All athletes are driven by motivation, sources or reasons to push their bodies to their limits and continue to do so regularly. There have been several studies concerning motivation in typical athletes, and many regarding social motivation in people with High Functioning Autism (HFA), however most have been limited to children, and there have been no investigations into HFA athletes’ motivation. The current study looks into the role of social dimensions in athletics, and tests how one’s gender and placement on the Empathy Questionnaire (EQ), Systemizing Questionnaire (SQ), and on the Autism Questionnaire (AQ) affect intrinsic motivation in athletics. It was predicted that athletes with HFA would demonstrate greater levels of intrinsic motivation than those with lower scores on the Systemizing and Autism Questionnaires. The second hypothesis predicted that those who are more prone to systematizing (and perhaps higher on the AQ) would be more intrinsically motivated than those who are more prone to empathizing, as social rewards may not be as important to them. To uncover the differences between intrinsic motivation due to placement on the AQ, SQ and EQ, as well as differences between sexes and coaching feedback, a combination of Linear Regression Analyses, Independent Groups T-Tests and Correlations (n=25) were used. The first hypothesis was invalid due to lack of recruitment of HFA participants, but the second was supported by the data.

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Hope, optimism, and several markers of religiosity and spirituality were examined as potential moderators of the association between negative life events and depressive symptoms in a secondary data analysis of an ethnically diverse sample. Participants (267 female, 119 male) were college students enrolled at an urban Northeastern university. It was hypothesized that negative life events would be associated with increased depressive symptoms and that higher levels of hope, optimism, and religious and spiritual variables would attenuate this relationship. Ethnically-stratified moderation analyses were conducted to assess for differences in moderation between Blacks, Hispanics, Whites, and Asians. Hypotheses were generally supported, with some ethnic variation in findings. Although hope and optimism predicted decreased depressive symptoms in Blacks, Hispanics, and Whites, optimism was a significant moderator in Whites only. Measures of religiosity were significant moderators among Blacks as well as Whites. Clinical and research implications are explored based on the extant literature.

Psychopathic personality is associated with a myriad of social and behavioral problems including violence, criminal activity, and overall failure to conform to social standards. In this study, psychopathic and antisocial personality traits are measured in a sample of college students via self-report surveys using questions derived from Hare's Psychopathic Checklist-Revised (PCL-R; 1991). Reliability and factor analyses were used to validate the inventory and create factor-based indices that were used to predict antisocial behavioral outcomes including violence, seeking revenge on persecutors, and suicidal ideation, in addition to other analogous and deviant behaviors. Findings showed a relationship between personality and behavior indicating that characteristics of one's personality may aid in the prediction and prevention of deviant behaviors. Implications for public policy, including the identification of traits that may be related to the propensity for such behaviors, are reviewed in the context of school shootings such as the incident at Columbine High School.

This study was conducted in an attempt to understand which, if any, groups of college students are susceptible to cult influence based on false perceptions. Religion is a powerful practice that, if used for the wrong reasons, can influence a person to dissolve social and financial relationships with family, friends, and the surrounding community. Surveys were given to randomly selected cluster samples of students currently enrolled at the university. These surveys consisted of demographic questions and a scale designed to measure perceptions. Also devised was a scale to measure traits of depression. Both bivariate and multivariate analysis showed that the depression scale was more significant than the perceptions scale in measuring vulnerability.

High self-compassion has been shown to provide many benefits for overall well-being. Some studies have suggested that the environment in which an individual grew up could have some effect on this trait in adulthood. The present research examined the relationship between the parenting style with which an individual was raised and their later adulthood self-compassion and compassion for others. It was hypothesized that the responsiveness of the parent would be directly related to the way that an individual learns to respond to themselves and others. Authoritative parenting style was expected to be related to higher self-compassion and compassion for others as it is characterized by parents who respond positively to their child. Authoritarian parenting was expected to be related to lower levels of each construct as it is characterized by negative responses to the child’s actions. It was found that both authoritative and authoritarian parenting styles are associated with higher levels of self-compassion. The two parenting styles considered to negatively affect children raised in the style, authoritarian and permissive, were found to be related to higher levels of compassion for others. Future research directions for the relationship are discussed.

Preface -- A note to the reader -- A word about wisdom essentials -- Wisdom is best : think and live wisely -- Make insight your priority -- Buy wisdom, education and insight -- Good things come out of wisdom -- Wisdom's cry and call to everyone -- Intelligence outranks muscles -- Don't assume you know it -- Your face mirrors your heart -- Finding wisdom has much gain -- A warning against a life of crime -- Favor : how to obtain favor for successful living -- Speak out for justice -- Walk with the wise -- A whack on the heads of fools -- One who knows much says little -- If you quit listening -- Warning against adultery -- Warning against foolish acts -- The value of hard work -- The king's protocol -- Children listen to your father -- Wisdom and foolishness throw a party -- A honest life is worth it -- Fear of God expands your life -- The path of a good leader -- Manage your energy, attention and time -- Do your best : prepare for the worst -- Thirty sterling principles to live by -- Without good direction people lose their way -- A God-shaped life -- Sift and weigh every word -- Everything has a place and a purpose -- The right words at the right time -- Fools recycle silliness -- Hodge-podge of wise principles -- Four mysteries -- Four intolerables -- Four dignitaries -- Fall small wonders -- A good wife -- Start with God -- Learn it by heart -- The final word. "At the core of your being you truly want an enriching and fulfilling life. There are many ways to experience a good life. Wisdom Essentials for Successful Living is designed to help you find the right way to experience a good life. Wisdom Essentials for Successful Living is written so that we'll all know how to live well and right. It is written so that we will understand what life means and where it's going. It is essentially a manual for living, for learning what's right and just and fair. It is a practical book for everyday people stumbling through life. It will teach the inexperienced the ropes and hopefully give young people a grasp on reality. There is something in this book for everyone. There's something in the manual for seasoned men and women. There is still a thing or two for the experienced to learn. There is fresh insight broken down in simplicity to probe and penetrate the rhymes and seasons of your life..." / https://dc.etsu.edu/etsu_books/1092/thumbnail.jpg

The purpose of this study was to sort out and specify the dimensions of acculturation for kaigaishijo, Japanese sojourning students who presented an anomaly in a monocultural setting, based on factors that surfaced through data collected in the interviews and observations as a result of my conceptual framework that focused on the family, educational environment, and maturity. By sorting the data and comparing and contrasting one child's experiences to those of others as individuals and as an aggregate, nine factors appeared to repeatedly impact the process of acculturation. These essential factors that provide insights into acculturation are (1) the mother's role, (2) language acquisition, (3) clothing, (4) artistic endeavors, (5) educational experiences, (6) a receptive attitude, (7) personality, (8) length of residency, and (9) family value of education.;Elements of two of the three original concepts that organized my thinking, interviewing, and observations, that is family and school, played significant to moderate roles in the acculturation process of all four students of the study. The children, according to information gleaned from their parents, teachers, and school records, had met appropriate maturational milestones; therefore, the concept of maturation did not impact in these cases. Specific elements from the familial and educational environments did, however, impact the process. Two factors directly pertaining to the individual children's social and psychological make-up rendered significant consequences in the process.;Numerous variables impacted the acculturative process and each child's story was varied and complex. The nine common factors isolated in the study do not appear to influence the process of acculturation with equal weight. Some constitute a more salient role than others. It was concluded that three factors appear to play a minor role in acculturation, four appear moderately important, and two factors, personality and a receptive attitude, display the greatest importance.;The study was conducted in a Middle Atlantic state where the author was a school administrator. The dimensions of the process of acculturation should raise consciousness levels regarding the need to dispel stereotypes and to acknowledge differences as means to understanding and accepting diversity. Further study is needed to ascertain the generalizability of the findings to other cross-cultural populations.

This study explored the qualities that distinguished a select group of college freshmen women (National Hispanic Scholars) from a general sample of Hispanic women as assessed by the PIT (Picture Identification Test) a semi-projective systems-oriented instrument that measures motivation (Chambers, 1988). The PIT was mailed to 496 Women Scholars, and administered to self-identified Hispanic freshmen women who attended four universities in the United States for the first time in the Fall of 1990. Results were based on the responses of 99 Ss (Select Group), and 57 Ss (Regular Group) who completed the PIT and fulfilled the criteria.;The specific hypothesis tested in this study was that an academically Select Group of Hispanic women would deviate less on PIT normative measures than a Regular Group of Hispanic college freshmen women. The data supported the prediction at a high level of significance.;PIT variables were first grouped and analyzed by a Multiple Analysis of Variance (MANOVA) program to ascertain any differences on Needs for each variable between the groups. Twenty-two out of 28 MANOVAs were significant at the p.02 level or less. A stepwise discriminant function analysis was used to order 114 of the most significant ANOVA variables (p {dollar}<{dollar}.05) and the most significant Bonferroni variables (p {dollar}<{dollar}.002). Out of this group, 43 variables were selected and ordered according to strongest discrimination and independence. The Select Group was closer to the Target Model on twenty-two of the twenty-six discriminant variables with significant ANOVAs (p {dollar}<{dollar}.04). Results are discussed in terms of understanding the qualities and motivational dynamics observed in the Select Group. Recommendations for further research with the PIT are discussed exploring its possibilities as an adjunct to multicultural counseling with populations "at risk".