Browsing by Author "Rupert Nacoste, Committee Member"

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Behavioral Inhibition, Behavioral Activation, and Spontaneous Attribution.
(2008-03-02) Wrenn, Sara Cordelia; James Luginbuhl, Committee Member; Rupert Nacoste, Committee Member; Jason Osborne, Committee Member; Katharine W. Klein, Committee Chair
Multilevel linear modeling was used to evaluate the effects of situation- and individual-level variables on participants' appraisals of event outcomes. Situation vignettes were manipulated to have positive or negative and expected or unexpected outcomes; 180 undergraduate participants rated the valence and expectedness of these outcomes and completed Carver & White's (1994) BISବBAS scales. BIS⁄BAS scores accounted for significant variability in individuals' ratings of outcome valence and expectedness, beyond the significant main effects of the situational manipulations, and despite strong consensus on the direction of the manipulations. Results suggest that individuals vary in their appraisals of relatively unambiguous situations, and that individual differences in dispositional behavioral inhibition and activation systematically explain a meaningful component of this variation. These results suggest that further studies are warranted, to assess whether BIS and BAS are predictive of participants' propensities to engage in causal thinking in response to the same vignette manipulations, and whether BIS and BAS exert effects on causal thinking other than as a function of differences in appraisal.
The Effects of Automated Decision Aid Reliability and Algorithm Modality on Reported Trust and Task Performance
(2007-12-11) Oduor, Kenya Freeman; Robert St. Amant, Committee Co-Chair; Eric N. Wiebe, Committee Co-Chair; Michael P. Etgen, Committee Member; Rupert Nacoste, Committee Member; Denis Gray, Committee Member
The Influence of a Web-based Course on Alcohol Consumption and Binge Drinking Behavior Among First Year Students
(2010-11-19) Robinson, Lillian; Craig Brookins, Committee Chair; Rupert Nacoste, Committee Member; Jason Allaire, Committee Member; Tuere Bowles, Committee Member
Pathways to Sibling Jealousy: The Influence of Parents' Self-Reported Beliefs and Reactions and Children's Implicit Theories
(2006-07-22) Thompson, Julie Anne; Jason Allaire, Committee Member; Lynne Baker-Ward, Committee Member; Rupert Nacoste, Committee Member; Amy G Halberstadt, Committee Chair
The goal of the current study was to examine how parents' reported beliefs about children's emotions and parents' reactions to children's expression of negative emotions relate to children's implicit theories about relationships and sibling jealousy experience. Participants were 102 sixth-grade children from two local middle schools and one of their parents (n = 82). Children were interviewed about their implicit theories about relationships, the causes of and frequency, duration, and intensity of their jealousy toward a sibling, and their coping strategies in response to a recalled sibling jealousy event. Parents completed questionnaires regarding their beliefs about children's emotions, their reactions to their own children's negative emotion expression, and their demographics. Parents' beliefs that negative emotions are good and parents' problem-focused and encouraging expression reactions were positively related to children's implicit theories about parents, and to the duration and intensity of sibling jealousy. Parents' encouraging reactions were negatively related to children's passive/avoidant coping with jealousy. Also, children's implicit theories about parents were positively related to children's duration and intensity of jealousy, behavioral action coping, and negatively related to children's passive/avoidant coping. Findings suggest that parent socialization is important in the development of children's implicit theories, as well as children's jealousy experiences and coping strategies.
Succeeding in School: A Qualitative Analysis
(2007-04-25) Zyromski, Brett; Marc A. Grimmett, Committee Member; Rupert Nacoste, Committee Member; Edwin R. Gerler Jr., Committee Co-Chair; Sylvia C. Nassar-McMillan, Committee Co-Chair
This preliminary, exploratory qualitative study examined data from a previous application of the web-based Succeeding in School Program. The ten week school counseling classroom guidance program was originally paper-and-pencil but recently has been converted online to create a web-based intervention. Previous paper-and-pencil interventions using the program suggested positive increases in students' attitudes towards school, increases in positive classroom behavior and increases in language arts grades (Gerler & Anderson, 1986; Gerler & Drew, 1990), as well as significant increases in students' awareness of how to achieve school success (Gerler & Herndon, 1993). Participants in the web-based application of the Succeeding in School Program were 77 fourth and 62 fifth grade students attending an elementary school (K-6) in southeastern North Carolina. Ages ranged from 10-11 years old for the fourth graders and 11-12 years old for the fifth graders. The main goal of this study was to illuminate perspectives of the participants by identifying themes from students' responses to each lesson of the online Succeeding in School Program. Resulting themes were related to past quantitative results of the paper-and-pencil version of the program. Student submissions were tabulated by response length, sentence structure, and web slang. The current phenomenological examination of the data found themes identifying family and friends as students' role models, themes related to goal setting and themes related to students' need to change their mindset, focus, and work ethic to achieve success. Other themes spoke to students' fear of various types of tests and poor academic results. Students also expressed fearing corporal and other punishment. Themes illuminated students' responsibilities at home and at school, as well as academic skills students' gained in assorted academic subjects. Students' responded to prompts within the Succeeding in School Program with emotions such as happiness, joy, fear, anger, pride, nervousness, and embarrassment. Implications of these and other emergent themes, as well as statistical information related to sentence lengths and sentence structure of students' submissions, were discussed and future research directions were presented.