THE RELATIONSHIP BETWEEN PARENTING STYLES, LEARNING AUTONOMY, AND SCHOLASTIC ACHIEVEMENT IN UNDERGRADUATE COLLEGE STUDENTS

Throughout the years, the role that parents play with regard to a child’s academic achievement has been the source of considerable research. The type of parenting style employed by parents, whether it is authoritarian, authoritative, or permissive, has and continues to be a major theme in these studies. One area of particular interest that has been overlooked in these studies, however, is the influence that parents may have on a student’s learning autonomy. Learning autonomy is the idea that a student has internal motivation to learn or achieve. The purpose of this study was to investigate therelationship among the three styles of parenting, learning autonomy, perceived parental autonomy support, and scholastic achievement in undergraduate college students. Sixty-one participants were recruited at a small liberal arts college in the northeastern United States to complete questionnaires, which measured perceived parental authority of the participants’ parents, perceived parental autonomy support, and students’ own learning autonomy. The participants were also asked to list their grade point average. The results revealed positive and negative correlations between many of the variables in the study;however, simple regression analyses did not yield any statistically significant relationships between parental authority, learning autonomy, perceived autonomy support, and scholastic achievement.

Public Speaking Anxiety, Test Anxiety, and Academic Achievement in Undergraduate Students

Public speaking anxiety and test anxiety are both psychological difficulties which may adversely influence academic achievement in undergraduate students. Previous research has indicated that both public speaking anxiety and test anxiety are negatively correlated with academic performance, usually measured by grade point average. The purpose of this study was to assess the prevalence of public speaking anxiety, test anxiety, and their effects on academic achievement in a sample of undergraduate students, and to determine if certain groups of students are more likely to be affected than others. Although test anxiety and public speaking anxiety were both found to be negatively correlated with grade point average, these correlations were not statistically significant. Potential reasons for the lack of statistical congruence with previous studies, as well as implications for future research and treatment, are discussed.

The Effects of Self-Esteem and Expectancies for Success on Affective Reactions to Achievement

Affective reactions to academic performance appear to be influenced by performance outcome, self-esteem, and causal attributions. We investigated whether expectancies for success and the confirmation or disconfirmation of epectancies also influenced students' affective reactions and causal attributions in achievement settings. Subjects were 132 university students. Causal attributions and affective reactions to an achievement-related situation were assessed and related to students' self-esteem, expectancies for success, and confirmation or disconfirmation of expectancies. Results indicated that causal attributions were related to confirmation or disconfirmation of expectancies for success and to self-esteem. Affective reactions were related to the interaction of self-esteem, expectancies for success, and confirmation or disconfirmation of expectancies. Further analysis suggested that students' affective reactions to performance may serve to maintain existing levels of self-esteem. The role of self-referent and other-referent emotions in self-esteem maintenance was also discussed.

How Much Is Enough? an Analysis of the 5' Nontranslated Region of the Deformed Wing Virus in Honeybees

Honeybees are an essential component of today¿s agricultural system because of their role as pollinators. However, viruses, including a member of the Picornavirales order known commonly as Deformed Wing Virus (DWV), are compromising the health of honeybee colonies. Many picornaviruses, such as poliovirus, have been studied in depth because of their relation to human disease, but also because of their use of an Internal Ribosome Entry Site (IRES) to initiate translation. The primary goal of this thesis was to determine if the 5¿ Non-Translated Region (NTR) of Deformed Wing Virus (DWV) functions as an IRES. A secondary goal was to determine if there are specific parts of that 5¿ NTR that are important to IRES function. Six plasmids were constructed by inserting three different sections of the 5¿ NTR of DWV, in both sense and antisense directions, between two reporter genes. These plasmids, along with several control plasmids, were transfected into Sf9 cells, and post-transfection luciferase assays were conducted. Results were inconclusive. This could have been due to an inability of the plasmids to be expressed in Sf9 cells, an error in the construction of the plasmids, or a mechanical error in the assay procedure. At this time it appears most likely that the 5¿ NTR of DWV may be cell-type or species specific, and the next step would be to transfect the plasmids into a recently developed cultured honeybee cell line.