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The present study examined traits associated with studying abroad and how study abroad is related to psychological health in a sample of 612 college students over their first three years of college. Individuals who were female, a Fraternity/Sorority member, a non-STEM major, and who had high sensation seeking were more likely to study abroad. While abroad, students reported less stress and depression, and higher positive affect than students who were not abroad and compared to before and after going abroad. Results suggest that study abroad has psychological benefits; however, not all students have the same likelihood/ability to participate.

Objective: Human immunodeficiency virus (HIV) is a notable public health problem among young adults. The present study examined college students' knowledge of HIV and pre-exposure prophylaxis (PrEP) in relation to their sexual health behaviors. Participants and Method: Participants included 1516 students who completed questionnaires on actual and perceived HIV knowledge, perceived PrEP knowledge, and sexual health behaviors. Results: While knowledge of HIV was high, knowledge of PrEP was low. Approximately 73% of the sample reported not using condoms at all times, and 41% reported never having been tested for HIV. Women, students at public schools, upper-year students, and students with higher HIV and PrEP knowledge were more likely to get tested for HIV than their counterparts. Knowledge of HIV and PrEP did not relate to condom use. Conclusion: These results suggest the need for increased education about PrEP and strategies to help students translate knowledge about HIV to recommended sexual health behaviors.

Background: Many students report negative attitudes toward research methods and statistics (RMS), and these attitudes are associated with impaired performance. Student interest in clinical psychology suggests that clinical courses may provide a promising venue for integrating RMS instruction. This approach may be particularly valuable for students from underrepresented groups in psychology. Objective: We evaluated whether integrating core RMS concepts into undergraduate clinical psychology courses using a blended learning intervention improved students' quantitative knowledge and attitudes. Exploratory analyses assessed whether the intervention had differential efficacy for students from underrepresented groups. Method: Students completed pre- and post-course assessments of content knowledge, perceived RMS competence, implicit theories of quantitative skills, and statistics anxiety. We compared changes in student outcomes before (n = 101) and after (n = 91) implementing the blended learning intervention. Results: Overall, the intervention did not result in greater improvements in content knowledge, perceived RMS competence, or statistics anxiety. However, exploratory analyses suggested that the intervention was more effective for first-generation and racial/ethnic minority students. Change in endorsement of a growth-oriented mindset for quantitative skills was marginally stronger among students in courses implementing the blended learning intervention. Conclusion: These findings suggest that integrating RMS content in clinical psychology courses may confer modest benefits for students' knowledge and attitudes toward quantitative skills, especially among students from underrepresented groups.

Gratitude interventions have been shown to reduce stress, but minimal research has examined domain- and stressor-specific gratitude interventions. This study assessed the impact of those gratitude interventions on stress and affect. Participants (N = 239) from the U.S. general population were randomized into one of three groups: domain-specific gratitude (gratitude list in seven domains), stressor-specific gratitude (gratitude list about a stressor in seven domains), or control (task completion list for seven days). The domain-specific gratitude group decreased in stress and negative affect and increased in positive affect from pre- to post-intervention and had lower stress and negative affect than the stressor-specific gratitude group post-intervention. The stressor-specific gratitude group increased in stressor-specific gratitude from pre- to post-intervention. The control group decreased in stress from pre- to post-intervention. Our findings suggest that a domain-specific gratitude intervention is beneficial for psychological health, and a stressor-specific gratitude intervention is beneficial for reframing stressors. [ABSTRACT FROM AUTHOR]

Collegiate athletes are frequently exposed to pain/injury, which has the potential to negatively impact their physical and psychological health. This quasi-experimental study investigated the influence of gender and athletic status on deciding whether pain should be reported to the head coach in a vignette. Participants included 236 undergraduates who read four vignettes describing athletes (two men, two women) who were experiencing pain while playing a sport and made recommendations about whether the athlete should report the pain. Regardless of the gender of the athlete in the vignette, women and non-Division I athletes were more confident that the pain should be reported to the coach than men and athletes. Division I athletes' recommendations for others to report pain did not align with what they reported practicing themselves. These results suggest that athletes and coaches should receive education about the factors that may lead an athlete to choose not to report pain. [ABSTRACT FROM AUTHOR]

Parkinson's Disease (PD) is a chronic disease that can affect the physical, psychological, and social functioning of an individual. Minimal research has examined the relationship among positive psychological variables such as gratitude and self-efficacy and their relationship with health-related quality of life (HRQOL) in this population. Gender analyses have also been limited. The aim of this exploratory, cross-sectional study was to examine the relationship among gratitude, self-efficacy, and HRQOL by gender in individuals with Parkinson's Disease (PD). Participants included 102 individuals with PD (55 women; 42 men; 5 did not report gender) who completed questionnaires on gratitude (Gratitude Questionnaire-6), self-efficacy (General Self-Efficacy Scale), and HRQOL problems (Parkinson's Disease Questionnaire-39). Although there were no gender differences between gratitude, self-efficacy, or health-related quality of life problems, there were key gender differences in how those variables were related. Gratitude was associated with more HRQOL problems for women than men, whereas self-efficacy was associated with more HRQOL problems for men than women. In addition, self-efficacy emerged as a more important predictor of HRQOL problems for women and men than gratitude. This research could lead to targeted interventions by gender aimed at improving HRQOL in individuals with PD, particularly in building self-efficacy. [ABSTRACT FROM AUTHOR]

Human immunodeficiency virus (HIV) is a notable public health problem among young adults. The present study examined college students' knowledge of HIV and pre-exposure prophylaxis (PrEP) in relation to their sexual health behaviors. Participants included 1516 students who completed questionnaires on actual and perceived HIV knowledge, perceived PrEP knowledge, and sexual health behaviors. While knowledge of HIV was high, knowledge of PrEP was low. Approximately 73% of the sample reported not using condoms at all times, and 41% reported never having been tested for HIV. Women, students at public schools, upper-year students, and students with higher HIV and PrEP knowledge were more likely to get tested for HIV than their counterparts. Knowledge of HIV and PrEP did not relate to condom use. These results suggest the need for increased education about PrEP and strategies to help students translate knowledge about HIV to recommended sexual health behaviors. [ABSTRACT FROM AUTHOR]

Background: Many students report negative attitudes toward research methods and statistics (RMS), and these attitudes are associated with impaired performance. Student interest in clinical psychology suggests that clinical courses may provide a promising venue for integrating RMS instruction. This approach may be particularly valuable for students from underrepresented groups in psychology. Objective: We evaluated whether integrating core RMS concepts into undergraduate clinical psychology courses using a blended learning intervention improved students' quantitative knowledge and attitudes. Exploratory analyses assessed whether the intervention had differential efficacy for students from underrepresented groups. Method: Students completed pre- and post-course assessments of content knowledge, perceived RMS competence, implicit theories of quantitative skills, and statistics anxiety. We compared changes in student outcomes before (n = 101) and after (n = 91) implementing the blended learning intervention. Results: Overall, the intervention did not result in greater improvements in content knowledge, perceived RMS competence, or statistics anxiety. However, exploratory analyses suggested that the intervention was more effective for first-generation and racial/ethnic minority students. Change in endorsement of a growth-oriented mindset for quantitative skills was marginally stronger among students in courses implementing the blended learning intervention. Conclusion: These findings suggest that integrating RMS content in clinical psychology courses may confer modest benefits for students' knowledge and attitudes toward quantitative skills, especially among students from underrepresented groups. [ABSTRACT FROM AUTHOR]