Development of a new framework for identifying interdependence dilemma resolution strategies This study used Deci\u2019s Self-Determination Theory as a framework to categorize different types of strategies taken in response to conflicts of self-interest in relationships, or what Rusbult et al.(2004) called interdependence dilemmas. Participants were asked to respond to hypothetical <\/p>\n <\/p>\n Digitally Aged Love (Working Title) A documentary examining how Generation Z cultivates and maintains love in the digital age of 2022. I was able to interview students around Baltimore and get their insights into the phenomena. <\/em><\/p>\n <\/p>\n \u00a0<\/em><\/strong><\/p>\n Math Mindset and Math Anxiety: Understanding Achievement in Data Analytics Courses<\/em><\/strong><\/p>\n Layla Murray (2022) This study examined factors that predict final grades in data analytics (DA) courses. Results showed that domain-general and math-specific growth mindset overlapped, and that though participants moved toward a fixed mindset by the end of the semester, they also tended to have less math anxiety. Regression analyses suggested that math anxiety, but not mindset, significantly predicted DA grade beyond high school GPA. Future directions and implications for supporting DA course achievement are discussed. <\/em><\/p>\n <\/p>\n Cognitive Load in a Zoom World: Student and Instructor Perceptions of Factors Driving Mental Overload During Synchronous Class Sessions<\/em><\/strong><\/p>\n Emily Postlethwait (2022) With the rise of the COVID-19 pandemic, many undergraduate students were forced to transition from in-person learning to distance (online) learning. In order to hold live synchronous classes, many schools adopted video conferencing platforms such as Zoom. This research study examined undergraduate students\u2019 perceptions of unproductive cognitive load during Zoom classes in relation to factors such as personal software settings, instructor-determined class features, instructors\u2019 teaching methods, and feelings towards the class and instructor. Independent measures of academic self-efficacy, metacognitive self-regulation, effort regulation, and environment management were included. For comparison, a parallel survey was administered to instructors to assess their perceptions of students\u2019 cognitive load during Zoom classes with regard to the same factors. Students reported significantly higher mental fatigue during Zoom classes as compared to in-person classes. The top five factors students reported to increase unproductive cognitive load in Zoom classes were high life stress, tiredness, sickness, negative emotions, and auditory distractions. The top five factors students reported to decrease unproductive cognitive load were enjoyment of the class, interest in the class topic, feelings that the class is relevant to their future goals, presentation of course information in manageable\/meaningful chunks, and ability to focus. In general, instructor perceptions aligned with students\u2019 perceptions. The article concludes with a contextualization of results with respect to cognitive load theory and a discussion of implications for online learning.<\/em><\/p>\n <\/p>\n Children\u2019s Concept of Conflicting Judgments and Fairness in Ambiguous Moral Situations<\/em><\/strong><\/p>\n Charlotte M. Birnbaum (2022) This study aimed to examine 4-to-7-year-olds\u2019 versus adults\u2019 representation of conflicting states of mind when faced with moral dilemmas in which intention and outcome were inconsistent–e.g., intending to help someone but ending up hurting that person, or vice versa. Their understanding of fairness in resulting consequences for the protagonist was also examined. Adults served as developmental comparisons. The results showed significant differences across conditions and age groups. Implications of the results were further discussed.\u00a0<\/em><\/p>\n \u00a0<\/em><\/p>\n \u00a0<\/em><\/strong><\/p>\n The Effect of Task Difficulty on Children\u2019s Sense of Agency<\/em><\/strong><\/p>\n Emily Waskow (2022) A sense of agency is central to the idea of taking responsibility for our actions. While the research on the relationship between children\u2019s locus of control and their wellbeing has been prevalent, there is limited research comparing the perception of control across age groups.\u00a0This study examined the effect of task difficulty on 6-to-11-year-old children\u2019s sense of agency. Participants completed a locus-of-control scale before and after playing either an easy or challenging word search game. Results examined the patterns of agency development across age groups.\u00a0Implications of the findings for developing coping strategies and reducing helplessness were further discussed<\/em><\/p>\n <\/p>\n The Stimson Project: Digitally preserving the memory of Goucher’s Stimson Residence Hall<\/strong><\/em><\/p>\n Sophia Tumolo (2023)<\/p>\n The Stimson Project originated with students in the Historic Preservation program in the spring of 2019. Following the closure of Stimson Hall in 2018, these students, who were keenly aware of the importance of preservation, resolved to launch a major research effort to document the history, architecture, and memories of this once beloved dormitory. Completed in 1966, Stimson Hall was for many years a popular residence hall and a center of campus life. Over this past semester, this research has been compiled, edited, and finalized into the Stimson Project website. This website is a digital archive of images and memories that tell the story of a Goucher landmark and the thousands of students who once called it home.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":" 1:00pm \u2013 2:00pm Athenaeum Development of a new framework for identifying interdependence dilemma resolution strategies Alejandro Fernandez y Mora (2022)…<\/p>\n","protected":false},"author":420,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-1021","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.goucher.edu\/symposium\/wp-json\/wp\/v2\/pages\/1021","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.goucher.edu\/symposium\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.goucher.edu\/symposium\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.goucher.edu\/symposium\/wp-json\/wp\/v2\/users\/420"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.goucher.edu\/symposium\/wp-json\/wp\/v2\/comments?post=1021"}],"version-history":[{"count":6,"href":"https:\/\/blogs.goucher.edu\/symposium\/wp-json\/wp\/v2\/pages\/1021\/revisions"}],"predecessor-version":[{"id":1077,"href":"https:\/\/blogs.goucher.edu\/symposium\/wp-json\/wp\/v2\/pages\/1021\/revisions\/1077"}],"wp:attachment":[{"href":"https:\/\/blogs.goucher.edu\/symposium\/wp-json\/wp\/v2\/media?parent=1021"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n<\/em><\/strong>Alejandro Fernandez y Mora (2022)
\nAndre Bisimwa (May 2022)
\nDerrick Burnette (May 2022)
\nKayla (Helix) Binns (May 2022)
\nChloe Mickelson (May 2022)
\nHannah Washburn (May 2022)<\/p>\n
\ninterdependence dilemma scenarios which were coded into five major categories of strategies: Avoidance, Relationship Restructuring, Autonomous Synthesis, Self-Preferencing, and
\nSelf-Silencing. These categories were then framed in terms of satisfaction of autonomy and relatedness needs.<\/em><\/p>\n
\n<\/em><\/strong>Joel Gladney (2022)<\/p>\n
\nSierra Hausthor (2022)
\nEmily Waskow (2022)<\/p>\n
\nCeili Banasik (2022)
\nAudrey Wenzel (2021)
\nMorgan Jackson (2022)
\nAlexander Steitz (2022)<\/p>\n
\nEmily Waskow (2022)
\nNadira V. Gondal (2022)
\nGwyneth Philbin (2023)
\nHalley Price (2023)
\nBrendan W. Robinson (2023)
\nEmma Sarr (2022)
\nDanielle S. Williams (2022)<\/p>\n
\nCharlotte M. Birnbaum (2022)
\nNadira V. Gondal (2022)
\nGwyneth Philbin (2023)
\nHalley Price (2023)
\nBrendan W. Robinson (2023)
\nEmma Sarr (2022)
\nDanielle S. Williams (2022)<\/p>\n