It is the purpose of this study to attempt to discover the nature of the relationship between manifest anxiety and the college learning situation, as indicated by the performance of the subject in the college classroom situation.

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Multiple roles -- Role strain -- Status inconsistency -- Social support -- Self efficacy -- Role quality.

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This study examined the relationship between interpersonal decentering and symptoms of psychopathology among 48 clients from the Psychology Clinic at the University of North Texas. The Thematic Apperception Test (TAT) and the Symptom Checklist 90-Revised (SCL-90-R®) instrument were administered to clients along with demographic packets. Interpersonal decentering was assessed using Melvin Feffer's Interpersonal Decentering Scoring System for the TAT. It was hypothesized that higher scores of global symptom severity would be associated with lower scores of interpersonal decentering. Higher scores of paranoid ideation, psychoticism, and hostility were also hypothesized to be associated with lower scores of interpersonal decentering. Results did not support these hypotheses. However, exploratory analyses revealed a significant correlation between higher scores of phobic anxiety and lower scores of interpersonal decentering. Results also provided information regarding the three methods for calculating interpersonal decentering summary scores.

The purpose of the current study was to examine if positive family, social, and/or academic dimensions of SC weaken (i.e., moderate) the direct relationship between physical SC (i.e., a person's evaluation of their physique, adiposity, and weight) and depressive symptoms in a sample of adult men. A convenience sample of 239 college men completed self-report measures including the Tennessee Self-Concept Scale-2 (TSCS-2) and Symptom Checklist-90 Revised. Hierarchical regressions revealed that family and social SC were significant moderators of the relationship between physical SC and depressive symptoms, suggesting how men see themselves in their family and social systems affects the aforementioned relationship. Academic SC, however, was not a significant moderator; it was negatively related to depressive symptoms no matter how men felt about their physical selves. Our findings suggest that feeling positively about one's relationships may protect men with poor physical SC from experiencing symptoms of depression at the rates or intensity of their similarly body dissatisfied peers who do not report positive family or social SC. An additional simultaneous regression assessed the contribution of various dimensions of SC to the prediction of depressive symptoms, physical (7.76%), social (8.02%) and academic (6.62%) self-concept accounted for significant amount of variance in symptoms of depression which family SC (2.61%) did not. College counselors who assist men presenting with poor physical SC or depressive symptoms should assess for the other problem, as they commonly co-occur. In addition, they may consider helping them to improve the quality of their relationships in family and social systems as reasonable interventions for both depression and poor physical SC. Importantly, men who experience their academic SC as deficient should be considered at-risk for depression, although more research is needed to help identify the types of students who report low academic SC. In addition, men with symptoms of depression would likely benefit from accommodations to support their academic functioning.

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Creativity is a complex construct that is conceptualized and measured in multiple ways. This study examined the relationship between creativity and personality taking this into account. It was hypothesized that applying different conceptions and measures would cause variation in the creativity-personality relationship. The participants (N = 224) were undergraduate students completed six creativity measures, a personality inventory, and a demographic questionnaire. Personality predicted more creative production (R2 = .277) than creative potential (R2 = .176) and more self-reported creativity (R2 = .348) than that which was externally-rated (R2 = .149). Personality predicted creativity beyond demographic and intellect variables, but the effects varied based on the creativity measure. Openness was most consistently and strongly related to creativity. Other personality factors demonstrated suppression effects in multiple models. Overall, the results suggest that despite relatively small effects of personality on creativity, it can help strengthen prediction in creativity models. Implications for educational settings and future research are discussed.