Student Psychology Research Conference

Artificial intelligence (AI), such as ChatGPT, is a tool that employs machine learning models to generate new content, such as text, music, or images, based on patterns learned from existing data (Feuerriegel et al., 2023). ChatGPT is found to be utilized by students for tasks such as text analysis, decision-making, and problem-solving (Klarin et al., 2024). A recent estimate showed 23.1% of university respondents rely on ChatGPT to delegate assignments (Stojanov et al., 2024). The Psi Beta National Research Project Questionnaire 25/26 (PBNRPQ) is an inventory measuring community college students’ attitudes on using AI for schoolwork and the need for cognition, the desire to think independently. The present study aims to interrogate how Bellevue College students’ need for cognition impacts their attitudes toward AI-plagiarism. We hypothesize that students who score lower on need for cognition will have more lax attitudes toward AI-plagiarism.

Racial and ethnic minority college students often experience discrimination, cultural isolation, and reduced belonging, which can negatively affect well-being. Racial-ethnic student organizations (R-ESOs) may help by providing culturally affirming spaces that support identity, community, and empowerment. This study examined whether racial and ethnic minority undergraduates at Seattle University who are highly involved in R-ESOs report greater self-esteem, cultural expression, and sense of belonging than students who are casually involved or not involved. Participants (N = 141) completed an online survey measuring R-ESO involvement and three well-being outcomes. Results showed no significant differences in self-esteem across involvement levels. However, highly involved students reported significantly greater cultural expression than casually involved and non-involved students. They also reported a significantly higher sense of belonging compared to non-involved students. These findings suggest that deeper engagement in R-ESOs may enhance cultural expression and belonging, highlighting the value of culturally affirming student spaces within small private universities.

As the utilization of artificial intelligence (AI) has become increasingly integrated into society, its role in academics raises questions regarding ethical boundaries. This study examines how ethical framing shapes judgement of AI misconduct, and whether those perceptions meaningfully align with self-reported usage. Data from the Psi Beta Annual National Research Project 2025-2026 (N = 1,440) was analyzed, in which participants were assigned to one of three framing conditions: exposure to a critical statement about the academic usage of AI (“against”), no statement (“control”), or a statement in support (“support”). Mean ratings were analyzed using a 3×2 mixed-design ANOVA and Pearson correlation analysis. Results revealed a significant interaction between condition and measure (p=.004) indicating that ethical framing influenced the relationship between misconduct perceptions and reported usage. More specifically, participants in the “against” condition rated AI behaviors as significantly more characteristic of misconduct than those in the “support” condition (p=.028), while reported usage did not differ across any conditions (p>.05). In addition, a nearly zero correlation (r=.002) suggests that perceptions of misconduct and usage are independent factors. The “against” framing produced the largest discrepancy between these measures, highlighting a meaningful attitude-behavior gap where ethical framing successfully increased ethical perceptions without impacting behavioral reporting.

Language processing is a crucial brain function allowing humans to communicate with others. In a world with approximately 7,200 existing languages—understanding how language impacts cognitive functioning across multiple brain regions can allow us to understand perception and neural organization differences between individuals. It remains unclear whether or not different languages activate distinct neural regions differing from one another, particularly when emotion is involved. This study aims to examine whether neural activity patterns differ based on language spoken as well as the emotional extent of stimuli. A sample of English-Spanish bilingual individuals will be split into two groups. Second language acquired before sensitive window ends (before age 7) and second language acquired after sensitive window ends (after age 7). Participants will be asked to present an emotionally neutral stimuli and an emotionally charged stimuli verbally. fMRI will be used during these spoken trials and brain activity will be recorded for both instances. Previous research has shown neural activity staying within the same basic activation patterns regardless of language spoken, but specific brain regions can show different activity depending on language used, and between changes in context. It is expected for this experiment that distinct neural activation patterns will emerge depending on language used, with greater emotional processing activity when native language is spoken by participants who acquired their second language after age 7. Results from this study will contribute to a better understanding of bilingual cognition and language processing patterns and how they may vary between language and emotion.

While research has established connections between parenting styles and adolescent mental health, findings remain inconsistent. This study examined how perceived childhood parenting styles relate to current mental health and academic locus of control in current college students. Approximately 150 participants were recruited from Washington State colleges to complete an online survey including the Parental Authority Questionnaire (PAQ), Depression, Anxiety, and Stress Scale (DASS-21), and Academic Locus of Control Scale. We hypothesized that students perceiving authoritative parenting will report better mental health compared to those perceiving authoritarian or permissive parenting, and that permissive parenting will be associated with a lower internal locus of control. Planned statistical analyses include correlational analyses and mediation models to examine whether academic locus of control mediates the relationship between parenting style and mental health. Our findings will be shared with campus counseling centers to inform educational workshops for students and parents, potentially supporting interventions that address the effects of parenting practices on college student well-being and academic engagement.

This study examined the relationship between executive functioning (EF), organizational tools, and academic performance —such as GPA —among college students. It was hypothesized that greater use of organizational tools would be positively associated with higher GPA. Seventy-six students from North Seattle College completed an anonymous online survey assessing EF abilities, time management, and the use of organizational tools. Analyses showed that, contrary to expectations, the use of organizational tools was not associated with academic performance. Instead, EF, including planning, task monitoring, and self-regulation, was moderately associated with GPA and strongly associated with time management, while organizational tools and time management alone did not directly predict higher performance. These findings suggest that underlying executive functioning abilities play a more central role in academic success. However, because these results differ from the initial hypothesis and prior research, the findings may reflect a Type II error. Limitations include self-reported data, small sample size, and correlational design. Future research should further examine these relationships and test targeted interventions to support student success.

Working memory, also referred to as short-term memory, is essential for daily cognitive tasks such as language comprehension, learning, and reasoning. Recent studies have identified a decline in working memory performance among younger adults, which has been correlated with an increased reliance on technology. Auditory stimulation at specific frequencies, such as 40 Hz and beta wave binaural beats, have been associated with attention, working memory, and cognitive processing. In this study, we will examine the effects of 40 Hz auditory stimulation and beta wave binaural beats on short-term memory performance. Participants will first complete a baseline control trial of the Human Benchmark Sequence Memory test without auditory stimulation. They will then be randomly assigned to one of two experimental groups, either 40 Hz auditory stimulation or beta wave binaural beats. During the experimental trial, participants will listen to their assigned audio through headphones while completing the task in a soundproof room to minimize external auditory interference. Performance prior to and during exposure to the auditory stimulation will be compared to assess any changes in short-term memory. We expect to see an improvement in performance of the Sequence Memory test during exposure to 40 Hz auditory stimulation or beta wave binaural beats, with potential differences between the two. Identifying how these frequencies affect working memory may contribute to developments in learning strategies and cognitive performance.

Many studies examine why people lie. Little research focuses on the topics people are most likely to lie about. This study explored participants’ honesty across topics, including emotional vulnerability, personal identity, and moral beliefs. We hypothesized that topics with the lowest social stakes and the highest social stakes would produce the highest likelihood of lying. To investigate this, a 10-question online survey asked participants to rate their likelihood of lying about different topics on a scale from one to five. The survey was completed by 119 students at North Seattle College. Respondents reported the highest likelihood of lying about their feelings or mood and reported the lowest likelihood of lying about religious beliefs, political views, and sexual activity. This challenges the hypothesis because high-stakes topics like political beliefs were expected to elicit a higher likelihood of lying. Limitations of the study include potentially narrow social diversity, the exploratory nature of the research, and the potential for social desirability bias. Future research could expand sampling to a broader population and examine more specific social contexts. These findings may help improve understanding of honesty within personal and professional relationships that rely on trust.

Women continue to be underrepresented in some important leadership positions despite the U.S. social norm moving towards gender equality. One possible contributing factor to this issue could be implicit gender bias. This study aimed to look at the impact of viewing a positive video about gender equality on implicit bias of men and women in leadership or support positions using an Implicit Association Test. Participants were recruited from Everett Community College, the greater community, and the internet. It was hypothesized that participants who watch a video would show a weaker association between women and support positions. With the results, this study could offer a short term influence to lower implicit gender bias with future research testing how long this influence lasts.

For many White individuals, recognizing their racial privilege carries significant emotional costs, as the resulting guilt can feel threatening to a positive self-image (Adams, 2015; Grzanka, Frantell, & Fassinger, 2020). This qualitative study examines how White emerging adults experience the psychological “costs” of acknowledging racial privilege and how these emotions relate to anti-racist motivation. Semi-structured interviews were conducted with 60 emerging adults at two liberal arts colleges (Southeast, n = 36; Pacific Northwest, n = 24). Interview questions focused on White identity, awareness of privilege, and messages about race in family contexts. Analyses revealed two broad patterns of responses. Participants who described “White guilt” (sadness or shame tied to recognizing unearned advantage) frequently reported increased motivation to become more culturally sensitive, examine their own biases, and seek further learning about White identity. For these individuals, distress was framed as uncomfortable but ultimately useful, a signal to take responsibility and change. In contrast, participants who responded with indifference or defensive discomfort experienced guilt as externally imposed for historical and structural injustices they felt powerless to change. They felt attacked or obligated to feel guilty simply for being White, which led to avoidance, minimization, or disengagement from conversations about race. We will discuss how these divergent trajectories illuminate the conditions under which psychological distress around White privilege becomes a barrier versus a catalyst, and implications for higher education interventions that foster reflective, sustaining forms of White racial identity development.

Excessive alcohol use is a major concern in the United States and around the world, effecting individuals across all socioeconomic backgrounds. Recovery entails a long process that can be difficult and may be attempted multiple times. To go through this process, recovering individuals rely on personal strengths, including persistence, resilience, and spirituality. This study examines the correlation between spirituality, internal locus of control, and length of sobriety. Previous research indicates that these two variables have a meaningful effect on recovery from substance addiction, but do not explore how both are related to sobriety after alcohol use disorder. The study uses linear regression correlational analysis between spirituality, internal locus of control and length of sobriety among adult participants from the United States. An online anonymous study is given, using the Daily Spiritual Experiences Scale and the Levenson Internality, Powerful Others, and Chance Scales. Results will help clinicians to better understand the strengths of spirituality and internal locus of control in guiding clients through the recovery process.

This study investigates how authoritative, authoritarian, permissive, and uninvolved parenting styles shape children’s motivation and long-term professional outcomes. Using a review of existing literature and established psychological theories, the project identifies consistent patterns linking parenting behaviors to later career success. Prior research suggests that authoritative parenting characterized by warmth, structure, and clear expectations is most strongly associated with higher academic achievement, stronger self-confidence, and greater career stability. In contrast, authoritarian, permissive, and uninvolved styles are more frequently connected to challenges in independence, persistence, and workplace adjustment. Overall, the findings highlight the significant role of balanced and supportive parenting in fostering children’s long-term professional development. The empirical portion of this study will examine a sample of parents (N = 100) to explore their parenting styles and the career paths or educational degrees their children have achieved. Data were collected through online platforms such as WhatsApp, Facebook, and Instagram, targeting parents with children “college-age” and above. Additionally, this research will examine the mediating effect of technology use specifically the emerging behavior known as “parental phubbing,” in which parents ignore their children in favor of their phones and how this may influence both parenting style and career-related outcomes. Future implications of this study may give insight into what approaches to parenting are conducive to children’s long-term academic and career success.

Visual perspective-taking (VPT) is a fundamental spatial cognition ability where an individual adopts another’s viewpoint. Previous research has shown that visual perspective-taking (VPT) engages mental perspective transformation, with response times and neural activity increasing as the difference between the viewer and reference perspectives grows. Eye-tracking has been used to examine attentional allocation during VPT, and pupil dilation has been widely established as a reliable index of cognitive effort, with larger pupil responses reflecting increased mental resource allocation. In this study, we analyzed eye-tracking data collected during fMRI (N = 35) to examine the relationship between pupil size and perspective differences. We predicted that pupil dilation would be greater in unaligned than in aligned trials and would increase with angular difference. Consistent with our predictions, we found pupil dilation was consistently greater when the viewer’s perspective was unaligned with the reference perspective than when the two were aligned. Interestingly, pupil dilation increased as a function of angular difference, with the largest responses observed at 180°. These results parallel findings from behavioral and neural data, supporting the idea that more cognitive resources are recruited with larger perspective shifts. Understanding these pupil patterns may provide insights into the strategies used in spatial perspective shifts and their neural underpinnings.

Stress is common among college students. Between balancing school, work, finances, and more, responsibilities accumulate and increase stress. Previous research shows that stress impedes students ability to focus and study, affecting how well they perform in school (Arsenio, W. F., & Loria, S. 2014). Research also suggests that certain groups of students, such as neurodivergent students, may experience higher levels of stress (Mahak, S. et al. 2025). The current study explored whether higher levels of stress and amount of stressors related to academic performance (GPAs), and the impact of stress on neurodivergent students. In a correlational study, 51 North Seattle College students completed an online survey. Participants answered questions about their stress, GPA, and external responsibilities/stressors. Results showed a significant negative correlation between stress and GPA, and responsibilities/stressors and GPA. Findings also showed higher stress in neurodivergent students, but not enough to be statistically significant, likely due to an insufficient sample size. Examining these relationships increases understanding about stress in students and shows the consequences faced by individuals and academic institutions when high student stress is unaddressed.

The purpose of this descriptive study is to analyze messages written by research participants that would hypothetically be sent to intelligent, extraterrestrial life. This study will focus on the gender of the participants and to further identify if there are any meaningful differences in message content and comfort level of messages being sent based on the gender of the participants. The messages will be analyzed using Quantitative Phenomenology to better understand variations from participant to participant. Each participant was asked “What message would you send to an intelligent lifeform elsewhere in the universe, in the hope that it will be received?”, rated their how comfortable they were with their messages being received by extraterrestrials from a scale of 1 to 7, and finally they were also asked what could change their comfort level. Previous studies on a similar topic did not include much emphasis on the demographics of the participants such as their age and gender, but we wish to know if any substantial gender differences such as overrepresentation and null data exist.

Positive emotion regulation (PER) has been linked to improved performance in various domains. While a positive relationship between PER and happiness has been demonstrated, little is known about how this relationship may differ in the context of trauma exposed adolescents. This study examined whether the number and types of PER strategies differ across high- and low-happiness adolescents with and without trauma exposure. Participants (N = 137; ages 13–17) completed self-report measures of happiness, PER use, and trauma exposure. Results showed no significant differences in the number of strategies used between happiness groups. However, differences emerged in the types of strategies used. Within the trauma exposed sample, high-happiness adolescents used the strategies of socializing, personal growth, helping, and physical activity more often, while low-happiness adolescents used sensation seeking and eating more. These findings suggest that the specific PER strategy used is more influential than the number of strategies. This research has implications for post-trauma interventions promoting adaptive strategies to support well-being.

Students in institutions of higher education in the United States have experienced declining enrollment and retention, making students’ sense of belonging an important area of research. Although extracurricular involvement has been linked to improved belonging, it remains unclear whether belonging increases the likelihood that a student will remain in college. Examining students’ sense of belonging in relation to their intentions to remain enrolled in higher education may help clarify the factors that contribute to student retention. This study examined the relationship between students (N = 119) club members’ responses to belonging-related questions derived from the PERMA scale, Flourishing Scale, and retention supplemental questions. A Pearson correlation analysis between the PERMA domain relationship and retention intentions indicated no significant association, r (131) = .100, p = .254. In contrast, flourishing and retention intention were significantly correlated, r (129) = .181, p = .039. Additionally, there was a significant strong positive correlation between retention at CWU from club involvement and feeling a sense of belonging because of club membership, r (129) = .525, p < .001. These findings suggest that students’ sense of belonging may play a role in their intention to remain at CWU. Belonging may be an important factor influencing continued involvement in both extracurricular activities and higher education more broadly. Future research should examine a sense of belonging among both club and non-club members to better understand its impact on student retention.

Motivation and social support are paramount to academic success, something even more apparent within the greater autonomy of higher education. Past research highlights the benefits of intrinsic motivation and an “authoritative” parental experience, finding both significantly correlated with higher academic achievement. The present study sought to understand the mechanisms underlying a student’s perceived motivational drive via in-depth analysis of parenting dynamics, socioeconomic status, family educational attainment, source of tuition funding, and student living arrangement. Our sample of 126 US college students completed an online survey containing the Shortened Academic Motivation Scale (SAMS) and the Parental Authority Questionnaire (PAQ-Short Version) measuring authoritative, authoritarian, and permissive parenting styles. General demographic information and social elements influential to a student’s perceived autonomy were also collected. We hypothesized that students reporting an authoritative parental experience would show significantly higher intrinsic academic motivation compared to those who perceived authoritarian or permissive parenting styles. Additionally, we predicted students’ current SES would be a moderating influence on PAQ results and an indicator of SAMS polarity. Planned statistical analyses include correlational analyses and ANOVAs with effect size calculations to examine relationships between parenting style classifications, intrinsic academic motivation, and demographic conditions. With this research, we aim to illuminate the influence of environmental conditions on perceived motivation and academic achievement, granting parents and educational institutions the insight to better support students on their academic journey.

While a strong link between childhood abuse and depressive symptoms is established (Nelson et al., 2017; Petruccelli et al., 2019), little research has been done on the effect of childhood abuse on creative engagement in adulthood. Behavioral theories of depression (Lewinsohn, 1975) suggest a lack of positive reinforcement may engender a sustained cycle of behavioral inactivity through the lifespan. Aligned with the stress-buffer hypothesis (Cohen & Wills, 1985), the presence of perceived social support may interrupt this cycle and buffer depressive symptoms in adulthood. To explore this gap, we used data collected from the Global Flourishing Study, which included a total of 207,919 participants recruited globally to complete several one-item measures alongside the PHQ-2 scale of depression (Staples et al., 2019; α = 0.83). Moderated mediation analysis indicated that the presence of childhood abuse was a significant predictor of higher levels of creativity (c = 0.31, p < .001). Depressive symptoms significantly mediate the relationship between childhood abuse and creativity at both levels of the moderator and perceived social support significantly moderates the relationship between childhood abuse and depressive symptoms. The Index of Moderated Mediation was significant (β = 0.0079, 95% CI [0.0053, 0.0109]). These results are consistent with previous findings on the effects of childhood abuse on depressive symptoms. Novel findings highlight the important role perceived social support has in protecting an adaptive, expressive, and resilience-driving behavior. This also suggests early adversity affects long-term behavioral engagement, and can aid in informing resilience-focused behavioral interventions.

This study investigated whether college students who view substance use (alcohol, nicotine, and cannabis) on social media are more likely to report using these substances themselves. The study also examined whether there was a difference in reported substance use between students who had previously used substances and those who had not. Participants (N = 50) were students from North Seattle College. They completed a survey measuring how often they saw substance-related content on social media and how often they personally used these substances. Most students reported frequent social media use. Alcohol-related content was reported as occasional, nicotine-related content as rare, and cannabis-related content ranged from rare to occasional. A two-tailed t-test compared reported substance use between students who had previously used substances and those who had not. Results showed that students who reported alcohol use also reported higher exposure to alcohol-related content on social media. This pattern was not observed for nicotine or cannabis. These findings suggest that exposure to alcohol-related content on social media is associated with alcohol use among college students.

Ethiopian immigrants in the Seattle metropolitan area face significant barriers to accessing mental health services, contributing to the underutilization of care despite disproportionately high rates of depression compared to nonimmigrants (Fisseha, 2024). Understanding how cultural perceptions and structural challenges intersect is vital for addressing disparities within this population. This qualitative phenomenological study explores the lived experiences of Ethiopian immigrants to examine the factors influencing engagement with mental health services. The research was guided by three central questions: (a) What cultural beliefs shape Ethiopian immigrants’ understanding of mental health? (b) How are mental health services perceived? and (c) What barriers contribute to underutilization? Semi-structured interviews with five Ethiopian immigrants offered in-depth narratives that illuminated these dynamics. Findings revealed that stigma and cultural norms remain powerful deterrents to help-seeking. Participants described mental illness as a source of shame, weakness, or spiritual punishment, with some attributing symptoms to supernatural causes such as evil spirits. Confidentiality concerns were also pronounced, as participants feared treatment could compromise privacy and harm reputations within their close-knit community. Structural barriers, including language difficulties, limited mental health literacy, high costs, lack of insurance, and difficulty navigating the healthcare system, compounded the challenges. Collectively, these barriers delayed help-seeking, reduced opportunities for early prevention, and reinforced reliance on informal or spiritual coping methods. These findings underscore the urgent need for culturally responsive care to support this community.

Research on autism and sexuality is acknowledged as being limited, despite both playing significant roles in adult social development. Existing literature often overlooks key issues, including the underdiagnosis and misdiagnosis of autism, the marginalization of asexual and aromantic identities, and the tendency to frame autistic individuals in ways that disregard their adult experiences. While autism research frequently acknowledges the complexity of the neurodevelopmental disorder, it often fails to address how it may influence sexual or romantic orientation and relationship communication. Similarly, discussions of sexuality tend to overlook how communication differences, such as those experienced by autistic individuals, can shape identity and experiences. This study investigates the intersection of autism and sexuality through a qualitative approach, including an online survey distributed across diverse communities and follow-up interviews designed to gather more in-depth personal accounts. By collecting a combination of open-ended and structured responses on individuals’ understandings of their identities, relationships, and social experiences, this research seeks to capture the lived experiences of individuals with diverse identities and explore potential patterns in how autistic individuals navigate identity, expression, and uncertainty within contexts that often assume neurotypical development.

Mental health is a widespread issue. However, treatment is not always easily accessible. Reasons as to why individuals do not receive treatment vary. Often, individuals experience multiple barriers simultaneously. The patterns of barriers that affect individuals’ success in accessing treatment are distinct. Using data provided by the National Survey of Drug Use and Health, we examined self-reported barriers to accessing treatment among ages 12-18 who report needing help. We chose this age group specifically due to adolescence being a transitional period which may reflect barriers unique to this stage of life. We then ran latent class analysis, a person-centered modeling technique used to better represent response patterns within a dataset that otherwise reflects heterogeneity. We arrived at a 5-class solution using a combination of balancing fit statistics and parsimony. Identifying patterns of self-reported barriers unique to a given class may help guide future research of increasing accessibility to mental health help for adolescents.

ADHD is widely recognized in research as a neurodevelopmental disorder, but public misconceptions about ADHD often frame its symptoms as personality flaws rather than neurodevelopmental causes, seeing this as an issue of attitude or personality, which can contribute to stigma through such misconceptions. We hypothesized that it may be particularly visible when individuals without ADHD as an out-group evaluate those with ADHD. These in-group and out-group biases can shape perceptions in everyday social interaction or professional contexts through the lens of outside criticism, significantly impacting people with ADHD in their sense of identity and self-esteem. Our experiment aimed to test how people evaluate target individuals with ADHD in the workplace, compared to those without ADHD. In this study, we used non-probability convenience sampling. We conducted two versions of online surveys through QR codes on campus and online platforms. Participants read either an ADHD or a non-ADHD scenario and then rated the employee on several workplace traits. For our study, we predicted that non-ADHD participants would give lower ratings on workplace traits to the employee described as having ADHD more negatively than ADHD participants. Although data collection is ongoing, understanding these biases can help reduce stigma while promoting more accurate perceptions of ADHD and offering insight into how diagnostic labels influence workplace perceptions.

Racial discrimination is significantly associated with postpartum depressive symptoms (PPDS) (Docherty et al., 2022). Furthermore, protective factors in healthcare remain underexamined. For example, provider–patient cultural concordance has been hypothesized to improve trust and help-seeking behaviors (Parker, 2021). Although prior research links discrimination to diminished postpartum well-being and highlights provider communication as beneficial (Mukherjee et al., 2018), few studies have used an integrated framework to study these associations. Using a cross-sectional design, postpartum women (racial minorities) in WA state will be invited to complete a survey (EPDS, CAHPS Cultural Competence Item Set, & RaLES: Racial Hassles subscale). We aim to assess perceived culturally competent care as a moderator of the perceived racial discrimination-PPDS link. Recruitment of women (N = 300-500 participants, 4 –12 months postpartum) will be in conjunction with local community healthcare partners. Discrimination amongst other societal concerns, compound during pregnancy, and can occur not only due to ethnicity but by just being pregnant (U.S. EEOC, 2026). Given the compounding effect of racial discrimination on postpartum health outcomes, researchers and providers can apply future findings from this proposed study to create tailored trauma-informed clinical training. As researchers, it is imperative to study this population in ways that alleviate individual burden while illuminating areas we can grow clinical support.

While research has made great strides over the past few decades regarding ADHDs actuality and impact on those who have it, the general public seems hesitant to break away from previous misconceptions of the disorder. When discussing said misconceptions, one factor that is important to consider is gender identity, as this can influence the way one perceives the impact of ADHD on those who have it. For this study, data is being collected through two surveys. Both surveys include a brief statement about a hypothetical person (Taylor), and their job qualifications and responsibilities. The control survey has no mention of ADHD, while the experimental survey mentions that Taylor has ADHD. After reading the statement, participants are asked a series of questions regarding how well they think Taylor will be able to manage their work responsibilities. Although data collection is still in progress, I hypothesize that those who self-identify as female or gender-queer will provide more positive responses to the experimental survey than those who self-identify as men. This is in part due to differences in the way men and women are socialized, as men tend to be socialized into a more rigid and unemotional way of thinking, whereas women tend to develop a more understanding and empathetic viewpoint. Similarly, there is much less stigma surrounding discussions of mental health in female/gender-queer dominant communities, which contributes to their increased likelihood to be more understanding of those who have mental disabilities.

Asian Americans experience anti-Asian racism, but they also have a role in perpetuating anti-Blackness and White supremacy. The model minority myth, which stereotypes them as having overcome prejudice, also uses them to dismiss prejudice against Black Americans. Our research examined whether Asian Americans showed more support for Black Americans when thinking of anti-Blackness or White supremacy, and which factors predicted this. We expected they would only show more support when thinking of anti-Blackness and that reflecting on the Black American experience would predict this. This was because Asian Americans do not often acknowledge that the same model minority myth which distresses them also uses them against Black Americans. We ran a quantitative study, randomly assigning participants to see either anti-Blackness or White supremacy defined as the belief that Black or White people, respectively, are inherently inferior or superior to others and the resulting practice of them being given insufficient or disproportionate power. We had participants write and then review a letter to an Asian family member about the Asian American role in said phenomena. We performed an independent samples t-test and a mediations analysis, and as expected, Asian Americans showed more support when thinking of anti-Blackness, and that reflecting on the Black American experience predicted this, both with a statistically significant p-value of .001. These findings contribute to a body of research on prompting intra-minority solidarity, especially for Black Americans amongst Asian Americans, by showing prompting reflection on the Black American experience will prompt solidarity. Further studies can examine what forms of reflection upon the Black American experience prompt greater solidarity.

False memories occur when someone remembers something that never happened, or something different from what actually happened. The Deese-Roediger-McDermott (DRM) paradigm was an early design that encapsulates the false memory phenomenon. In it, a list of semantically-related words is presented, but is missing the “critical lure,” which is a word that is the highest associate of the other words in the list. They found that many of the participants recalled and recognized the critical lure as if it had been on the original list, therefore demonstrating false memories. We are currently examining how the DRM paradigm relates to bilingual individuals in terms of activation-monitoring theory (AMT), which is the most common explanation for formation of false memories under the DRM paradigm. Prior research has produced mixed results on whether or not language proficiency impacts susceptibility to false memory formation. We hypothesized that fluency in a language is positively correlated to false memory formation (i.e., monolinguals will have higher scores of false memory generation compared to bilinguals tested in their weaker language). Our preliminary findings suggest an interesting trend, however we have not reached any statistical significance on any measure, but we hope to have significant results by the end of the study. Monolinguals were more likely to recall critical lures (M=3.67, SD=1.86) than bilinguals were (M=2.00, SD=1.73), t(7)=1.29, p=.12. Monolinguals were more likely to recognize critical lures (M=2.83, SD=1.83) than bilinguals were (M=1.00, SD=1.00), t(7)=1.58, p=.07. There was no difference between monolinguals (M=4.09, SD=0.58) and bilinguals (M=3.73, SD=1.10) in confidence about whether critical lures were new or old, t(7)=0.67, p=.26.

Attention-deficit/Hyperactivity disorder (ADHD), a neurodevelopmental disorder commonly studied in children, has an estimated 90% persistence rate into adulthood. Although adult ADHD is poorly understood, recent longitudinal work has demonstrated adults may fluctuate between periods of persistent ADHD (i.e. retention of diagnostic symptoms) and remittent ADHD (i.e. loss of diagnostic symptoms; Sibley et al., 2024). However, no studies to our knowledge have captured lived experiences with diagnostic fluctuations in adults with ADHD. We led a focus group of 19 adults diagnosed with ADHD (mean age = 59.16 years) to learn (1) the extent adults perceive fluctuations between persistent and remittent ADHD and (2) factors influencing symptom severity. Grounded theory procedures were employed to extract qualitative data. Open codes indicate participants reject the concept of experiencing ADHD diagnostic remission. Participants perceived one-directional relationships between 11 factors (i.e. novelty, social support) and symptom severity. Participants also perceived U-shaped relationships between two factors (environmental structure, demand levels) and symptom severity, revealing how adults may view optimal amounts of each factor to contribute to improving symptoms. Although participants felt their lived experiences with ADHD did not align with a remittent diagnostic status, they did report feeling fluctuations in ADHD symptom severity and impairment across their lifespan. Results will guide further empirical work to clarify links between specific factors and ADHD diagnostic fluctuations, improving our understanding of ADHD as a lifespan disorder.

This study explores how schooling shapes White individuals’ understanding of White privilege and identity. Using semi-structured interviews with 60 college students from the Southeast and Pacific Northwest, this research examines how different educational environments influence awareness of social inequality. A grounded theory approach was used to identify common themes in participants’ experiences with school, family, and personal learning. Findings show that while schooling introduces topics such as race and privilege, it is presented at a surface level, limiting deeper understanding early on. As a result, many participants described developing awareness later through personal experiences, peer interactions, and self-directed learning. Exposure to diverse environments and open conversations about race were associated with greater awareness, while limited discussion often led to confusion or delayed understanding. This research shows the important role of education in shaping how individuals recognize privilege and engage with identity. These findings suggest a need for more meaningful and sustained conversations about race within educational settings to support deeper reflection and awareness.

Parental addiction can disrupt family processes and adolescent development, thereby increasing their risk for psychopathology. Adolescence is a salient period to study these links, as increased autonomy and perspective taking, alongside recalibration of parent-adolescent relationships, shape how adolescents interpret and navigate their family experiences. According to Emotional Security Theory (EST), adolescents develop internal representations of their parents through repeated interactions, which reflect adolescent’s emotional security, or expectations about their parents’ reliability, responsiveness, and emotional availability. Adolescents’ perceptions of their parent’s addictive behaviors as taking precedence over their needs or well-being may reflect underlying emotional insecurity and contribute to internalization or externalization of psychological distress. Perceived social support from family, peers, and significant others may buffer the impact of these representations on adolescent psychopathology outcomes. Despite these known associations, no study, to our knowledge, has used EST to examine adolescent representations as a mechanism linking parental addiction and adolescent psychopathology or multiple domains of social support as a moderator of these associations. This proposed research will examine longitudinal data from 447 undergraduates, ages 18-23. Adolescents reported socio-demographics, parents’ lifetime problematic substance use, their representations of parental addiction prioritization, substance use, internalizing symptoms, and social support. Structural equation modeling will test whether adolescent representations mediate associations between parental addiction and adolescent psychopathology, and whether social support moderates this association.

This research focuses on how foster care impacts children’s health and how neuroplasticity contributes to both positive and negative health outcomes across the lifespan. According to the latest national data, around 400,000 children and youth are currently in the U.S. foster care system. Nearly 270,000 of these children are school-aged, and each year thousands more age out of care without permanent family placement. Several studies have identified that this demographic is more likely to experience early adversity and demonstrate poorer mental health compared to their peers. Despite this great need, assessments have concluded that many adolescents within the foster system do not access mental health resources. Previous research on neuroplasticity by researchers Sheridan et. al and Ho & King has shown how stress encountered early in life correlates with detrimental changes in brain development. This literature review proposes gathering data from adults reflecting their childhood experiences in foster care and exploring how trauma, coping, and environmental factors shaped their transition into adulthood and mental health. Anticipated findings include evidence that neuroplasticity supports both post-traumatic stress and post-traumatic growth, depending on the individual and the conditions of care. We predict that increasing positive approaches and methods of treatment can help reduce trauma for individuals in foster care. Ultimately, we aim to inform strategies that foster resilience, improve mental health outcomes, and increase growth-oriented pathways for youth in foster care.

Much of current attention-deficit/hyperactivity disorder (ADHD) research focuses on young children, which means research about ADHD in adults has been considerably neglected in comparison. This lack of research is significant given the fact that current research shows that adults face stigma and discrimination in many aspects of their lives, such as the workplace. The present study will investigate if the presence of ADHD influences perceived job success and whether perceptions change based on the participants’ age and student status. Age and student status are important factors due to how they reflect generational differences and education level’s effect on ADHD perceptions. The hypothesis for this study is that ADHD stigma will not change based on student status, but that older individuals will be more stigmatizing, shown through lower perceived job success. The study uses an experimental between-groups design with convenience sampling. Participants are asked to complete a survey; depending on which group they are assigned to, they will read one of two descriptions of a project coordinator named Taylor. In the control group, Taylor is described without ADHD, and in the experimental group, Taylor is described with ADHD. Then the participants answer questions in relation to job success and demographics. Data collection is currently in process, so the final sample size and demographics are still unknown. This study aims to contribute to research about adult ADHD stigma and raise a need for awareness and future research.

More than ever, teachers are expected to deliver an increasing number of evidence-based programs as part of their classroom practices, including social-emotional learning (SEL) programs. SEL programs are school-based interventions that teach children competencies such as emotion-regulation, interpersonal skills, and goal setting. There is mixed evidence on how prior experience with SEL programs affects teachers’ implementation of new programs and research uses inconsistent ways of measuring experience. The current study compares teachers’ anticipated engagement (i.e., intended degree of participation and enthusiasm) with novel SEL programs at different levels of general experience implementing SEL programs. As part of a larger ongoing study, U.S. elementary teachers (K-6) briefly tested two universal SEL programs they had not previously implemented, then completed an engagement measure for the programs tested. Each teacher was categorized as having “high” or “low” experience depending on how many programs they have implemented, then assigned an overall engagement score by calculating the average of relevant engagement measure items (α = 0.917). Analyzes indicate that teachers with high experience responded with lower anticipated engagement than in teachers with low experience (p = 0.032). These results suggest that prior implementation experience may be an important consideration when researching the implementation of SEL programs. Schools can also consider the findings in their decisions to adopt new programs, how they approach barriers to participation, and whether buy-in from teachers needs to be increased.

Traumatic Brain Injury (TBI) interferes across facets of life, but it particularly correlates to social isolation, significantly lowering life satisfaction (LS) (Proctor & Best, 2019). TBI patients face increased vulnerability to substance use and disordered thinking, with alcohol use in TBI patients often exceeding pre-injury levels within two years of injury” (Corrigan, 1995). TBI outcomes are shaped by interacting biological, psychological, and social forces (Engel, 1977), with high social participation (SP) providing a “social buffer” that prevents alcohol misuse (Villarosa, 2016) and promotes better life outcomes (Corrigan, 1995). Our present study examines binge drinking (BD) as a moderator of the SP and LS relationship in young-adult TBI patients (ages 18-25), two years post-injury, as the group most vulnerable to BD. 747 participants (Mage = 22.2, SDage = 1.88; Female = 8.6%, Male = 90.4%) were drawn from TBI Model Systems National Database (TBISP, 2019) who completed PART-O (Whiteneck, 2011), binge drinking subscale from Quantity-Frequency-Variability Index (QFVI) (Cahalan & Cisin, 1968), and the Satisfaction with Life Scale (SWLS) (Diener et al., 1985). Moderation analysis revealed binge drinking did not significantly moderate the relationship between SP and LS (β = -0.21, p = 0.69, 95% CI [-1.22, 0.81]), the direct relationship was found to be significantly correlated (β = 1.69, p < .001, 95% CI [1.06, 2.46]). This provides a new direction for future research, in exploring the dynamics of SP, severe drinking behaviors, and life satisfaction beyond two years post-injury. Future longitudinal research should examine broader substance use behaviors and their relation to LS beyond two-year post-injury.

Negative mental health outcomes have been linked to discrimination experiences within minority populations (Lewis et al., 2015). Identifying the emotion regulation processes that link discriminatory experiences to poor mental health outcomes can inform mental health intervention strategies. One such link is rumination, a maladaptive emotion regulation process involving repetitive appraisal of negative events, such as discriminatory experiences. Presently, rumination’s role in negative mental health outcomes is debated, without clear consensus about its impact nor its mechanism. We predict rumination to emerge in a mediating role. In this meta-analysis, studies measuring discrimination, rumination, and negative health outcomes within minority populations were examined. Literature searches resulted in sixty-eight studies containing accounts of discrimination and negative mental health outcomes within minority populations, with rumination being investigated as a mediator or moderator. Title, abstract, and full paper screenings were implemented to eliminate irrelevant studies. Analyses are expected to establish rumination as a mediator between discriminatory experiences and negative mental health outcomes for minority populations. Implications of the mediation model are expected to support rumination intervention strategies. Because of previously documented success with rumination intervention strategies, targeting rumination as a mediator is predicted to be an effective strategy in mitigating/decreasing negative mental health outcomes for minority populations. Lewis, T., Cogburn, C., & Williams, D. (2015). Self-Reported Experiences of Discrimination and Health: Scientific Advances, Ongoing Controversies, and Emerging Issues. Annual Review Clinical Psychology. 11:407-440.

The Barnes Maze is a well-established behavioral assay for assessing spatial memory and behavioral inflexibility in response to environmental cues. In preparation for future studies examining the effects of Hippocampal viral manipulations on memory, a pilot study was developed to evaluate the reliability of our Barnes Maze protocol. Baseline anxiety-like behavior was observed prior to the Barnes Maze trials using an elevated plus maze. The Barnes Maze consisted of an elevated circular platform with 16 evenly spaced holes around its edges. An escape box was attached beneath one of the holes for each trial, where placement was dependent upon trial type. The aversive stimulus was implemented through white noise and bright, flashing lights directed onto the maze, motivating escape behaviors. Male and female mice (n = 6) completed one acclimation trial, five acquisition trials, and five reversal trials. During acquisition, each mouse was placed at the center of the maze and given 5 minutes to locate the escape box to end the trial; if the mouse did not enter or find the escape box within 5 minutes, the trial ended. In reversal trials, the escape box location was moved to the opposite side of the maze, assessing behavioral inflexibility and adaptive spatial representations based on previously learned environmental cues. Behavioral pattern data, including distance traveled and latency to escape, will be collected using Sleap AI and SimBA, with further analysis to evaluate behavioral inflexibility and spatial memory. The purpose of this study was to determine whether our implementation of the Barnes Maze yielded consistent results comparable to previously established findings, thereby validating its use for future hippocampal manipulation studies.

The purpose of this study was to explore the relationship between social media usage and self reported substance use among North Seattle College students. A convenience sample of 50 participants completed an online survey for this study. We measured participants’ frequency of exposure to marijuana, nicotine, and alcohol content, the degree to which the content encouraged or discouraged substance use, and the frequency of their own use of marijuana, nicotine, and alcohol. After coding the Likert-scaled survey responses, we found the relationship of social media content and substance usage to be statistically significant with a moderate positive correlation. Results aligned with our initial hypothesis that exposure to substance content may be related to frequent substance use. Limitations included small sample size, possible social desirability bias due to the nature of the questions, and intervening variables such as in-person peer interactions.

The current study is part of an ongoing program of collaborative research between METI International and the Laboratory for New Phenomenology at EWU, which provides participants with the opportunity to draft a message they would wish to send to extraterrestrial life forms elsewhere in the universe. A separate poster analysed and compared Dr. Vakoch’s 2013 study results with this 2026 data set to identify themes in the current messages that are consistent. Messages to Intelligent Life Elsewhere in the Universe (Mamomov, Sideras, & Wenski, 2026.) This study, taken at a mid-sized university, and composed of 210 volunteer participants, will focus on variation in word patterns, variation in locus of control scoring, and variations in general themes across three age groups. The poster will use a hybrid qualitative and quantitative descriptive research strategy and language analysis software program to produce these themes with known confidence estimates, and we further examine the interrelations between age, locus of control, and word variations. We discuss our findings in light of previous research and considering current limitations, then recommend steps for further research to conclude.

Extensive research identifies morality as central to self-concept, yet connections to virtue remain underexplored. This study analyzed interview data from an online platform (https://spustories.wixsite.com/2016) where 113 students shared personal stories and photos displaying two words: how they believe others see them (“before”) and what they wish others could see about them (“after”). Three independent researchers coded 226 images (2 per interview) for self-description type (physical, psychological, social, holistic) and virtue category (civic, intellectual, moral, performance), using the Jubilee Center (2008) framework. Words were also rated on warmth and competence (1–5 scales; Cronbach’s α = .90 and .85, respectively). Psychological descriptors dominated both before and after words. Performance and intellectual virtues were more common in before words, while after words were more evenly distributed across all four virtue categories, suggesting a shift toward moral and civic virtues. After words also had significantly higher warmth, t(76) = -14.10, p < .001, d = -1.61, 95% CI [-1.94, -1.27], and competence, t(76) = -7.70, p < .001, d = -0.88, 95% CI [-1.14, -0.61], than before words. These findings reveal links between self-concept, self-presentation, and virtue. While participants rarely used explicit virtue terms, their choices suggest they feel perceived as less warm, competent, and morally or civically virtuous than they actually are, and wish others could see them to be.

Linguistic relativity has been a historically contentious topic in psychology discourse. Current research now sits in favor of its existence but often is not clear to what degree. Furthermore, it does not link the relationships between language and different areas of cognition with each other. This literature review offers a framework of linguistic relativity across areas of cognition that have yet to be connected in a meaningful way. Many separate areas of cognition have links to language that demonstrate language can determine the way individuals think. This review focuses specifically on emotion recognition, visual perception, spatial frames of reference, and the experience of time. Provided is an overview of links across areas of cognition and descriptions of how they are similar in both form and function and can thus be conceptually generalized. For example, how childhood development timelines of language along with frames of reference and emotion recognition are analogous in how they progress. This review posits a framework for linguistic relativity that states language can and sometimes does determine thought. Additionally, the implications of such a framework are discussed. With the emphasis on standardization of linguistic relativity across cognitive domains there is discussion of evidence in support of learning new languages to acquire new cognitive skills and structures. Certain languages provide unique ways of thinking to their speakers and with linguistic relativity being conceptually generalizable, as this review claims, there is reason to investigate the applicability of learning a language to acquire its unique ways of thinking. Moreover, another implication at play is discussed beyond the field of psychology to the philosophical field of metaphysics.

Approximately 84,100 adolescents and young adults (AYAs) in the United States are diagnosed with cancer a year, representing 4.2% of this population. Beyond the physical implications, these young individuals face significant unmet psychosocial needs, such as gaps in receiving health literacy, limited professional mental health support, and pervasive fears about the future. Addressing these vulnerabilities requires innovative approaches, and one promising avenue lies within the digital spaces AYAs already inhabit: social media. Instagram, a popular platform with 2 billion users, widely used for connection and information sharing, offers a unique opportunity to bridge the gap between traditional healthcare services and the psychosocial needs of AYAs. Unlike conventional healthcare programs, Instagram’s accessible and interactive nature fosters community support, resource sharing, and peer connections, making it a valuable tool for enhancing healthcare literacy and psychosocial well-being.This study aims to qualitatively analyze Instagram posts under the most popular pediatric cancer hashtags to 1) understand how adolescents and young adults use social media for health information and support, 2) identify barriers they face in healthcare and 3) examine how social media can increase informed health literacy and education. A direct content analysis on 300 posts was conducted using a newly created Instagram account to avoid algorithmic bias. AI tools like ChatGPT, Perplexity, and Microsoft Copilot helped identify popular hashtags. I cross-referenced on Instagram to see which hashtags were used the most frequently. The hashtags include #childhoodcancer, #childhoodcancerawareness, #pediatriccancer, #stupidcancer, #fightlikeakid, and #morethan4. Iterative rounds of practice coding in sets of 5-10 Instagram posts were used to develop and refine the codebook informed by existing literature, categorizing posts by metrics, user profiles, content types, health-related quality of life, and social support. My coding team consisting of myself, and 3 other investigators will code data from the 300 posts using REDCap, and descriptive statistics will be analyzed with R Studio. This study will highlight how social media can be leveraged as a powerful tool to improve healthcare literacy, education, and mental health support for adolescents and young adults with cancer and additionally bridge the gap in healthcare accessibility and education for populations.

Imposter Syndrome is a persistent feeling that troubles many graduate students, the term Imposter Syndrome refers to the feeling of being a fraud, despite achieving success and the persistent fear of being exposed as unqualified or undeserving. Prior research has revealed that Imposter Syndrome affects graduate students across many diverse identities, often leading to delayed or incomplete degree completion. Building on earlier findings, this study identifies lack of clarity in academic progress, poor quality mentorship and perceived competition over funding as contributing factors to the persistence of Imposter Syndrome in marginalized graduate students. By drawing perspectives from Education, Psychology, and Ethnic Studies, this current study will provide an interdisciplinary understanding of the central role of faculty-mentee relationships in shaping academic achievement. Through a qualitative approach of textual analysis, we explore how ineffective mentoring can increase the effects of Imposter Syndrome. Ultimately interfering with graduate students’ academic engagement and success. In highlighting the effects of mentorship quality in student outcomes, this research hopes to emphasize the importance of faculty and institutional support systems for inclusive and empowering mentoring. Findings aim to inform more effective practices in graduate education and to support faculty in meeting needs of diverse graduate student populations.

Young White individuals often do not have answers to questions surrounding their culture, very few give out defining features of their White identity with confidence (Dottolo & Stewart, 2013). Instead of answering these questions with specific definitions, they respond with “I don’t know” or they deflect the question by shifting to another way to identify themselves either through religion or location. Following the grounded theory approach described by Strauss & Corbin (1990), we conducted semi-structured interviews at a college in the Southeastern region (n= 36) of the United States including topics such as their home and school experiences, their White cultural experiences, and defining White identity. The data was analyzed using an open coding process to identify thematic categories, utilizing the keywording function of the qualitative data analysis program, Transana. When asked about their first experiences recognizing their own White identity, the participants drew from their family background and school environment. Those who grew up in a more homogeneous environment tended to articulate their White identity in terms of their personal, American experience. Those who had more exposure to diversity during their schooling tended to describe their White identity in comparison to the “others”. This study demonstrates that there are multiple pathways of recognizing and defining one’s racial identity. Recognizing these different pathways will help researchers and educators to address different trajectories of development, meeting young White individuals where they are at, in order to facilitate their progression in White racial identity development.

The last two decades have seen a well-documented rise in the prevalence of anxiety & depression among college students. In addition to the emotional toll, these mental health issues have a strong correlation to poor academic performance and in severe cases, college dropout. With the goal of identifying effective low-demand moderators of psychological stress, our research employed a two-week intervention of self-practice “mindful self-compassion” and assessed it’s efficacy by repeated-measure experimental design. Mindful self-compassion centers one’s focus to the present state, calls awareness to perceived challenges, expresses care & understanding for oneself, and aims to alleviate current stressors. All participants (Bellevue College students) attended a short online meditation & self-compassion training session and were asked to practice the mindful self-compassion intervention daily for five minutes over the next two weeks. Participants completed a survey assessing their mental health before and after the two-week intervention; survey questions were based on Beck’s anxiety & depression inventory (BAI/BDI). Our results demonstrated a statistically significant decrease in both anxiety and depression from pre- to post-survey. Mean anxiety levels were moderated from 9.00 to 4.86 (24-point BAI scale) and depression was reduced from 8.00 to 2.43 (30-point BDI scale). This outcome supports previous research, finding mindful self-compassion to be an effective intervention for depression and anxiety. Additionally, it provides evidence that shorter length self-practice techniques can produce meaningful results. Considering limited access to clinical care, this self-practice mediation of psychological distress could prove an invaluable resource to many colleges and universities.

This study examines how hypoglycemia and hyperglycemia manifest in individuals with Type 1 diabetes (T1D), enhancing our understanding of how blood glucose levels affect emotional states and guiding interventions that support emotional regulation while addressing both physiological and mental health needs.
Thirty-four participants answered two qualitative questions in an online survey about their experiences with T1D: “How can others tell when you are hypoglycemic and hyperglycemic?” Thematic Analysis categorized responses.
For hypoglycemia, participants reported physical expressions (n=16, “sweaty,” “shaking”), internal changes (n=12, “anger,” “irritable”), communication changes (n=11, “slurred words”), and cognitive changes (n=9, “confusion,” “attention”). For hyperglycemia, participants reported behavioral changes (n=11, “short temper”), internal changes (n=9, “moody”), communication changes (n=5, “snippy responses”), and instances where others could not tell (n=9).
Findings show that hypoglycemia is typically marked by noticeable physiological changes like sweating and shaking, along with internal feelings of anger and irritability. Cognitive difficulties, including confusion and attention problems, were also common. In contrast, hyperglycemia is mainly identified by behavioral changes, with participants appearing short-tempered and moody. Interestingly, others often failed to recognize elevated blood sugar levels.
These findings highlight the distinct nature of hypoglycemia and hyperglycemia and how misunderstandings about emotional responses can strain relationships and lead to misdiagnoses of mental health disorders. Furthermore, improving diabetes care presents significant economic opportunities for developing innovative treatments and support solutions.

This study analyzes hydrocodone prescribing patterns across specialty groups using a one-way ANOVA. Data was sourced from the Centers for Medicare and Medicaid Services, comprising 13,320 licensed medical professionals across five specialties: Internal Medicine, Family Practice, Dentist, Nurse Practitioner and Physician Assistant. Results showed a statistically significant effect of specialty on hydrocodone prescriptions, with majority of hydrocodone prescriptions from Internal Medicine and Family Practice because they are more likely treat chronic pain. There is a potential for continued rise in hydrocodone prescribing by Nurse Practitioners and Physician Assistants due to their increased role in the healthcare system. This underscores the critical need for enhanced prescription drug monitoring programs as a preventative measure aimed at high-risk prescribing practices.

Conformity occurs when an individual observes a majority of their peers behaving in a certain way and feels the social pressure to comply with the same behavior. Most conformity studies place participants in groups with confederates, who answer aloud and provide wrong answers to the singular participant. In the current proposal, conformity will be assessed in a synchronous online setting. 80 participants will be recruited and will report to the laboratory in groups of 4. The groups will be trained on the task, in which they will identify which line matches the standard by typing their answer into a chat function, while under the impression that the chat answers are from their nearby group mates. Each participant will be placed in a cubicle with a computer, and the questions will proceed; however, each participant will see computer-generated answers, rather than their actual peers’ answers, and the computer will give wrong answers on certain trials. Due to the lack of visual social feedback, I predict that participants will be emboldened to act with their own instincts and feel less pressure from the social majority. The results of the study should further inform how groups influence the individual’s behavior within online interactions.

When returning to play (post-injury), athletes often experience pressure to keep up, causing stress and anxiety. Long-term injuries often require athletes to sit out for extended periods of time, which can cause observable effects on an athlete’s psychological health. As the first step in determining methods that can mitigate anxiety in athletes returning to their sport post ACL-tear, this study aims to investigate the relationship between ACL tears and mental health in athletes who are returning to play.
A self-report survey was filled out by 19 anonymous participants (who had experienced an ACL-tear during high school). Survey questions surrounded anxiety-related emotions and ACL-related factors that might contribute to these negative emotions, allowing correlations between the two be determined.
Ultimately, significant correlations were seen between anxiety-related factors and with support (negative), pressure to perform (positive), competitiveness (negative), being easily put down (positive) and conservative playing (positive). Additionally, while there was no correlation seen, a result worth noting is that the relationship between amount of support received and anxiety was not significant. Findings indicated that support was associated with decreased anxiety, but more or less of it was not. This implies a contribution to better mental health with either the presence or quality of support, rather than how many people it was given by.

This study investigates the impact of social isolation and high-fat diet on neuroinflammation in the amygdala of adolescent rats. Using confocal microscopy, we examined the presence of microglia and astrocytes to assess neuroinflammation. Rats were divided into four groups: (1) socially isolated with high-fat diet, (2) socially isolated with regular diet, (3) group housed with high-fat diet, and (4) group housed with regular diet.

Insufficient or poor-quality sleep is common among college students and can negatively impact both health and academic performance. Although research has identified some factors that are correlated with college students’ sleep patterns (e.g., mental health), we do not have a full picture of which college students do or do not get sufficient high-quality sleep. Given that studying is a central academic activity, this study examined the relationship between time spent studying and various sleep parameters for college students. 108 college students completed an online survey about their study habits and wore an actiwatch for seven days to track objective sleep data. We found that students who reported studying for more hours in a typical week tended to fall asleep more quickly but did not differ meaningfully in terms of total sleep duration or sleep efficiency (i.e., the percentage of time in bed actually spent asleep). These findings suggest that students who spend more time studying may fall asleep more quickly due to increased mental fatigue, but this does not necessarily translate to differences in overall sleep quality or quantity.

The proposed study focuses on how ambivalent sexism and gender role beliefs affect video gaming and the Esports industry with an emphasis on the game title League of Legends and those who coach the game. The proposed study will determine the perceived competency of two League of Legends coaches, one male and one female. Previous research has indicated that females are inherently seen as less competent than males (Bareket & Fiske, 2022; Kelly et. al., 2023; Kasumovic & Kuznekoff, 2015). The Ambivalent Sexism Inventory, a survey about gender role beliefs, and the Stereotype Content Model are used. The proposed study hypothesizes that the female coach will be seen overall as less competent, with the lowest scores coming from male participants, and that male participants will have the highest Ambivalent Sexism Inventory scores in a two by three design (female, male and non-binary participants). This research will aim to raise awareness in the Esports sector about sexism and how competent coaches are seen and will look to help set the grounds for changing the male dominated atmosphere to a more inclusive one.

This research project points out the stigma surrounding discussions of sexuality in real life situations, such as learning from family, people around, and the school environment, including classroom education, conversation among friends. Drawing on psychological concepts such as repression and conformity, the essay explains how societal and cultural norms create stigma that eventually discourages conversations regarding sexual and related topics in public places. Once people internalize a stigma, they distance themselves from the topic in order to avoid being marginalized within the community. This situation develops stress in people, as sexuality is a natural instinct human beings have. Stigma related to sexuality is often internalized due to cultural environments and educational settings that reflect the unbalanced mindsets of adults surrounding children. In places of education, additionally, even educators avoid talking about such topics since it is considered taboo widely in general society. This additionally adds depth to how stigma exists among people and how it is reinforced in society, education over generations. Finally, the project points out the need for sexuality related education, which can potentially challenge stigma and promote appropriate attitudes and mindsets toward sexuality and psychological well-being.

This study examines the association between parental autonomy support (PAS) and mental health concerns among sexual minority (SM) undergraduate university students. Self-Determination theory suggests autonomy is a fundamental psychological need critical for wellbeing (Ryan & Deci, 2000). Minority stress theory further suggests social support mitigates mental health symptoms in SM individuals (Meyer, 2003). Prior research has shown perceptions of PAS are negatively associated with depressive symptoms over time (e.g., Van der Giessen et al., 2014). Building upon past literature, the current study explored associations between paternal and maternal PAS and mental health concerns in a sample of SM university students. One-hundred and five university students aged 18-36 (Mage = 19.79, SDage = 2.78) who self-identified as SM were surveyed about perceptions of parental autonomy support and their mental health. Correlations were run and the results suggested Paternal parental autonomy support was significantly and negatively associated with lower levels of depression, r = –.26, p < .05, 95% CI [–.44, –.06], anxiety, r = –.24, p < .05, 95% CI [–.43, –.04], and stress, r = –.28, p < .01, 95% CI [–.46, –.08]. Similarly, maternal parental autonomy support was significantly and negatively associated with lower depression, r = –.24, p < .05, 95% CI [–.42, –.04], anxiety, r = –.22, p < .05, 95% CI [–.40, –.02], and stress, r = –.20, p < .05, 95% CI [–.38, –.00]. These findings suggest that parental autonomy support is correlated with lower psychological symptoms in sexual minority students. Future research should further investigate protective factors, such as supportive parenting, that may mitigate mental health problems in SM populations.

Latine individuals bring a rich cultural perspective to how they experience and manage anger. Research shows that cultural identity plays a significant role in supporting emotional regulation and building resilience (Estrada et al., 2022; Polizzi & Lynn, 2021). This study explores the intersection of anger expression and resilience among Latine individuals, focusing on cultural norms, gender identity, and traditional approaches to anger management. In an online survey, 16 Latine participants were asked about their coping mechanisms for anger. When asked about the effectiveness of cultural or traditional anger management approaches, on a scale from 1 (Not effective at all) to 5 (Very Effective), participants reported an average of anger management approaches being “Slightly Effective” (M=2.00, 1-4, SD = 9.7). When asked about how successful they were in navigating anger and transforming it into a positive outcome, from 1 (Not successful at all) to 5 (Very successful), participants reported an average of having “Neutral” success (M=3.13, SD=1.09). When asked about the importance of resilience in managing anger, on a scale from 1 (Not important at all) to 5 (Very important), participants reported an average of their resilience being “Important” in managing anger (M=4.31, SD=.87). These findings highlight the challenges in current approaches to anger management for Latine individuals and the need for inclusive interventions that prioritize resilience-building strategies. By tailoring approaches to Latine communities’ lived experiences and values, practitioners can create more effective and culturally responsive support systems to improve emotional well-being.

Social support is a foundational aspect of life, but how is it associated with satisfaction within that life? Previous research has shown connections between social support and life satisfaction, but the unique demographic of high school students is not often focused on. A survey was given to 89 public high school students in Washington state, with an average age of 16.6, who were then asked to complete the Satisfaction with Life scale and the Multidimensional Scale of Perceived Social Support to determine the existence of a correlation between life satisfaction and social support. Responses showed moderately high life satisfaction and social support result averages. Correlational analysis revealed a significant positive correlation between each factor with a Pearson Correlation of 0.617. This research has provided a better understanding of how social support and life satisfaction may interact in the unique social environment that high school students are in. Future experimental research could explore potential causal relationships and identify specific interventions related to social support and mental health in high school students.

This study investigates the longitudinal effects of interparental conflict (IPC) at age three and the impact on depression outcomes reported at age fifteen. Previous research has found significance in the role IPC exposure has on increased levels of depression seen in adolescence. In addition, the study examines whether involvement in extracurricular activities serves as a protective factor against the negative impact of early childhood IPC. Positive benefits of participation in extracurricular activities have been shown, but research has yet to start exploring if extracurricular involvement could protect against the development depression in adolescence. Using foundations in Resilience Theory, variables were modeled on to the risk-protective factor model. Extracurricular involvement is defined as the protective factor, as it’s predicted to modify the relationship between a risk and a negative outcome. Using a longitudinal design with data from the Future of Family and Wellbeing Study (FFWB) (Mage= 22.6, SDage = 2.38) a moderation analysis was conducted. Results for the moderating role of depression (p = .69) was found to be not significant. Findings aimed to inform early intervention strategies that support resilience-building through structured activities outside the home environment with results. This study aims inform and build upon existing parental conflict literature through exploring potential protective interventions. Although our study’s moderation analyses results were non-significant, outcomes still contribute to research on familial conflict and provides further insight to how these variables interact with one another.

Introduction: This research proposal poster will explore Social-Emotional Learning (SEL) curriculums in different states and analyze collected data to find similarities and differences. Without a shared framework for SEL across the country each state has been left to define this concept on their own. According to the Washington Office of Superintendent of Public Instruction, SEL is “a process through which individuals build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions that support success in school and in life.” (OSPI, 2024)
Method: The method for this research will be a comparative analysis of SEL curriculums across different US states. Utilizing the SEL4US website I would gather qualitative data on WA, OR, and NY SEL Frameworks. I would look for each state’s SEL focus, SEL advocacy, and the work being done in each state to work towards implementing SEL curriculums in their school systems.
Expected Results: Each state that is analyzed will have different SEL curriculum focuses, SEL advocacy, and different work being done towards implementing SEL curriculums in their school systems.
Discussion: Analyzing the data in SEL approaches across different states will expose the importance of sharing a common framework. Students are required to learn math, history, and literacy skills but social-emotional learning should also be a requirement. Creating a shared framework is relevant in helping our students function in society as adults. Limitations to this study would include the small number of states, and the personalization each program or curriculum holds.

Early client perceptions during initial therapy sessions have been shown to predict engagement, dropout, and long-term outcomes. Yet little attention has been given to how initial framing of therapy models influences early impressions. Grounded in the theoretical framework of therapeutic mechanisms of change, this study investigates whether the way therapy is introduced impacts client perceptions of empowerment, self-insight, and emotional connection, key components of effective therapy engagement and change. In a between-subjects design, undergraduate participants (N = 60–100) will be randomly assigned to read a fictional therapy session vignette framed either around cognitive-behavioral therapy, an established and empirically supported model, or Tri-Exist, a personally developed integrative framework drawing from multiple theoretical traditions. Although Tri-Exist remains conceptual, both models are designed to engage recognized mechanisms of therapeutic change, including alliance formation, cognitive shifts, emotional processing, behavioral activation, and identity integration. Following vignette exposure, participants will complete validated self-report measures assessing perceived empowerment (Therapeutic Empowerment Scale), self-reflection and insight (Self-Reflection and Insight Scale), and session appeal (Session Rating Scale). These dimensions are closely tied to the core therapeutic mechanisms associated with positive client outcomes. By focusing on first-session responses, this study highlights how the initial framing of therapy may shape early client impressions of therapeutic value. Understanding these early perceptions may have important implications for promoting client engagement and willingness to pursue therapy, regardless of the model being presented.

Personal stories offer insight into how individuals view themselves and what they value. While links between morality and self-concept are well documented, less is known about how virtues emerge in personal narratives. This study analyzed 113 publicly shared student narratives (https://spustories.wixsite.com/2016) for expressions of four virtue categories—moral, civic, intellectual, and performance—based on the Jubilee Center (2008) framework. For each story, researchers used ChatGPT 4.0 to generate a ranking (1-7) of virtue expression and extract representative virtue quotes. For example, moral virtue was expressed in quotes like, “I can’t stand when jokes come at the expense of others, and I always try to make sure that those around me are doing okay.” Interrater reliability for coders who completed training was acceptable (Cronbach’s α’s = .60-.67) and justified the creation of composite scores for each virtue expression ranking. Descriptive analysis revealed that moral virtues were most prominently expressed in the narratives (M = 6.11), followed by performance (M = 5.71), intellectual (M = 5.31), and civic virtues (M = 4.93). Bonferroni-corrected comparisons revealed moral virtues were significantly more prominent than civic, t(112) = 11.66, p < .001, d = 1.10; intellectual, t(112) = 7.51, p < .001, d = 0.71; and performance virtues, t(112) = 3.85, p < .001, d = 0.36. These findings affirm morality’s central role in self-concept, even when directly compared to other key virtue categories, and suggest AI tools like ChatGPT can aid analysis of personal narratives when guided by human oversight.

Can early adverse experiences enhance cognitive functions? The current literature pertaining to children and youths with adverse experiences suggests that they often present extensive deficits, showing less working memory, later language disorders, and lower impulse control. However, this deficit-based perspective is incomplete – the hidden talents framework suggests that children possess adaptive strengths of unique skills that emerge under adverse environments. Children and youths with experiences of adversity show social and cognitive adaptations, revealing enhancements in certain domains. Here, we examine a facet of their adapted strengths: cognitive flexibility in adulthood as a response to childhood unpredictability, defined as instability in the childhood environment. We propose that adults with prior experiences of childhood unpredictability develop enhanced cognitive flexibility to adapt to unpredictable environments. In this experiment, we recruited a sample of 190 adults and measured their cognitive flexibility along with experiences of childhood harshness and unpredictability using the Perceptions of Childhood Harshness and Unpredictability scale and the Number-Letter Task. We predict that participants who experienced a high level of unpredictability will demonstrate more cognitive flexibility compared to those who experienced general childhood harshness. Preliminary analyses indicate similar trends, suggesting that higher childhood unpredictability correlates with increased cognitive flexibility. Framing cognitive flexibility as a form of adaptation from unpredictable environments pivots the current narrative toward children’s hidden talents – revealing that children are resilient with unique abilities to overcome adversity.

Positive psychology, specifically the PERMA model provides a framework for understanding well-being in undergraduate students. Much of the existing literature has explored associations between PERMA elements and well-being. This current study employed factorial ANOVAs to explore self-reported meaning in life, number of close friends, and whether the participant had a best friend. Undergraduate participants (N = 191) completed measures assessing PERMA domains alongside supplemental questions about academic and social experiences. Focus was given to two PERMA domains, Loneliness and Accomplishment, and three categorical survey questions: “To what extent do you lead a purposeful and meaningful life?” “How many friends do you have in your close social group?” and “Do you have a best friend?” Four two-way ANOVAs were conducted. Meaning of life demonstrated a significant main effect across all four analyses (p < .05), indicating that a strong sense of purpose was positively associated with lower loneliness and higher accomplishment. The number of close friends was not a significant influence on accomplishment but did have significant impact on loneliness F(2, 177)=4.004, p < .05. Having a best friend was associated with reduced loneliness, F(2, 182) = 3.24, p < .05 but had no significant influence on Accomplishment. These findings highlight the role internal meaning can have independent of external social factors. The lack of interaction effects implies that meaning may be cultivated independently of social relationships. Meaning may play a more foundational role, potentially buffering students from loneliness and enhancing their sense of achievement, regardless of their social network size.

The Thematic Apperception Test (TAT) is a widely used projective psychological assessment, with a substantial history of research. However, due to cumbersome and subjective scoring procedures, interpretation of its results are often limited in clinical practice to idiographic approaches. This study presents the initial results from the application of a hybrid research method, which leverages an automated text analysis software program (Raven’s Eye) to validly and reliably quantify normative themes and their relations produced in response to the TAT. Participants are recruited through an online system that is designed to protect participant anonymity and maintain minimal risk. They are asked to craft brief (up to five minutes) fictional stories in response to five standardized, black-and-white images drawn from early 20th-century American contexts; the five most frequently utilized images from the TAT in clinical psychological practice. After these narrative tasks, participants rate their current mood on a Likert scale and provide open-ended feedback on their experience writing their stories. Results are presented in both aggregated form, and through model statements synthetically created from the most frequent relations between words in the dataset. Through these we demonstrate that reliable normative benchmarks can be developed, which in turn may improve the efficiency and objectivity of TAT scoring procedures. By further exploring variation between conceptual themes and variation in the participants’ individual mood states and experience completing the study, we aim to improve the diagnostic utility of the TAT. The anticipated outcomes are, therefore, expected not only to serve as a proof-of-concept for integrating limited artificial intelligence models into research.

Child maltreatment is a known risk factor for suicidal ideation, especially during adolescent years. However, less is understood when it comes to the psychological processes that explain this relationship. Additionally, anxiety is often studied alongside depression but may serve as a distinct mechanism linking maltreatment to suicide risk. In addition, while gender differences in anxiety and ideation have been observed before, with females reporting higher rates, findings on how gender influences the relationship between maltreatment, anxiety, and suicidal ideation remain inconsistent. This proposed study aims to examine whether anxiety mediates the relationship between child maltreatment and suicidal ideation, and whether gender (males and females) moderates the relationship. Data will be used from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN), focusing on adolescents between the ages of 14-18 (approximately 1350 participants). Child Maltreatment will be assessed using the conflict tactics parent to child scale, and both anxiety and suicidal ideation will be assessed using subscales from the trauma symptom checklist. A moderated mediation analysis will be conducted, with gender moderating the pathway from child maltreatment to anxiety. This study is grounded in the integrated motivational volitional model of suicide, which emphasizes how early adversity increases vulnerability to suicidal thoughts through emotional mechanisms such as anxiety. Applying this framework, this study seeks to clarify the role of anxiety in the maltreatment-suicidal ideation link and explore whether this process differs between males and females. Findings from this study may help identify gender specific risks and trauma approaches to suicide prevention.

Resilience in inpatient populations is a construct that is rarely examined yet could be incredibly helpful to understand and foster. Identifying what forms of resilience patients use can improve inpatient hospital care and hopefully lead to reduced recidivism in the future. For example, many involuntarily committed psychiatric patients need to have “acceptable” behavior for long periods of time before being able to be discharged from a psychiatric hospital. If patients can build any form of resilience that is unique to themselves, this could potentially lower the chances of returning to the hospital if they are able to rely on their forms of resilience once discharged. Thus, an in-depth literature review was conducted to examine current conceptualizations of the construct of resilience in inpatient psychiatric settings.
This review was conducted via the Worldcat search engine using the following terms: inpatient, psychiatric, resilience, scales, resilience measurement, study, and hospital. There were three articles defining resilience, and three resilience measures. Although there were no measures specific to inpatient populations, some of the following resources and assets available to the individual and the individual’s environment were found to contribute to the individual’s capacity for adjustment and the ability to ‘bounce back’ in the face of adversity: therapy that focuses on teaching coping techniques, individuals that can identify their intrinsic personal strengths, and the ability to choose a positive disposition despite unfortunate circumstances. Further research should focus on measuring resilience in inpatient psychiatric populations to test the above recommendations in an empirical study.

This study investigates the relationship between altruism and life satisfaction among college students, exploring whether individuals who report engaging in more altruistic behaviors also experience higher levels of life satisfaction. Altruism, defined as selfless concern for the well-being of others, has been linked to increased psychological well-being, while life satisfaction reflects an individual’s overall evaluation of their quality of life. Using a correlational research design, 27 college students aged 18 to 25 (8 men, 19 women) completed the Greater Good Science Center’s Altruism Scale and the Satisfaction with Life Scale (SWLS). Participants were recruited through social media and voluntarily completed an online survey. Results indicated (r = .367, p<.06) between altruism and life indicating that the relationship was not statistically significant. Descriptive statistics showed variability in altruism (M = 80.56, SD = 7.464) and life satisfaction (M = 23.22, SD = 7.186) scores across participants. These findings do not align with previous research on the psychological benefits of altruism and highlight the need for further investigation with larger, more diverse samples and controlled variables. Limitations of the study include the small sample size, reliance on self-reported data, Life satisfaction during college and the prosocial nature of the college environment. Future research should consider these factors to better understand the complex relationship between altruism and life satisfaction.
Keywords: Altruism, Life Satisfaction, College Students

Person-centered therapy (PCT) is a therapeutic approach that emphasizes autonomy, independence and self-actualization. However, it may not fully address the cultural needs of individuals from collectivistic backgrounds, where identity is shaped by interdependence, family roles, and group harmony. This mixed-methods proposal aims to investigate whether a culturally tailored version of PCT (CPCT), which integrates collectivistic values and family dynamics, leads to more effective identity exploration in therapy than standard PCT. The study focuses on adults aged 18–30 in the United States seeking therapy for identity-related concerns. Participants (N = 140) will be randomly assigned to 12 sessions of either PCT or CPCT. Cultural orientation of the participants will be measured using the Auckland Individualism and Collectivism Scale. Effectiveness of therapy in identity exploration will be assessed through the Self-Concept Clarity Scale and semi-structured qualitative interviews. A moderation analysis will be conducted to examine the main effects of therapy type and to test whether cultural orientation moderates therapy effectiveness. This research proposal hypothesizes that CPCT will result in greater improvements in identity clarity, self-concept coherence, and alignment with cultural values, particularly for individuals with collectivistic cultural orientation. Study findings aim to advance culturally responsive clinical practice by empirically testing adapted therapeutic models, with implications for therapist training and improved treatment outcomes across diverse populations.

This study discusses the impact of technology integration on children’s cognitive development and academic achievement, showing both the benefits and potential drawbacks. Using both secondary data analysis and a literature review, it explores how digital tools, such as interactive software, online platforms, and educational apps, affect cognitive skills like attention, memory, and problem solving, alongside academic indicators such as test scores and grades. Findings suggest that technology supports personalized learning, boosts engagement, and improves access to education, particularly in underserved areas. Tools like word processors and collaborative platforms also promote critical thinking, creativity, and peer interactions. However, there are concerns around excessive screen time, reduced attention span, social isolation, and privacy risks. The shift to online learning during the COVID-19 pandemic escalated concerns related to data security and equity, especially for students without reliable access. These findings show the importance of balancing technology use and targeted teacher training to secure ethical and effective implementation in educational settings.

This literature review examines several variables predicting and influencing outcomes following childhood sexual abuse (CSA), ultimately resulting in the proposal of a framework outlining various outcomes a victim may experience following CSA. The framework examines various risk factors for this type of abuse and the influence of the relationship between the victim and perpetrator, cognitions and mindset framing of a victim, victim relationships with their parents, and disclosure responses on the outcomes of romantic relationships and revictimization in adulthood. Through this framework, with support from various literature reviews and studies, I conclude victims of incestuous childhood sexual abuse perpetrated by father figures are likely to experience worse outcomes in adulthood than victims whose abuse is perpetrated by a stranger. Additionally, victims who experience negative reactions upon disclosure and, as a result, more negative cognitions will likely experience undesirable adult romantic relationships and have an increased likelihood of experiencing victimization in the future. This conclusion allows for further insight on how victims of CSA can be best supported and provides direction for necessary future research.
Keywords: Childhood sexual abuse (CSA); incestuous childhood sexual abuse; cognition; romantic relationships; attachment; revictimization; disclosure.

As organizations navigate increasingly dynamic work environments, identifying individual-level factors that may contribute to organizational success has become increasingly important. This research proposal aims to examine how employee well-being and job performance uniquely predict organizational success, while controlling for work location (i.e., in-person, hybrid, online). Framed within the Job Demands-Resources (JD-R) model, the proposal conceptualizes well-being and job performance as individual resources that may enhance organizational functioning – leading to organizational success.
This research proposal will employ a multiple regression analysis to investigate the effects of well-being and job performance on a medium-sized sample of employees (N = 138) across diverse industries and work contexts. Employee well-being will be measured using the Psychological General Well-Being Index (PGWBI), and job performance will be assessed with the Individual Work Performance Questionnaire (IWPQ). It is hypothesized that both well-being and job performance will significantly and positively predict organizational success, regardless of work location.
The expected contribution of this research is to highlight the value of individual psychological resources in shaping organizational success. Practical implications may include informing workplace wellness initiatives and performance management strategies across different work settings. Future directions include investigating longitudinal trends in well-being and performance, employing multi-source data, and expanding sample diversity to enhance the generalizability of results.

Anger has emerged as an important yet underexplored factor in understanding eating disorders, particularly binge-eating behaviors. While emotions like anxiety, control, and shame are often emphasized, anger plays a unique and significant role. Research indicates that anger and frustration precede binge-eating episodes more frequently than sadness or depression, accounting for 95% of the moods reported before a binge (Arnow et al., 1995). Additionally, individuals with eating disorders often exhibit heightened levels of unexpressed anger, which can contribute to impulsive actions, self-harm, and difficulties with emotional regulation (Anger Expression in Eating Disorders, 2007).
Participants who have recently engaged in binge eating behaviors were asked about the role of anger in their binge eating episodes. Results indicated that, for many participants, binge eating serves as an emotional soothing tool, offering temporary relief from intense emotions or distress (e.g., “It soothes me a bit” and “After the apex of anger, I typically turn to food as a comforter from facing tough emotions”). Another group described binge eating as a way to regain control in moments of emotional dysregulation , reflecting feelings of powerlessness tied to anger (e.g., “I feel no control, binge eating relieves it as I can at least control that in my life,” and “When my life felt more out of control, I used it to compensate for that”). A few participants also reported minimal or no connection between anger and binge eating, suggesting variability in how anger manifests in binge-eating behaviors. The findings highlight the complex interplay between anger and binge eating. Future treatment approaches might address anger as a more central component in managing binge-eating behaviors, offering more targeted strategies for emotional regulation and recovery.

Existing research shows men and women in Western culture are socialized with unique roles and expectations, leading to the prioritization of different values within their relationships; however, current data omits the values held by individuals outside of the gender binary. This study aimed to remedy the lack of data on individuals outside of the gender binary by investigating the relationship between expanded gender identities and preferences toward values in friends. A convenience sample of 141 students from the Seattle Colleges network completed a Google Forms survey. The survey asked participants to rate Shalom Schwartz’s 10 “Basic Human Values” in terms of their importance within a close friend on a 7-point Likert scale. The results found significant correlations between gender identity and importance rating for the following values: benevolence, conformity, traditionalism, self-direction, security, and pleasure seeking. It is important to note that the sample included a majority of cisgender participants compared to a considerably smaller number of transgender, agender, non-binary, and genderqueer participants, which leaves the possibility of a Type I error. The current analysis of the findings supports the broader concept of gender-based socialization and the association of gender identity with individual value systems.
Keywords: Friendship, gender, values

Previous research has found that individuals experiencing depressive symptoms are also often experiencing loneliness to varying degrees. Internalized stigma occurs when an individual incorporates a negative stereotype into their own self-concept. Internalized stigma has been found to be a contributing factor in the experience of loneliness and depression symptoms. The aim of this narrative review was to utilize previous research findings to determine the relationship that loneliness has with internalized stigma and the experience of depression symptoms. This review included a total of 18 articles that were published from 2013 to 2025. All articles examined at least two of the focused variables, and a total of 2 were longitudinal. Current research suggests that internalized stigma, loneliness, and depression have a complex relationship to one another. According to previous findings, loneliness has a mediating effect between the experience of internalized stigma and depression symptoms. However, the studies that support the mediation theory of loneliness are all similarly limited by their cross-sectional designs. Loneliness without stigma can affect depression symptoms, and depression symptoms can increase feelings of loneliness. Loneliness could function as an intensifying factor rather than a necessary factor in between internalized stigma and depression. Stigma attached to those experiencing loneliness and depression symptoms should be addressed and acknowledged by the public, as this could encourage de-stigmatization of these conditions and help those experiencing them feel less alone. Future research should entertain the possibility of loneliness acting as a moderator between internalized stigma and depression, preferably in a longitudinal fashion.

According to Self-Affirmation Theory, individuals strive to maintain self-integrity when faced with psychological threats. Gig economy workers—short-term contractors and freelancers on platforms like Amazon Mechanical Turk —frequently encounter task rejections and limited feedback, undermining their sense of competence and control. These recurring threats can contribute to chronic stress, especially given the lack of benefits and stability typical of traditional employment. Coping mechanisms, which are cognitive and behavioral strategies for managing stress, can be problem-focused (addressing the source of stress) or emotion-focused (managing emotional responses). Self-affirmation, an emotion-focused strategy, helps individuals reaffirm their core values to mitigate stress.
This study investigates whether belief in the efficacy of self-affirmation moderates the relationship between self-threat and coping strategy selection. Using a between-subjects experimental design (N = 201), participants recalled a self-threatening event, rated their emotional responses, evaluated their beliefs about self-affirmation’s effectiveness, and selected a coping strategy: either reflecting on personal values (self-affirmation) or recounting the event. A moderated logistic regression analysis was conducted to test the moderating role of self-affirmation belief.
Findings have implications for occupational health, particularly in promoting resilience, stress management, and well-being among workers in non-traditional employment settings like the gig economy.

​​Identity conflict is a common struggle that many LGBTQ+ Christians contend with. Identity integration is one solution, where one creates a feeling of compatibility between their two identities. When achieved, LGBTQ+ Christians often report higher subjective well-being on the aspects of life satisfaction and meaning in life. Despite this, psychologists do not yet know what factors predict LGBTQ+ Christians’ likelihood to reach identity integration. This exploratory study hypothesized that gender differences, age of self-identification, role models, and perceived church denomination support influenced identity integration. Furthermore, identity integration will mediate the relationship between the antecedents and subjective well-being outcomes. Four-hundred forty two current or former adult LGBTQ+ Christians took a series of questionnaires through Qualtrics. It was found that those who had presence of LGBTQ+ Christian role models and perceived their church as more supportive had higher identity integration. This led these participants to experience higher life satisfaction and meaning in life. Identity integration also partially mediated the relationship between role models and subjective well being, and perceived church support and subjective well being. Further research is recommended on the experiences of transgender and non-binary Christian identity integration experiences, as they may differ from the present sample that was predominately cisgendered.

The Psi Beta Honor Society and Psychology Club at Wenatchee Valley College is putting on a year long happiness project using interactive posters and a lotería activity. We had good engagement with posters, especially when including them as part of tabling for club fairs. Engagement with the relationship lotería was lower, probably due to the greater time commitment to participation. This poster presents initial qualitative data analysis from the interactive posters and discusses future directions as we complete the project. Initial qualitative analysis will be conducted using Word-Cloud + to extract themes from the interactive posters on gratitude, helping, and meaning. We are also working on a short survey and knowledge quiz to evaluate impact.

Chronic pain is shaped by complex interactions between psychological and physiological processes. Over one-third of college students report high levels of stress and psychological distress, which can increase vulnerability to chronic pain conditions (ACHA, 2023). Yet, chronic pain remains understudied in this population. Here, we examined whether depression and anxiety mediate the relationship between perceived stress and central sensitization, a key mechanism underlying chronic pain.
A total of 186 College students (M age = 19.29, SD=2.26) with chronic pain (≥3 months) were recruited via the university’s psychology subject pool. Participants completed the Perceived Stress Scale-4 (PSS-4), the Central Sensitization Inventory (CSI), and the Patient-Reported Outcomes Measurement Information System (PROMIS) depression and anxiety subscales. Parallel mediation analyses indicated that higher levels of stress were significantly associated with greater anxiety and depression (B = 4.24, B = 5.79, p < .001). In turn, both anxiety and depression were significantly associated with increased central sensitization symptoms (B = .62, B = .61, p < .001). Anxiety (B = 2.63, SE = 0.87, p = .002, CI95 [1.11, 4.54]) and depression (B = 3.50, SE = 1.00, p = .001, CI95 [1.70, 5.57]) significantly mediated the relationship between perceived stress and central sensitization. The total effect of perceived stress on central sensitization was also significant (B = 11.05, SE = 1.56, p < .001). The model explained 37% of the variance in chronic pain. Results support the biopsychosocial model of pain, suggesting that psychological distress mediates the effect of stress on pain and underscoring the importance of interventions targeting anxiety and depression in college students with chronic pain.

We conducted this research to examine the meaning behind Eastern Washington University’s choice of enduring school colors: red and white. This research is relevant to EWU as an institution, specifically, and psychological theories of organizational culture generally, because the colors red and white are a common symbolic representation of the school to which they hold demonstrative importance for collective identity. The historic reasoning for why red and white was chosen for the school’s colors seems to have been consumed in a fire in 1912 at EWU. This research looks deeper into the school’s usage of the colors red and white to piece together history that was lost. We used archival research to conduct the currently reported project and will be using the survey analysis to conduct our research in future research extensions. Within our archival research, we examined newspaper articles, yearbooks, uniforms, and books from Eastern Washington University. Throughout our research thus far, we found a few possible reasons as to why EWU chose red and white. These can be grouped into regional influence, architecture, and bold colors to create a statement for school spirit. The conclusion we draw is that of these, the impact of regional influence on the decision to choose red and white appears to be most predominant. Continuing our research into future projects, we will look into what the community of EWU believes the meaning of the colors are historically as well as in the present day, to further our research into the colors’ meaning to EWU.

Although the number of female students attending community colleges in the United States is increasing and diverse, little is known about the particular psychological difficulties and outcomes they face. While community colleges aim to support nontraditional learners, they often fall short in effectively addressing the challenges faced by female students, such as balancing financial, familial, and academic obligations. This oversight can negatively impact their academic perseverance and overall life satisfaction. Even though grit, which is defined as persistence and consistency of interest, is well known for being linked to academic resilience and higher grade point averages, less attention has been given to how it relates to cognitive well-being in this demographic. This study investigates the relationship between grit and cognitive well-being in female community college students, with the goal of developing a framework for future interventions and improving resource allocation to support their personal and academic success. A national survey was distributed and assessed grit and cognitive well-being levels in female community college students (N = 1378) using the GRIT-S and SWLS scales. Key constructs, including perseverance, passion, and motivation levels, were measured from the sample. The findings show that levels of grit and cognitive well-being are positively correlated, with higher grit levels linked to greater life and job satisfaction. These results suggest that interventions aimed at improving the student retention and success of female students navigating the community college environment could benefit from a deeper understanding of this relationship.

Public opinion on environmental policy has demonstrated to be shaped by political framing. Does political ideology moderate this relationship? In our study, we found both political ideology (β = 1.09, p < .05) and political framing (β = 1.24, p < .01) significantly predicted participants’ support for cap and trade policy. Further, the interaction between political framing and ideology (β = -1.44, p < .05) was a statistically significant, negative predictor of support for policy. Overall, these findings indicate that conservative-leaning participants are more supportive of cap and trade policy when it is framed in a conservative manner and vice versa. To effectively gain support for environmental policies, we must adjust our language to the social and political attitudes of the person. Future research should include a sample that is more politically diverse to see if this effect still takes place for moderate to extreme conservatives.

The rapid integration of artificial intelligence (AI) tools into clinical mental health settings is transforming the landscape of therapeutic practice. While these technologies offer workflow support, they also raise concerns about professional autonomy. This proposal investigates how AI tools may contribute to a perceived threat to autonomy among Licensed Mental Health Counselors (LMHCs). AI tools are increasingly used to assist LMHCs with documentation, transcriptions, and therapeutic insights. However, researchers warn that growing reliance on these systems could reduce counselors’ autonomy over their work. This study proposes an exploratory qualitative approach to examine LMHCs’ experiences and perceptions of working with AI tools. Semi-structured interviews will explore how counselors with varying experience levels define autonomy and interpret AI’s influence on their professional role. The research adapts existing measures of perceived threat to autonomy, is grounded in Self-Determination Theory, and draws on relational autonomy literature to better understand how identity and autonomy are shaped within evolving technological environments. By centering the voices of practitioners, this study seeks to provide insight into how AI is reshaping the clinical experience and to identify design considerations that preserve and support human autonomy. For example, interviews will explore scenarios in which counselors feel pressured to defer to AI-generated documentation or insights that conflict with their clinical judgment. The findings will contribute to ongoing conversations in AI ethics, mental health innovation, and the responsible development of human-centered tools that uphold the integrity and well-being of the mental health workforce.

The mystery of why near-human faces inspire great dislike has persisted since the 1970s, starting with Dr. Masahiro Mori investigating the uncanny valley phenomenon with humanlike robots. Previous attempts to explain this have been inconsistent, though one with considerable traction is the categorical uncertainty hypothesis. It suggests that the delayed decision of categorizing a highly ambiguous face elicits the uncanny feeling. Though backed by evidence of such faces taking longer to process, previous literature does not detail the crucial trends of such processing. In order to investigate such trends, this study plotted the reaction times of participants sorting faces varying in human likeness. A highly significant and well fitting regression model exemplified reaction time gradually increasing alongside human likeness, peaking at the most human face instead of the most dislikable faces. This supports evidence that human faces are perceived and categorized in a more continuous manner. Findings from this study offer potential for future studies to standardize and define uncanny valley and other phenomena by using cognitive and behavioral measures and subtle changes in facial features.

Clinical evaluation of psychosis in individuals newly incarcerated has not been a primary focus in the literature. As a heterogenous diagnosis, psychosis can present very differently in individuals. It is important to focus on the diagnostic weaknesses in understanding psychosis and treatment for individuals, especially among incarcerated populations. Contemporary research shows that those experiencing psychotic symptoms both in and outside of incarceration are indistinguishable (van Beek et al., 2018). However, those within correctional facilities are more likely to experience acute symptoms leading to the need for 24-hour monitoring and hospitalization compared to the general population. When looking at specific psychotic symptoms of offenders, delusions of persecution have been consistently correlated with poorer external adjustment to incarceration (Stermer-Jones et al., 2025). Individuals with psychosis in the community report less psychosis symptoms, activation, and hostility, but higher levels of guilt, anxiety, and depression than incarcerated individuals with psychosis (van Beek et al., 2018). People within the correctional facilities were also less likely to display passive-aggressive behaviors, emotional withdrawal, and confusion compared to non-incarcerated individuals with psychosis, suggesting more problems with treatment and complicating factors to consider within the institution. Additional research is necessary to understand the well-being and safety of offenders experiencing psychosis. With better understanding, effective treatment plans and adjunct, services can be administered for better mental health overall as well as lower rates of recidivism. This project will review the literature and provide suggestions for best practices.

This research examines how educational policy implementation influences teacher commitment, with a focus on the mediating role of school culture. Despite being essential to effective learning environments, teachers are often underrepresented in educational research. This study amplifies their voices within a system that prioritizes administrative and policy perspectives. Using a mediation model, it explores how policy-driven initiatives impact teacher commitment through the dynamics of school culture.
A cross-sectional mixed methods design will provide a comprehensive understanding of these relationships. The quantitative portion utilizes survey data to assess teachers’ perceptions of school culture, policy implementation, and commitment levels. The qualitative component includes observations and semi-structured interviews, offering deeper insights into teachers lived experiences, instructional challenges, and adaptive strategies in policy enactment. This research aims to identify ways to bridge gaps in policy and practice, fostering a cohesive approach that enhances both school culture and teacher commitment.
Findings will offer actionable insights for policymakers and school leaders, advocating teacher-centric approaches in policy development. By strengthening collaboration between educators and administrators, this study seeks to support sustainable improvements in school environments while reinforcing teachers’ professional commitment.

Individuals who are aware of and expect to experience stigma or discrimination based on their race are at risk for negative mental and physical health outcomes (e.g. hypertension, depression, low self-esteem). The present research examines if there is a relationship between college students’ level of racial stigma consciousness (i.e., awareness and anticipation of prejudice based on racial identity) and general anxiety. 85 college students of color completed an online survey that asked questions about stigma consciousness based on race (SCR) and anxiety levels. We found a positive correlation between SCR and levels of anxiety. Participants with higher SCR scores tended to also report higher anxiety, which suggests that students of color with high stigma consciousness may be at greater risk for general anxiety than those with low SCR. Anxiety can negatively impact college students’ academic performance, social life, and overall well-being, so it is important to understand the relationship between SCR and anxiety in order to foster campus environments that celebrate diversity and decrease stigma related distress.

Our brains have evolved to navigate survival and respond to danger, but trauma dysregulates these systems, causing the brain to misinterpret everyday experiences as threats. This dysregulation results in hypervigilance, which can manifest as panic attacks, dissociation, and other debilitating symptoms. Current treatment options for trauma often focus on symptom management, overlooking the physiological impacts of trauma. These treatments can be expensive, inaccessible, and may have side effects. This literature review examines holistic, non-pharmaceutical, neuroplasticity-based (NPNB) approaches, such as breathwork, nutrition, exercise, and sleep, to challenge traditional methods and advocate for integration of holistic interventions into mainstream trauma care, emphasizing accessibility and autonomy for trauma survivors. As we explore the increasing need for mental health care, we look at the interplay between psychological trauma and physical health by exploring the mind-body connection and trauma-induced inflammation. Additionally, this exploration aims to understand how these treatments can reshape neural pathways, improve emotional regulation, and enhance psychological and physiological well-being. It also examines potential paradigm shifts in trauma care and advocates for increased accessibility to alternative treatments, particularly for individuals who cannot access conventional therapies. We expect to find that NPNB treatments are underutilized in the treatment of trauma and if expanded upon, would have the potential to improve accessibility, reduce or eliminate side effects, and help survivors regain a sense of autonomy.