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Fall 2009

Dunn, Joshua

rejection and motivated to restore their social value. Using self-report data from 397 working adult participants, structural equation modeling (SEM) was used to examine the relationships between secure attachment, social comparison, defeat, self-esteem, depression, submissive behaviours, social risk taking

good fit between the data and Allen and Badcock's (2003) algorithmic model, providing empirical support for an evolved adaptive mechanism functioning in mild to moderate depression. Paper 2 reports a test of Allen and Badcock's (2003) claim that the social risk hypothesis is exclusive to depression. In

Fall 2023

Brassard, Leah

skills create cascades of resilience. Despite the CRM’s strong theoretical underpinnings, it has yet to be empirically tested with a community sample. Therefore, the present study tests the CRM’s proposed pathways for how parenting qualities can lead to family resilience. Self-report data from 295 self

-identified parents was collected on parental self-efficacy, positive emotions, coping capacity, social supports, and family resilience. Structural equation modelling was used to test the CRM, and showed that the proposed pathways of the CRM did not fully explain the data collected. However, adding a direct

Spring 2016

Zhang, Xiaozhou

mainland China. All participants were asked to answer a series of self-report questionnaires designed to measure their perceived adulthood status, emerging adulthood features (IDEA), ego identity development in the work domain (DIDS), and burnout symptoms (MBI). Results showed that a large proportion of

, foreclosure, moratorium, and carefree diffusion). Based on a multigroup structural equation modeling approach, the moderating effects of ego identity status were found in the association between certain dimensions of the transition features of emerging adulthood and dimensions of burnout. The results suggest

Fall 2021

Nikouee, Majid

structural syllabuses. However, it eventually survived and reappeared as form-focused instruction (FFI), referring to any instructional technique intended to draw learners’ attention explicitly or implicitly to grammatical structures when the focus is on meaning. Nowadays there seems to be a consensus among

grammatical knowledge accurately during fluency-oriented task performance. This paper concludes with a discussion of how transfer-appropriate grammar practice can play a role in CLT and offers an example of a transfer-appropriate practice activity with respect to the English past tense. Paper 2 reports a