Due to technological advancements, undergraduate students have gained convenient access to artificial intelligence (AI) tools for academic purposes. Widespread access to AI, and underlying anxiety, may be impacting how scholars perceive their academic ability. The purpose of this study was to examine the relationships between facilitating anxiety and debilitating anxiety, problematic and productive AI use, and academic self–efficacy. Results indicated that those high in academic self-efficacy tended to be high in facilitating anxiety r = .44, 95 percent CI (.33, .54) and low in debilitating anxiety r = -.46, 95 percent CI (-.55, -.34). However, academic self-efficacy was not related to either problematic AI use r = -.12, 95 percent CI (-.25, .01) or productive AI use r = .00, 95 percent CI (.13, -.13). Although not hypothesized, there was a weak positive relationship between problematic AI use and debilitating anxiety r = .24, 95 percent CI (.11, .36). These findings suggest that debilitating anxiety is a better predictor of problematic AI use than academic self – efficacy. This research provides insight into why students may engage in problematic AI use and allows students to better understand the ways that anxious cognitions may be related to counterproductive behaviors.

Narrative identity, as defined by McAdams (2013), is the evolving internalized story individuals construct to make sense of their experiences, relationships, and goals. Kegan’s constructive developmental theory asserts that this identity development continues across the lifespan, advancing through stages such as interpersonal, institutional, and interindividual balance. Current research indicates that positive narrative identities support well-being (McAdams, 2013). Adler and colleagues (2006) also found that adults with negative narrative identities and patterns are more likely to experience depression and lower life satisfaction. Dungeons and Dragons, a fantasy tabletop role-playing game, offers a unique context for examining and exploring narrative identity development in adulthood. Within this collaborative and imaginative environment, players create and embody characters, face dilemmas, and construct story arcs that mirror the process of forming narrative identity. Pivotal moments in gameplay, such as loss or conflict, can support emotional closure, growth, experience to overcome setbacks, and establish community with other players. Research shows that Dungeons and Dragons fosters escapism, creativity, social support, and self-exploration. In this research, we seek to understand the potential for positive narrative identity development through the process of character development in Dungeons and Dragons.

Policing in the United States is often described using two distinct orientations: the warrior mindset and the guardian mindset. A warrior mindset is focused on aggression, control, and enforcing the law. Whereas the guardian mindset emphasizes protecting the public and building relationships with the communities they serve (Donner & Maskàly, 2021). Although these concepts have primarily been studied among law enforcement officers, they are based on broader ideas of masculinity (e.g., strength, protection, honor, duty; Donner & Maskàly, 2021; Gulevich & Krivoshchekov, 2023; Pomerantz et al., 2021). Research has shown that these mindsets can influence attitudes towards the use of force among officers and police trainees. However, less is known about whether these same ideas influence the attitudes of civilian men. The current study seeks to extend the warrior and guardian framework beyond law enforcement by examining how exposure to different policing messages affects civilian men’s attitudes towards the use of force. Men between the ages of 18 and 49 will be randomly assigned to one of the three conditions (i.e., warrior, guardian, control). After exposure, participants will complete measures assessing their attitudes toward police use of force, masculine honor ideology, and social dominance orientation. The current study aims to better understand public perceptions of policing and legitimacy of force, contributing to the literature on policing, masculinity and social attitudes. 

This project examines any relationship between use of artificial intelligence, cognitive functioning and decision-making. It focuses on whether engagement with artificial intelligence chatbots is associated with differences in cognitive functioning and decision-making styles. Cognitive functioning refers to self-reported everyday cognitive abilities such as attention, memory, concentration, and information processing. Decision-making style refers to individuals' preferred approaches to making decisions, such as rational, intuitive, dependent, avoidant, or spontaneous decision-making tendencies. The project will use quantitative research in the form of a survey to explore any effects between participants' artificial intelligence usage, including frequency of AI use, dependence on AI technologies, and attitudes toward AI, their decision-making style and cognitive functioning. This matters because artificial intelligence is a new and quickly growing tool used by many individuals, with limited research about how it may affect the population particularly regarding its relationship with cognitive functioning and decision-making processes. The project not only contributes to the limited knowledge about the relationship between artificial intelligence and the human brain, but also seeks to contribute to more, in-depth research on the topic of artificial intelligence and how it may have an impact on the human brain in areas like decision-making skills and cognitive functions.

First-generation college students (FGCS) – students whose parents did not earn a four-year college degree – make up approximately one-third of the college population, predominantly coming from lower socioeconomic backgrounds and racial/ethnic minority backgrounds (Ricks and Warren, 2021). Due to obstacles in their journeys, such as working part/full-time, lower self-esteem, and under-resourced high schools, only 27 percent of FGCS successfully graduate from a 4-year institution (Ricks and Warren, 2021). The purpose of this study was to explore how first-generation college students perceive the roles of self-efficacy, cognitive flexibility, and sense of belonging in managing academic anxiety. The study interviewed eight participants — 5 females and 3 males — across various grade levels and majors using semi-structured interviews. Participants were recruited through a recruitment email sent by TCU’s academic program, TRIO. The findings indicated that participants perceived cognitive flexibility and self-efficacy as important factors in managing academic anxiety. Additionally, while some participants viewed faculty positively, others described barriers to seeking support. Participants noted that these barriers stem from intimidating interactions with faculty members and a sense that professors expect them to already understand the material. Findings also highlighted a stark contrast in perceived academic pressure from first-generation students about their continuing-generation peers. These findings suggest that to create an inclusive college environment, college professors should receive specific training to ensure that first-generation students feel a sense of belonging on-campus and in their academic journey.

Differences in disciplinary referrals based on race have led many to argue that bias may influence disciplinary decisions. Implicit bias (IB) training is designed to address such disparities by raising awareness of biases that may impact assessment of behavior and disciplinary decisions. In recent years, many have questioned not only the validity and usefulness of such training but also its effectiveness. Some scholars argue that such programs often fail to produce meaningful behavioral change and may unintentionally reinforce or increase bias. Additionally, forced participation and inconsistent presentation of content may also play a role in limiting its potential impact. To fully address these concerns, the aim of the present study was to investigate how individuals receive and respond to such training. A sample of K-12 educators participated in structured interviews using scaled and open-ended responses to assess their experiences with IB training and their reactions to it. Educators discussed the format and content of training in addition to their perception of strengths, limitations, and impact on classroom behavior. It is hypothesized that educators will report that IB training is most effective when it includes opportunities for reflection, discussion, behavioral practice, and ongoing engagement, rather than one-time training focused primarily on awareness of bias. Findings will be synthesized into a set of recommendations for improving IB training programs in educational environments. This study contributes to ongoing discussions regarding equity initiatives in schools by identifying practices that may enhance the effectiveness of IB training and support more equitable educational environments.