Supporting and being supported: Receiving and providing social support in mothers of young children

Social support research has long focused on one aspect of support, receiving support. The present study expands social support to include both receiving and providing support, applies the ideas of social exchange theory to this expanded concept, and test hypotheses pertaining to this broader definition of social support. The emotional, tangible, and information/advice support received from and provided to sixty-five mothers of young children in their relationships with their spouse, parents, and others was assessed on a weekly basis for four weeks. Greater perceived support from friends and family and greater support received and provided in the relationship with spouse was related to lower stress, greater satisfaction with parenting, lower depression, and more positive coping. Mothers tended to both receive and provide in their relationships. Except for the relationship with spouse, where mothers were equally likely to fall into the over benefited, balanced, and under benefited groups, in each of their relationships mothers were more likely have balanced support over the time period than to have an imbalance of support. Contrary to expectations, support balance over the time period was not related to symptoms of depression, satisfaction with parenting, subjective well-being, or coping as assessed at the end of the calling period. Possible reasons for lack of connection between support balance and outcomes are discussed. Issues pertaining to the measurement of balance of support, as well as participant factors, are considered. Future directions for research on receiving and providing support and support balance are suggested

Perfectionism and Honors Students: Cautious Good News

Psychoeducational research differentiates adaptive and maladaptive forms of perfectionism. This study considers personal-strivings and evaluativeconcerns perfectionism in relation to procrastination, stress, anxiety, well-being, and academic achievement among students (n = 147) of all undergraduate levels and across disciplines, with honors representing a little over a quarter. While results show evaluative-concerns perfectionism to positively correlate to stress and anxiety and negatively correlate with well-being, no correlation is found relative to procrastination and GPA. Conversely, personal-strivings perfectionism negatively correlates with procrastination and stress and positively with well-being and GPA. Honors students show a higher degree of the more adaptive personal-strivings perfectionism than their undergraduate counterparts but do not differ in the maladaptive form. Data suggest that this is good news for honors students: they have more adaptive perfectionism and are in no more danger from its maladaptive type than other students

What Do Students Know? Knowledge of Effective Studying Strategies, Academic Achievement, & Self-Efficacy

Managing one’s own learning becomes increasingly important as students move through the educational system, taking on particular importance in college.1 To be successful, students must not only have the capacity for learning, but also engage in particular behaviors to help them learn. The present study investigated students’ knowledge of effective study strategies and whether such knowledge has a relationship with academic achievement, academic self-efficacy, and procrastination

No response? Simulating Fear of Missing Out Experiences to Investigate Relationships with Emotion Regulation, Negative Affect, and Counterfactual-Seeking through Social Media

Fear of missing out (FoMO) is a common experience among young adults characterized by the apprehension that others are having rewarding experiences from which one is absent. The present study investigates the construct of FoMO through simulated experiences in order to clarify the context in which FoMO occurs and to examine its relationship with emotion regulation, counterfactual-seeking, and negative affect. The vignette had a significant effect of increasing feelings of FoMO which was positively associated with difficulties in emotion regulation, counterfactual-seeking, and both regret and disappointment. Feelings of FoMO were significantly greater in the enjoyable task in comparison to the obligatory task despite their social nature

How Do You Study? Study Strategies, Academic Goals, and Achievement​

In this study, we explore different study strategies and their impacts on academic goals and achievements. Previous studies have found that students use certain study strategies depending on factors such as motivation and knowledge of the effectiveness different study strategies. Our results showed us that Northwestern students focused their studying on whatever was due next and they were not aware of the effectiveness of study habits as the majority of students reported that they were not taught how to study. We also found a positive correlation between self-efficacy and academic achievement. Additionally, avoidance goals were associated with procrastination while approach goals were associated with better study habits

What Makes a Good Student?

Abstract Academic achievement in college students has been predicted in previous studies from the application of self-regulation study strategies, academic self-efficacy, study skills, need for achievement, and procrastination. As part of a larger study looking at the effect of a study skill intervention, 49 college aged students were assessed for the variables listed above. A statistically significant correlation was found between self-regulation and self-efficacy. Using a multiple regression, the variables together predicted students’ GPAs, however, it was only study skills that was a statistically significant predictor. In zero-order correlations, self-regulation and self-efficacy were significantly correlated. More research should be done to investigate the relation between these variables. Keywords: academic achievement, study skill

Father, Son, and Holy Spirit: Children\u27s Understanding of God in Three Persons

What do kids know about God, in particular God in the three parts of the trinity? In this ongoing research we are interviewing children to investigate their understanding of God the Father, God the Son, and God the Holy Spirit. We are recruiting local children, between the ages of 3 and 12 years old to interview over Zoom. Once interviews are complete we will explore common themes and understandings of God and how these might change over time