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Abstract: We examined perfectionistic personality characteristics and their association with science self-efficacy beliefs and academic performance among college students in science, technology, engineering, and mathematics (STEM). We were especially interested in gender differences in effects given that women remain significantly underrepresented in several STEM areas. Participants were a large sample of undergraduate students (N=450; 52% women) majoring or intending to major in a STEM field. Science self-efficacy and course grades were the main outcome variables; high school GPA was a covariate. Latent profile analyses based on measures of perfectionism and personality (conscientiousness, neuroticism) supported a three-class model of perfectionism. Perfectionism for men was not substantially associated with self-efficacy or grades. Although perfectionism also was not associated with self-efficacy for women, maladaptively perfectionistic women did perform significantly lower in their STEM-related courses compared with other groups. Results indicated that maladaptively perfectionistic women may be at risk for performance disappointments in STEM courses where women have traditionally been under-represented. In contrast, adaptively perfectionistic women are strong academic performers in those courses. Intervention efforts aimed at addressing the so-called “leaky pipeline” might want to account for perfectionism and its adaptive and maladaptive implications for women pursuing STEM careers. [Copyright &y& Elsevier]

Abstract: In a replication and extension of earlier research, we examined the explanatory adequacy of the social cognitive choice model (Lent, Brown, & Hackett, 1994) in a sample of 1404 students majoring in a variety of computing disciplines at 23 historically Black and 27 predominantly White universities. Participants completed measures of self-efficacy, outcome expectations, interests, goals, and social supports and barriers relative to the pursuit of computing degrees. The social cognitive model generally provided adequate fit to the data across two academic year cohorts (2006, 2007), gender, institutional setting, racial/ethnic groups (European and African Americans), and educational level (beginning and advanced undergraduates). Outcome expectations, however, did not contribute uniquely to the predictive model. Implications for further research on social cognitive theory in the context of science and technology fields are discussed. [Copyright &y& Elsevier]

A latent class analysis of dyadic perfectionism scores within a college sample (N = 369) identified four classes of participants. Controlling for gender and current dating status, class membership was associated with significant differences on several measures of relationship attitudes. Gender and class membership also significantly interacted in predicting gender role stress scores. Implications of the findings for the counseling of relationally perfectionistic college students are discussed. [ABSTRACT FROM AUTHOR]

This study examined the contributions of gender, adult romantic attachment orientations (i.e., avoidance, anxiety), defense mechanisms (i.e., narcissism, other-splitting),and stressors to college student psychological abuse perpetration (dominance). Men with higher levels of attachment avoidance, narcissistic entitlement, and stressful problems reported more dominance of female partners. Women with higher levels of other-splitting reported more dominance of male partners. Attachment avoidance contributed to women's dominance of male partners only in the context of elevated narcissistic entitlement or few stressors. [ABSTRACT FROM AUTHOR]

This study investigated whether gender, stressful problems common among college students, and adult attachment orientations (anxiety and avoidance) contributed to self-reported perpetration of psychological abuse in dating relationships among 127 college students. College men's stress levels were the strongest predictor of perpetration of emotional abuse against their female romantic partners. Attachment avoidance among college men and women was associated with higher levels of emotional abuse perpetration when self-reported stress levels were high. Recommendations for research and practice are provided. [ABSTRACT FROM AUTHOR]

This study examined interrelationships among role balance perceptions, adult attachment orientations, and depression within an ethnically diverse, mixed-gender sample of college students. Adult attachment orientations-and particularly attachment avoidance-significantly interacted with students' role balance levels to predict their depression scores. Implications and recommendations for college counseling centers are also discussed. [ABSTRACT FROM AUTHOR]

Abstract: We tested the fit of the social cognitive choice model [Lent, R.W., Brown, S.D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance [Monograph]. Journal of Vocational Behavior, 45, 79–122] to the data across gender, educational level, and type of university among students in a variety of computing disciplines. Participants were 1208 students at 21 historically Black and 21 predominantly White universities. They completed measures of self-efficacy, outcome expectations, interests, goals, and social supports and barriers with respect to computing majors. The SCCT model yielded adequate fit to the data across each of the grouping variables. Implications for future research on SCCT’s choice hypotheses in the context of science and engineering-related fields are discussed. [Copyright &y& Elsevier]

This study explored the underlying structure, stability, and predictive validity, of college students 'scores on a measure of relationship maintenance self-efficacy beliefs. Three identified efficacy-related factors were found to be stable; related in expected directions with gender, commitment status, and adult attachment orientations; and uniquely predictive of subsequent relationship satisfaction. [ABSTRACT FROM AUTHOR]

Discusses situational and emotional factors unique to job-loss following corporate failure. The dynamics of corporate failure and the special counseling needs of former employees are illustrated by the failure of Braniff Airways. Counseling should focus on marketable work skills, vocational testing, and flexibility in dealing with personal problems. (JAC)

This study examined the nature and impact of dyadic perfectionism over a 3-month interval within a sample of 116 college students who were currently involved in an intimate heterosexual relationship. Dyadic perfectionism scores were stable and correlated as expected with scores on concurrent measures of adult attachment orientations and relationship satisfaction. Logistic regression analyses revealed that, controlling for initial commitment Status and adult attachment orientations, Time 1 dyadic perfectionism scores significantly and uniquely predicted relationship continuity 3 months later. Lastly, controlling for social desirability, relationship commitment status, and Time 1 adult attachment orientation scores, Time 1 dyadic perfectionism scores also uniquely predicted Time 2 relationship distress. Findings provide additional evidence that dyadic perfectionism is a risk factor for relationship dysfunction. [ABSTRACT FROM AUTHOR]

This study examines the contributions of career-related barrier and social support perceptions, barrier-related coping beliefs, and career decision-making self-efficacy beliefs to the prediction of career indecision in three racial/ethnic groups of college women. Results indicate that although there are no racial/ethnic differences across scores on most of the key measures, African American women perceive significantly greater career barriers than do either White or Hispanic women. Separate within-racial/ethnic group regressions of career indecision scores indicate that the full model collectively accounted for substantial amounts of criterion variance (range of R² = .31 to .47), although the pattern of predictor contributions varies somewhat across the three groups. [ABSTRACT FROM AUTHOR]

The authors describe the preliminary development and validation of the Authenticity in Relationships Scale. An initial pool of 37 items addressing various elements of the proposed definition of ‘relationship authenticity’ was administered to 2 independent samples of undergraduates (N = 487) who acknowledged being in a current romantic relationship. Exploratory and confirmatory factor analyses revealed that 2 interpretable factors (Unacceptability of Deception, Intimate Risk Taking) effectively represented the data in both samples. Retest data over a 3-month interval were also gathered from a separate independent sample of 121 participants. Subscale scores composed of factor-unique items demonstrated good reliability and test-retest stability, correlated in expected directions with scores on several measures used to establish construct validity, and made unique contributions to the prediction of relationship satisfaction after gender, self-esteem, commitment level, and adult attachment orientations were controlled. [ABSTRACT FROM AUTHOR]

A model for predicting college student distress that included measures of negative life event impacts, adult attachment orientations, and several indexes of self-organization was tested. Results demonstrated that, controlling for age and negative life impacts, attachment anxiety along with 2 self-organizing predictors (self-splitting, self-concealment) each made unique contributions and collectively explained nearly half of the variance in student distress. In addition, self-splitting and self-concealment effectively mediated the relationship between attachment anxiety and distress. Implications for the counseling of distressed college students are discussed. [ABSTRACT FROM AUTHOR]

Explores whether patterns of stability or change in adult attachment styles were associated with corresponding changes in self-confidence, problem coping styles and distress. Completion of Personal Demographic Questionnaire; Implications of findings for an attachment theory-informed perspective on the transitional adjustment of entering freshmen.

Examines the validation of a measure of parent-adult attachment style questionnaire (P-AASQ) in the U.S. Description of the P-AASQ measure; Score of the parent-adult attachment style groups; Analysis of the set of adjustment measures; Predictive validity of scores from the P-AASQ.

Drawing upon hardiness theory and research on academic motivation we developed and administered a measure of academic hardiness to a large sample of high school students. In line with theory- and research-derived expectations, results of both principal axis factor analyses (PAF) and confirmatory factor analyses (CFA) yielded support for a three-factor model of the construct. Supplemental analyses indicated that, after controlling for general academic self-concept, the challenge subscale of our novel measure differentiated students who pursued more difficult academic coursework and educational plans from those who did not. [ABSTRACT FROM PUBLISHER]

The article presents a study which examined relations among adult attachment orientations, maladaptive problem coping styles, and a composite measure of current distress within a sample of 55 undergraduates (17 men, 38 women) by using attachment theory. This theory is principally concerned with the nature of close, enduring emotional bonds, or attachments, and how these unique relationships affect the life course. The result of the study indicate that each adult attachment orientation and each problem coping style measure was related in expected directions to students' distress. In addition, problem coping styles largely mediated the impact of insecure adult attachment orientations on distress. Results also suggest that attachment theory may offer counselors a useful framework for exploring and explaining the possible links between the use of problem coping styles and the person's more generalized and internalized expectations regarding the management of attachment-related insecurity. Indeed, the primary objective of an approach to counseling distressed college students that is based in attachment theory is to explore the student's prior and current intimate relationships with the goal of identifying, challenging, and revising interpersonal expectations that derive from insecure working models of self and other.

Explores models of academic interest and performance in mathematics-related subjects among high school students. Relation of gender difference to social-cognitive variables; Measures of mathematical ability, sources of efficacy information, interest in mathematics and science activities and mathematics course grade.

This study explored the extent to which (a) retrospective reports of childhood emotional bonds with parents and (b) current adult attachment orientations predicted the capacity for constructive thinking within a college sample. A total of 145 undergraduates completed measures of global constructive thinking, parent-child emotional bonds, and adult attachment orientations. When gender and ethnic differences in constructive thinking within this sample were controlled for, both parent-child emotional bonds and current adult attachment orientations significantly predicted constructive thinking scores. In addition, students' adult attachment orientations effectively mediated the influence of early emotional bonds on constructive thinking. [ABSTRACT FROM AUTHOR]

The authors review and critique three self-report measures of parent-adolescent attachment and three self-report measures of parent-adolescent separation-individuation. Relevant issues in the conceptualization and measurement of attachment and separation-individuation constructs are also discussed. [ABSTRACT FROM AUTHOR]

Presents a study which examined relationships in childhood emotional bonds with parents, stress, adult attachment styles and defense splitting tendencies in a nonclinical sample of college students. Why current stress was included in this study; What childhood bonds with parents should be related to; Details on the participants and procedures used in this study; Discussion on implications of the findings of the study to counselling practice.

Reviews conceptual foundations and key empirical findings on attachment theory and traces important conceptual and methodological advances. Results of contemporary theory-guided studies of adult affect regulation, social competence, and intergenerational continuity; Implications of these findings for advancing and integrative understanding of healthy adult coping.

Using a randomized, between-subjects experimental design, we tested hypotheses that self-critical perfectionism would moderate the effects of subtle stereotype threat (ST) for women and students in underrepresented racial/ethnic groups who are pursuing traditional degrees in science, technology, engineering, or math (STEM). A diverse sample of freshmen students (N = 294) was recruited from 2 major universities. Students were blocked by gender and race/ethnicity and randomly assigned to experience subtle ST or no ST. Participants in the subtle ST condition were primed to consider their gender, race, and ethnicity prior to completing measures of science self-efficacy. Those in the control condition completed the measures without such priming. Controlling for prior academic performance and university context, ST priming significantly interacted (a) with self-critical perfectionism to predict coping self-efficacy scores and (b) with race/ethnicity to predict end-of-semester STEM grades. A 3-way interaction of ST priming, sex, and self-critical perfectionism also predicted students' grades in courses wherein women and men were more proportionally represented. The Sex X Self-Critical Perfectionism interaction was not significant for those in the ST group but was for those in the control group. Men in the control group had higher grade-point averages (GPAs) at low levels of self-critical perfectionism than they had at higher levels of perfectionism. In contrast, women had lower GPAs when self-critical perfectionism was low, but their GPAs were higher when self-critical perfectionism was high. The findings are discussed in terms of their implications for serf-efficacy and performance in the pursuit of a STEM major. [ABSTRACT FROM AUTHOR]

Although prior research has established associations between the mass media-related glamorization of unrealistic standards of female beauty and women's body image concerns, theory-driven research on the impact of social media use on women's body image concerns is scarce (Perloff, 2014). The present study addressed this gap by testing a dispositional model linking adult attachment security and tendencies to engage in social comparisons to each of two indicators of body image concerns within a sample of college women who acknowledged being active and psychologically-identified users of Pinterest © , a highly popular and image-rich social networking site. Results indicated that, controlling for participants' age, body mass, and Pinterest use identification, adult attachment orientations and social comparisons each made significant and incremental contributions to each indicator of body image concerns. Further, women's social comparison levels partially mediated the relationship between attachment anxiety and body satisfaction. Implications of these findings to continued study of social media influences on body dissatisfaction are discussed. [ABSTRACT FROM AUTHOR]

Studies on the impact of work-family dynamics on both parenting and children's outcomes are scarce. The present study addressed this gap by exploring how parents' negative (conflicting) and positive (enriching) experiencing of work and family roles related to children's internalizing and externalizing problem behaviors through its association with the quality of parent-child relationships. A sample of 317 dual-earner couples with preschool children was used to conduct a dyadic analysis of both within- and cross-dyad influences of parents' work-family experiences on child problem behaviors. Our results indicated that the way parents balance work and family is associated with their parent-child relationships, which in turn is differentially linked with their children's behaviors. We found that mothers' work-family conflict (WFC) contributed to children's externalization difficulties through its detrimental associations with their own and with their partners' parent-child relationship quality. By contrast, mothers' work-family enrichment (WFE) was negatively linked to children's externalization difficulties through its positive link with the mother-child relationship. Fathers' experience of WFC was associated with both children's internalization and externalization difficulties through its negative association with their own father-child relationship quality. In addition, fathers' experience of WFE also linked to children's externalization difficulties, but only indirectly, via its positive association with the quality of their relationship with the child. Further implications of these findings for advancing understanding of the impact of work-family dynamics on intrafamily relationships, as well as for individual and organizational interventions, are discussed. (PsycINFO Database Record [ABSTRACT FROM AUTHOR]

Objective: The present study examined the association between passive FB use and academic stress, as well as the moderating role of users' dispositional levels of authenticity. Participants and Methods: A total of 188 college students responded to questionnaires regarding their FB use, trait authenticity, and academic stress. Results: The amount of time users reported they routinely engaged in passive FB use significantly correlated with academic stress. Further, users' levels of trait authenticity moderated this relationship. Time spent passively using FB was positively associated with academic stress only when user authenticity was high. However, how often students passively use FB was not significantly associated with academic stress regardless of their authenticity levels. Conclusions: These findings suggest that using FB passively for longer time periods might be a way to avoid academic tasks, which in turn might be associated with greater academic stress for those students who report higher levels of authenticity.

Primary prevention of men's intimate partner violence (IPV) toward women in dating relationships is an important area of psychological inquiry and a significant concern for counselors working with college student populations. Previous research has identified that certain beliefs condoning or accepting physical, sexual, and psychological violence in relationships are key risk factors for IPV perpetration; however, comparatively few studies have examined the social and relational variables related to IPV acceptance attitudes. In the present study, we proposed and tested a structural model examining the combined contributions of adult attachment dimensions (i.e., attachment anxiety and attachment avoidance) and masculine gender role stress in the prediction of IPV acceptance attitudes in a large sample of college men (N = 419). We hypothesized that the relationship between attachment insecurity and IPV acceptance attitudes would be partially mediated by men's gender role stress. A partially mediated model produced the best indices of model fit, accounting for 31% of the variance in an IPV acceptance attitudes latent variable. A bootstrapping procedure confirmed the significance of mediation effects. These results suggest that aspects of adult attachment insecurity are associated with tendencies to experience stress from violations of rigidly internalized traditional male role norms, which, in turn, are associated with acceptance of IPV. Findings are further discussed in relation to adult attachment theory (Mikulincer & Shaver, 2007), gender role strain theory (Pleck, 1995), and their implications for IPV prevention in college student populations., (PsycINFO Database Record (c) 2013 APA, all rights reserved.)