{"id":285,"date":"2024-08-08T11:25:29","date_gmt":"2024-08-08T16:25:29","guid":{"rendered":"https:\/\/www.muw.edu\/pfs\/?page_id=285"},"modified":"2024-08-22T13:58:41","modified_gmt":"2024-08-22T18:58:41","slug":"student-research-undergraduate-research-conference","status":"publish","type":"page","link":"https:\/\/www.muw.edu\/pfs\/student-research-undergraduate-research-conference\/","title":{"rendered":"Student Research"},"content":{"rendered":"\n
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2024 Conference<\/h2>\n\n\n\n
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Review of a Sexuality Education Video<\/a>
Author:<\/em> Emily Perkins<\/strong>
Publication:<\/em> Undergraduate Research Conference<\/a>
Download Slide Deck<\/a><\/p>\n\n\n\n

Faculty Advisor: <\/em>Dr.<\/strong> Dorothy Berglund, CFLE<\/strong><\/p>\n\n\n\n

Click For More <\/summary>\n

Description<\/strong><\/p>\n\n\n\n

The purpose of this study is essentially to act as a needs assessment for future learners. Students will be watching a sexuality education video on STIs, their preventions, and treatments from the early 2000s. Following the video, students will take a survey that allows them the opportunity to give feedback on the information that was presented to them and what was lacking in the video, as well as possible accessibility concerns. The results from this survey will be used to update both the information in the original video, as well as implementing the feedback we received from the first video into a newer, updated version of this video later on.<\/p>\n\n\n\n

Citation<\/strong><\/p>\n\n\n\n

Perkins, Emily, “Review of a Sexuality Education Video” (2024). Undergraduate Research Conference<\/em>. 3.
https:\/\/athenacommons.muw.edu\/urc\/2024\/oral-presentations-i\/3<\/p>\n<\/details>\n\n\n\n

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Stop churning relationships by avoiding the relationship slide<\/a> Authors:<\/em> Hailey Reel, Hailey J. McCool<\/strong>
Publication:<\/em> Undergraduate Research Conference<\/a>
Abstract Link<\/a><\/p>\n\n\n\n

Faculty Advisors: <\/em>Dr. Cecilia Brooks, MBA, CFLE<\/strong><\/p>\n\n\n\n

Click For More <\/summary>\n

Description<\/strong><\/p>\n\n\n\n

Previous research has identified a link between romantic relationship formation (sliding vs. deciding) and satisfaction (Clifford et al., 2017; Vennum et al., 2015). During college, the decision to enter and maintain a romantic relationship can play a role in the relationship-churning process among young adults (Brandes & Doron, 2020; Grower & Baldwin-White, 2021). Specifically, some college students may slide into marriage or having kids (Loeb et al., 2020; Priem et al., 2015) due to financial, social, and psychological barriers that keep them from ending an unhealthy relationship (Loeb et al., 2020). To explore the effect of sliding into a relationship further, we conducted a relationship education workshop (N = 12) at a University in the Southeastern United States. We adopted the Love Notes curriculum to create a 45-minute workshop on the topics of self-reflection, communication skills, and relationship conflict management. The goal of the workshop was to increase participants self-awareness of their communication skills when they experience conflict in a relationship. Most participants identified as White females (n = 10; 76.9%), and the average age of the participants was 23.7. 2 The statistical analysis revealed participants confidence in having difficult conversations with romantic partners and their ability to recognize healthy relationships increased as a result of their participation in the workshop. Therefore, relationship education programs on college campuses can help not only develop the communication skills of college students but also positively contribute to their ability to form meaningful and healthy relationships.<\/p>\n\n\n\n

Citation<\/strong><\/p>\n\n\n\n

Reel, Hailey and McCool, Hailey J., “Stop churning relationships by avoiding the relationship slide” (2024). Undergraduate Research Conference<\/em>. 1.
https:\/\/athenacommons.muw.edu\/urc\/2024\/oral-presentations-i\/1<\/p>\n<\/details>\n\n\n\n

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Sexual Wellness and Knowledge of College Students<\/a>
Author:<\/em> Aubrey Parker<\/strong>
Publication:<\/em> Undergraduate Research Conference<\/a><\/p>\n\n\n\n

Faculty Advisor: <\/em>Dr. Dorothy Berglund, CFLE<\/strong><\/p>\n\n\n\n

Click For More
<\/summary>\n

Description<\/strong><\/p>\n\n\n\n

This research project aims to conduct further research using a questionnaire developed by the fall 2022 FSC 330 class to assess the sexual health knowledge of W students. I plan to study their use as a potential educational tool to provide sexual health knowledge to W students in addition to assessing their sexual health knowledge. The revised survey consists of topics that cover: contraceptives, women\u2019s\/ men\u2019s sexual health and anatomy, gender\/ sexual orientation, sexual coercion, STIs, and lastly love\/ communication. The survey we are currently making will have three different versions that are: feedback on incorrectly answered questions, feedback on correctly\/ incorrectly answered questions and no feedback. This is to test if feedback will improve test scores. To start the experiment, I will give the participants access to versions where feedback is given. One week after the surveys are finished, I will release the final version with no feedback to evaluate the knowledge of the explanations that were given. The hypothesis is those given the most information will perform better on a post test of sexual health knowledge. Although the data collection is incomplete, preliminary results will be provided at the time of the conference with most recent results. Analysis will not be available by the time of the presentation.

Citation<\/strong>
Parker, Aubrey, “Sexual Wellness and Knowledge of College Students” (2024). Undergraduate Research Conference<\/em>. 7.
https:\/\/athenacommons.muw.edu\/urc\/2024\/posters-ii\/7<\/p>\n<\/details>\n\n\n\n

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A case for \u201cStealing Thunder\u201d: Relationship sliding vs deciding after a transgression<\/a> Authors:<\/em> Hailey Jeanette McCool, Hailey B. Reel<\/strong>
Publication:<\/em> Undergraduate Research Conference<\/a>
Link to Full Text<\/a><\/p>\n\n\n\n

Faculty Advisors: <\/em>Dr. Cecilia Brooks, MBA, CFLE, and Dr. Andrew Nguyen<\/strong><\/p>\n\n\n\n

Click For More
<\/summary>\n

Description<\/strong><\/p>\n\n\n\n

Stealing thunder is defined as revealing potentially damaging information about oneself before others reveal the same information to save one\u2019s image from harm (Arpan et al., 2005). Although research has examined the stealing thunder effect on political matters (Nguyen 2020; Nguyen et al., 2021), research has not explored the effect within the context of romantic relationships. To explore stealing thunder among emerging adults\u2019 romantic relationships, we identified a transgression and a scenario that would prompt a young person to question their romantic partner\u2019s commitment to the relationship. Our goals were to identify (1) whether confessions at varying levels of specificity provided any benefit relative to when the negative information was revealed by a third party, (2) whether the severity of the transgression moderated the efficacy of stealing thunder at different levels of specificity, and (3) how people perceive the fictional partner in each scenario. An online Qualtrics survey link was distributed to individuals ages 18 and older who currently identified as being in a relationship (n = 47). The three-factor ANOVA test revealed the overall perception of a romantic partner and the intent to stay in a relationship after a transgression is revealed is influenced by how, when, and by whom the transgression is revealed. Furthermore, the integrity of the romantic partner is not altered by the circumstances of how a transgression is revealed. Therefore, further research is needed to establish a relationship between stealing thunder and relationship churning among young adults.<\/p>\n\n\n\n

Citation<\/strong><\/p>\n\n\n\n

McCool, Hailey Jeanette and Reel, Hailey B., “A case for \u201cStealing Thunder\u201d: Relationship sliding vs deciding after a transgression” (2024). Undergraduate Research Conference<\/em>. 2.
https:\/\/athenacommons.muw.edu\/urc\/2024\/oral-presentations-i\/2<\/p>\n<\/details>\n\n\n\n

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2023 Conference<\/h2>\n\n\n
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Investigating Historical Psychological Instruments on Campus: Mirror Tracing Apparatus<\/a>
Author:<\/em> Irelyn French<\/strong>
Publication:<\/em> Undergraduate Research Conference<\/a>
Download<\/a><\/p>\n\n\n\n

Faculty Advisor: <\/em>Dr. Holleen Krogh<\/strong><\/p>\n\n\n\n

Click for More<\/summary>\n

Description<\/strong><\/p>\n\n\n\n

In the holdings of the Department of Psychology and Family Science at Mississippi University for Women there ar<\/sub>e about 15 psychological machines and instruments. I have been investigating these machines and instruments as part of a research project on the history of the department and psychological measurement because current faculty are unsure what most of them are. I utilized several resources to identify each instrument and its purpose (e.g., psychology museum archives and YouTube). One interesting find was the equipment for the Mirror-Tracing Task. This apparatus has been used in research on hand-eye coordination and motor skills. The next step is to determine how these machines can be used in classes today to help students learn more about psychology.<\/p>\n\n\n\n

Citation<\/strong><\/p>\n\n\n\n

French, Irelyn, “Investigating Historical Psychological Instruments on Campus: Mirror Tracing Apparatus” (2023). Undergraduate Research Conference<\/em>. 1.
https:\/\/athenacommons.muw.edu\/urc\/2023\/poster\/1<\/p>\n<\/details>\n\n\n\n

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Perceived Racism and Help Seeking Behaviors on College Campuses<\/a>
Author:<\/em> Tera Dora<\/strong>
Publication:<\/em> Undergraduate Research Conference<\/a><\/p>\n\n\n\n

Faculty Advisor: <\/em>Dr. Bliss (NOTE: No longer at the W)<\/strong><\/p>\n\n\n\n

Click for More<\/summary>\n

Description<\/strong><\/p>\n\n\n\n

This goal of this study is to measure if and how perceived racism on college campus affects mental health help seeking behaviors of students. The goal is to examine racism in asynchronous courses as well as synchronous online and face-to-face courses across primarily white and historically black colleges and universities. The proposed study will include assessment of perceived racism, help seeking attitudes, and intent to seek help among students at six universities in the state of Mississippi. Implications would be to open disclosure on micro- affirmation\/ micro- inclusions in college courses regardless of course delivery method to improve the well being of all college students regardless of race or ethnicity.<\/p>\n\n\n\n

Citation<\/strong><\/p>\n\n\n\n

Dora, Tera, “Perceived Racism and Help Seeking Behaviors on College Campuses” (2023). Undergraduate Research Conference<\/em>. 1.
https:\/\/athenacommons.muw.edu\/urc\/2023\/social-sciences-i\/1<\/p>\n\n\n\n

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