Department of Educational and Counseling Psychology Abstracts

Presenter(s): Jasmin Alcantara, Adela Hoxha, Jamie Gahtan

Showcase Advisor: Mary DePascale

Abstract: Moral self, the extent that individuals self-identify with moral traits (e.g., honest), motivates individuals to act according to their values (Krettenauer, 2017). Age influences the experiences and feedback children encounter when learning about right and wrong (Nunner-Wilker, 2007), which may influence the internalization of moral traits. We examined if older (11-12) and younger (9-10) children differ in their self-identification with moral traits. Participants included 111 children (older: n = 50, Mage = 11.92; younger: n = 61, Mage = 10.05). Children completed the moral self scale indicating how important it is for them to possess nine moral traits (e.g., trustworthy; Koglin, 2017). Higher scores indicate greater importance of that value to their sense of self. Children's moral trait values significantly differed by age, with younger children having higher endorsements than older children (p < .05). This suggests that age-related differences may exist in the moral traits children prioritize.  

Presenter(s): Charles Wu

Showcase Advisor: Mary DePascale

Abstract: Each year, a large number of service members transition out from military service to civilian life, and many choose to pursue higher education right after service. Moving from a highly structured military environment to an environment that more focus on individual responsibility can present challenges for veteran students. At the same time, veterans student often retain elements of military culture, such as accountability, discipline, and strong time-management skills, which may shape their academic behaviors. This study specifically focuses on punctuality as a key behavioral outcome reflecting these characteristics. Anxiety is commonly associated with poorer academic performance, its effects may differ among 
veteran students because military background emphasizes vigilance, responsibility, time-management and high personal standards. This study also investigates whether military background moderates the relationship between anxiety and punctuality and whether punctuality mediates the relationship between anxiety and academic performance. 

Presenter(s): Rebecca Blais

Showcase Advisor: Mary DePascale

Abstract: Teens today are suffering from an increasingly high level of mental illness. A growing body of research has examined the relationship between youth mental health outcomes and increased exposure to screens, particularly smartphones. In response, policymakers and school districts have implemented mobile phone bans during the school day with the goals of improving student mental health, increasing attentiveness, strengthening social connectedness, and reducing bullying. This literature review examines the extent to which school-based mobile phone bans influence student mental health outcomes. Current evidence suggests that mobile phone bans alone are insufficient to produce meaningful improvements in student mental health. However, the existing research base is lacking in consistent definitions of phone bans, limited randomized or quasi-experimental designs, small or nonrepresentative samples, and a lack of longitudinal studies. Implications for a more comprehensive and holistic method to address the youth mental health crisis related to mobile phone use is discussed. 

Presenter(s): Joseph Garofalo, Fatoumata Kake

Showcase Advisor: Kristie Saddler

Abstract: While efforts have been made to raise awareness and enhance support for people with autism, significant gaps remain in public knowledge. Low knowledge among healthcare and school-based professionals can result in delayed interventions and high levels of stigma. Culture significantly affects beliefs about autism, influencing its identification, expression, interpretation, and reporting, as well as stigma and support strategies. Since culturally responsive practices have proven to be effective with autistic children and their families, professionals must understand these cultural influences to develop better, appropriate supports. This project explores how newcomer communities in the United States understand and experience autism. The participants will complete an online Qualtrics survey covering demographic questions, items from the Autism Stigma and Knowledge Questionnaire, Second Edition, and open-ended questions exploring cultural factors influencing their knowledge and experience of autism. 

Presenter(s): Ching-I Huang

Showcase Advisor: Tianlin Wang

Abstract: Learners’ performance and motivation in second language learning are shaped by both cognitive factors (e.g., working memory) and non-cognitive influences, such as multimodal input and learning environment. While visual and embodied supports benefit vocabulary learning, prior research has focused largely on languages with alphabetic writing systems. Addressing this gap, the present study examines Mandarin Chinese, a language with logographic scripts, to investigate how multimodal input and learning environment affect vocabulary learning and motivation. A total of 125 adult novice learners were assigned to one of three instructional conditions: pinyin-only (n = 45), picture-enriched (n = 41), or gesture-enriched (n = 39), and completed the study either in person or online. Mixed-effects analyses revealed that gesture-enriched instruction produced stronger word-learning performance in the online environment than other conditions (ps < .05). Participants reported lower motivation online than in person, while higher working memory predicted better performance in the online environment (p < .01). 

Presenter(s): Malesha Souvenance, Adam Tobias, Neo Newman, Romeo Salcedo

Showcase Advisor: Tal Waltzer

Abstract: Early parenting choices can have lasting effects on children’s development (Stephanie, 2022). Research shows that parents’ behaviors influence children’s outcomes, and parenting styles vary in their levels of control and responsiveness toward children (Tomar & Kumar, 2024). However, it remains unclear how these parenting styles affect cognitive abilities once children reach adolescence and enter higher education. This gap leads to the research question: To what extent do parenting styles influence cognitive development in higher education? Using a quantitative survey, we will collect self-reported data from college students about the parenting styles they experienced growing up and compare these reports with their current academic success and cognitive functioning. We expect authoritative parenting to be associated with stronger academic and cognitive performance, whereas authoritarian, permissive, and uninvolved styles may be associated with weaker outcomes. Understanding these relationships may help parents make better decisions when approaching parenting, leading to better cognitive development in children. 

Presenter(s): Alex Ray, Hanah Yi, Aleeza Amin, Andre Gonzalez

Showcase Advisor: Susan Phillips

Abstract: Borderline personality features are strongly associated with interpersonal dysfunction, and the relationship between specific symptom domains and patterns of interpersonal problems remains an important area of investigation. This study examines the convergence between the Borderline Features (BOR) scale of the Personality Assessment Inventory (PAI) and interpersonal difficulties measured by the Inventory of Interpersonal Problems (IIP). The PAI-BOR assesses affective instability, identity disturbance, negative relationships, and impulsivity, while the IIP measures maladaptive interpersonal styles within a circumplex framework of dominance and affiliation. Findings may enhance our understanding of how borderline personality manifests in relational functioning, informing clinical assessment and treatment planning.

Presenter(s): Elizabeth Slusarz Slusarz, Jaina Rakoczy, Rocco Picard, Sophia Harris, Liam Bartholomew

Showcase Advisor: Tammy Ellis-Robinson

Abstract: Using an Appreciative Inquiry (AI) lens, a collaborative research team of university faculty and students, including students enrolled in a work-based learning (WBL) College Transition Program explored local businesses’ implementation of Customized Employment (CE). CE is a person-centered approach that tailors job responsibilities and workplace accommodations to align with the strengths, skills, and interests of individuals with disabilities, supporting their access to self-determined, competitive employment. Despite having significant strengths to offer, many jobseekers with disabilities encounter systemic barriers in traditional hiring and workplace environments. Through a survey and interviews with business leaders across various employment settings, this study seeks to understand current CE practices and identify opportunities for broader implementation to support individuals with disabilities in securing competitive employment in fields aligned with their interests and goals. 

Presenter(s): Yeajee Chon, Emma Durr, Josh Taylor, Katerin Giron Carino, Greta Propper

Showcase Advisor: Tal Waltzer

Abstract: An emerging discussion has been on the correlation between adolescent social media use and mental health issues. We seek to find out how profound these correlations are among our peers. We asked ourselves as the first generation with social media in our hands by adolescence how we were affected from the genesis of social media and to a greater effect how profound the repercussions of it. For this study we compiled information pertaining to the relations between development of disorders and social media. We decided to conduct a study to ascertain when individuals began their accounts, how they engaged, and if they felt any such effects. We expect a correlation between reported illnesses and the consumption of social media, though probable to not be causative in all instances but indefinitely related. Implications of this study can be more compellence on the cautionary stance on parental advisories of media consumption.

Presenter(s): Neyssa Birotte

Showcase Advisor: Julio McLaughlin

Abstract: Current research indicates that doomscrolling on social media negatively impacts one’s mental health and emotional well-being. The term “doomscrolling” refers to the act of scrolling excessively through distressing content on social media, often leading the individual down a rabbit hole of bad news. Doomscrolling can be associated with any type of distressing or traumatic event, such as school shootings or the COVID-19 pandemic. Being exposed to such negative content on a daily basis can be destructive to adolescents’ mental health. As a result, this can influence their ability to manage their own emotions in a healthy manner. Additionally, doomscrolling is found to produce poor academic performance among adolescents through procrastination. My presentation explores the issue more broadly, specifically how doomscrolling shapes all aspects of adolescent development including the physical, socio-emotional, and cognitive domains. 

Presenter(s): Ella Merrill, Madeline McTigue, Jasmine Siau, Giroux Arcuri, Dominic Jones

Showcase Advisor: Tal Waltzer

Abstract: Research indicates that parenting styles significantly influence emotional development, self-esteem, and symptoms of depression and anxiety. However, research remains unclear if it incorporates parents who lie between different parenting styles. This project discusses the existing parenting styles of authoritative, authoritarian, permissive, and neglectful, which have a direct relationship with depression, anxiety, and self-esteem. We will provide an anonymous questionnaire to our classmates that asks about their parents' parenting styles and their personal outcomes with depression, anxiety, and self-esteem levels. Data found that authoritative parenting is associated with lower depression and anxiety and high self-esteem, while adolescents with authoritarian and neglectful parents showed stronger links to depressive and anxious symptoms with low self-esteem. We assume that with the responses from our peers, we will find the same outcome. Understanding these relationships can inform the necessity of targeted parenting education and mental health interventions to promote more resilient emotional well-being in adolescents. 

Presenter(s): Sophia Nardi, Taylor Potter, D’kodah Jones, Abigail Gaer, Ashli Burroughs

Showcase Advisor: Tal Waltzer

Abstract: Research has consistently linked adolescent bullying involvement to differences in moral reasoning, yet little is known about how these associations extend into emerging adulthood. The present study examines how retrospective bullying roles (perpetrator, victim, bystander) and perceived peer support during adolescence relate to sociomoral reasoning levels in college students. Participants will complete the Sociomoral Reflection Measure–Short Form Objective (SRM-SFO; John C. Gibbs et al., 1984), along with retrospective self-report items assessing bullying role and perceived peer support during adolescence. We expect students who identify as former perpetrators or bully-victims to demonstrate lower sociomoral reasoning scores than bystanders or defenders, while higher perceived peer support will be positively associated with moral reasoning and may buffer negative effects of bullying involvement. Findings will extend adolescent research to college populations and highlight the long-term role of peer relationships in shaping moral development, informing prevention and intervention efforts in higher education. 

Presenter(s): Xinyu Li

Showcase Advisor: Lindsay Griendling

Abstract: Racial disparities in school discipline remain a persistent equity concern, particularly for students served under the Individuals with Disabilities Education Act (IDEA). This poster examines how overrepresentation in school suspension changed over time for IDEA-served students across racial and ethnic groups in the continental United States. Using Civil Rights Data Collection data from 2015–16, 2017–18, 2020–21, and 2021–22, representation indices were calculated for in-school suspension (ISS) and out-of-school suspension (OSS) across 50 state educational agencies. Findings show that disparities remained widespread across states. Black students with disabilities were consistently the most overrepresented group in both ISS and OSS, whereas Asian students generally showed the lowest levels. Although overrepresentation declined in some areas by 2017–18, patterns shifted during the pandemic and increased again in 2021–22. Overall, exclusionary discipline remains a persistent equity issue. 

Presenter(s): Xinyu Li

Showcase Advisor: Mary DePascale

Abstract: Equitable access to gifted and talented (GT) programs remains a longstanding concern for students served under the Individuals with Disabilities Education Act (IDEA). This poster examines whether IDEA-served students remain underrepresented in U.S. GT programs and whether that pattern changed from 2015 to 2022. Using four waves of Civil Rights Data Collection data (2015–16, 2017–18, 2020–21, and 2021–22), the proposed study uses a state-level repeated cross-sectional design. For each state-year, a representation index will be calculated by comparing the percentage of IDEA-served students in GT programs with their percentage in overall enrollment. The analysis will describe changes over time and examine whether state-level factors, including school size, location, student demographics, and GT program availability, are associated with those changes. 

Showcase Advisor: Mary DePascale

Abstract: Family routines are an important opportunity for children’s math engagement and learning (Eason et al., 2022). Our project aims to provide more information on how family routines support early learning. We are currently recruiting families (with children ages 3-5 years) from lower socioeconomic backgrounds. Participating families are sent a USB audio recorder and are asked to record 10 minutes of a regular routine with their child (e.g., reading a book, bedtime, play). Caregivers are also asked to complete surveys of their attitudes and beliefs about their own and their child’s interest and ability in math as well as frequency of engaging in math activities with their child at home. For Showcase, we plan to present on what routines families recorded and their responses to the caregiver surveys. Overall, we are hoping that studying family routines in a naturalistic setting will have real-world applications for promoting future math resources and interventions. 

Presenter(s): Sojung Park

Showcase Advisor: Mariola Moeyaert

Abstract: The Self-Compassion Scale (SCS; Neff, 2003) stands as a critical measurement instrument as there is an increased research interest in self-compassion. The SCS has been translated extensively in at least 25 languages and applied across a multitude of cultural landscapes. However, the psychometric properties, including the factor structure, are inconsistent across different versions. This review aims to assess the validation process of SCS's various translations focusing on the analysis of factor structure. Three databases were systematically searched (i.e., Web of Science, PsycInfo, and Pub-Med). This review evaluated each study that met inclusion criteria based on a scoring system that assessed the robustness of their validation processes and the clarity of their translation methodologies. The results include a comparative analysis of the psychological constructs and structural validity of each study, highlighting the challenges faced in translating and validating the SCS. Suggestions for upcoming research on validity are examined. 

Presenter(s): April Torres, Amerie Madigan, Destinee Riser, Christopher Palestro

Showcase Advisor: Sojung Park

Abstract: The background behind this research shows that trauma can be passed down generationally, impacting several aspects of familial groups, including family dynamics, identity, and mental health. This study asks how generational trauma specifically presents itself throughout a person’s life, particularly when examined through the lens of cultural nuances. This study will compare the byproducts of generational trauma across different cultures and examine how its expression, discourse, and memory are observed within families and communities. It is expected that cultures that are similar in geography, language, and social norms will express similar mechanisms to portray these traumas, such as storytelling, behavioral patterns, emotional responses, and physical responses. Understanding how and why cross-cultural similarities and differences in trauma exist may help normalize conversations about generational trauma and support healing within affected communities. 

Presenter(s): Brandon Mileti, Makaelah Sedor, Ke'miya Williams, Amber Basdeo

Showcase Advisor: Tal Waltzer

Abstract: Our research-based study will be focused on “How does the use of different social media platforms affect college students' self-image and self-esteem"? We have read and analyzed similar studies to use as a reference for our own. We found that teens engaged in appearance-focused activities had a negative self-image. Our study differentiates because we are focusing on groups of college-aged students, particularly with Instagram, Snapchat, and X. We are interested in this research because the results we receive can be attributed to our own relationship with appearance-based social media platforms. In this study, we will be collecting information via survey and comparing this information to findings of prior studies. This study will contribute to the overall understanding of possible positive and negative effects that social media has on a college student's self-image, and this information could be applied to make these apps safer for younger students. 

Presenter(s): Nicole Lenzovich, Victoria Jakakas, Rylan van Grinsven, Walaa Dawood

Showcase Advisor: Mary DePascale

Abstract: This study examines the relations between children's play preferences, school experiences, home learning environments, and math anxiety. Participants are five- and six-year-old children who complete measures of play activity preferences and math anxiety via Zoom. Parents also complete a survey of the child’s home learning environment, including how frequently the child engages in math and literacy activities at home. The study explores three research questions: whether children's play preferences are influenced by their school experiences; whether play preferences relate to the child's home math and literacy environment; and whether children's math anxiety relates to math engagement at home. The study's aim is to better understand how both educational and home environments influence children's attitudes and engagement towards engaging in learning-based play activities. The findings from this research may contribute to a better understanding of early childhood learning environments. 

Presenter(s): Onni Hepburn, Jada Wilson, Connor Hashim, Sonai Clarke, Kimaura Schindler

Showcase Advisor: Tal Waltzer

Abstract: Parental discipline strategies play an important role in children’s behavior, social development, and understanding of rules and boundaries. This study examines how parents’ disciplinary decisions influence children’s development and perceptions of boundaries. To explore this question, each group member will interview one participant about their childhood upbringing and the discipline methods used by their parents. These interviews aim to provide insight into how different parenting approaches shape development. Prior research suggests that parents who establish clear, consistent, and firm boundaries help children develop stronger emotional regulation, self-control, and respect for rules. In contrast, overly lenient parenting with little structure may lead to weaker boundary awareness and behavioral difficulties. The findings may help parents and educators better understand how discipline styles influence children’s development and respect for authority.

Presenter(s): Chelsea-Taylor Moore, George Spencer, Lindsay Greenblatt, Briahnna Eason001855958, Andrew Horsman

Showcase Advisor: Tal Waltzer

Abstract: Diet plays an important role in brain health and cognitive functioning. Research suggests that the foods people regularly eat can affect their ability to concentrate, remember information, and process details. Our project explores the question: How do healthy and unhealthy diets affect concentration and memory? To investigate this, we will collect data through a short survey asking participants about their typical diet and their perceived concentration and memory performance. The responses will be analyzed to identify patterns between diet quality and cognitive abilities. We expect that individuals who report healthier diets will also report better concentration and memory, while those with less healthy diets may experience lower levels of cognitive performance. By examining this relationship, our study aims to highlight the importance of healthy eating habits. Understanding how diet influences cognitive functioning can emphasize why maintaining a balanced diet supports concentration, memory, and overall mental well-being and daily performance. 

Presenter(s): Ryan Stalter, Hannah-Isabelle Azemar, Sydney Weinstein, Victoria Maiorana, Bryce Davis

Showcase Advisor: Tal Waltzer

Abstract: Our research is looking into the effects of parental gender socialization on an individual's gender and sexuality development. Socialization and parental influence plays a critical role in shaping a developing child’s identity, yet most research on the topic seems to revolve around parents' perception rather than the individuals. We are leaning towards identifying individual perceptions of how they viewed their parents' treatment of them when they were young, whether they felt they experienced gendered socialization, and how they believe those experiences have helped shape their identities. Each of us in the group will conduct a series of 3 minute peer interviews on their experiences with gender socialization from their parents and how those experiences differed from siblings of the opposite gender.  By focusing on the individual's experiences, rather than just the parent’s, we hope to acquire a more rounded understanding of the impacts of gender socialization. 

Presenter(s): Rebecca Andersen

Showcase Advisor: Haley Muir-Knox

Abstract: Autistic children and youth often face barriers to meaningful leisure and recreation, even though adaptive leisure participation is closely tied to quality of life and broader transition outcomes across lifespans (Manente et al., 2022; Askari et al., 2014; Bishop-Fitzpatrick et al., 2017). This project focuses on a university-based, station-structured recreation and leisure program for autistic students in grades K-12 and up to age 22. Using parent focus groups, we examine how families perceive this program as supporting their children’s leisure and recreation skill development in ways that may be transferred to home, school, and community settings and support transition to adulthood and overall quality of life (Hagner et al., 2014; Kirby et al., 2020). Preliminary findings highlight how parents describe the program’s role in fostering connections, belonging, and hope for the future, and why structured leisure contexts matter for transition-related supports. 

Presenter(s): Snehal Ragalwar

Showcase Advisor: Mary DePascale

Abstract: Sleep deficiency has become an acceptable trade-off for graduate students who face rigorous coursework, research obligations, and social commitments. The aim of this proposed study is to investigate the association between sleep quality and daytime productivity in graduate students at UAlbany. Pittsburgh Sleep Quality Index (PSQI) will be used to assess quality sleep. Daytime productivity will be assessed under three domains namely, task completion, focus during classes and energy levels. In this cross-sectional correlation design study, 25 graduate students (N =25) will participate by completing the PSQI and maintaining a self-report log sheet to rate their productivity over a period of two weeks. The findings of this study may serve as a foundation for designing interventions to promote healthier sleep habits as a critical component of academic success and personal well-being for graduate students.  

Keywords: Quality sleep, productivity, graduate students, PSQI 

Presenter(s): Isabella Hart

Showcase Advisor: Haley Muir-Knox

Abstract: Transition planning, specifically for individuals with autism, is less well understood than transition planning for other disability groups (Hughes et al., 2023). With the lack of information and specific strategies regarding transition planning for students in this demographic, young adults with autism often struggle to acquire the skills needed for success in adulthood. Specific and targeted guidance is needed for those involved in transition planning for students with autism. We propose a tool for use during postsecondary transition planning that will help make the process more effective for students with autism. This tool offers a step-by-step guide that provides advice, information, and direction to students, families, schools, and districts when making postsecondary plans for students with autism. In our presentation, we will showcase this original tool, the Intervention Framework for Transition Planning with Students with Autism (IFTA), as well as implications for practice and plans for future research.   

Presenter(s): Isabella Santos, Tanmen Mallik, Hannah Green, Thiri Lin Bo, Kay Serrano

Showcase Advisor: Tal Waltzer

Abstract: Our project examines the role of emotional intelligence (EI) in how emerging adults manage their instinctive emotional reactions. Our study focuses on whether or not differences in EI can influence how young adults respond to daily social situations. Data will be collected through a Google form survey measuring EI levels among students from our class. We then will ask those same students to complete a short behavioral task involving hypothetical social scenarios to assess their emotional responses. This research is significant, as it demonstrates the ways in which EI shapes reactions, which highlights the value of developing emotional awareness and regulation for young adults. 

Presenter(s): Gisele Adames, Axel Soto, Anne Li, Mia Miller-LaBar, Kelicia Smith

Showcase Advisor: Tal Waltzer

Abstract: Research in lifespan development has proven that the transition from late adolescence to emerging adulthood in college is a critical period in which identity is influenced by environment, community, and newfound independence. Although early adulthood has been widely studied, there is limited research examining college students from varying demographics, leading to a lesser understanding of how self-image develops among diverse young adults.This study addresses that gap by examining students’ self-image and self-esteem in relation to their experiences within the college environment.Interviews will be conducted with students with different races, genders, and sexual orientations focused on their experiences in college and their effects on self-perception and self-esteem. Based on the evidence, we can identify common patterns of how a college environment affects self-image for its students. These findings can significantly shape interventions and institutional policies that promote positive self-perception and mental health in higher education settings. 

Presenter(s): Alyse Kelly, Jillian Stewart, Brianna Stein, Jasmin Drayton

Showcase Advisor: Tal Waltzer

Abstract: Over the last two decades since technology was first introduced, studies reveal that time children spend outdoors has declined and interests have shifted to spending time indoors playing video games, watching videos, or talking to friends online. Although technology has paved the way for an advanced society, there are challenges. We want to explore if technology affects young children and their development, how much screen time is acceptable, and if it should be monitored. Throughout this project, we will look from an outside perspective and interview those who commonly see children with high screen time.The purpose of this is to understand the impacts of technology exposure, both negative and positive, on the cognitive, physical, and psychological aspects of development. We think the findings will lean toward negative impacts, but there could be positive effects when used correctly. Educational technology with adult guidance can be beneficial, but can be misused. 

Presenter(s): Mason Lott, Pat Stastny, Qing Ma, Gaby Pitcher

Showcase Advisor: Timothy Weaver

Abstract: Skating culture has historically been intertwined with punk movements that have aims of disrupting capitalism (Dince, 2011). Punk movements frequently gain the most traction during reactionary periods following heightened governmental authoritarianism, as individuals seek out opportunities for resistance (Arnot-Bradshaw & Gadir, 2025). At this moment, authoritarianism and neoliberalism have intertwined to reinforce the capitalist tendencies of the United States that prioritize the profit of the world’s elite classes at the expense of all else (Harvey, 2005). The researchers in this study are interested in how modern skate and punk culture have reacted to recent shifts in society and hope to involve the skaters throughout the research process. Of particular interest is how these reactions are shaped by the racial, gender, and class dynamics within skate culture. Methods for recruitment and attempts at involvement in the research process will be included, along with preliminary results. 

Presenter(s): Weiting Qi

Showcase Advisor: Mary DePascale

Abstract: This critical review examines how existing studies define and measure learners’ emotions in the knowledge-building process, with a particular focus on epistemic emotions. Epistemic emotions are emotions triggered by cognitive conflict or cognitive processes during the evaluation, revision, reasoning, and integration of knowledge. They play a key role in learners’ knowledge construction by linking epistemic beliefs to learning strategies and, consequently, shaping learning behaviors. Although the importance of emotions in human knowledge building has long been recognized, the conceptualization and measurement of these emotions vary widely across studies, particularly regarding epistemic emotions. Such variation makes it difficult to understand the dynamic role emotions play in knowledge-building processes. To better understand learners’ emotional experiences in learning, this review synthesizes and analyzes existing research by examining how studies conceptualize epistemic emotions, identify the objects of emotions, and operationalize their measurement. 

Presenter(s): Nikolaos Sarilakis

Showcase Advisor: Mary DePascale

Abstract: Self-regulated learning (SRL) refers to learners’ active regulation of cognitive, metacognitive, behavioral, motivational, and emotional/affective processes of learning (Panadero, 2017). Although SRL has mostly been measured using self-report questionnaires (SRQ), there are several challenges and limitations regarding the validity of the data they provide (Karabenick & Zusho, 2011; Winnie, 2010). Alternatively, several methods have been developed to address the limitations of SRQ for measuring SRL, including think-aloud protocols, microanalytic measures, case studies, and, in recent years, trace data and educational data mining techniques. This literature review aims to present the available SRL assessment methods, focusing on their strengths and limitations. Additionally, it seeks to evaluate these methods and to propose recommendations for their optimal application in suitable contexts. The findings of this review are expected to contribute to a better understanding of the advantages and disadvantages of the different assessment methods, supporting more accurate and context-sensitive measurement of SRL. 

Presenter(s): Rylan van Grinsven, Sam Storti, Kiley Smith, Ki Franklin, Zach Rudolph, Odessa Prodafikas

Showcase Advisor: Mary DePascale

Abstract: Spontaneous focus on numerosity (SFON) measures a person’s tendency to notice exact numbers in their environment without prompting (Hannula & Lehtinen, 2005). This tendency has been documented and measured predominantly in children, with less research focusing on SFON in adults. In the current study, we aimed to understand (1) relations between SFON and subjective numeracy and (2) gender differences in SFON.  

We measured SFON using a picture description task (DePascale et al., 2021), where 80 undergraduate students were asked to describe three pictures. Responses were coded for the frequency of exact number usage. Participants were also given a subjective numeracy scale (Fagerlin et al., 2007) to rate their perceptions of their own math ability. Results will provide insights into (1) how attention to numbers is linked to self-efficacy or motivation in math and (2) gender differences in SFON, which could contribute to a broader conversation about barriers in mathematics. 

Presenter(s): Ivana Godoy, Ashley Ogilvie, Brielle Pompey, Lindsay Guerra

Showcase Advisor: Tal waltzer

Abstract: There is research that shows parenting practices play a huge role in a child's development and long term well being. Studies suggest that when children have supportive and well structured parenting it is linked to increased life satisfaction and better emotional stability. On the other hand, dysfunctional and negative parenting styles can be associated with lower well being. Although, fewer studies have focused specifically on how inconsistent or absent parenting practices may contribute to childhood misbehavior. The purpose of our research is to understand the connection between different parenting styles and the long term impacts on individuals' overall well-being and social relationships. To obtain the necessary information, surveys were sent out to peers and university students, followed by interviews. Supportive relationships between parents and children can help individuals develop healthier coping skills and positive relationships later in life. Parenting education and family support programs could benefit from these findings. 

Presenter(s): Sabrina Raskind, Alanah Hawkins, Kristian Traina, Kierra Okine

Showcase Advisor: Tal Waltzer

Abstract: This study is attempting to identify if there is a correlation between parenting styles and romantic attachment styles, specifically “How do perceived parenting styles during childhood relate to attachment styles in college students' romantic relationships?” Theories suggest that perceived parenting styles may shape individuals’ attachment styles in later romantic relationships. We will send a survey to 15-30 college students to answer questions related to the perceived parenting styles in which they were raised and their romantic and parental attachment style to identify if there is a correlation. The importance of this research is that if college students can identify these attachment styles, they can in turn improve their relationships. We expect our outcomes and implications to be that authoritarian and permissive parenting styles will be positively associated with anxious and avoidant attachment patterns, whereas authoritative parenting will be positively associated with secure attachment in college students’ romantic relationships. 

Presenter(s): Jamie Gahtan

Showcase Advisor: Tianlin Wang

Abstract: Children develop beliefs about gender roles through the cultural input they encounter. This study examined whether preschool-aged children (N = 101) would apply gender-related information from folklore stories to their gender representations. Children were randomly assigned to hear either a gender-conforming or gender-nonconforming folklore story and made pretest and posttest judgments of peer toy preferences. Children who heard the gender-conforming story decreased their endorsement of counter-stereotypical toy pairings (i.e., girls liking trucks and boys liking dolls). In contrast, preschoolers who heard the gender-nonconforming story showed no significant changes in their gender beliefs. These findings suggest that cultural input may be more likely to strengthen existing gender stereotypes than disrupt them, demonstrating the persistence of early gender beliefs and the asymmetric influence narratives can have on children's thinking. 

Presenter(s): Cassidy Picciano

Showcase Advisor: Zheng Yan

Abstract: This study investigates the relationship between social media usage frequency, content type, and anxiety among 85 undergraduate students aged 18–34. Participants completed the Generalized Anxiety Disorder-7 (GAD-7) and surveys measuring social media activity. Findings revealed a moderate, nonlinear link between usage frequency and anxiety. Content focused on politics, influencers/celebrities, and art/music corresponded with the highest anxiety levels, emphasizing the need to address specific content-related mental health risks in young adult social media use. 

Presenter(s): Hanah Yi, Alex Ray, Aleeza Armin, Andre Gonzalez

Showcase Advisor: Susan Phillips

Abstract: Research has shown that female and BIPOC professionals who work within academic medicine  settings experience significantly more diversity related issues compared to their White counterparts (Stepleman et al., 2024). BIPOC women medical faculty experience higher levels of discrimination within their departments, leading to poor mental health outcomes, often ultimately causing attrition rates to be higher (Elliott & Blithe, 2020). However, literature on the experiences of female and BIPOC faculty members within professional higher education settings is scant, as the literature largely focuses on professionals who work in the medical field. Existing literature has not empirically examined the relationship between experiences of discrimination and well-being outcomes amongst a sample of female BIPOC faculty members. The current study seeks to bridge this gap. 

Presenter(s): LJ Huang

Showcase Advisor: Susan Phillips

Abstract: Research documenting stigma-reduction strategies across various health and social conditions is well established. However, investigations grounded in perspectives of Black and Latino/a young adults remain scarce. This study examines their insights into combating racial stigma. In-depth interviews were conducted among 45 Black and Latino/a young adults with perinatal HIV-infection or perinatal HIV-exposure but who are uninfected. Inductive thematic analysis identified strategies to address racial stigma across socio-ecological levels. Intrapersonal-level strategies included building emotional intelligence and openness to different lived experiences. Interpersonal-level strategies included being more involved in the community and creating spaces for conversations. Structural-level strategies included increasing access to community resources as alternatives to heavy policing. Strategies spanning multiple levels included increasing education and awareness about racial inequalities. These findings highlight experiential knowledge of Black and Latino/a young adults affected by HIV on combating racial discrimination and offer opportunities to translate insights into interventions promoting collective resilience and well-being. 

Presenter(s): Clare Redden, Megan McCarthy

Showcase Advisor: Laura Longo

Abstract: The college years present a critical opportunity for early suicide intervention. Despite this, only about half of students experiencing suicidal thoughts do not seek mental health care during college (Barnett et al., 2024). Given the underutilization of services and the role of peer norms in intervention (Osborn et al., 2022), this study examined: (1) whether students who have considered suicide differ in help-seeking intentions from those who have not, and (2) whether students who report a suicide attempt differ from those reporting suicidal ideation without an attempt. 
Participants were drawn from a large public university. MANOVA results showed significant differences in help-seeking intentions between students who had considered suicide and those who had not, and between students reporting attempts and ideation only. Overall, suicidal ideation showed a stronger association with help-seeking intentions than suicide attempts. Discussed findings highlight the importance of early identification and promoting help-seeking on college campuses. 

Presenter(s): Yaosheng Lou

Showcase Advisor: Mariola Moeyaert

Abstract: This study evaluates whether large language models (LLMs) can automate data extraction from single-case experimental design (SCED) graphs for meta-analysis. A structured prompt was developed and tested with GPT-5.2, Gemini 3.0 Pro, and Claude Opus 4.5 using 320 simulated graphs. Performance was assessed in data point identification, phase classification, and numerical value extraction. Results showed that Gemini 3.0 Pro was the most promising of the three models. The study also examined how extraction errors were associated with graph characteristics. Findings offer practical guidance on which SCED graphs are more or less suitable for LLM-based data extraction to support future SCED meta-analyses. 

Presenter(s): Katherine Soon

Showcase Advisor: Hung-Bin Sheu

Abstract: Introduction: Social Cognitive Career Theory (SCCT) posits that self-efficacy is a function of environmental supports; which then fosters greater life satisfaction. This study focuses on multiracial students from a well-being perspective. Research Questions: 1) what academic supports are important for multiracial students, 2) how do academic supports relate to academic self-efficacy, and 3) how do these variables relate to life satisfaction? Method: A dataset including 208 multiracial students was analyzed. Two regression models were used to assess how different forms of support relate to self-efficacy and life satisfaction. Results: Two factors of academic support were identified, accounting for 62% of the variance: mentor/instructor support and friends/family support. Using a regression model, independence (β = 0.238, p < .001), mentor/instructor support (β = 0.193, p = .021) and friend/family support (β = 0.160, p = .048) all significantly predicted academic self-efficacy, but neither independence nor interdependence moderated the relationships. 

Presenter(s): Rebecca Zanotti

Showcase Advisor: Mary DePascale

Abstract: During middle childhood, children’s cognitive capacities increase. Specifically, children show more sophisticated reasoning across domains, including moral reasoning and mathematical thinking and reasoning. Resource allocation, or how assets are divided, involves both of these developing cognitive skills. Previous research has shown that proportional reasoning plays a role in equity judgements, and that moral self-concept (the integration of moral norms into self-concept) also has a significant effect on moral judgements. However, fewer studies have examined the overlapping influence of these two cognitive processes on judgements of resource allocations. Understanding these connections is important because the judgements of what allocations are acceptable can shape how children think of equity and merit into their adolescent and adult years, influencing how they chose to divide resources. The proposed study will use resource allocation tasks to investigate the connections between moral self-concept, proportional reasoning, and resource allocation in children ages six to eight years.