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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. [ABSTRACT FROM AUTHOR]

We report here the 78,884,754 base pairs of finished human chromosome 16 sequence, representing over 99.9 percent of its euchromatin. Manual annotation revealed 880 protein coding genes confirmed by 1,637 aligned transcripts, 19 tRNA genes, 341 pseudogenes and 3 RNA pseudogenes. These genes include metallothionein, cadherin and iroquois gene families, as well as the disease genes for polycystic kidney disease and acute myelomonocytic leukemia. Several large-scale structural polymorphisms spanning hundreds of kilobasepairs were identified and result in gene content differences across humans. One of the unique features of chromosome 16 is its high level of segmental duplication, ranked among the highest of the human autosomes. While the segmental duplications are enriched in the relatively gene poor pericentromere of the p-arm, some are involved in recent gene duplication and conversion events which are likely to have had an impact on the evolution of primates and human disease susceptibility.

Chromosome 5 is one of the largest human chromosomes yet has one of the lowest gene densities. This is partially explained by numerous gene-poor regions that display a remarkable degree of noncoding and syntenic conservation with non-mammalian vertebrates, suggesting they are functionally constrained. In total, we compiled 177.7 million base pairs of highly accurate finished sequence containing 923 manually curated protein-encoding genes including the protocadherin and interleukin gene families and the first complete versions of each of the large chromosome 5 specific internal duplications. These duplications are very recent evolutionary events and play a likely mechanistic role, since deletions of these regions are the cause of debilitating disorders including spinal muscular atrophy (SMA).

Undergraduate women completed measures of externally contingent self-worth, self-esteem instability, and depression at the beginning (Time 1) and again 3 months later near the end (Time 2) of an academic semester. Findings indicated that when Time 1 depression scores were controlled for, each Time 1 facet of self-esteem made significant contributions to Time 2 depression scores. Implications of these findings for the counseling of depressed college students are discussed.

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. (Contains 5 tables.)

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 self-efficacy and performance in the pursuit of a STEM major. (Contains 2 tables.)

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. (Contains 3 tables, 2 figures and 4 footnotes.)

We report findings from a meta-analysis of 156 studies conducted between 1987 and 2009 (N = 32,969) that examined the relationship between self-reported parental attachment and multiple adjustment outcomes and developmental advances during the college years. Overall, a small-to-medium relationship was found between indicators of parental attachment quality and favorable adjustment outcomes (r = 0.23). Effect sizes were of similar magnitude for mother and father attachment relationships, for male and female students, and across ethnicity and nationality of the sample. The attachment-adjustment relationship varied somewhat according to the developmental task being investigated in the study, showing the strongest association for the task of separation-individuation. Additionally, we found stronger attachment-adjustment links for students residing away from their parents when compared with students living at home during college. (Contains 8 tables and 4 footnotes.)

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. (Contains 2 tables and 1 figure.)

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. (Contains 5 tables and 1 figure.)

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. (Contains 2 tables, 1 figure, and 1 note.)

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. (Contains 2 tables.)

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. (Contains 1 figure and 2 tables.)

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. (Contains 2 tables.)

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. (Contains 6 tables.)

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.

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.

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 R[superscript 2] = 0.31 to 0.47), although the pattern of predictor contributions varies somewhat across the three groups. (Contains 3 tables.)

Researchers have a long-standing interest in better understanding why some students avoid challenging academic course work at the risk of harming their academic standing, whereas others are willing to pursue these types of challenges. The Academic Hardiness Scale (AHS) was developed to better understand characteristics that may differentiate these two types of students. Although preliminary findings provided support for the initial version of the AHS, the measure exhibited only good to marginal coefficient alphas and limited discriminant validity. The present investigation represents the second phase of measurement development for the AHS. The study was designed to evaluate the factor structure; internal consistency reliability; discriminant, convergent, and concurrent validity; and test-retest reliability of the Revised Academic Hardiness Scale (RAHS). Results from this study identified a three-component measure that has very good basic psychometric properties. The RAHS is a significant improvement over its parent instrument.

Extending an earlier study that found high self-esteem to modify the impact of otherwise maladaptive perfectionism on depression, the current study used adult attachment theory to explore the link between perfectionism, self-esteem, and depression in college students. Results indicated that self-esteem buffered the effects of maladaptive perfectionism on depression and that adult attachment security moderated the association between perfectionistic self-doubt and self-esteem. Counseling implications of these findings are discussed.

This study explored whether patterns of stability or change in adult attachment styles were associated with corresponding changes in self-confidence, problem coping styles, and distress. Two hundred seven students completed measures of the key variables near the start and toward the end of their freshman year. Participants were classified into change groups on the basis of their successive scores on a measure of adult attachment style. Results indicated that (a) change group had significant main effects on self-confidence ratings and problem coping styles, and (b) time and change group had significant main and interaction effects on the set of distress measures. Implications of the findings for an attachment theory-informed perspective on the transitional adjustment of entering freshmen are discussed.

Tests a model for predicting college student distress, including measures of negative life event impacts, adult attachment orientations, and several indexes of self-organization. Results demonstrated that 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. Implications for the counseling of distressed college students are discussed. (Contains 55 references and 2 tables.) (GCP)

Hardiness of academic self-concept was measured in 481 high school students; factor analyses were conducted. Validity and reliability of the Academic Hardiness Scale were supported, and a three-factor model emerged, depicting hardiness as a process of commitment, control, and challenge that served to buffer stressful situations. (Contains 60 references.) (SK)

A study of 117 university employees found that supervisor support and adult attachment orientation (secure, preoccupied, fearful, dismissive) predicted outcomes on three work strain indices. The interaction of supervisor support and attachment orientation significantly predicted intensity of job stress and job satisfaction. (Contains 51 references.) (SK)

Internal working models of close relationships include a "self model" of one's own worth and an "other model" embodying core expectations about others. Interrelationships between self-model differences and self-reported problems, and among other-model differences, problem levels, and help-seeking attitudes of college students (N=253) were investigated. Counseling implications are discussed. (Author/EMK)

Explored the extent to which retrospective reports of childhood emotional bonds with parents and current adult attachment orientations predicted the capacity for constructive thinking within a sample of 145 undergraduate students. Both factors significantly predicted constructive thinking scores, thus linking attachment-related experiences to the quality of the individual's everyday intuitive cognitive processing. (LSR)

Notes that coinciding with recent growth of professional interest in relationship counseling has been emergence of important research on cognitive processes of persons in close relationships. Reviews selected findings from this literature which illuminates attributional, self-evaluation, and self-verification processes of participants in close relationships, and discusses their implications for counseling of distressed couples. (Author/NB)

Proposed and tested model for predicting college students' (n=224) identity. Sequentially considered information on students' reported conflictual independence from parents and their current mood states and generalized self-efficacy. Model explained significant variance in criterion measure for both sexes; respective contributions of model components varied according to sex. (Author/NB)

Explored relationship of four sources of self-efficacy information to high school students' (n=50) mathematics self-efficacy. Found prior performance to be most efficient predictor of self-efficacy. Global academic self-concept did not explain unique self-efficacy variation beyond prior performance. Effect of self-efficacy on perceived utility of mathematics to future plans was mediated by students' mathematics/science interests. (Author/NB)