Rachel Harmon, Emily Jones, Carter Smith, Shannon Blair Snyder, Kayleigh Walker

 (Advisor: Dr. Findley-Van Nostrand)

Background Information

There have been many studies conducted on attachment styles (i.e., characteristic ways of emotionally connecting with others) between parents and their children, and studies performed to evaluate romantic relationship satisfaction, but there are few studies combining the two concepts in young adults (Xia et al., 2018). Attachment style is developed through an individual internalizing their relationship, or lack thereof, with a primary caregiver in infancy and early childhood (Searle & Meara, 1999). We wanted to look at whether attachment style is associated with emerging adults’ current romantic relationship satisfaction. We also explored additional variables such as gender and length of the relationship. We chose to focus on individuals in emerging adulthood for several reasons. First, it is during this formative stage individuals are considering life-changing decisions regarding education, friendships, careers, and romantic relationships (Arnett, 2000). Second, romantic relationships in this stage differ from those experienced in adolescence because they tend to be longer in duration and more serious in intention (Arnett, 2000). Finally, little research has been done on emerging adults’ romantic relationships and our research can provide insight into this newly defined developmental stage.

Methods

Participants in our study were students from Roanoke College who were at least 18 years old and in a committed romantic relationship. Participants for this study were recruited through the Roanoke College Psychology Department via SONA, as well as within the greater campus community. Participants who were enrolled in a psychology course received a half SONA credit for participating. Eighty-five total participants completed the study.

Our study was an online survey through Qualtrics. Participants were asked to answer questions regarding gender, gender of their partner, their sexuality, age, relationship length, whether they and their significant other have “taken a break” and if so, the number of “breaks” they’ve taken. To measure attachment style, we used the 36-item Experiences in Close Relationships-Revised Questionnaire. Scores on the ECR-R were calculated to reflect overall attachment insecurity, and anxious- and avoidant-attachment security as subscales. For relationship satisfaction, we used the 32-item Couple Satisfaction Index.

 Results and Discussion

          As expected, participants with secure attachment style reported higher relationship satisfaction (see Figure below- low scores on the ECR-R indicate more secure attachment). Also as expected, attachment-related anxiousness and attachment-related avoidance explained a pretty large amount of relationship satisfaction. Contrary to expectations, the association between attachment style and relationship satisfaction was stronger for participants who identified as male compared to participants who identified as female. Additionally, participants who reported higher levels of attachment-related anxiety and attachment-related avoidance had been in their current romantic relationship for a shorter-duration compared to participants with secure attachment. However, participants who had been with their current romantic partner for a longer amount of time reported higher levels of romantic relationship satisfaction. Participants who had not previously broken up with their current romantic partner also recorded significantly higher levels of relationship satisfaction compared to those who had previously broken up or “taken a break”.

Romantic relationships are an important part of emerging adulthood (Arnett, 2000). The results of the current study indicate that attachment style may influence satisfaction within romantic relationships during this phase of development. The results expand upon previous literature by investigating these associations specifically in emerging adulthood, while exploring the additional factors of gender, relationship duration and whether couples had previously broken up or “taken a break”.

Reflection

This research process has been one that challenged us all in various ways throughout the semester. The first obstacle we faced was developing a study that interested us all and was relevant to the course. Our original goal with this study was to have the Roanoke College student and their significant other complete the survey in person. Requiring both the SONA student and their significant other to complete an in-person questionnaire limited our pool of students to those in relationships with a peer and those in a relationship with someone who is local. This meant that students who are in long distance relationships, and who may have had a lot to offer the research, were unable to partake in it. The original goal with having both individuals in a relationship complete the survey was to be able examine relationship satisfaction and attachment style within a relationship.

We originally decided to make this an in-person survey to increase validity. However, due to the COVID-19 pandemic, and the transition to remote learning, our study had to be switched to online only. With this new requirement of the study having to be online, we had to re-evaluate our methods. We changed the study requirement of both partners needing to complete it, to only surveying one partner. This increased the number of students who could participate in our study, which we believe improved our sample size. Conducting the study online may have eliminated any response bias that would have occurred in the lab because originally they would have been taking the survey across from their significant other, and may have felt pressure or guilt to respond a certain way, which could have altered their initial thoughts or feelings. Overall, working remotely on this has been challenging and time consuming. Having to completely rethink our study methods and then communicate with one another via WIFI when two group members have poor connection was difficult. We no longer had the option to meet whenever was convenient and work on the data analyses as a group. We instead had to find time where we could all video chat and then have one person screen share, running analyses, while the others watched. In the end, switching to online research was beneficial because we were able to broaden our pool of participants, adjust our research in an efficient way, and find significant associations.

 Conclusion

          The main finding of our study indicates that the attachment style is associated with romantic relationship satisfaction. It is important to remember that attachment styles begin forming soon after birth and continue to evolve through the lifespan (Searle & Meara, 1999). While attachment-related anxiety and attachment-related avoidance were found to be significantly associated with romantic relationship satisfaction, we were also able to conclude that male romantic relationship satisfaction is somewhat more likely to be dependent upon attachment style in comparison to females.

References

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480.https://doi.org/10. 1037/0003-066X.55.5.469

Searle, B., & Meara, N. M. (1999). Affective dimensions of attachment styles: Exploring self-reported attachment style, gender, and emotional experience among college students. Journal of Counseling Psychology, 46(2), 147–158. https://doi.org/10.         1037/0022-0167.46.2.147

Xia, M., Fosco, G., Lippold, M., & Feinberg, M. (2018). A developmental perspective on young adult romantic relationships: Examining family and individual factors in adolescence. Journal of Youth and Adolescence, 47(7), 1499-1516.  doi:10.1007/s10964-018-0815-8

Ashley Rioux, Jordyn Markle, and Dionne Liberia

(Advisor: Dr. Danielle Findley-Van Nostrand)

How well do you really know yourself? Limited research has been done on the relationship between creativity and self-concept clarity. There is some evidence that people who have reached a higher status of identity are more likely to be creative while the antithesis is true for those in lower stages of identity development (Dollinger, Dollinger, & Centeno 2005). As the identity crisis is a common problem in adolescents (Riley, 1999), some art therapy techniques are designed to aid in the development of one’s identity (Beaumont, 2015). This is useful because self-concept clarity is related to positive adjustment. The current experiment was aimed at developing a more thorough understanding of how the expression of creativity affects self-concept clarity, particularly in individuals who already identify as artistic.

58 participants from Roanoke College psychology classes were gathered through the SONA online research management system. Participants, emerging adults who earned credit in class for their participation, were then randomly assigned to either complete a 2-D art task (a self-portrait) or to write about their last 24 hours (this was the control group). Before the task,  we collected information about level of artistic ability and experience in art. Before and after the task, they completed self-concept questionnaires, including indicating how certain they were (on a scale of 0-100) in each personality trait rated, and a self-report measure of self-concept clarity.

We found that overall, self-certainty (the average certainty in personality ratings) didn’t seem to differ based on doing the art task or not. But, then we ran tests separately for people who have an art background or not and found that if an individual already has an artistic background, they had higher self-concept certainty after doing a creative task than individuals who have no artistic background (see Figure 1). We expected this experiment would result in evidence indicating that creative outlets aid in one’s sense of self-concept clarity, and found that this was true only for people with an artistic background. However, other measures of creativity and experience in art were not related to certainty in self-concepts, and responses on the self-reported self-concept clarity scale were not related to participation in the task.

Since only one finding reached statistical significance, it is important to consider possible sources of error. Due to some unforeseen issues, we were forced to adapt our study into an online-only study. This may have been an issue because one group of participants was prompted to complete a drawing task. Without being able to supervise the participants, there was no way to control the conditions under which each participant completed the task. Another issue we faced was participants submitting incomplete surveys. This too may be due to the shift to online-only studies. One way we may have been able to get better results would be to have a larger sample size with more participants in each group, completing the study in person.

The purpose of this study was to determine if creative outlets are an effective way to aid in the development of self-concept clarity in college students. We wanted to expand upon the existing research by comparing 2-D art to a non-creative task, as well as further defining the effect creativity has on self-concept clarity in emerging adults. The evidence suggests a relationship between artistic expression and identity exploration, but only in those who already have an artistic background. So, creative outlets may be less helpful to self-concept clarity for people with little or no prior background in art. This study has helped us understand the relationship between artistic expression and the self-clarity concept in emerging adults.

Figure 1: Average Self-Concept Certainty by Art Task/Control group and by Previous Art Experience.

References

Beaumont, Sherry. (2015). Art Therapy Approaches for Identity Problems during Adolescence. Canadian Art Therapy Association Journal. 25. 7-14.

Dollinger, Stephen & Dollinger, Stephanie & Centeno, Leslie. (2005). Identity and Creativity. Identity. 5. 315-339. 10.1207/s1532706xid0504_2.

Riley, S. (1999). Contemporary art therapy with adolescents. London: Jessica Kingsley

Hailey Davis, Jon Cody Mactutus, Alina Marino, and Hayley Mulford

Advisor: Dr. Findley-Van Nostrand

[Picture of Girl Being Bullied] (2015). Retrieved from https://www.texasconflictcoach.com/2015/adolescent-relational-aggression-how-to-diminish-the-damage/

Background Information

The present study evaluated whether type of aggression (overt, relational) witnessed towards a peer impacted likelihood to intervene and/or desire to punish the aggressor, considering desensitization as a factor. Most peer aggression studies focus on childhood and adolescence, but we used emerging adults (18-24) instead because it would be further expansion as less is known about peer aggression in this age group.

Relational aggression is indirect, status hurting actions whereas overt aggression is direct actions with the intent to cause harm (Cairns, Neckerman, Ferguson, & Gariépy, 1989). Previous research has found that aggression has negative impacts on all involved; aggressors, victims, bystanders (Rivers, Poteat, Noret, & Ashurst, 2009). Both relational and overt aggression have internalizing and externalizing problems as negative possible outcomes for experiencing these types of aggression (Casper, Card, Bauman, & Toomey, 2017). The current study aimed to explore the differences in outcomes (intervening and punishing) based on the form of aggression (overt or relational). Although relational aggression is more common, especially in this age group, and just as problematic, people are less likely to recognize it as aggression (Crick & Grotpeter, 1995). So, we also tested whether people are more likely to perceive overt or relational aggression as aggression. Finally, we also explored the relationship of mood and previous exposure to aggression in these responses.

Methods

We recruited our participants through SONA, Roanoke College’s online psychology research website. Participants were awarded credit for their participation in this study. Everything was conducted in accordance with the guidelines of the Roanoke College Institutional Review Board, with participants supplying informed consent. In an online survey, participants were assigned to read a vignette about either relational or overt aggression where a familiar peer is aggressed upon by a stranger. First, they were asked questions to determine their current emotional state, then read a singular vignette, and then were asked if they thought the scene they read about was aggression. We also included a question to ensure that participants paid attention. 26 failed the check, leaving our final number of participants to be 130. We asked each participant whether what they just read about was aggression (and to what extent they thought it was aggression), how likely they would be to intervene in the situation, and to what extent they believed the aggressor should be punished. Participants were then asked about their previous exposure to either type of aggression. Lastly, participants were asked demographic information.

Results and Discussion

The results of the project were not as promising as we hoped. We had 60 participants in the relational aggression group and 69 participants in the overt aggression group. There was no significant difference in desire to punish between types of aggression. There was also no significant difference in likelihood to intervene between types of aggression. Sadly, the predictions that there would be a difference among the type of aggression and how a by-stander would feel and react were not found to be supported (see Figure 1). However, we did find that the type of aggression had an effect on the perception of whether the act was aggression or not- people were more likely to perceive overt aggression as aggression relative to relational aggression. Unfortunately, the predictions that prior exposure would account for some variance and predictive value in both intervening and punishing was not found to be supported either. Finally, emotion was not found to have a relationship with the likelihood to punish. We did not expect for most of our predictions to be rejected, but there are some promising ideas still prevalent. It is important that there is a relationship between how someone perceives aggression and the type because this can play a role in bullying. It seems from this study that relational aggression is not seen as aggression, which could help in efforts to reduce bullying. The statistical analyses we used may not have been complicated enough to reveal complex structures and relationships, but future studies could delve deeper.

Figure 1

Perception of Aggression, Likelihood to Intervene, and Desire to Punish Based  on Type of Aggression

Note. All variables were on a scale from 1-10. Perception of aggression (blue bars) differed significantly by type of aggression. The other variables did not.

Reflection

Despite our results not being what we anticipated them to be, we were able to find out how people interpreted aggression. Fortunately, we did not have any problems with our research when we were no longer on campus and able to access the lab. The only difference with having to make our study online was the amount of credit the participants received. Our study took into account a wide range of variables so we could look at multiple factors that could possibly have an influence on the participants’ answers.

Conclusion

In conclusion, thoughts about the aggression witnessed did not seem to differ much between type of aggression, current state of emotions, or prior exposure to aggression. Some of our results might contradict other research, like our finding that prior exposure did not influence intervention or punishing, but some of our results match very well. Our study, as well as many others, found that people correctly identified overt aggression as a form of aggression. So, people know overt aggression when they see it which means you can rest assured that people are watching out for you! However, it seems relational aggression is less recognizable, which could say something about the way college students interact.

References

Cairns, R.B., Cairns, B.D., Neckerman, H.J., Ferguson, L.L., & Gariepy, J.-L. (1989).  Growth and aggression: I. Childhood to early adolescence. Developmental Psychology, 25, 320– 330. https://doi.org/10.1037/0012-1649.25.2.320

Casper, D. M., Card, N. A., Bauman, S., & Toomey, R. B. (2017). Overt and relational aggression participant role behavior: Measurement and relations with sociometric status and depression. Journal of Research on Adolescence, 27(3), 661–673.      https://doi.org/10.1111/jora.12306

Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24(4), 211–223. https://doi.org/10.1037/a0018164