Glenn P. Fournet

Possible selves, depression and coping skills in university students

The relationship between possible selves, depression, and coping styles was examined. The Beck Depression Inventory (BDI), the Possible Selves Questionnaire (PSQ), and the Coping Skills Inventory (CSI) were administered to university students. The results revealed significant relationships between scores on the BDI and scores on the positive possible selves scale of the PSQ and between the negative possible selves scores and the BDI. The depressed students had more negative possible selves and also reported more avoidance coping strategies than the non-depressed students. This study indicates that the presence of positive possible selves in the cognitive self-schema may be a mediator of depression and coping skills.

Attitudes of registered nurses toward euthanasia

We sought to identify variables that contribute to euthanasia attitude and behavior, including demographics, death fears, experience with death, attitudes toward patient autonomy, and level of moral development. Subjects were 137 registered nurses from the southeastern United States representing 13 clinical nursing areas. Principal components analysis identified four factors that together explained 62.9% of total variance. These factors were belief in afterlife, nursing experience, liberal or conservative political view, and personal values. Variables identified through factor analysis were entered into regression analyses. These analyses showed that increased religious belief, years of nursing experience, and propensity to view death as an end of existence predicted opposition to euthanasia. Predictors for euthanasia support included a liberal political view, more experience with dying patients, and the belief that patients should have a personal responsibility for their own health-care decisions.

Assessment of mild brain trauma: A preliminary study of the influence of premorbid factors

Abstract The present study compared differences in the premorbid factors between a group of mild brain-trauma patients and matched controls. The brain-injured patients employed were similar in age and gender to previous research samples, although their socioeconomic status was somewhat elevated. Higher rates of alcohol and drug use, and rates of prior head injury were found in the experimental subjects. No differences were found in premorbid psychological adjustment, pre-existing physical or somatic factors, cognitive functioning, nor in emotional and behavioral factors as measured by self - and significant-other rating on the Katz Adjustment Scales (KAS). The results indicate that in comparison with controls, mild brain-injured patients are distinguishable only on the basis of prior injury and drug and alcohol use. The implications of the study are discussed in terms of clinical management of mild brain-injured patients.

EFFECTS OF IRRATIONALITY ON A TRAIL MAKING PERFORMANCE TASK

45 rational and 45 irrational thinkers as defined by Elliss (1962) theory and assessed by their scores on the Irrational Belief Test were compared on a series of Trail Making tasks. Both groups were assigned to one of three conditions which involved presentation of irrational, neutral, and rational self-referent statements. Superior performance displayed by the rational group provided support for the rational-emotive theory position that irrational beliefs (ideas) generalize their adverse effect to actual performance situations. Except for the first trial the data did not support the expectation that types of self-statements differentially influence efficiency of performance.

A factor analysis of the Kirton Adaption-Innovation Inventory using an alcoholic population.

The present study reports a factor analysis of the Kirton Adaption-Innovation Inventory using 103 alcoholic men. Kirton in 1976 and we in an unpublished work in 1986 noted identical factor structures when responses from nonalcoholic populations to the inventory were factor analyzed. Recent reviews regarding personality characteristics of alcoholics suggest characteristics similar to the adaption-innovation concepts of Kirton. This factor analysis for an alcoholic sample supports the validity of the inventory as a measure of problem-solving style of alcoholics.

Sex Differences in Self-Perceptions as Students of Excellence and Academic Performance

Differences between the sexes in self-ratings on 37 characteristics of a quality student, changes in their perceptions over a semester, and academic performances were analyzed for 172 males and 281 females. The characteristics were collapsed into five groups reflecting learning in class, study habits and attitudes, peer relationships, student-instructor relationships, and physical and emotional needs. Trend analyses showed significant differences (a) between the sexes on three grouped characteristics: learning in class, study habits and attitudes, and peer relationships (with females reporting higher ratings), (b) among the three self-rating sessions (reflecting upward trends) on all grouped characteristics, and (c) on one interaction, student-instructor relationships. Analysis of variance showed that the females obtained significantly higher grades than did the males.

RELATIONSHIP OF FIELD DEPENDENCE/INDEPENDENCE TO ADAPTION-INNOVATION IN ALCOHOLICS

Using alcoholics as subjects, the present study attempted a replication of Kirtons 1978 study in which he demonstrated a relationship between his adaption-innovation theory and Witkins concept of field dependence/independence. Correlations obtained in the present study paralleled those of Kirton. As a group, alcoholics tended to be field-dependent in orientation. Innovators were less field-dependent than adaptors and “average” individuals. It was suggested that the varied characteristics of alcoholics should be considered when planning therapeutic strategies.

Differences between High and Low Achievers on Self Perceptions.

Differences between and changes over a semester on self-perceptions of a quality student were analyzed for 162 high and 120 low achievers. A self-rating scale, devised with 37 student-suggested characteristics of a quality student and designed to record three different ratings on stanine scales, was used to collect the data. Characteristics were collapsed into five general groups reflecting learning in class; study habits and attitudes; peer relationships; student-instructor relationships; and physical and emotional needs. Trend analysis showed significant differences between the two groups on three group Characteristics, and significant upward shifts and interaction effects on all five group characteristics. Interesting self-rating patterns emerged. Traits of high and low achievers should be invaluable knowledge for instructors.

Paired-Associate Learning as a Function of Age and Mode of Presentation

Researchers have continued to echo McGeoch and Irions (1952) statement concerning the superiority of the auditory modality for young children and the visual modality for older children in paired-associate learning despite conflicting results. In the present study, in which the performance of second and fifth grade children on a paired-associate task under 6 different modes of presentation was compared, mode of presentation did not vary as a function of age. The picture/sound combined condition was superior to the sound and printed/spoken-word conditions but provided no advantage over the picture condition alone. No significant differences were found among the printed-word, spoken-word, and combined printed/spoken-word conditions. Difficulties in making comparisons among studies because methods differed and implications for further research were discussed.