2020-2021 Senior Comp Abstracts

Michela Bocchine

Major: Psychology/Neuroscience

Comp Advisor: Elizabeth Ozorak

The Effects of Brand Loyalty on Food Choices

Corporations have two goals when releasing products to stores across the globe. One being that a company’s name can be distinguished among other products, and two, making sure that the product becomes central in its category (Bagga & Dawar, 2015). In supermarkets across the globe, consumers are given the option to decide between brand name products, generic products, or store brand products (Cunningham et al, 1982). The literature review inspects a consumer’s willingness to accept the product, willingness to pay for the goods and services provided, and how their sensory processes influence their purchase of either brand name, store brand, or generic food products. Brand loyalty is determined to be built through brand imaging, quality ingredients, affordable pricing, and making the user the center of the product (Mauricio & Rancatti, 2019). In this thesis, I explain three different probable experiments that could be done to determine brand loyalty using taste testing and an online market survey.

Kyleigh Cason

Major: Psychology

Comp Advisor: Lauren Paulson

A Review of Media Progression and its Impact on Body Image Ideation and Disordered Eating Habits

Concerns with body image have been an increasingly important issue among young people for decades due to societal pressures and unrealistic media representation of the ‘perfect’ body. Alleva et al (2015) states that negative body image often emerges in early childhood with almost 50% of preadolescent girls and 30% of preadolescent boys showing signs. With continued advancement of technology and more children having access to smartphones and social networking applications, these numbers have only continued to rise in the last decade. In an effort to better understand the impact that Festinger’s Theory of Social Comparison has on negative body image ideals, previous research on print media and social media advertising tactics will be gathered and reviewed. In addition, a critical analysis of body image protection programs will be conducted in order to compare and contrast their effectiveness when treating body image concerns, disordered eating habits and eating disorders.

Keywords: Social Comparison Theory, Negative Body Image, Disordered Eating, Social Media, Print Media, Eating Disorder Treatment

Caitlyn Davis

Major: Psychology/Neuroscience

Comp Advisor: Allison Connell

Relationship between social networks and mental health in autism spectrum disorder

N/A

Devin Gaffney

Major: Psychology

Comp Advisor: Sarah Stanger

Impact of the Body Project on DIII Female Student-Athlete Body Image and Depressive Symptoms

As a population, college students who are more invested in their physical appearance are more likely to experience frequent body image distress (Muth et al., 1997). This puts student-athletes at high risk for body dissatisfaction, as they are required to think about their fitness and bodies more than the general college-aged population due to mandatory training and practices. Student-athletes also pose a high risk for developing depressive symptoms; 23.7% of Division I student-athletes surveyed reported clinically relevant depressive symptoms (Wolanin et al., 2016). In this study, Allegheny College Division III female athletes were randomly assigned to either receive a psychoeducational pamphlet on body image or participate in The Body Project (Stice et al., 2009), an eating disorder prevention program. It was hypothesized that participants in the Body Project would experience fewer depressive symptoms and body image concerns at post-test, compared to the psychoeducation condition. In both conditions, participants completed three surveys pre- and post-test. Depressive symptoms were measured using the Center for Epidemiologic Depression Scale (CES-D; Radloff, 1977), body image in two different contexts, daily life, and sport, was measured using the Contextual Body Image Questionnaire for Athletes (de Bruin, 2011), and internalization of the ideal body stereotype was measured using the Ideal Body Stereotype Scale-Revised (Stice et al., 2006). The hypotheses were partially supported, as those who participated in the Body Project saw a significant decrease in adherence to the thin ideal from pre- to post-test, and participants across conditions saw a significant decrease in depression symptoms and sport body image from pre- to post-test. This study provides preliminary evidence for the use of the Body Project by Athletic Training departments at Division III colleges to mitigate the presence of depressive symptoms and body image concerns among female student-athletes.

Alexandra Graf

Major: Psychology/Other

Comp Advisor: Ryan Pickering

Food insecurity in the United States: Cultivating a reimagined food system through an analysis of policy deficiencies in relation to psychological and environmental implications

Food insecurity is prevalent throughout the United States and has gotten significantly worse during the COVID-19 pandemic. This has brought increased attention to the issue and has provided an opportunity to discuss components of a reimagined food system in light of its current state of vulnerability. There is a longstanding history of policy and aid being inadequate to meet the needs of those who experience food insecurity. There is a lack of any form of policy to address the systemic issues that are the root causes of food insecurity, and the predominant form of aid lies in SNAP benefits. However, there are still high levels of food insecurity throughout the U.S. This has many psychological implications for those who are food insecure and influences the way that they are able to participate in society. Many of these inadequacies and implications lie in the unsustainable nature of the food system, and therefore solutions must be interdisciplinary and multifaceted. Solutions for food insecurity have come out of community organizing and activism, as opposed to being created through policy. This approach has been effective in mitigating levels of food insecurity; however it is often local or regional. To make systemic change, there must be a shift to rooting solutions in policy in order to bridge the gap between local activism and policy. This should be done through concepts of food justice.

Audrey Hall

Major: Psychology

Comp Advisor: Jennifer Foreman

Home Placement in Foster Children and Educational Outcomes

Over 400,000 children are in the foster care system at any given time throughout the year (Children’s Bureau, U.S Department of Health and Human Services, Administration for Children and Families, & Administration on Children, Youth and Families, 2020). For this vulnerable population, home placement and school placement stability is an increased obstacle in their educational outcomes. Federal and State policies have been put in place to ensure reunification with biological families, maintain familial relationships, and timely placements of children (Children’s Bureau, 2018, p. 48; Federal Laws Related to Permanency, n.d.; Madden & Aguiniga, 2017). In turn, policies have been implemented to maintain educational stability among foster children (Ohio Department of Education, n.d.). Due to increased home placement instability, policies such as the Every Student Succeeds Act (ESSA), removing a child from a home placement resulting in a school change must be dealt with accordingly by collaboration between child welfare agencies and school agencies (National Working Group on Foster Care and Education, 2018, p. 5). Even with policies in place, foster students still experience three or more school changes in their academic career. Research shows increased school mobility can lead to lower academic performance (Clemens, Lalonde, & Sheesley, 2016; Pears, Kim, Buchanan, & Fisher, 2015). Understanding educational outcomes from primary to post-secondary education, reveals negative outcomes later in life (Betz, 2010; Lockwood, Friedman, & Christian, 2015; Yoshioka-Maxwell & Rice, 2020). Future directions should be pursued, not only in the number of home placement changes experienced, but also in state test scores for the upcoming academic years.

Sarah Lucas

Major: Psychology

Comp Advisor: Lauren Paulson

The Relationship Between Attachment Styles, ACE’s, and Mental Health in Emerging Adulthood

Adverse childhood experiences have recently been studied in terms of their relationship with poor mental health outcomes in adulthood and attachment styles, yet little of this research has gone beyond looking at these relationships exclusively. Also understudied in this area of research is this relationship in populations of the emerging adulthood age who have recently been identified as a group with alarming prevalence of depression and anxiety (Calmes, Laux, Renolyds, Roseman, Piazza, & Scott 2013; Karatekin 2018). In order to further explore the relationship between these three variables, this study aims to investigate whether attachment styles act as a moderator in the relationship between exposure to ACEs and poor mental health outcomes in emerging adulthood. Multiple regression analysis of the relationship between these three variables did not support that attachment has a significant influence on this relationship. The measure of attachment in the current study was skewed and is therefore not an accurate representation of the influence attachment has on the relationship between ACEs and mental health in emerging adulthood.

Baillie Mangus

Major: Neuroscience

Comp Advisor: Allison Connell

Understanding the neuropathology and treatment strategies of fibromyalgia

Abstract not available

Madeline McClinchie

Major: Psychology

Comp Advisor: Sarah Stanger

The Impact of Coaching Feedback on DIII Athletes’ Body Image and Disordered Eating

Athletes are a distinct population in regard to the development and prevalence of disordered eating and body image with up to 64% of female and 57% of male athletes reporting disordered eating behaviors (Beals, 2004). Coaches play a significant role in the lives of athletes, however, the role of coaching feedback in athletes’ body image perception and disordered eating habits has minimal research. The purpose of this study was to investigate the impact between coaching feedback about athletes’ appearance and the influence on body image and disordered eating in Division III (DIII) male and female athletes. The Boudrias et al. (2014) feedback model was adapted to assess the feedback given by coaches to athletes and the influence that feedback has on athletes’ body image and disordered eating. The Eating Attitudes Test (EAT-26) and The Body Esteem Scale-Revised were used to measure disordered eating habits and body image. It was hypothesized that the Boudrias et al. (2014) feedback model would fit with athletes’ perceptions of their coaches’ appearance feedback and that the feedback would be associated with body image and disordered eating. The hypothesized relationships were partially supported in the current study. For female athletes, the feedback model was largely supported and for male athletes, the feedback model was largely not supported. The results indicate and support significant gender differences in appearance feedback and the outcomes of disordered eating and body image between male and female athletes. This study has possible implications into how coaches communicate with athletes about their appearance can impact body image and disordered eating in athletes.

Alexandria Miller

Major: Psychology

Comp Advisor: Sarah Stanger

Comparing Media Usage Trends to Attitudes About BDSM Practitioners

BDSM – an acronym describing a combination of sexual fixations, or paraphilias, associated with consensual bondage, domination, submission, sadism, and/or masochism activities – is often stigmatized. The present study investigated how different media outlets affect attitudes regarding BDSM. Participants were asked the frequency of their consumption of different media outlets containing information about BDSM and how accurate they perceive these outlets to be to determine levels of trust. Participants were assessed on their attitudes about BDSM by combining subscales from two measures (Yost, 2010; Kolmes et al., 2006). It was hypothesized that low frequency of media overall about BDSM would correlate to more negative attitudes about BDSM. It was also hypothesized that high frequency of media would correlate with high perceived accuracy and therefore trust in each respective media. Results concluded low frequency and trust in BDSM-related media content overall. Low frequency correlated with low accuracy of media outlets, suggesting that if frequency levels increased, trust in those sources may increase as well. Overall attitudes about BDSM were more positive than negative. Particular media outlets had greater effects on influencing attitudes about BDSM. Media outlets with high frequency, perceived trust, as well as influence with attitudes such as pornography, political news, science publications, social media, and cinema should be targeted for BDSM media reform to ensure accuracy and prevent stigmas. Religion, particularly Christ-based faiths, was a predictor for negative attitudes regarding BDSM.

Elizabeth Naser

Major: Psychology

Comp Advisor: Aimee Knupsky

Investigation of Social Emotional Regulation in Elementary Classrooms: What Research Shows and Teachers’ Experience Says about Emotional Regulation in the Classroom

The purpose of this investigation is to determine what resources are available to teachers to educate and model social emotional regulation in elementary classrooms. The question of interest is, “To what extent can teachers and students’ relationships influence student’s ability to self-regulate their emotions?” The research is focused on the topic of emotional regulation broadly as well as deeper understanding of social emotional regulation and its application within the classroom. A portion of the essay is focused on a qualitative study that was designed, so I could interview five Allegheny College education minor students as well as five active elementary school teachers. The information found was extremely helpful in understanding about emotional regulation, emotional regulation’s purpose in the classroom, the need and difficulties teachers face as a result of emotional regulation education, what teachers think about emotional regulation, and the various similarities and differences that arise out of the research and out of the interviews. Emotional regulation and education is certainly a topic that is deserving of more research and more appreciation.

Alexa Newman

Major: Psychology

Comp Advisor: Monali Chowdhury

The relationship between false self-presentation and self-esteem in romantic relationships

As we move through the stages of adolescence, we begin to figure out who we truly are and what constitutes our personality traits—we develop our self-conceptions. The notion of possible selves, which was greatly developed by Markus and Nurius (1986), makes up a large part of our self-conception—as it includes our actual selves, ideal selves, feared selves, and the false self, which was more recently developed (Arnett & Hughes, 2014). False self-presentation is when an individual portrays themselves in such a way that is incongruent with what they are actually thinking and feeling (Arnett & Hughes, 2014). There are two major motivations for this behavior, which include self-protection and the rewarding aspect of being accepted by others (Eckler-Hart, 1987; Feldman et al., 2002; Guadagno et al., 2012; Rowatt et al., 1998). These motivators are especially prominent when seeking approval and acceptance from a romantic partner because these relationships are biologically based on attraction—both to one’s personality as well as physical appearance (Guadagno et al., 2012; Øverup et al., 2015). Self-esteem is oftentimes studied as a function of self-presentation because research has found there to be an inverse relationship between the two variables (Øverup et al., 2015; Sciangula & Morry, 2009). However, there is no general consensus concerning sex differences in the context of romantic relationships with regards to these two variables. Future directions should be pursued—not only examining such sex differences, but also separately examining a broader age group, different cultures, and online versus in-person interaction.

Kyra Nielsen

Major: Psychology

Comp Advisor: Aimee Knupsky

The Impact of Pronouns on International and Interpersonal Relationships

No Abstract Available

Noah Parker

Major: Psychology

Comp Advisor: Lauren Paulson

A Review of Athletic Coaching Styles: Developing Student-Athletes for Life After College

Prior research has been conducted on coaching styles and how they can psychologically develop student-athletes for life after college and sports, with results suggesting that certain coaching styles are more beneficial than others when it comes to developing psychological skills that are necessary for both inside and outside of sports. Recent research has also suggested that the most beneficial coaching style to use, to help a student-athlete develop psychologically, may depend on the relationship between both parties. The closer the relationship may be, the easier it may be to figure out which coaching style is most beneficial. The purpose of this synthesis project was to review the literature regarding coaching styles and how they can help psychologically develop an athlete with certain skill sets that will help them for life after college or sports. More specifically to gain a better understanding of which coaching style is more beneficial towards a particular skill.

Hunter Pietrzycki

Major: Psychology

Comp Advisor: Lydia Eckstein

eMASKulation? Masculinity and Predictors of Face-Mask Use

The Coronavirus pandemic has been an interesting point in the history of the United States of America. Throughout the pandemic face-mask use has become a politically charged topic, in which President Trump made comments suggesting that wearing a mask was effeminate. The opportunity to look at the relationship between masculinity threat, conservatism, face-mask use, unfavorable mask perceptions, perceived vulnerability to disease and right-wing authoritarianism (two attitudes often related to avoiding contact with others suspected of carrying disease) arose after these comments were made. The current study sought to test if these attitudes significantly predicted face mask use . In the current study American male identified participants (N=97) were recruited through Amazon’s Mechanical Turk (MTurk) to complete surveys with self-report measures of mask-use, unfavorable mask perception, masculinity threat, conservatism, right wing authoritarianism (RWA), and perceived vulnerability to disease perceived infection (PVD-PI). A Pearson’s Product-Moment Correlation as well as a multiple regression was used to analyze the results of the study. Mask-Use was negatively correlated with conservatism, RWA, mask perceptions and masculinity threat. Mask-use was positively correlated with PVD-PI. The multiple regression revealed that the factors of conservatism, mask perception and RWA predicted mask-use. Masculinity threat and PVD-PI did not predict mask-use.

Halling Roosa

Major: Psychology

Comp Advisor: Monali Chowdhury

The Relationship Between Test Anxiety and Performance in Individual vs. Collaborative Settings

The college academic environment is often overwhelming, anxiety inducing, and challenging for many students, particularly in the context of large-scale assignments, such as papers, projects, and overall, written exams that are expected to be completed by memory. There is plenty of research that suggests a negative correlation between test anxiety and academic performance, as proven by the literature included in this paper. The studies that provide the most detailed look into individual vs.collaborative testing can be seen in the studies that expose all of the participants to both the experimental and control group to some degree, such as in the study by Meseke et al. (2016), where students were assigned to take weekly quizzes as either individuals or groups, although all students were instructed to take the unit exams individually. Test anxiety however, is a more challenging factor to study, due to many outside or internal forces playing a role that can be completely unique to an individual (Dzak 2016). In their discussion paper, Chao et. al. (2016) make the point that measuring test anxiety is difficult, especially when different schools and institutions may measure academic stress differently, even if the schools are at the same academic level, assuming that standardized tests or other higher education exams are the factors causing anxiety. The research regarding test anxiety suggests that test anxiety is somewhat ambiguous, and can be analyzed both in and out of the context of grades.

Hannah Snyder

Major: Psychology

Comp Advisor: Sarah Stanger

Test Anxiety in Children: Developmental Factors and Possible Interventions

Test anxiety is a set of emotional, physiological, and behavioral responses to test or evaluative situations. It is a common condition in children and can be influenced by many different factors. This paper focuses on the three factors—parenting styles, self-esteem, and growth vs fixed mindset—and how they impact the development of test anxiety in children. This paper also highlights some interventions currently used for these three factors including, anxiety management training, Triple P program, mindset and mindfulness, and skills for teachers and school counselors. A comprehensive model is proposed for the interactions between parenting styles, self-esteem, and mindset leading to the development of test anxiety. A new intervention focused on parenting styles is proposed and benefits, as well as limitations to the intervention, are discussed.

Kara Travers

Major: Psychology

Comp Advisor: Aimee Knupsky

Perceptions of Digital Emotion Regulation Techniques During the COVID-19 Pandemic

During the COVID-19 many people spent considerable time using digital technology, and for many this was their way of staying socially connected. Emotion regulation researchers suggest that the default strategy for individuals to regulate their emotions is with others, although due to the nature of the pandemic, social emotion regulation may have been altered for many, therefore leaving digital technology as the mode for people to socially regulate through. This study explored the impact that the pandemic may have had on individual’s perceptions of digital technology and emotion regulation techniques. A survey was made available to a small private college student population, and 48 students participated. Findings suggested that people have appreciated digital technology during the pandemic as it has helped them stay connected, although many try to limit their time on it due to its addictive nature. While much research supports the contrary, findings showed that people prefer to regulate their emotions by themselves, rather than using others to do so. This study adds to the existing research on emotion regulations, and gives insight to emotion regulation habits during times of heightened anxiety.

Emma Wasko

Major: Psychology/Neuroscience

Comp Advisor: Allison Connell

Misophonia’s Inability To Ignore: Assessing The Effects Of Aversive Auditory Stimuli On Attention

This project assesses how a misophonic response affects attention in the presence of triggering stimuli. Misophonia is a newly recognized decreased sound tolerance that is characterized by negative emotions, a heightened physiological response, and having an aversive reaction to triggering auditory stimuli. Misophonics admit to becoming hyper-fixed on a trigger once exposed, making it challenging to divert their attention away from it. This can be detrimental for these individuals as the effect on attentional control can comprise working memory (WM), an important component of attention. Triggers are viewed as distractions and highly prioritized stimuli to misophonics, which have been found to affect overall attention by taking up cognitive space. Negative emotions commonly associated with a misophonic response have also been found to negatively impact attentional control. Implications of these findings have been shown through various studies involving attentional tasks, where misophonic groups performed worse when a trigger was present when compared to other stimuli. These findings and shared neuroanatomy provide support for arguing that misophonia be recognized in the Diagnostic and Statistical Manual of Mental Disorders as a disability. Misophonia’s effects on WM can be associated with inhibited academic performance, as it’s used to measure intelligence. While there is much more to be learned about misophonia, these supporting points can lead to effective conversations of recognizing misophonia as a disability.