Psychology Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2801
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Item Stepping into the Breach: Followers Reclaiming Leadership from Formal Leaders(2023) Butler, Alexander I; Hanges, Paul; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Recently, DeRue (2011) reconceptualized leadership as a dynamic process in which individuals engage in interdependent and interlocking acts of leading and following called “double interacts.” The behaviors that take place in double interacts are categorized as claims and grants, and they signify the assertion or bestowment of status as leader or follower in interpersonal exchanges. The present study (N = 367) builds upon DeRue’s theoretical model by testing antecedents to claiming and granting. Results show that leader behavior predicts followers’ decisions to claim or grant leader status. Furthermore, followers’ trust perceptions mediate the relationship between leader behavior and claiming and granting, and leader identity magnitude moderates the mediating effect of trust. This study has implications for understanding leader influence, claiming and granting, trust, and leader identity construction.Item THE IMPACT OF ETHNIC AND RACIAL IDENTITY ON THE RELATION BETWEEN AFRICAN AMERICAN TEST ANXIETY AND LATER ACHIEVEMENT(2019) Daye, Alyssa Lauren; O'Neal, Colleen; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The present study tests a protective factor which may mitigate the negative impact of test anxiety on academic outcomes. This study examines ethnic and racial identity as a moderator of the impact of test anxiety on grades and academic ability self-concept among African American adolescents. The study relies on the existing longitudinal Maryland Adolescent Development in Context Study (MADICS) dataset, a public use dataset collected from 1991-2000. The subsample consists of 533 African American youths in Wave 3 and 399 African American youths in Wave 4. The present study uses two waves of data from participants aged 13 to 18. This study employs self-reported questionnaires of test anxiety, ethnic and racial identity, grades, and academic ability self-concept. Moderation analyses are conducted to test ethnic and racial identity as a protective factor mitigating the impact of test anxiety on later grades and academic ability self-concept, while adjusting for gender, socioeconomic status, and age. Results indicate that ethnic and racial identity moderated the relation between test anxiety and GPA, such that the lower the level of ethnic and racial identity, the more protective it becomes. Discussion centers on potential causes for the unexpected trend in moderation.Item SOCIAL INVALIDATION: AN INSTRUMENT DEVELOPMENT STUDY(2015) Franco, Marisa Gina; O'Brien, Karen M; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Social invalidation, the denial of an individual’s racial identity, is a pervasive racial stressor with harmful effects on the mental health and well-being of Multiracial individuals; however, a sufficient measure of this construct has yet to developed. The purpose of this study was to create a psychometrically sound measure to assess social invalidation for use with Multiracial individuals. Four studies were conducted to assess the measure’s psychometric properties with a total of 497 Multiracial adults. Exploratory factor analysis revealed four Social Invalidation factors: Identity Rejection, Phenotype Invalidation, Behavior Invalidation, and Identity Incongruent Discrimination. A confirmatory factor analysis provided support for the initial factor structure. The validity and reliability of the measure, along with its limitations, suggestions for future research, and implications are discussed.