One fourth of students who enroll in 4-year universities never finish. Precipitating causes of early departure include poor academic progress and a lack of clear goals and motivation. A major cause of trouble adjusting to university is students’ failure to cognitively assimilate new experiences. Recent studies have demonstrated that goal setting leads to heightened well-being. Neuroscience research has also closely linked working memory (WM) and goal setting, because WM is related to the use of attention to activate information, for example, goal states or action plans. The present study investigated whether an intensive goal-setting program for struggling students who have experienced a substantial drop in performance would have positive effects not only on academic achievement, but also on well-being, personality (specifically conscientiousness and emotional stability), and cognitive functioning (specifically WM). Students (N = 101) experiencing subjectively perceived academic difficulty and a cumulative GPA ofless than 3.0 were recruited from McGill University. Participants completed baseline measures of mood, personality, and cognition, and were randomly assigned to one of two intervention groups: Half completed an intensive goal-setting program and half a control task with intervention-quality face validity. Every month for 4 months, students were retested on mood measures. After 4 months, students were retested on all measures. Official transcripts were gathered at the end of the semester subsequent to the intervention, in order to compare grades pre- and post-intervention as well as retention rates. [...] / Le quart des étudiants inscrit dans un programme universitaire ne termineront pas leurs études. Les causes qui précipitent cet abandon incluent une faible progression académique, un manque de motivation, ainsi qu’une absence de buts clairement établis. Une des raisons principales pouvant expliquer ce manque d’ajustement à la vie universitaire peut également s’expliquer par l’incapacité des étudiants à assimiler de nouvelles expériences sur le plan cognitif. Des études récentes ont démontré que se donner des objectifs aide à développer un sentiment accru de bien-être. La recherche neuroscientifique a aussi établi un lien étroit entre la mémoire de travail (MT) et la capacité de se fixer des objectifs. C’est à dire, la MT est reliée au déploiement des ressources attentionnelles, qui en retour sont importantes dans la planification et l’élaboration de stratégies pour faciliter l’atteinte d’un but ainsi que le retour sur l’état de ces buts. Cette étude vise à découvrir si l’utilisation d’un programme avec des objectifs claire peut avoir des bienfaits sur le plan académique, le bien-être, la personnalité (stabilité émotive et l’état de conscience) et le fonctionnement cognitif (MT) d’étudiants à faible rendement académique. Des étudiants (N = 101) en difficultés scolaires et ayant une note pondérée de moins de 3.0/4.0 ont été recrutés à l’Université McGill. Ceux-ci ont complété des tests mesurant leur bien-être, personnalité, fonctionnement cognitif et ont ensuite été assignés par hasard soit au groupe expérimental (assignation intensive d’objectifs) ou au groupe contrôle (intervention neutre apparaissant efficace). Chaque mois, pendant quatre mois, les étudiants ont rempli des questionnaires sur leur état émotionnel. [...]

The problem of the study was to investigate the relationship between college students' spirituality levels and their alcohol use. Using a 56-item questionnaire modified from three other instruments, a convenience sample of 438 undergraduate students enrolled in an introductory Health Science course at Ball State University voluntarily completed the questionnaire in Spring semester 2005. Bivariate correlations indicated a statistically significant relationship between lower levels of alcohol use and higher levels of spirituality. Additionally, a statistically significant difference was found in the level of spirituality between males and females, Christians and Non-Christians, as well as in the drinking levels between students younger than 21 years of age and students 21 years of age and older. Results of this study conclude that the more spiritual college students are, the less likely they are to participate in unhealthy drinking behaviors. Based upon the findings and within the limitations of they study, spirituality seems to serve as a protective factor against alcohol use. / Department of Physiology and Health Science

There is no abstract available for this dissertation. / Department of Counseling Psychology and Guidance Services

The present study attempted to replicate a previously documented typology of perfectionism in a sample of college students (N=216). Furthermore, this study sought to determine whether a set of predictor variables comprised of selected subscales from the Patterns of Adaptive Learning Scales (PALS) and the College Adjustment Scales (CAS) could be used to reliably predict groups of perfectionists. Students' scores from the Frost Multidimensional Perfectionism Scale (MPS) were entered into a two-step cluster analysis, which revealed four clusters: Mixed-Maladaptive (N=62), Pervasive (N=43), Mixed-Adaptive (N=53), and Non-Perfectionists (N=32). A standard discriminant analysis was then calculated, with measures of achievement goal orientation and psychological symptomatology serving as the independent variables, and perfectionism cluster group serving as the dependent variable. This analysis yielded two statistically significant discriminant functions. The first function, labeled Maladaptive Parental Influences, was comprised of two subscales which were related to students' perceptions of their relations with their parents. Pervasive perfectionists showed the highest mean value on the first function, while Non-Perfectionists were lowest. The second function, Intrapersonal Adaptive Outcomes, consisted of a total of seven subscales, four of which measured problem areas for the student, and showed a positive correlation with the overall function value. The other three subscales assessed traditionally adaptive-oriented concepts. Moreover, higher scores on these adaptive-oriented subscales showed a negative correlation with the overall function value, suggesting a lower function value reflected a healthier profile for the individual. As such, Mixed-Adaptive perfectionists showed the lowest mean value on the second function, while Mixed-Maladaptive perfectionists had the highest value. Of particular note, the Performance-Avoid subscale from the PALS was not found to significantly discriminate among the four perfectionism clusters, a surprising result given the conceptual similarities that the two constructs share with one another. However, an interesting new avenue in the study of the development of perfectionism is offered in the current study, whereby students' perceptions of their parents' achievement goals for them were empirically linked to their own manifestations of perfectionism, which had not been previously documented in the literature to the researcher's knowledge. / Department of Educational Psychology

Piano proficiency students who are required to memorize music take different approaches in their learning process. They may not be aware of how they memorize or how these approaches are related to their learning style preferences. Seventeen test subjects (N=17) who volunteered from a private university in north central Indiana were _ tested for their learning style preferences and then were given a sample of music to memorize. A video camera recorded the memorization process for observation of the learning approaches each subject used while memorizing. In addition, each subject completed 1) a brief experience and task ease pretest, 2) an interview while observing the video of what took place during the memorization process, and 3) a posttest questionnaire on learning approaches used.The purpose of this study was to observe which learning approaches to memorization were being used by group piano students and which of these were most effective in short memorization tasks. Investigation of existing literature of piano pedagogy found that the most common ways in which pianists memorize are by using aural, visual, tactile and analytical approaches.Subjects who were observed for this research had a tendency-to memorize more from the visual and tactile approaches. Out of the 17 class piano students who were observed, 15 or 88% used visual and or tactile memory as their preferred approach. Students also assessed their own procedure of memorization by rating the approach as to how much they used it. Findings in this posttest questionnaire indicated that the aural and visual approaches to memory were rated by the students as being the preferred ways of memorizing. Thirteen subjects or 76% indicated that they preferred the aural and or visual memory approach to memory.The effectiveness of these approaches was indicated by the subjects receiving a memory performance rating. This research showed that there was more tendency for subjects using visual approach memory to receive the best memory scores (excellent, no errors). This study also indicated that students using the analytical approach to memory tended to have the highest percentage of best performance score (two of three received excellent/no errors scores). / School of Music

The purpose of this study was to investigate the impostor phenomenon (IP), an internal feeling of intellectual phoniness that was originally discovered in a group of highly successful women (Clance & Imes, 1979), by administering Harvey's IP Scale, Ratter's Internal-External Locus of Control Scale (LOC) and a demographic questionnaire to 126 college students (73 women and 53 men). The goal of this study was to examine the relationships between the impostor phenomenon locus of control, gender, level of education, generation status, age and race. Results indicated a significant positive relationship between the impostor phenomenon and locus of control. No other constructs were found to be significantly related to the impostor phenomenon. / Department of Counseling Psychology and Guidance Services

The purpose of the study was to examine the relationship between preferred learning styles and prevailing personality types among traditional age college students and adult learners. Participants in the study were enrolled in either the undergraduate program at Marion College or the Leadership Education for Adult Professionals (LEAP) program at Marion College. Kolb's learning style inventory and the Performax Personality Profile (DISC) were self-administered to 221 traditional students and 253 adult learners. Kolb's learning style inventory was used to identify each learner's preferred style of learning: converger, accommodator, diverger, or assimilator. The Performax personality profile was used to identify each learner's prevailing personality type: dominant,influencer, steadiness, or compliant. Factors including learners' age, gender, and occupation were also considered.A pilot study had indicated a high correlation between learning style preference and personality type among adult learners. Data from the full study was subjected to a multivariate analysis of variance. Findings derived from this analysis indicated the relationship between learning style preference and personality type was predictable at the .000 level of confidence for participants of all ages. Dominant personality types preferred converger learning styles, influencer personality types preferred accommodator learning styles, steadiness personality types preferred diverger learning styles, and compliant personality types preferred assimilator learning styles.The overall age effect was significant at the .02 level of confidence. Younger adults (26-37) preferred abstract conceptualizations over concrete experiences significantly more than older adults (38-56) or traditional students.The accommodator learning style was significantly more predominant among adult learners; the diverger learning style was slightly more predominant among traditional students. Participants were, however, represented in all four-of Kolb's preferred learning styles for both traditional and adult learners.Gender was not found to be a significant predictor of learning style preference. Occupational choices, likewise, were not determined by this study to be significantly related to learning style preference or personality type.To the extent that participants in this study were representative of learners in general, the following implications appear warranted:Since students of all ages were represented in all four learning style categories, educators should be prepared to be flexible in teaching styles in order to meet varying individual learner needs.Learners should be given opportunities to expand their learning style range, to move through all four stages of Kolb's learning cycle.An awareness of a students personality type may enhance a teacher's understanding of the students learning needs. An understanding of personality type may also enhance interpersonal relationships both in and outside of the classroom.Students should be assisted in recognizing and understanding their own personality type and how it relates to their learning and work experiences. This understanding should facilitate lifelong learning for all individuals. / Center for Lifelong Education

The purpose of this research was to examine relationships between Scale 5 scores on the Minnesota Multiphasic Personality Inventory (MMPI) and adjectives endorsed on the Adjective Check List (ACL) for University Women. The groups being studied were undergraduate and graduate women, psychology and science women; and, women under 28 years old and women over 28 years old.The participants in the research were 93 women enrolled in courses at Ball State University during Spring Quarter, 1986. The sample consisted of 31 undergraduate women (15 psychology women and 16 science women), 32 graduate women (17 psychology women and 15 science women), and 30 women who were matched for area of study and level of education and then divided into two groups (Under 28 and Over 28) of 15 each.The participants were administered the MMPI, the ACL, a Demographic Data Sheet and a Closeness Rating Scale. They were asked to have a significant person in their life endorse the ACL as it applied to the participant and to complete a Closeness Rating Scale.A 2X2 ANOVA was utilized to analyze the impact of level of education and area of study on Scale 5 scores on the MMPI. A One Way Analysis of Variance was used to analyze the relationship of age and Scale 5 scores on the MMPI. Each of the 300 adjectives on the ACL's were compared using Chi Square or Fisher's Exact Test to derive lists of adjectives descriptive of the subgroups.The results of the research indicated that science women had a significantly higher 5 scale score than psychology women (49.52 vs. 44.22; probability less than .05). Lists of adjectives for each group were derived. However, the number of adjectives descriptive of each group was so small that the descriptors may be by chance.

A sample of 791 college students between the ages of 18 and 25 years-old completed an online survey. Respondents were administered a series of measures to determine their sexual identity development status, global self-esteem, global psychological distress, sexual esteem and sexual distress. A 2 X 4 MANOVA (Sexual Orientation X Sexual Identity Development Status) was conducted. Results indicated that no significant difference was observed in terms of psychological distress, global self-esteem, sexual esteem or sexual distress between those who identified as gay, lesbian, or bisexual and those who identified as heterosexual. Significant differences were found among participants in relation to sexual identity development status. Specifically, those who were classified as having achieved a sexual identity scored higher on measures of self-esteem and lower on measures of psychological distress. Notably, follow up DFA indicated that sexual distress emerged as a particularly stable and important variable in explaining differences among those in different sexual identity development statuses. Implications for research and practice are discussed. / Department of Counseling Psychology and Guidance Services

The purpose of this study was to test the predictive ability of the Personality Assessment System (PAS) with special emphasis placed on predicting the personality patterns of two groups of mathematics students. Two ancillary purposes were also identified. These included the possible contributions to academic/vocational counseling and the addition of the findings to a PAS validation data bank that has been established.The sample included 26 selected volunteers from Purdue University and 26 selected volunteers from Ball State University. These students were identified into two distinct groups. The Purdue group was composed of senior students who were majoring in pure mathematics, while the Ball State group was composed of students who were majoring in mathematics education. Each group contained an equal number of males and females.Each student was administered the Wechsler Adult Intelligence Scale (WAIS) from which a personality profile was derived. This profile was based on the theoretical constructs of the Personality Assessment System.The hypotheses in the study were in the form of predictions. The predictions attempted to identify the personality patterns of the two groups of mathematics students.The resultant data were analyzed using percentages, a t test for independent groups, and a chi square analysis. Trends in the data, rather than statistically significant outcomes, were the main focus of the analysis.The predictions generated by the researcher correctly identified eight of 26 or 30% of the specific expected PAS patterns of the Purdue group. When the original predictions for the Purdue group were expanded to include all possible mathematics patterns, 23 of 26 or 88% of the Purdue group was correctly identified. The predictions correctly identified eight of 26 or 30% of the specific expected PAS patterns of the Ball State group. When the original predictions for the Ball State group were expanded to include all possible mathematics patterns, 15 of 26 or 57% of the Ball State group was correctly identified.Trends were suggested by the data for other types of measurement. The most consistent trend indicated by the data was the preponderance of IRU Primitive personality patterns in the Purdue group as compared to the general population, and the preponderance of IRA Primitive personality patterns in the Ball State group as compared to the general population.Another trend indicated by the data was the effect of a low Digit Symbol score on academic achievement in the Purdue group. Members of the group with a low Digit Symbol score consistently obtained a Grade Point Average below the mean Grade Point Average of the group.A final trend in the data was found between the combined groups of mathematicians and the general population on the R-F dimension of the PAS. The general population tends to be F or flexible, while the mathematicians tend to be R or regulated.The findings indicated that the PAS could adequately identify the personality patterns of a group of mathematicians. Rather than one "mathematical personality" being identified, the trends in the data point to many mathematical personalities. Recommendations for further research were made.