The Effect of Implementation Intentions on Reactions to Nonspecified Situational Cues

2013 ◽  
Vol 41 (5) ◽  
pp. 787-793
Author(s):  
Ye Yang ◽  
Hong Zhang
Keyword(s):  
Side Effects ◽  
Goal Attainment ◽  
Implementation Intentions ◽  
Past Research ◽  
Psychology Students ◽  
Facilitative Effect ◽  
Situational Cues ◽  
Undergraduate Psychology ◽  
Underlying Mechanisms

The facilitative effect of implementation intentions on goal attainment has been demonstrated in past research (Gollwitzer & Sheeran, 2006). However, relatively little attention has been paid to the potential side effects of implementation intentions on the responses to nonspecified cues (i.e., cues not specified in implementation intentions). In the current study we investigated whether or not cue ambiguity would moderate the effect of implementation intentions on reactions to nonspecified cues. The results indicated reactions of our participants (42 undergraduate psychology students) to nonspecified cues were facilitated by implementation intentions, even when there was high ambiguity between the target and nonspecified cues. These results help clarify the underlying mechanisms of the effects of forming implementation intentions.

Cultures of Diversity

2017 ◽  
Vol 44 (2) ◽  
pp. 100-107
Author(s):  
Andrew M. Guest ◽  
Zachary L. Simmons ◽  
Andrew Downs ◽  
Mark R. Pitzer
Keyword(s):  
Psychology Students ◽  
Introductory Psychology ◽  
Multicultural Awareness ◽  
Important Goal ◽  
Multicultural Sensitivity ◽  
Psychology Courses ◽  
Nature And Nurture ◽  
Undergraduate Psychology ◽  
Multiple Challenges ◽  
Topical Knowledge

Teachers of psychology tend to agree that learning about diversity is an important goal for undergraduate psychology courses. There is significantly less agreement about what aspects of diversity psychology students should understand. The current research proposes and investigates two potentially distinct ways students might understand diversity: more scientific understandings of topical knowledge related to nature and nurture and more humanistic understandings related to multicultural awareness and sensitivity. Drawing on standardized surveys and open-ended responses to diversity questions from the beginning and end of introductory psychology courses, results indicate that students’ topical knowledge of diversity is not strongly associated with multicultural sensitivity. These results emphasize the importance of clarifying the meanings of addressing diversity as a course goal and are discussed in relation to the multiple challenges of teaching about diversity in psychology courses.

Examining depression symptoms within OCD: the role of experiential avoidance

2021 ◽  
pp. 1-14
Author(s):  
Morgan E. Browning ◽  
Nathaniel P. Van Kirk ◽  
Jason W. Krompinger
Keyword(s):  
Experiential Avoidance ◽  
Symptom Severity ◽  
Distress Tolerance ◽  
Past Research ◽  
Primary Diagnosis ◽  
Hierarchical Regression ◽  
Depression Symptoms ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Underlying Mechanisms

Abstract Background: Obsessive compulsive disorder (OCD) and depression commonly co-occur. Past research has evaluated underlying mechanisms of depression in the context of other diagnoses, but few to no studies have done this within OCD. Aims: This study examines the relationships between distress tolerance (DT), experiential avoidance (EA), depression, and OCD symptom severity across intensive/residential treatment (IRT) for OCD. It was hypothesized that all variables would be significantly moderately related and EA would emerge as a potential contributing factor to change in depression and OCD symptoms across IRT for OCD. Method: The sample included 311 participants with a primary diagnosis of OCD seeking IRT. Correlations were performed between all variables at both admission and discharge. A two-step hierarchical regression with change in OCD symptoms and change in DT in the first block and change in EA in the second block examined if change in EA explained change in depression above and beyond change in OCD and DT ability. Results: At both admission and discharge, higher EA, lower DT, and higher OCD symptom severity were significantly associated with more depressive symptoms. Change in EA explained a significant amount of variance in change in depression above and beyond change in OCD symptom severity and change in DT. Conclusions: This study expands past results within an OCD sample, emphasizing EA as an important treatment target in OCD. Future studies could utilize samples from other treatment contexts, use a measure of EA specific to OCD, and utilize a longitudinal model that takes temporal precedence into account.

The Presentation of Ethics in Undergraduate Psychology Syllabi

2018 ◽  
Vol 45 (4) ◽  
pp. 346-350 ◽  
Author(s):  
Di You ◽  
Ana Ruiz ◽  
Judith Warchal
Keyword(s):  
Psychology Students ◽  
National Sample ◽  
Learning Goals ◽  
Academic Honesty ◽  
Policy Statements ◽  
Psychology Courses ◽  
Undergraduate Psychology ◽  
Ethics Courses

To identify where ethics is presented to undergraduate psychology students, this study reviewed a national sample of 706 syllabi for required mandatory psychology courses. The results indicated that 6 syllabi were designated as ethics courses and 65 syllabi did not mention ethics at all. Even though 641 syllabi mentioned ethics, the most frequent listing was under course policies, usually as a standard statement (e.g., academic honesty and plagiarism) required by many institutions. Our recommendation is that ethics should be intentionally included in the learning goals/objectives/outcomes with a corresponding assessment (assignments) in all syllabi in addition to policy statements.

Subjects’ Religious Orientation, Counselor'S Orientation and Skill, and Expectations for Counseling

1989 ◽  
Vol 17 (3) ◽  
pp. 284-292 ◽  
Author(s):  
Tony C. Godwin ◽  
Joyce G. Crouch
Keyword(s):  
Social Desirability ◽  
Religious Orientation ◽  
Psychology Students ◽  
Partial Replication ◽  
Christian Counseling ◽  
Undergraduate Psychology ◽  
High Skill

The present study is a partial replication of Pecnik and Epperson's (1985a) study of expectations for Christian counseling versus counseling of an unspecified orientation, with the additional aim of clarifying the possible impact of counselor skill and social desirability upon these expectations. Undergraduate psychology students read one of four profiles of a counselor: Christian orientation, high skill; Christian orientation, unspecified skill; unspecified orientation, high skill; unspecified orientation, unspecified skill. These subjects, designated as Christian and non-Christian, rated the counselor profile on 19 variables related to counseling. In comparison to non-Christians, Christian subjects in general give higher ratings to the counselor regardless of the counselor's religious orientation. Non-Christian subjects rated the high skill counselor lower on several expectancy scales than Christian subjects did. No support was lent to the contentions that counselors with a Christian orientation are viewed as less expert than counselors in general or that social desirability can account for Christians’ higher expectations for counseling. Instead Christians may view counseling more positively.

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