The primary purpose of this study was to determine if changes in physical self-efficacy, physical self-perceptions, and affect (including enjoyment) are mechanisms by which a single bout of exercise improves state body image. A secondary purpose was to identify how long exercise-related improvements in state body image are sustained post-exercise. Sixty women with body image dissatisfaction were randomized to either an exercise or control condition. Participants in the exercise condition completed a 30 minute moderate-to-vigorous intensity workout on a stationary bike. Women in the control condition read for the same duration. Before and immediately, 10-minutes and 20-minutes after (post-0, post-10, post-20) the exercise/control manipulations, participants completed measures of state body image, aerobic self-efficacy, physical self-perceptions and affect (including enjoyment). PROCESS macro was used to test mediation models, and a repeated measures mixed ANCOVA, followed by a univariate ANCOVA was used to test how long state body image improvements were sustained. There was a significant indirect effect of increases in strength self-perceptions on state body image improvements from pre- to post-0 (95% C.I. =.07 - .52, κ2=.16, abps=.31), post-10 (95% C.I.=.05 - .50, κ2=.16, abps=.30) and post-20 minutes (95% C.I. = .10 - .55, κ2 =.16, abps =.33), as well as a significant indirect effect of decreases in tiredness (i.e., increases in the energetic arousal dimension) on state body image improvements from pre- to post-10 (95% C.I. =.22 – 1.14, κ2=.30, abps=.77). Exercise-related state body image improvements were sustained 20 minutes after exercise. The present findings suggest that a bout of exercise improves state body image through increases in strength self-perceptions and energetic arousal and these effects lasted up to 20 minutes. This is the first study to design and empirically test a model to account for the effects of exercise on state body image, and provides important theoretical and practical implications. / Thesis / Master of Science (MSc)

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<p>  </p> <p>Prior research supports the significance of sexual debut (i.e., first sexual intercourse) in Western societies. Of concern, less than 5% of this research is from a sex-positive perspective with most researchers emphasizing sexual risks, particularly for underrepresented communities (e.g., Black women) and college students. Sexual socialization (i.e., messages communicated about sex) serves a critical role in the development of self-perceptions about sex, and scholars suggest sexual/relational development is rooted in experiences during emerging adulthood. </p> <p><br></p> <p>The primary aim of the present study was to identify meaningful subgroups/clusters of participants based on their experience of sexual socialization through messages received about sex (i.e., gendered, abstinence, casual, relational) from parents and from formal sex education and intersecting identities (i.e., gender, race). Additionally, the focus included determining if these clusters were associated with self-perceptions about sex: sexual satisfaction, frames of virginity (i.e., gift, stigma, process), gains following sexual debut (i.e., romantic, friendship, existential), and self-communicated messages about sex (i.e., gendered, abstinence, casual, relational). Participants were 435 undergraduate college students at a large, Midwestern university who completed an online survey. I used latent class cluster analysis (LCCA) and Bias-Adjusted Step-3 Analysis to address my research questions. The results of the LCCA indicated six subgroups/clusters: Relational Messaged White and Multi-Racial Women (Cluster 1, 22.99%), Under-Messaged Men (Cluster 2, 21.67%), Casual/Relational Messaged Individuals of Color (Cluster 3, 18.49%), Non-Casual and Parent Messaged Women of Color (Cluster 4, 15.67%), Abstinence/Relational and Formal Sex Education Messaged Individuals (Cluster 5, 11.80%), and Gendered Messaged White and Multi-Racial Women (Cluster 6, 9.38%). Cluster membership was significantly associated with self-communicated abstinence messaging in that Cluster 2 displayed significantly lower self-communicated abstinence messages than Clusters 1, 3, 4, or 6. The results of the present study have the potential to increase understanding of sexual socialization in the United States and its impact on self-perceptions about sex (e.g., abstinence). The findings can guide clinicians in avoiding inappropriate and harmful assumptions and support college campus professionals in creating balanced and meaningful programming to better serve college students. </p>

Les seniors ne sont pas suffisamment active au regard des recommandations actuelles. Cette inactivité physique serait due en partie à des barrières psychologiques ; les stéréotypes liés au vieillissement. L’objectif de cette thèse est d’identifier le rôle de ces stéréotypes, et leurs conséquences sur l’activité physique. La première étude est la continuité de l’élaboration et de la validation d’un outil psychométrique mesurant les stéréotypes liés à la pratique de l’activité physique des seniors. La deuxième étude révèle que l’ouverture aux expériences et les théories implicites de l’habileté sont des corrélats personnels de l’internalisation des stéréotypes liés au vieillissement, et sont reliés au niveau d’activité physique des seniors. La troisième étude montre que l’adhésion aux stéréotypes liés au vieillissement dans le domaine de l’activité physique prédit la santé par l’ego déplétion en diminuant la vitalité de seniors actifs. La quatrième étude suggère que les théories incrémentielles sont plus efficaces sur une tâche de force lorsqu’elles sont associées à des informations contre-stéréotypées. La dernière étude révèle que les seniors bénéficiant d’un programme de marche et d’une intervention psychosociale, ont obtenu des scores plus élevés de stéréotypes bénéfices de l’activité physique, de perceptions de la valeur physique et de la compétence sportive, d’apparence physique, de qualité de vie et d'endurance physique, et des scores plus faibles de stéréotypes risques de l’activité physique. Ces résultats indiquent que ces stéréotypes ont évolué positivement chez des femmes seniors sédentaires, apportant ainsi un appui à une conception malléable des stéréotypes. / Older adults are not sufficiently active against the current recommendations. The approach adapted in this thesis was that physical inactivity was partly due to psychological barriers, notably aging stereotypes. The main objective of this thesis was to identify the role of aging stereotypes, and their relation with physical activity. We defend the thesis that aging stereotypes affect older adults’ health-behaviors. In the first study, we contribute to the validation of a psychometric tool which measuring aging stereotypes in the physical activity domain. The second study reveals that openness to experience and implicit theories of ability are personal correlates of internalization of aging stereotypes, and are linked to the level of physical activity in older adults. The third study shows that endorsement of aging stereotypes in physical activity domain predicted health though ego depletion, including lowering the subjective vitality in active older adults. The fourth study suggests that incremental theories of ability are more effective on a task related to the physical capacities when counter-stereotypical information is given. The last study of this thesis shows that older adults who participated on exercise program combined with psychosocial intervention report higher scores of stereotypes related to benefits of the physical activity, physical self-perceptions, quality of life and physical endurance, and lower scores of stereotypes relative to risks of physical activity.

This research examined if differences in social categories between two groups, natural—born U.S. citizens and undocumented immigrants with deferred action (DACA) led to differences in self-perceptions at work in areas such as Occupational Self-Efficacy (OSE), Organization Based Self-Esteem (OBSE), and Perceived Employability (PE). Additionally, the effect of Perceived Supervisor Similarity (PSS) on these relationships was also observed. Results showed significant differences only in PE with the DACA group having an unexpectedly higher level than the citizen group. The model was supported as OSE, OBSE, and PSS all significantly predicted PSS in both groups. Lastly, interaction effects were only found in the citizen group with PSS moderating the relationship between OSE and OBSE predicting PE. Specifically, PSS affected levels of PE at high levels of OSE and at low levels of OBSE. Lastly, I explored how temporal self-appraisals may have lead the DACA group to be less of an out-group along with additional implications to this field of research with this population.

Second language (L2) teacher cognition has in recent years attracted the attention of an increasing number of researchers. While much L2 teacher cognition research focuses on the teaching of grammar (e.g. Phipps & Borg, 2009), L2 writing teacher cognition has received considerably less attention. It has, however, been suggested that L2 writing teachers’ perceptions of themselves as writers (Casanave, 2004) and as language learners may play a crucial role in their decision making as teachers of L2 writing. In an attempt to address this gap in the L2 teacher cognition literature, this study investigates English as a second language (ESL) writing teachers' beliefs about themselves as language learners and as writers in their first and/or second language(s). The purpose is to discover how ESL writing teachers’ beliefs about and practice of teaching L2 writing are influenced by their experiences in writing in their first and/ or second languages. Three native (NES) and two non-native English-speaking (NNES) teachers teaching L2 writing took part in the study. During a 15-week semester, their ESL writing classes were periodically observed and audio-recorded. Additionally, each teacher was interviewed two times using stimulated recall regarding both their classroom instructional practices and instruction provided in the margins of student papers. Findings revealed that, language learning in general was an important contributor to both NNES and NES teachers’ cognitions. Even NES teachers who were not advanced in their respective second and/or additional languages still referred to their language learning experiences. The NNES teacher participants also commented that they sometimes had to step out of their own language experience in order to better help their students. Results also indicated that L2 writing teachers without advanced L2 literacy skills were influenced primarily by their L1 writing experiences. L2 writing teachers with advanced L2 literacy skills, however, were greatly influenced by their L2 writing experience. In all of the cases, being an advanced writer, whether in their L1 or L2s, was an important contributor to L2 writing teachers’ cognitions.

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