Amber M. Henslee

Investigating Halo and Ceiling Effects in Student Evaluations of Instruction

Many measurement biases affect student evaluations of instruction (SEIs). However, two have been relatively understudied: halo effects and ceiling/floor effects. This study examined these effects in two ways. To examine the halo effect, using a videotaped lecture, we manipulated specific teacher behaviors to be “good” or “bad” based on specific items on the evaluation form (the Teacher Behavior Checklist). To examine ceiling/floor effects, we expanded the standard 5-point rating to either 7 or 9 points. Across three universities, 537 students watched and rated the videotaped lecture. Both biases were robust and remained despite characteristics of the measure designed to combat them. Instead, direct instruction regarding how to use the evaluation forms seems to be necessary to limit these biases on ratings.

Religious Coping and Psychological and Behavioral Adjustment After Hurricane Katrina

ABSTRACT Positive and negative religious coping are related to positive and negative psychological adjustment, respectively. The current study examined the relation between religious coping and PTSD, major depression, quality of life, and substance use among residents residing in Mississippi at the time of Hurricane Katrina. Results indicated that negative religious coping was positively associated with major depression and poorer quality of life and positive religious coping was negatively associated with PTSD, depression, poorer quality of life, and increased alcohol use. These results suggest that mental health providers should be mindful of the role of religious coping after traumatic events such as natural disasters.

Testing the effects of e-mailed personalized feedback on risky alcohol use among college students

OBJECTIVE Although research utilizing the Internet to intervene with college student drinkers is growing, this study is the first to investigate the use of a theoretically-based and empirically supported personalized feedback form delivered via a single e-mail to college students. METHOD Students (n=191) completed measures of their alcohol use, related consequences, and peer perceptions at baseline and 6weeks after the intervention. Students were randomly assigned to receive either e-mailed personalized feedback or e-mailed generic feedback. RESULTS Students who received e-mailed personalized feedback reported consuming significantly fewer drinks in a given week, as well as a fewer number of days being drunk in the previous 30days. They also exhibited a significant reduction in the number of days they perceived their peers to have drunk alcohol and in the amount of alcohol they perceived their peers to consume per drinking occasion. CONCLUSION e-Mailed personalized feedback appears to help students become more aware of normative drinking behavior and reduce the quantity of alcohol they consume. Furthermore, e-mailed personalized feedback may be a cost-effective manner in which to intervene with college student drinkers.

Event-Specific Cannabis Use and Cannabis Use Motives

ABSTRACT Background: Specific events such as Mardi Gras (MG) and St. Patricks Day (SPD) have been identified as high-risk events for cannabis use. Further, some campuses may have traditions that are associated with more event-specific cannabis use. Objectives: Campus A has specific traditions regarding MG whereas Campus B has specific traditions regarding SPD and these campuses are differentially related to event-specific cannabis use (Buckner, Henslee, & Jeffries, 2015). Yet, little work has identified individual difference variables related to high-risk cannabis use events. Methods: Current cannabis using undergraduates (N = 154) at two campuses completed an online survey of event-specific cannabis use motives, cannabis use, and cannabis-related problems. Results: Campus A endorsed more MG-specific social and enhancement motives than Campus B. Campus A reported more socially, enhancement, coping, conformity, and expansion motivated cannabis use on MG than on SPD, whereas Campus B reported more socially and enhancement motivated cannabis use on SPD than on MG. Campus A was indirectly related to more MG-specific cannabis use through MG-specific social and enhancement motives. Conclusions/Importance: Event-specific cannabis motives are differentially related to specific high-risk cannabis use events and may be important therapeutic targets.

Assessing Freshman Engineering Students’ Understanding of Ethical Behavior

AbstractAcademic dishonesty, including cheating and plagiarism, is on the rise in colleges, particularly among engineering students. While students decide to engage in these behaviors for many different reasons, academic integrity training can help improve their understanding of ethical decision making. The two studies outlined in this paper assess the effectiveness of an online module in increasing academic integrity among first semester engineering students. Study 1 tested the effectiveness of an academic honesty tutorial by using a between groups design with a Time 1- and Time 2-test. An academic honesty quiz assessed participants’ knowledge at both time points. Study 2, which incorporated an improved version of the module and quiz, utilized a between groups design with three assessment time points. The additional Time 3-test allowed researchers to test for retention of information. Results were analyzed using ANCOVA and t tests. In Study 1, the experimental group exhibited significant improvement on the plagiarism items, but not the total score. However, at Time 2 there was no significant difference between groups after controlling for Time 1 scores. In Study 2, between- and within-group analyses suggest there was a significant improvement in total scores, but not plagiarism scores, after exposure to the tutorial. Overall, the academic integrity module impacted participants as evidenced by changes in total score and on specific plagiarism items. Although future implementation of the tutorial and quiz would benefit from modifications to reduce ceiling effects and improve assessment of knowledge, the results suggest such tutorial may be one valuable element in a systems approach to improving the academic integrity of engineering students.

Celebrating St. Patrick's Day: Students' Expectations, Intent, and Behavior

ABSTRACT College students engage in risky alcohol use within a variety of contexts, including specific celebratory events. Student intentions and peer perceptions predict alcohol use; however, how these factors affect specific celebratory drinking may vary from typical alcohol use. The current study sought to better understand event-specific drinking among college students during St. Patrick’s Day, as compared to Spring Break. Undergraduate students (N = 82) at a campus with a unique traditional celebration of St. Patrick’s Day were surveyed. At Time 1, participants were asked to indicate how much alcohol they intended to drink and how much alcohol they expected other students to drink during St. Patrick’s Day and Spring Break. At Time 2, students reported on actual alcohol consumption during both events. Results indicated that participants reported greater intent to consume, expectation of peer consumption, and actual alcohol consumption during St. Patrick’s Day as compared to Spring Break. Neither sensation seeking nor impulsivity predicted alcohol use during either event. Findings are discussed in the context of understanding, preventing, and intervening with event-specific drinking among college students.