Psychology Undergraduate Theses


Recent Submissions

Now showing 1 - 5 of 62
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    The Moderating Effect of Self-Control on the Relationship between Mental Health and Compliance to Government Regulations During the COVID-19 Pandemic
    (2021) Wurzer, Anna; Angel, Leslie
    Research supports that self-control is positively related to both compliance and mental health. Though mental health and compliance to general government-implemented regulations (e.g., laws) are typically positively related, research indicates that mental health and compliance to COVID-19 safety regulations are negatively related due to the social isolation required by social distancing protocol. Based on these findings, we hypothesized that self-control would mediate the positive relationship between mental health issues and compliance to COVID-19 safety regulations. The current study gathered data on the relationship between self-control, mental health issues, and compliance to COVID-19 safety regulations. Three hundred and forty-four individuals completed measures that analyzed levels of anxiety, depression, trait self-control, state self-control, and compliance to government-implemented COVID-19 safety regulations. The data was analyzed with a multiple regression on one predictor variable (compliance with COVID-19 safety measures), one response variable (mental health), and one moderating variable (self-control). Results partially supported our original hypothesis. Compliance to COVID-19 safety regulations was significantly, positively related to mental health issues. State self-control significantly moderated this relationship, but trait self-control and overall self-control were not moderating variables. The role of state self-control as a significant moderator could help mental health professionals treat patients as, by minimizing ego-depletion, state self-control could be increased, which would help state self-control to moderate the positive relationship between compliance to COVID-19 safety regulations and mental health issues to a greater extent. More broadly, the field of psychology benefits from this research by identifying the relationships among self-control, mental health, and compliance.
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    An Application of the Justification-Suppression Model of Prejudice to the Disability Wage Gap
    (2020) Bechtel, Rachel; McManus, Jessica; Angel, Leslie; Marie, Belle
    I studied the disability wage gap by examining how participants’ hiring decisions changed with varying levels of justification and with the educational attainment of candidates with and without disabilities. The justification-suppression model demonstrates how expressed prejudice increases as justification increases. Participants ( N = 77) were randomly assigned to read fictitious hiring materials for either a disabled or nondisabled (control) candidate. I further manipulated the level of justification present (i.e., the level of accommodation requested) and the educational level of the candidate. Participants reported the salary and position they would give to the applicant, their perceptions of the candidate, and their levels of suppression of prejudice toward disabled persons. Results demonstrated that disabled candidates with lower education received a wage advantage over nondisabled candidates with similar levels of education, perhaps suggesting a bend-over-backwards or sympathy effect. However, disabled candidates were perceived more negatively than nondisabled candidates, perhaps as a result of their defiance of stereotypical perceptions of disabled people as incompetent as posited by the stereotype content model. Inconsistent with the justification-suppression model of prejudice, suppression and justification were not significantly associated with any form of employment discrimination. Overall results indicate that disability has an effect on both participants’ perceptions of the candidates and their salaries. These findings may inform future research to explore effective legislative and educational approaches to eliminate disability-based employment discrimination. Keywords: disability, justification-suppression model, wage gap, prejudice, discrimination
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    Adolescent Socialization
    (1972-04-01) Waters, David
    Some people define adolescence simply as an affliction Others, probably looking back, follow G. B. Shaw in describing it as such a wonderful time of life that it’s a shame to waste it on children, Freudians describe the period as dominated by sexual maturation and the flowering of sexual desire and heterosexual attachments. Some define the boundaries of the period as set by the beginning of puberty to the end of the maturation process. Probably a useful perspective is to set the lower limit physiologically (not earlier than the onset of puberty) and the upper limit socially (not later than the assumption of marital and occupational duties). Stated otherwise, adolescence does not begin before one is capable of reproduction and does not extend past entry into wedlock or full-time work. Prom a socialization perspective, it is essential that one defines adolescence as a system of rights and duties, a social role, and in order to do so one must set it in a social space. To do this, one need not speak chronologically but in terms of social expectancies. In turn, it is required to specify what particular society is being talked about, and in the present instance, except where otherwise noted for comparative purposes, the focus is on modern American society.
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    Variations in Behavioral Symptom Patterns of Schizophrenia as a Function of Age of Onset
    (1989-04-01) Andersen, Pamela
    Defining, studying, and explaining schizophrenia has always been a difficult undertaking. One major problem is differentiating it from other major disorders. Another problem is determining whether schizophrenia is a single disorder or a cluster of related disorders. A third issue is the validity and reliability of the diagnostic criteria for schizophrenia defined in The Diagnostic and Statistical Manual of Mental Disorders. Third Edition (DSM-III); which states that schizophrenia cannot be diagnosed in an individual exhibiting the symptoms for the first time after age 45. However, since many researchers and clinicians come into contact with people over the age of 45 who appear to display the symptoms of schizophrenia for the first time, many terms have been used to classify these "schizophrenics.” The purpose of this thesis is to describe the variations in behavioral symptom patterns of schizophrenia as a function of age of onset. The most common age used to divide early-onset versus late-onset is 45. Minor differences were discovered between the two age groups. Schizophrenics with late-onset were usually female, subtyped as paranoid, and responded well to low doses of neuroleptics. Younger schizophrenics were usually male, and did not respond as well to treatment (Jeste et al, 1988). Results suggest
    similarities between early-onset and late-onset schizophrenia.
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    Demographic Variables Related To The Fear Of Success
    (1988-04-01) Stevens, Susan; Thomas Hamilton; J. B. Molineux; Robert Swartout
    Fear of success has been defined as the motive to avoid success in situations wherein an individual is capable of accomplishment but perceives the potential costs of such success as outweighing the potential gains. Some research has focused on expectations associated with social roles as being functional in producing the fear of success (i.e. sex, age and race in certain social matrices). The purpose of this experiment was to study whether or not there was a relationship between birth order and fear of success. One hundred and fifty-seven undergraduate college students were selected according to birth order: youngest-child, middle-child, and oldestchild. The Fear of Success Scale (FOSS) designed by Zuckerman and Allison (1976) was administered to each subj ect. The data analysis indicated an inverse trend with youngest-child subjects scoring higher and oldestchild subjects scoring lower on the FOSS. However, these differences were not statistically significant. These results were discussed in view of factors that may impede one from demonstrating his/her ability.