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.

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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.

The fact that girls and women suffer a loss of self-esteem disproportionate to boys and men is without argument. There are an increasing number of books, magazine articles, and resource kits being made available to begin to comprehensively address the issue with young girls. However, less effort is being directed toward the older adolescent, the college-age woman. The problem with which this study was concerned was that of determining the impact of a mentoring program on the self-esteem of college-age women. The Multidimensional Self-Esteem Inventory (MSEI) was administered as a pre- and posttest, to 40 sophomore women, 20 of whom were in a control group and 20 who participated in the structured mentoring program. Using the MSEI, it was possible to gain statistically significant data which indicated that the self-esteem of the women could be positively impacted as a result of the mentoring experience. In addition to the instrument, the participants kept journals about their mentoring experience. Therefore, this research was able to report both qualitative and quantitative findings. The findings regarding the control group were not statistically significant for any of the 11 characteristics on the inventory. The findings from the mentored group however, were determined to be statistically significant for 5 characteristics: global self-esteem, competence, lovability, body appearance, and identity integration. From the statistical findings, as well as, from the journal entries it appeared that mentoring is a valuable experience. Also it was determined that there was a pattern to a positive mentoring experience. The women felt that their mentors were individuals in whom they could place their trust, the women felt the mentors could be helpful to them because of the wisdom that comes from life experience.