Autoshaping of the mouse’s lever press for social reinforcers

Diagnoses of autism spectrum disorder (ASD) have spiked within the last decade. Among the most prominent characteristics of ASD are difficulties with social behavior. Animal models are commonly used to study social behavior. Specifically, rodents display complex social behaviors that can be investigated for parallels to that of humans. The current study explored whether ten C57BL/6 wild-type, female mice would work to obtain access to social stimuli. Mice were trained via an autoshaping procedure to associate lever presses with a social reward using only social stimuli. The number of lever presses required for reward access gradually increased until a breakpoint was reached, followed by comparisons to lever presses within an extinction condition. The results of this study determined the differences in social motivation amongst mice as well as the potential influence of an alternative reward type. By studying the value of social stimuli in mice we eventually hope to better understand the mechanisms that initiate and influence the value of social stimuli in humans.M.A

Grit, Growth Mindset, and Gender Differences in College Students

Grit and growth mindset are increasingly being recognized as important non-cognitive traits essential to overcoming adversity. The current study examined gender differences grit and growth mindset across specific life domains (academics, athleticism, leadership, and socialization) among a sample of young adult college students. One hundred and sixty-three participants were recruited in an online study where a validated grit scale, a validated growth mindset scale, and a demographics measure, which were used to assess the amount of grit or growth mindset a participant had, relative to each domain. Among the current sample, women had significantly lower scores of growth mindset for socialization than men, that men had significantly higher scores of growth mindset for athletics than women, and that across all other domains, the overall men and women did not differ beyond what would be expected by chance. Implications and future directions are discussedM.A

Understanding the Social Media Uses and Perception of Social Media Literacy on Female Japanese Young Adults in American Society

This thesis investigates the impact of social media usage and perceptions of social media literacy on the self-confidence of female Japanese young adults residing in the United States. Through in-depth Zoom interviews with ten participants aged 18–25, the study explores how cultural identity, platform engagement, and critical thinking about online content intersect in an intercultural context. Thematic analysis revealed several key findings: (1) most participants utilized Instagram daily but engaged passively, often avoiding posts and feedback due to fear of judgment; (2) participants strongly influenced by Japanese cultural norms showed cautious, aesthetically-driven usage, while those more acculturated to American norms posted more openly and casually; (3) experiences with body image, peer pressure, and online visibility were significantly influenced by platform behavior and emotional well-being; and (4) social media literacy developed informally through personal experiences rather than formal education, which participants perceived as lacking but believed essential. These findings suggest that cultural background is pivotal in shaping how young adults navigate digital platforms and perceive themselves online. The findings emphasize the necessity of social media literacy programs that address critical consumption, cultural sensitivity, and emotional strength in online environments.M.S

An Exploratory Study of the Influence of a Meaningful Career Center Engagement on Student Retention

Recent data highlights the advantages of earning a college degree, as bachelor's degree holders experienced lower unemployment rates (less than 2%) and significantly reduced poverty rates compared to peers with only a high school diploma (US Bureau of Labor Statistics, 2023; Carnevale et al., 2016). However, with rising tuition costs and 55% of graduates carrying an average student loan debt of nearly $29,000 (McGee-Newton, 2019), career readiness has become a critical focus in higher education. However, the role that engagement with Career Services has on retention, which leads to graduation, has been understudied. Prior research demonstrates the tangible value of career services, with the Class of 2022 NACE Student Survey reporting that students who engaged with at least one career service averaged 1.24 job offers compared to 1.0 for those who did not (VanDerziel, 2022). The Career Development Center, an auxiliary unit within the Division of Student Affairs, provides various support services; however, these services are not mandatory for degree completion. Forty-six percent of the 2017 initial cohort persisted to degree completion within six years (MTSU Common Data Set 2023-2024). Thus, exploring entities that can increase retention is imperative. This study examines whether students who had a meaningful engagement with The Career Development Center were retained at a rate higher than their peers. It further explores students' perceptions of whether this engagement influenced their retention and their definition of career readiness.Ed.D

A QUALITATIVE CASE STUDY IN THE COE AT PCRU: EXPLORING RESEARCH PRESSURE ON HECPS AND ITS IMPACT ON INSTRUCTIONAL EFFECTIVENESS AND STUDENT SUCCESS

This study explored the impact of research pressure on instructional effectiveness and student success within the College of Education at a newly recategorized R2 public research university in the American southeast. The study investigated how the university's emphasis on producing research, which enhances institutional prestige and funding, affects faculty members' ability to provide high-quality instruction and promote student achievement. By employing a qualitative instrumental case study approach grounded in social constructivist theory, the research examined the experiences of professors who are required to balance their instructional responsibilities and managerial/service duties, with the demands of creating, designing, investigating, funding, and publishing research projects. Data was collected through interviews, participant journaling, and artifact analysis to capture the complexities of these multiple roles. The findings provided insights into the relationship between research productivity pressures and the quality of instruction within the College of Education at a Public Comprehensive Research University, ultimately offering recommendations for higher education curriculum planners and policymakers to better support faculty and improve student outcomes.Ed.D

UNPACKING THE EXPERIENCES OF FORMER GIFTED CHILDREN: A QUALITATIVE STUDY ON IDENTITY, ACHIEVEMENT, AND WELL-BEING

In elementary school, I was pulled out of class and taken into a room with a man, a table and chairs, papers, puzzles, and a timer. I had no idea who he was or what he wanted; I just needed to perform the random tasks he asked me to do. I remember doing these weird puzzles, spelling words, and reciting passages from memory. These activities went on for what felt like hours. I met with this man a few more times, but then I never saw him again. I had no idea what these meetings were about until I was pulled out of class and labeled “Gifted.” My mom said she saw my advanced abilities from a very young age. I was bored in class and was assigned extra work. I could talk and tie my shoes early on. I could read at a level higher than average at five years of age. She believed I had a solid potential to be gifted; these assessment results validated her point. I knew I was different; I always felt that way. Having these thoughts in my mind was a constant occurrence. Why was I different? Why did I feel so left out? These thoughts remained with me until I was invited to the Gifted Program at my school. This is when I realized there were people like me, and some of them were my best friends. I was in the Gifted Program for a few years; we aged out once we left middle school. I do not remember much, but I do remember doing many puzzles that challenged me and my thinking. I would feel so bright when I figured out a complex puzzle or equation. I knew I was smart. This mindset carried on with me throughout middle and high school. I was a math whiz. I could solve any equation you put before me, and was encouraged to major in accounting. I graduated high school as a Salutatorian and was set to attend a four-year institution that fall. I thought my academic successes would continue into college, but then my first year began, and an extremely rude awakening came along. I was enrolled in MA 100 – Intermediate Algebra – because my ACT score was not high enough for me to start in College Algebra. On my first test in the class, I got a C. A Biology test came next…another C. The list goes on and on. I was so defeated. I was taught and told that I was a genius, and I did not take this 'failure' lightly. I had never made below an A, and to have made multiple C's in my first semester, I felt like my academic career was over. Over time, I continued to struggle but felt too proud to ask for help. I stopped studying, eating, and socializing. I was burned out. Looking back on who I was ten years ago and who I am today, I now know that I was a victim of self-sabotage. This form of self-sabotage associated with gifted child burnout is a widespread phenomenon that has inspired numerous studies and even TikTok videos. It took me a while to accept the fact that I was just maybe not as exceptional as people had told me I was. I am still dealing with that realization today.Ed.D

The Roles of Resilience, Grit, and Academic Resilience on Student Achievement While Controlling for Depression, Anxiety, and Stress

The current study explored the relationships between resilience, academic resilience, and grit with student achievement while controlling for depression, anxiety, and stress. One hundred and sixty-one participants were administered assessments measuring resilience, academic resilience, grit, depression, anxiety, and stress, as well as a demographics questionnaire which included their self-report GPA. The results showed a significant relationship between grit and GPA, while controlling for the other covariates measured in the study. Neither resilience nor academic resilience had a significant relationship with any of the other constructs or with GPA. Implications for these findings and future directions for research are discussed.M.A

Psychosocial Functioning of Siblings of Individuals with Intellectual Developmental Disorders (IDD)

ABSTRACT This study investigated the relationship between having a sibling with an IDD, family functioning perceptions, and symptoms of depression and anxiety in adulthood. Factors like younger age, sibling age difference, more severe IDD of the sibling, perceived childhood emotional neglect, sibling relationship attitudes, and poor family functioning were predicted to influence symptoms of depression and anxiety. Participants (N = 181) were recruited via social media and completed questionnaires used to evaluate their mental health symptoms, family functioning, and experiences related to having a sibling with an IDD. Regression analyses supported the hypotheses. The findings underscore the need for resources and support for the broader family system when working with individuals with an IDD, preventing emotional neglect of siblings of individuals with an IDD, and providing intervention for adults facing mental health stress related to their childhood circumstances in homes with a sibling with an IDD.M.A

Assessing Algorithmic Bias in Machine Learning Classifiers: A Fairness Evaluation

In the realm of healthcare, AI stands as an invaluable tool for performing several important tasks, such as the classification of diseases and the preprocessing of healthcare data. It excels in organizing medical documentation, enabling remote patient monitoring, and extracting critical information from EHR systems. With the benefits that AI provides, it is important that its predictions are unbiased, particularly when it relates to a patient. A biased model could lead to unfair outcomes for subgroups within a population. AI should be able to give accurate predictions regardless of a patient’s demographics. This study examines algorithmic bias in machine learning classifiers (MLCs). Six classifiers — Logistic Regression, Random Forest, Gaussian Naive Bayes, K-Nearest Neighbors (KNN), and Gradient Boost—were evaluated for predictive performance and fairness. In addition, an Artificial Neural Network (ANN) is also trained and tested for its accuracy and fairness. Two experiments are performed to analyze these models. In the second experiment, the Gradient Boost model is transformed into an XGBoost model to analyze its performance. The findings show that, overall, the Random Forest model gave the best results. This work contributes to the development of equitable AI systems in healthcare by providing comparative insights into classifier biases.M.S

Examining the impact a visible forearm tattoo has on applicants during the selection process

Previous research has suggested that visible tattoos can negatively influence hiring outcomes, particularly in professional settings. This study aimed to examine whether the presence of a visible tattoo influenced interview performance ratings and the likelihood of receiving a job offer for an entry-level management position at a sports store. The results did not fully support the hypotheses that tattoos would negatively impact candidates' interview performance ratings or their chances of being offered the position. While tattoo presence did not significantly affect the likelihood of being hired, there was a significant interaction between tattoo presence and actor identity for interview performance ratings. Specifically, participants rated Alex higher when she had a tattoo, and Cameron lower when she had a tattoo, suggesting that individual characteristics of the candidate may influence how tattoos are perceived. Additionally, participants expressed positive attitudes toward tattoos, rejecting common stereotypes associating tattoos with irresponsibility or unprofessionalism. These findings challenge previous research that suggested tattoos hinder career opportunities, particularly in customer-facing roles. The results indicate that those in charge of hiring candidates may have lower negative stereotypes or biases toward tattoos than in previous years, allowing them to place a greater focus on qualifications and behavior when making hiring decisions. While this study was limited to a specific industry and job type, the findings suggest that visible tattoos may no longer be a significant barrier to employment. Future research should explore how tattoos are perceived in different industries and job roles to further understand their influence on hiring decisions.M.A