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Kristin's Team---UR Conference Poster


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Kristin's Team---UR Conference Poster

  1. 1. Joe Tise, Mark Hinson, Amanda Scarangella, Deon Brown, Kristin Austin, & Thomas Ollendick Child Study Center, Virginia Tech Presented at the Undergraduate Research and Creative Scholarship Conference , Blacksburg, VA, April 24th, 2015 INTRODUCTION TABLE 1: MLR Model METHOD (cont.) RESULTS DISCUSSION METHOD In this study, there were a total of 48 participants with 1 invalid case due to missing data. Of these 48 participants, there were 20 male (41.7%), 28 female (58.3%) with the following racial statistics: 35 Caucasian (72.9%), 2 African (4.2%), 6 Asian Pacific (12.5%), 1 Latino/Hispanic (2.1%), 2 Biracial (4.2%), and 1 Multiracial (2.1%). Prior to the study, participants completed a survey in which data was collected on self-concept and the impact of age on emotion self-regulation. Afterwards, the data was collected and analyzed using SPSS software. In order to assess self-confidence and emotional regulation, there were two main tests administered to the participants. The Conner’s Adult ADHD Rating Scale (CAARS; Conners, Erhardt, & Sparrow, 1999) and The Barkley Deficits in Executive Functioning Scale (BDEFS; Barkley, 2011) were administered to assess self-concept and the impact of age on emotion self- regulation, respectively. Multiple Linear Regression (MLR) techniques were used to thoroughly analyze the 441 participant scores on the BDEFS and CAARS scales 1Two outlier points were identified and removed using diagnostic techniques analyzing the studentized residuals, Cook’s D value, Hat Matrix values and Normal Quantile plots for justification. ANOVA (p<0.05) and Multiple Linear Regression [F-ratio 10.4213 (P>F = 0.0002)] were performed. Preliminary results indicated that self-regulation of emotion was a significant predictor of self-concept (p<0.001**), whereas age was not (p<0.1704). It can be suggested for this sample, holding all others constant, if an individual suffers from emotion regulation deficits their self- concept declines. FIGURE 1: Regression Graphs College is a time of growth, exploration, and learning. It’s well known that many students develop much of their self-concept during their time in college. Our goal is to understand what factors may contribute to self-concept in undergraduate college students. Previous research has suggested that emotion regulation is related to academic success in kindergarteners (Graziano et al., 2007). Specifically, they found that students feel good when they succeed and bad when they fail, suggesting that academic self-concept may be affected by emotion regulation. Additional analyses will include more participants and investigate the potential role of school performance on self-concept. Further, self-concept is intimately linked with self-esteem, as self-esteem depends on one’s perception of himself. In a study of undergraduate students, self-esteem was found to be associated with emotion regulation, and the authors suggested that self-esteem may be especially important for certain types of positive events and positive emotion regulation (Wood, Heimpel, & Michela, 2003). We hypothesize that younger students and worse emotion regulation skills will be related to decreased self-concept. We see from this study that emotion regulation is correlated with self concept. These findings are similar to those of Wood, Heimpel, & Michela (2003), who found that positive self-concept is important for certain types of positive events, and positive emotion regulation. Why should the field of psychology care about these findings? As is well known, college is a time of great change and personal development. Often, it’s a time when students determine the trajectory of the rest of their lives. This being the case, it stands to reason that having a positive self concept would behoove students (as seen in the study by Wood, Heimpel, & Michela 2003 who studied undergraduate students as well). Further, emotion regulation has also been found to be linked with academic success in kindergarten kids (Graziano, Reavis, Keane & Calkins 2007). If the same holds true for college students, the importance is self-evident since we know success in college often determines success in later careers. The study was not perfect however. One limitation was that data used for the study was originally collected for another purpose. Further, all the responses were self- report, so some social desirability bias could have skewed results. With this in mind, the authors suggest that further research focus on creating a study with more strict measurements of self-concept and emotion regulation. How you feel vs. Who you are: How emotion regulation impacts self-concept