Steven A. Meyers

Direct and indirect pathways between adult attachment style and marital satisfaction

We explored direct, mediated, and moderated associations between adult attachment style and marital satisfaction using a community-based sample of 73 married women. Continuous ratings of secure, avoidant, and ambivalent attachment styles were related to levels of marital satisfaction. However, psychological distress mediated the association between secure attachment and marital satisfaction, and social support mediated the relation between avoidant attachment and marital satisfaction. In addition, psychological distress moderated the relation between both secure and avoidant attachment styles and marital satisfaction.

Using Transformative Pedagogy when Teaching Online.

Transformative pedagogy encourages students to critically examine their assumptions, grapple with social issues, and engage in social action. The author extends literature in this area by describing ways faculty members who teach online courses can effectively use transformative pedagogy, including (1) creating a safe environment; (2) encouraging students to think about their experiences, beliefs, and biases; (3) using teaching strategies that promote student engagement and participation; (4) posing real-world problems that address societal inequalities; and (5) helping students implement action-oriented solutions.

Increasing Student Participation and Productivity in Small-Group Activities for Psychology Classes

This article consolidates suggestions about ways to increase individual student involvement in small-group activities for psychology classes. First, the literature on group productivity and social loafing is reviewed. Findings are organized through the discussion of 3 critical domains for increasing effectiveness of small groups. Second, articles published in Teaching of Psychology that describe small-group activities are reviewed, giving attention to techniques that authors have recommended to ensure student participation.

Training in the Teaching of Psychology: What Is Done and Examining the Differences.

Psychologists have highlighted the need to prepare psychology graduate students for their current and future teaching responsibilities; however, the amount of preparation that they actually receive remains unclear. This investigation assessed teaching assistant (TA) training from the perspective of both psychology TAs and department chairs, noting points of convergence and divergence. We present national survey data that describe the nature of TA training in departments of psychology and specific training methods used. In addition to summarizing descriptive data, we explored factors associated with the amount and kinds of training offered to psychology graduate students.

Do Your Students Care Whether you Care About Them

Abstract The author integrates research and theory to suggest that caring is an important dimension of effective college teaching. Despite the fact that students are acutely aware of whether their professors care about them, professors do not necessarily prioritize this aspect of teaching to the same extent. This article provides concrete suggestions about how professors can develop such rapport with their students, addresses common criticisms and concerns about professors expressing care, and offer avenues for future inquiry.

What Factors Contribute to the Resilience of African-American Children Within Kinship Care?

Research about African-American children who overcome adversity to adapt successfully within kinship care is virtually nonexistent. To address this knowledge gap, we studied the caregivers of 30 African-American children residing in kinship care homes to determine why some children succeed in their placements while others do not. In this qualitative investigation, we interviewed the kinship caregivers of resilient and nonresilient children. Resilient children generally resided in families characterized by more structure, clear boundaries, and well-defined roles. Kinship caregivers indicated that the support they received from extended family was helpful and promoted positive child outcomes.

Working Alliances in College Classrooms

I explain how professors can establish working alliances with students to cultivate a climate conducive to learning. This process involves (a) attending to the emotional bonds that exist in the college classroom, (b) developing shared educational goals and tasks to promote a common sense of purpose, and (c) addressing classroom conflict to repair disruptions in social relationships. I also describe how working alliance theory extends our knowledge and practice of effective teaching.

Psychosocial Correlates of Intimacy Achievement Among Adolescent Fathers-to-Be

We investigated the relation between urban psychosocial stressors and intimacy achievement in a sample of 59 African American, Hispanic American, and White adolescent fathers-to-be. Participants received an intimacy score based on Orlofskys Intimacy Status Rating Scale. Those with higher cumulative psychosocial stressors had lower levels of intimacy. One psychosocial risk factor, low interpersonal empathy, was significantly associated with intimacy levels. African Americans had lower levels of intimacy than Hispanic or White participants.

The relationship between financial strain, perceived stress, psychological symptoms, and academic and social integration in undergraduate students

ABSTRACT Objective: Financial strain may directly or indirectly (i.e., through perceived stress) impact students’ psychological symptoms and academic and social integration, yet few studies have tested these relationships. The authors explored the mediating effect of perceived stress on the relationship between financial strain and 2 important outcomes: psychological symptomology and academic and social integration. Participants: Participants were 157 undergraduate students. Data were collected from December 2013 to March 2014. Methods: Cross-sectional data collection conducted using online survey software. Results: It was found that perceived stress mediated the relationship between financial strain and (a) psychological symptomology and (b) academic and social integration. Both models included first-generation status as a covariate. Conclusions: Results suggest that perceived stress is an important intervention target for reducing psychological symptoms and improving academic and social integration for undergraduate students. Implications for university health centers and mental health professionals include incorporating a public health model to minimize stress risk.

Aspirational Model Teaching Criteria for Psychology

In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation of learning experiences; and the assessment process. Specifically, the model encompasses six broad areas, namely training, instructional methods, assessment process, syllabi, content, and student evaluations of teaching. As a developmental tool, the model can serve as a self-guided course for self-assessment of educational practices and can help identify areas of potential development. It can prompt reflection about teaching strengths and weaknesses. The model can also be useful as a guiding structure for tenure and promotion.