Department of Educational Psychology and Learning Systems

: effect of olfactory ovulation cues on males' attention allocation and perception of exertion; The purpose of the present study was to examine the effect of olfactory ovulation cues (i.e., female body odors) on a range of psychological, physiological, and behavioral indices in males during an exertive motor task. Eighty-eight male participants performed a handgrip squeezing task at 20% of maximum squeezing capacity to volitional fatigue. There were three conditions to the study: control, placebo, and ovulation. Researchers recoded participants' rate of perceived exertion (RPE), attention allocation, heart rate (HR), and skin conductance response (SCR). Multivariate analysis did not reveal significant differences among the groups. However, as task duration increased, small to large effect sizes (Cohen's d; d = .13 - .60) emerged between the ovulation and both the control and placebo groups for HR, SCR, and attention allocation. Effect size magnitude suggests female ovulation cues may have a delayed effect on males' attention and RPE during an exertive task. Future research should focus on alternative methods of collection and distribution of olfactory ovulation cues. To increase ecological validity, research also needs to test these effects by means of diverse tasks and settings (aerobic tasks, team tasks)., Keywords: exercise, body odor, attention, perceived exertion, Note: Copyright in this article is held by St. Thomas University., Citation: Basevitch, I., Razon, S., Filho, E., Boiangin, N., Gutierrez, O., Braun, R., ... & Tenenbaum, G. (2013, Summer). The effect of olfactory ovulation cues on males' attention allocation and perception of exertion. Journal of Multidisciplinary Research, 5(2), 5-21.

: examination on the psychosocial factors impacting workplace accommodation requests in individuals with mental disabilities; Background: Individuals with mental health issues experience profound stigma and discrimination, which may contribute to a lack of accommodation utilization to address functional limitations of their work. Objectives: This study examined how psychosocial factors may predict the request of accommodations by employed individuals with mental disabilities through the framework of social cognitive career theory. Methods: In the United States, 148 employed adults with mental disabilities completed an online questionnaire to ascertain self-efficacy, outcome expectation, affect, and workplace support. Logistic regression analyses were conducted to examine associations between respondents' psychosocial factors and request of accommodations. Results: Psychosocial factors (i.e., self-efficacy in accommodation request, outcome expectancy in employers' compliance with accommodation request, and non-person cost associated with request) were associated with impacting decisions to request accommodations among individuals with mental disabilities. Conclusions: A focus on bolstering self-efficacy and outcome expectation may assist rehabilitation professionals with facilitating positive occupational outcomes for individuals with mental disabilities. Incorporating increased education on the possible implications of mental disabilities in the workplace may also promote successful employment outcomes., Accommodation request; mental disabilities; outcome expectations; self-efficacy; workplace support.

: impact of a college career course on students' career decision state.; The college experience for many students is marked by challenges and concerns surrounding educational and career choices. These challenges and concerns may be reﬂected in a student’s career decision state, or the extent that one is certain, satisﬁed, and clear about one’s career goals. This study examines students’ career decision states at the beginning and at the end of a career course intervention. The article concludes with a discussion of the implications of the ﬁndings for further practice and research., career courses, career decision-making, career decision state, career choice certainty, college student career development, Miller, A., Osborn, D., Sampson, J. P., Peterson, G. W., & Reardon, R. C. (2018). The impact of a college career course on students' career decision state. Career Development Quarterly, 66, 344-357. doi:10.1002/cdq.12157

: impact of a one credit six week career course on the dysfunctional career thoughts of diverse college freshmen; Pre- and posttests revealed that the dysfunctional career thoughts of 158 racially and ethnically diverse college freshmen were signiﬁcantly reduced following a 6-week, 1-credit-hour career development course. Freshmen with the highest level of dysfunctional career thinking indicated the most dramatic decrease. These reductions in dysfunctional career thinking occurred irrespective of students’ gender or race/ethnicity., dysfunctional career thoughts, cognitive information processing theory, career course, university, This is the accepted manuscript. The version of record can be found at https://doi-org.proxy.lib.fsu.edu/10.1002/j.2161-0045.2007.tb00091.x, Osborn, D. S., Howard, D. K., & Leierer, S. (2007). The impact of a one credit six week career course on the dysfunctional career thoughts of diverse college freshmen. The Career Development Quarterly, 55, 365-377.https://doi-org.proxy.lib.fsu.edu/10.1002/j.2161-0045.2007.tb00091.x

: international discussion about cross-cultural career assessment; Career assessments are a common resource used by career practitioners internationally to help inform individuals’ career decision-making. Research on the topic of cross-cultural career assessment has been mostly limited to the applicability of an established inventory to a different culture. The purpose of this paper is to summarize the existing research on cross-cultural assessment, and to indicate a need for collaboration among career development associations with respect to the value and use of career assessments, using current ethical standards as a springboard for determining common ground and perhaps a joint statement about the value of career assessments., Keywords: Career assessment, Cross-cultural assessment, International career assessment, Publication Note: This article was published in the International Journal for Educational and Vocational Guidance. The publisher's version of record is available at https://doi.org/10.1007/s10775-012-9220-0., Preferred Citation:, Grant Number:

: investigation of the process of multicultural competence development in graduate level counseling students through mindfulness, cognitive complexity, and cognitive flexibility; This study aimed to explore the potential association of mindfulness, cognitive flexibility, and cognitive complexity with multicultural counseling competency (MCC), while controlling for race and mindfulness practice, among counseling trainees. Seventy-eight graduate-level counseling students from multiple campuses within the U.S. completed an online survey study. Results indicated significant positive correlations among mindfulness, cognitive flexibility, cognitive complexity and MCC. Results also found significant differences in self-perceived ratings of MCC based on race and engagement in mindful practice. Additionally, cognitive flexibility, cognitive complexity and mindfulness practices explained a large amount of adjusted variance (r2 = .52) in MCC. Implications for research and practice are discussed., multicultural counseling competence . mindfulness. cognitive flexibility. cognitive complexity. mindfulness practice, The version of record can be found at https://doi.org/10.1007/s10447-020-09400-2

: investigation of the process of multicultural competence development in graduate level counseling students through mindfulness, cognitive complexity, and cognitive flexibility.; This study aimed to explore the potential association of mindfulness, cognitive flexibility, and cognitive complexity with multicultural counseling competency (MCC), while controlling for race and mindfulness practice, among counseling trainees. Seventy-eight graduate-level counseling students from multiple campuses within the U.S. completed an online survey study. Results indicated significant positive correlations among mindfulness, cognitive flexibility, cognitive complexity and MCC. Results also found significant differences in self-perceived ratings of MCC based on race and engagement in mindful practice. Additionally, cognitive flexibility, cognitive complexity and mindfulness practices explained a large amount of adjusted variance (r2 = .52) in MCC. Implications for research and practice are discussed., This study aimed to explore the potential association of mindfulness, cognitive flexibility, and cognitive complexity with multicultural counseling competency (MCC), while controlling for race and mindfulness practice, among counseling trainees. Seventy-e

: nattention, Hyperactivity/Impulsivity, and Academic Performance in Reading and Mathematics; The goal of the current study was to investigate the role of academic enablers on the association between symptoms of inattention and hyperactivity/impulsivity and academic achievement. There were 395 3rd through 5th grade students (48% boys). Students self-rated behavioral symptoms and classroom teachers completed ratings of academic enablers. Achievement was modeled as a latent variable including CBM probes, teacher ratings of academic skills, and student grades. Results indicated that (a) inattention was negatively associated with academic enablers and academic performance, (b) inattention had a small negative direct and indirect association with math outcomes in most models, while hyperactivity/impulsivity demonstrated showed a small, negative indirect association in one model, (c) and inattention had a small negative indirect association with reading in three models; hyperactivity/impulsivity demonstrated a small indirect association with reading in one model. This study points to the role of academic enabling behaviors in partially explaining the association between inattention and academic underachievement., inattention, hyperactivity, impulsivity, academic enablers, academic achievement, The version of record can be found at https://doi.org/10.1007/s40688-019-00249-w

: review of the interpersonal experience, expression, and regulation of emotions in sport; There has recently been a surge in sport psychology research examining various aspects of the interpersonal and social processes related to emotions and emotion regulation. The purpose of this study was to review the literature related to the interpersonal experience, expression, and regulation of emotions in sport, in order to provide a comprehensive overview of the studies that have been conducted to date. A scoping review of the literature (Grant, M. J., & Booth, A. [2009]. A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91–108) using a systematic search process returned 7,769 entries that were screened for inclusion; the final sample of studies included in the review consisted of 79 relevant articles and 8 dissertations. The results describe the interconnected findings on athletes’ self-regulation of emotions in social contexts, interpersonal emotion regulation, collective emotions (group-based emotions, emotional contagion, and effervescence), emotional expressions, and individual and contextual moderators (e.g. personality, culture, norms, gender, roles, and situational/temporal aspects). We identify key issues to advance theory and research, including: the need for programmatic research to investigate these processes, their effects, and underlying mechanisms; greater theoretical and conceptual clarity; more research among diverse populations (e.g. female athletes, youth athletes); the need to consider interconnected emotional phenomena in future research; and the need for applied intervention research., Collective emotions, Group-based emotions, Interpersonal emotion regulation, Emotional contagion, Emotion regulation

: satisfaction of basic psychological needs and children's reading growth in culturally relevant summer reading contexts; This study explores students’ perspectives on the satisfaction of basic psychological needs in the classroom and the potential effects on their learning growth in a summer reading program. The summer reading program was free for students in grades 1–8 and was designed to prevent reading-level losses during the summer for students from lower-income households or minoritized races or ethnicities. Using a mixed-method design, we tracked students’ reading skill growth during the 6-week reading program; we then identified three student pairs with different patterns of change in their reading skills. Through the interview analysis, we explored what learning experiences in the classroom supported the satisfaction of basic psychological needs, especially for successful learners. Based on the findings, we suggest how teachers can support students who face difficulties with reading growth. This study’s findings provide insights into autonomous motivation support and positive learning growth based on the self-determination theory., Need Satisfaction, Self-Determination Theory, amotivation, autonomy, reading growth, relatedness, This study was supported in part by grants from the Institute of Education Sciences (Grant # R305B170017). Dr. Alysia D. Roehrig is the PI of this grant.

: systematic review of the role of learning games in fostering mathematics education in K-12 settings; In the recent decade, a number of literature reviews were conducted to examine the effectiveness of learning games. However, prior reviews typically focused on providing a synopsis of the overall research trends and the games’ impact on cognitive and non-cognitive learning, without providing critical and contextual information of learning-gameplay integration or the game design features. The current review focuses on recent empirical studies that implement learning games for K-12 mathematics education during the time period of 2008–2021 via a systematic search of the databases. Forty-three papers were identified as the result of a three-stage data extraction process. We identified the trends of implementing learning games in mathematics education and the ways to designing and integrating math content in gameplay. We propose that more research is needed to examine the design and use of learning games for math learning in K-12 settings. Recommendations for future game-based learning design and research are presented., Learning games, Mathematics education, Game design

: “I Can Name that Bayesian Network in Two Matrixes!"; The traditional approach to building Bayesian networks is to build the graphical structure using a graphical editor and then add probabilities using a separate spreadsheet for each node. This can make it difficult for a design team to get an impression of the total evidence provided by an assessment, especially if the Bayesian network is split into many fragments to make it more manageable. Using the design patterns commonly used to build Bayesian networks for educational assessments, the collection of networks necessary can be specified using two matrixes. An inverse covariance matrix among the proficiency variables (the variables which are the target of interest) specifies the graphical structure and relation strength of the proficiency model. A Q-matrix — an incidence matrix whose rows represent observable outcomes from assessment tasks and whose columns represent proficiency variables — provides the graphical structure of the evidence models (graph fragments linking proficiency variables to observable outcomes). The Q-matrix can be augmented to provide details of relationship strengths and provide a high level overview of the kind of evidence available in the assessment. The representation of the model using matrixes means that the bulk of the specification work can be done using a desktop spreadsheet program and does not require specialized software, facilitating collaboration with external experts. The design idea is illustrated with some examples from prior assessment design projects., Keywords: Bayesian networks, Elicitation, Q-Matrix, Assessment design, Covariance Selection Models, Publication Note: Workshop from Proceedings of the 5th UAI Bayesian Modeling Applications Workshop, Preferred Citation: Almond, R. G. (2007). `I can name that Bayesian Network in Two Matrixes'. In Laskey, K. B., Mahoney, S. M., & Goldsmith, J. A. (Eds.), Proceedings of the 5th UAI Bayesian Modeling Applications Workshop (pp. (online)). CEUR Workshop Proceedings. Retrieved from http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-268/paper1.pdf

: “The Forgotten Session:”; This article provides a review of literature on the psychology of rest in athletes with the aim of advancing research and practice in this area. While the concept of rest represents an important component of several key topics in sport psychology, researchers and practitioners have paid relatively little attention to this concept and to psychological aspects of rest in particular. We review literature in three sport psychology topic areas within which the concept of rest in athletes has received theoretical or empirical attention, which are recovery, skill learning, and expertise development. For each area, we describe how rest has received little direct research attention within this literature, identify how this shortcoming limits current theory, research, and practice, and propose directions for future research and practice. We then describe a recent study that has attempted to address the paucity of research on this topic by prioritizing an understanding of the psychology of rest in athletes. We also explore reasons why rest has received little attention in sport psychology with the rationale that an increased awareness of these reasons will help advance research and practice in our field. We conclude by considering implications of our review for best practice., Athlete Health and Well-Being, Expert Performance, Motor Learning, Recovery, Rest

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