Using Undergraduate Learning Assistants to Aid in Course Redesign

Research has identified potential difficulties for students enrolled in large classes. Large classes reduce opportunities for faculty-student interaction, which may predict decreased learning, retention rates, and student performance. It is therefore important to increase opportunities for faculty-student interaction. One successful tactic for increasing this interaction in large classes involves the utilization of undergraduate peers as class assistants. This manuscript describes the implementation of Undergraduate Learning Assistants (ULAs) in large sections of Introductory Psychology at Missouri State University, utilizing data collected prior to this manuscript. Further, this manuscript is a review of the implementation of ULAs at Missouri State submitted by students who have served in the position. ULAs mentor students, act as facilitators between the instructor and students, and lead study sessions before each unit exam outside of the classroom. While multiple positive outcomes have been observed by means of data collection and student feedback pertinent to learning outcomes and academic success, students also rated the ULAs and their study sessions as effective. Additionally, higher levels of course staff-student interaction has also been observed. Although related work has been published regarding the specific target domains of course redesign, this manuscript provides readers with information on how to implement ULAs with respect to each of the delineated target areas

The psychological science accelerator's COVID-19 rapid-response dataset

In response to the COVID-19 pandemic, the Psychological Science Accelerator coordinated three large-scale psychological studies to examine the effects of loss-gain framing, cognitive reappraisals, and autonomy framing manipulations on behavioral intentions and affective measures. The data collected (April to October 2020) included specific measures for each experimental study, a general questionnaire examining health prevention behaviors and COVID-19 experience, geographical and cultural context characterization, and demographic information for each participant. Each participant started the study with the same general questions and then was randomized to complete either one longer experiment or two shorter experiments. Data were provided by 73,223 participants with varying completion rates. Participants completed the survey from 111 geopolitical regions in 44 unique languages/dialects. The anonymized dataset described here is provided in both raw and processed formats to facilitate re-use and further analyses. The dataset offers secondary analytic opportunities to explore coping, framing, and self-determination across a diverse, global sample obtained at the onset of the COVID-19 pandemic, which can be merged with other time-sampled or geographic data

The psychological science accelerator’s COVID-19 rapid-response dataset

In response to the COVID-19 pandemic, the Psychological Science Accelerator coordinated three large-scale psychological studies to examine the effects of loss-gain framing, cognitive reappraisals, and autonomy framing manipulations on behavioral intentions and affective measures. The data collected (April to October 2020) included specific measures for each experimental study, a general questionnaire examining health prevention behaviors and COVID-19 experience, geographical and cultural context characterization, and demographic information for each participant. Each participant started the study with the same general questions and then was randomized to complete either one longer experiment or two shorter experiments. Data were provided by 73,223 participants with varying completion rates. Participants completed the survey from 111 geopolitical regions in 44 unique languages/dialects. The anonymized dataset described here is provided in both raw and processed formats to facilitate re-use and further analyses. The dataset offers secondary analytic opportunities to explore coping, framing, and self-determination across a diverse, global sample obtained at the onset of the COVID-19 pandemic, which can be merged with other time-sampled or geographic data

A global experiment on motivating social distancing during the COVID-19 pandemic

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

The Psychological Science Accelerator’s COVID-19 rapid-response dataset

In response to the COVID-19 pandemic, the Psychological Science Accelerator coordinated three large-scale psychological studies to examine the effects of loss-gain framing, cognitive reappraisals, and autonomy framing manipulations on behavioral intentions and affective measures. The data collected (April to October 2020) included specific measures for each experimental study, a general questionnaire examining health prevention behaviors and COVID-19 experience, geographical and cultural context characterization, and demographic information for each participant. Each participant started the study with the same general questions and then was randomized to complete either one longer experiment or two shorter experiments. Data were provided by 73,223 participants with varying completion rates. Participants completed the survey from 111 geopolitical regions in 44 unique languages/dialects. The anonymized dataset described here is provided in both raw and processed formats to facilitate re-use and further analyses. The dataset offers secondary analytic opportunities to explore coping, framing, and self-determination across a diverse, global sample obtained at the onset of the COVID-19 pandemic, which can be merged with other time-sampled or geographic data

A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic.

The COVID-19 pandemic has increased negative emotions and decreased positive emotions globally. Left unchecked, these emotional changes might have a wide array of adverse impacts. To reduce negative emotions and increase positive emotions, we tested the effectiveness of reappraisal, an emotion-regulation strategy that modifies how one thinks about a situation. Participants from 87 countries and regions (n = 21,644) were randomly assigned to one of two brief reappraisal interventions (reconstrual or repurposing) or one of two control conditions (active or passive). Results revealed that both reappraisal interventions (vesus both control conditions) consistently reduced negative emotions and increased positive emotions across different measures. Reconstrual and repurposing interventions had similar effects. Importantly, planned exploratory analyses indicated that reappraisal interventions did not reduce intentions to practice preventive health behaviours. The findings demonstrate the viability of creating scalable, low-cost interventions for use around the world

Assessing the effectiveness and utility of a mindfulness-based ecological momentary intervention in college students

Mental health problems are common and increasing in college students. Despite the high prevalence rates of mental health problems in college students, a small percentage of students seek treatment. Low treatment seeking is associated with different factors, such as stigma, financial barriers, and emotion dysregulation. Identifying and delivering evidence-based treatments is critical to curtailing mental health problems and promoting psychological well-being in this population. One intervention that offers significant promise is Ecological Momentary Intervention (EMI), which incorporates technology to administer interventions. EMIs are widely applied for heterogeneous psychological problems and effective through different modalities. Mindfulness-based interventions (MBIs) ameliorate psychological distress and promote psychological well-being in college students. However, MBIs are generally administered in-person and may not be best suited for college students given barriers to in-person treatment. The current study examined the effectiveness of an EMI intervention incorporating mindfulness-based text messages. The current study also examined the perceived utility of the EMI intervention, as well as the between- and within-person associations in daily constructs. Compared to individuals assigned to the Ecological Momentary Assessment condition, individuals assigned to the EMI condition receiving mindfulness-based text messages did not report greater reductions in negative affect and greater increases in positive affect, mindfulness, and emotion regulation throughout the study. Participants mostly found the messages useful and helpful, and within- and between-individual factors predicted changes in positive and negative affect. Higher engagement in the mindfulness activities was related to higher levels of positive affect, and lower awareness was related to higher emotion dysregulation throughout the study

Meaning, Purpose, and Experiential Avoidance as Predictors of Valued Behavior: An Application of Ecological Momentary Assessment

Values-based interventions in therapeutic settings direct behavior with avoidance and escape functions towards valued domains that are intrinsically reinforcing. This “progression” towards valued domains fluctuates on a daily basis, predicting less psychological stress. Contemporary conceptualizations of meaning in life delineate two primary domains: purpose (goal achievement), and significance or presence of meaning (the extent to which a person perceives themselves as “mattering”). These domains have not been simultaneously and systematically investigated in college students, a population at risk for developing maladaptive coping strategies and negative affect attributed to adjustment-related issues (e.g., binge drinking, depression, increased risk for suicidal ideation). College students also engage in experiential avoidance behaviors, defined as the unwillingness to experience private events, such as thoughts, feelings, or physical sensations. Experiential avoidance has also been theorized to interfere with valued living. However, few studies have examined fluctuations in valued living predicted by the prominent facets of meaning and experiential avoidance over time in general, but in particular, with regard to a college student sample. The present study used Ecological Momentary Assessment (EMA) to predict values-based behavior from different domains of meaning in life (i.e., significance and purpose) and experiential avoidance. Of the 100 college students recruited, 73 individuals completed daily surveys across 14 days. Across all participants, significance and purpose predicted same-day progression towards valued domains, accounting for 53% of the variance in values progression. Experiential avoidance and meaning predicted same-day obstruction towards valued domains, accounting for 36% of the variance. Results suggest that meaning and purpose should be utilized separately, and that meaning, purpose, and experiential avoidance play a role in valued living