster 53 Psycholinguistics 20 Education x x x x x 10/31/01 Corpus Christi Ballroom B (185) 38 PO Box 3517 Walnut Ridge 72476 10/31/01 3:17:39 PM 9:00AM 10:00AM 4/20/02 AR psi chi 3 181 Marlowe Milligan Williams Baptist College Williams Baptist College 2002
Psi Chi and Psi Chi Poster Competition Anxiety and rumor proliferation from cognitive dissonance as a result of September 11 John M. Davis, Southwest Texas State University Beasley Rebecca R Holden Adonia J Williams Baptist College Williams Baptist College 870-886-8744 becbeasley@wbcoll.edu Poster 19 Disasters/Crisis 61.5 Group Process Rhoads Paul x x x x x 10/31/01 Corpus Christi Ballroom B (185) 38 WBC Po Box 3138 Walnut Ridge 72476 10/31/01 3:20:00 PM 9:00AM 10:00AM 4/20/02 AR psi chi 4 182 Beasley Holden Williams Baptist College Williams Baptist College 2002
Psi Chi and Psi Chi Poster Competition Anxiety/Depression in problem gamblers before and after gambling John M. Davis, Southwest Texas State University Reed Kathy L Fuel Charlotte L Williams Baptist College Williams Baptist College 870-759-4226 risbliss@msn.com Poster 1 Addictive Behavior 7.8 Psychopathology Rhoads Paul x x x xx x 10/31/01 Corpus Christi Ballroom B (185) 38 PO Box 3517 Walnut Ridge 72476 10/31/01 3:23:02 PM 9:00AM 10:00AM 4/20/02 AR psi chi 5 183 Reed Fuel Williams Baptist College Williams Baptist College 2002
Paper Session-Social Political orientation and modern versus aversive racism Joseph R. McGahan, University of Louisiana-Monroe Nail Paul R Southwestern Oklahoma State University 580-774-3174 nailp@swosu.edu Talk 61 Social 61.5 Group Process Social/Personality Social/Personality x x x x x 10/31/01 Laguna Madre (54) 34 10/31/01 3:25:29 PM 1:00PM 3:30PM 4/19/02 social 162 Nail Southwestern Oklahoma State University 2002
SWPA Undergraduate Research Competition A comparison of two competing self-theories of dissonance Randall Wight, Ouachita Baptist University Misak Julia E Davis Randi M Southwestern Oklahoma State University Southwestern Oklahoma State University 580-772-4747 j_misak@yahoo.com Research Competition yes Undergraduate Nail Paul x x x x x 10/31/01 Copano (24) 11 10/31/01 3:28:33 PM 9:00AM 10:00AM 4/18/02 psi chi 4 Misak Davis Southwestern Oklahoma State University Southwestern Oklahoma State University 2002
Paper Session-Teaching Data and Conceptually Driven Processing in Working Memory: A Replication David G. Coddington, Midwestern State University Ludlum Joseph W Ramsey Jennifer L Turner Marilyn Wichita State University Wichita State University Wichita State University 316-807-1303 jwludlum@wichita.edu Talk 8.2 Memory 8 Cognition Purpose:
The purpose of this research was to investigate effects of syntax and type of processing (data-versus conceptually-driven) on span measures reflecting verbal working memory (WM). This experiment (using undergraduates) replicated an earlier experiment (Lane & Turner, 1995) examining the effects of syntax and type of processing in a WM span task performed by graduate students. WM spans reflect WM processes underlying reading comprehension, and therefore, should correlate with comprehension scores. However, these correlations have been low, ranging between r=.25 and r=.37 (e.g.,Turner & Engle, 1989). Normal, Kemper, Kynette, Cheung, and Anagnopoulos(1991) showed left-branching sentences were more difficult to comprehend than right-branching, which were more difficult than simple sentences. Also, Roediger (1989) found conceptually driven processing, i.e., generating words from word