Student Presenters

Table Assignments for Student Presenters are listed below. Click on any title to view more information.

Table 11: The Effect of COVID-19 on Interpersonal Attraction: An Application of Attraction-Similarity Theory

Student Authors: McKenna Osborn, Mary Siusta, Ashton Linnum, Allana Dold, & Courtney Webster (UMD)

Faculty Advisors: Ashley Thompson, Ph.D.

Abstract: According to the Attraction-Similarity Theory, individuals are more attracted to those who are more similar to them. For example, Bryne & Nelson (1965) have shown that adults are more likely to find someone attractive if they share similar opinions and attitudes. Therefore, this study was conducted to investigate how this theory applies during the COVID-19 pandemic. Participants (N = 44) were recruited from the University of Minnesota Duluth and were asked to complete items assessing their views on COVID-19 protection measures. Then they were asked to review a randomly assigned tinder profile vignette of an individual who is either pro-protection measures, anti-protection measures, or neutral and completed an interpersonal attraction scale regarding this individual. The results revealed that the effect of the hypothetical target’s protection opinions on interpersonal attraction varied significantly according to participants’ views on protection measures, F(4,35) = 2.92, p = .04, ηp2 = 0.25. In particular, the effect of the hypothetical target’s protection opinions was only significant for those who were pro-protection measures, such that the pro-protection (M = 3.42) and control target (M = 3.44) were perceived as more attractive than the anti-protection target (M = 2.55). These findings suggest that individuals who take COVID-19 protection measures seriously are more critical of those who do not believe in the severity of the pandemic. Implications regarding the importance of these findings for counselors and clinicians are discussed.

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Table 12: Waste Production and Management: An Exploration of Recycling Behavior, Attitude, and Knowledge

Student Author: Claudina Williams (CSS)

Faculty Advisor: Nicole T. Nowak, Ph.D., Kara Thoemke, Ph.D., and Ryan Ihrke, M.S.

Abstract: In the United States, the generation of waste is increasing and not efficiently managed. Over half of the humanly produced waste ends in landfills. This method along with others poses threats and causes harm to humans in their associated environment. The waste problem stems from human behavior. Therefore, to address its roots, the solutions more so depend on methods that contribute to behavior change. The aims of this study were to gather information about the attitudes, knowledge, and behavior of college students in terms of waste production and management. Students engaged in a modified version of the Ecological Attitude and Knowledge scale. A goal/feedback intervention was applied to one of the campus dining spaces in an attempt of influencing the waste disposal behavior to increase recycling. Recycling behavior of students did not increase during or after the intervention. Feelings toward recycling decreased from pre to post test, and this may reflect a general trend toward negative mood during fall 2020 with regards to the coronavirus pandemic. For the few people (n = 4) who spent time in the dining space, there were no changes from pre to post on any measures.

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Table 13: Personality and Attitudes About Environmental Sustainability

Student Author: Madison Bohren (UWS)

Faculty Advisor: Eleni Pinnow, Ph.D.

Abstract: Personality traits are understood to be related to attitude and behavior patterns and to be relatively stable over time. In this study the personality traits openness and neuroticism (emotional stability) were examined in relation to attitudes about environmental sustainability. Undergraduate students completed questionnaires about personality traits and attitudes about environmental sustainability online. Correlational analysis was run to examine how openness and emotional stability are related to attitudes about environmental sustainability as well as perceived severity of the environment and vulnerability to the environment. Openness was significantly (positively) correlated with the mean score for attitudes about the environment while emotional stability was not. Mean scores for attitudes about environmental sustainability included questions about sustainable behaviors, perceived environmental severity, vulnerability to the environment, self-efficacy and perceived difficulty. Emotional stability was significantly (negatively) correlated with perceived severity of and vulnerability to the environment, suggesting that negative emotions may play a role in these perceptions. Together these results suggest that both openness and emotional stability are related to attitudes about the environment but in different ways. These findings suggest possibilities for further research including looking at personality traits and their relationships with pro-environmental behaviors and further examination of possible confounding variables and moderators.

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Table 14: An Investigation on the Effectiveness of Mindfulness-Based Interactions on Health-Related Anxiety During a Global Pandemic

Student Author: Paige Sperry (UMD)

Faculty Advisor: Ashley Thompson, Ph.D.

Abstract: Previous studies have demonstrated that mindfulness related practices can reduce negative emotions such as anxiety in a variety of populations and circumstances. However, due to the unprecedented nature of the current COVID pandemic, the world is experiencing a rise in health-related anxiety which has presented both the opportunity for, and necessity of, establishing the effectiveness of mindfulness-based practices on health-related anxiety during a pandemic. To assess this, twenty students from the University of Minnesota Duluth were recruited to listen to either a mindfulness audio file or neutral podcast, then asked to complete the Health Anxiety Inventory to assess the effectiveness of mindfulness on health-related anxiety. It was hypothesized that participants completing the mindfulness practice would report lower levels of health-related anxiety then those who completing the neutral control. However, the results of an independent samples t-test indicated that those in the mindfulness condition (M = 1.79, SD = .57) did not score significantly lower on the Health Anxiety Inventory then those in the control condition (M = 2.01, SD = .40), t(18) = 1.01, p > .05, d = .48. These findings indicate that a single, short -form, audio based mindfulness practice does not have a significant effect on health-related anxiety, despite the success of previous research studies using more intensive mindfulness practices with other populations. Implications regarding the importance of these findings are discussed.

[Poster Link]

Table 15: The Effect of Learning Environment and Personality on College Students’ Psychological Well-Being and Academic Success

Student Author: Kelsey Olson (CSS)

Faculty Advisor: Nicole T. Nowak, Ph.D.

Abstract: Course delivery format has been rapidly changing, and has impacted students in numerous areas from their well-being to their success in courses. Research has been done on student success and well-being in terms of different learning formats. Additionally, data has been collected about certain characteristics of individuals, such as personality, that play a role in students’ learning. This impact of learning environment is particularly crucial in today’s society in the age of the COVID-19 pandemic in which most college learning is going virtual. The major aim of this study was to identify whether there is an impact of learning environment and personality on psychological well-being and academic success. I hypothesized (1) in-person learning environments will yield a higher level of performance (GPA) and an increased sense of psychological well-being whereas hybrid and online learning environments will have lower levels, and (2) one’s personality will correlate with participants’ learning environment preferences and choices. Participants (N = 154; Mean age = 21.25, sd = 5.391) completed the anonymous survey by answering the consent form, demographic and study-specific questions, and the two scales. Results indicate that fall 2020 learning format did not seem to influence well-being. However, participants who took courses in-person, online synchronous, and in more than one format earned a lower GPA than participants who took courses in the hybrid format. Results also reveal that there is an impact of personality on participants’ well-being and success. Lastly, significant differences were found between first-generation status and GPA.

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Table 16: The Experimental Manipulation of Proximity to Mobile Phone and Its Effect on Fear of Missing Out

Student Author: Lacey Bleichner (UMD)

Faculty Advisor: Ashley Thompson, Ph.D.

Abstract: With the expansion and rapid uptake of mobile phones and social media sites, concerns related to the Fear of Missing Out (FoMO; i.e., the pervasive apprehension that others might be having rewarding experiences from which one is absent; Przybylski et al., 2013, p. 1841) are on the rise. Although an abundance of research has assessed individual differences and outcomes related to FoMO, the specific causes for FoMo remain understudied. The current study examined proximity to mobile phone and self-reported experiences of FoMO. It was hypothesized that participants who were instructed to keep their ‘phone out of reach’ would report higher levels of FoMO as compared to those not provided instructions. Participants (N = 24) were randomly assigned to one of two conditions (no instructions and instructions to place one’s phone out of reach), then completed distractor tasks. After hearing an artificial message notification (replicating the sound from a cellular device), participants were asked to complete a series of questionnaires to measure FoMO and demographic characteristics. Based on preliminary analyses, there was not a significant difference between the FoMO scores for participants in the ‘phone out of reach’ condition (M = 1.96) as compared to those in the ‘no instructions’ condition (M = 2.03), t(22) = .22, p = .12. One explanation for lack of significant findings is nine of the twenty-four participants used their cell phone to complete the study, potentially interfering with the manipulation. Limitations and implications of this study will be discussed.

[Poster Link]

Table 17: Effects of Exposure to Social Media Activism

Student Author: Morgan Rohloff (CSS)

Faculty Advisor: Nicole T. Nowak, Ph.D.

Abstract: Social media use has been dramatically increasing in every aspect. One of the areas that it has shown the greatest growth is social media activism. The goal of this study was to examine the effect of frequency of social media activist posts viewed and influence it has on the consumer. Participants (N =116) were randomly assigned to one of three social media feeds, each with a different number of posts regarding an environmental issue. They were then asked to rank the issue on importance, donate money to the cause, and finally take an environmental attitudes and knowledge survey. There was no effect of frequency of activist posts on ranked importance or donation to the cause. However, there were many significant relationships between the subsections of the environmental attitudes and knowledge survey. Significant positive correlations were found between: verbal commitment and actual commitment, affect and verbal commitment, actual commitment and affect, knowledge and actual commitment, and knowledge and affect. Lastly, there was also a significant correlation between affect and donation. Although there were no differences to support the primary hypotheses, significant correlations show the relationship between knowledge and attitude on some activist behaviors.

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Table 18: The Effect of Political Affiliation on Willingness to Wear a Mask During COVID-19: An Application of Social Identity Theory

Student Authors: Rachel J. L. Miller, Kaitlin N. Howard, and Bree M. Hartley (UMD)

Faculty Advisor: Ashley Thompson, Ph.D.

Abstract: The impact of intergroup bias on people’s political attitudes and decision-making is evident among major U.S. political parties. These political rifts have intertwined with the current COVID-19 pandemic, with group membership influencing attitudes towards COVID-19 preventative measures (Rothgerber et al., 2020). Thus, this study was designed to record the impact of political biases on attitudes towards COVID-19 mask-wearing. Participants (N = 32) were randomly assigned to read one of three fictional campaign vignettes (republican, democrat, or neutral) addressing COVID-19 preventative measures and asked to answer questions regarding their attitudes towards COVID-19 mask-wearing via a 22-item scale adopting a 5-point scale. Preliminary analyses indicated that the political orientation of the hypothetical candidate had a significant effect on attitudes toward COVID-19 mask-wearing for republican participants (F[2,26] = 12.88, p < 0.001, ηp2 = 0.50) but not democratic participants (F[2,26] = 0.18, p = 0.83, ηp2= 0.01). Among the republicans, the attitudes were most positive toward the neutral candidate (M = 3.71, SD = 0.19), followed by the republican candidate (M = 2.68, SD = 0.22), and the democratic candidate (M = 2.15, SD = 0.28). This is consistent with existing literature that has documented greater intergroup bias among republicans as compared to democrats (Balliet et al., 2018; Rothgerber et al., 2020). Individual, organizational, and societal-level implications from this study will be discussed.

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Table 19: Student Athlete Experience Effect on Authentic Leadership in Division III Athletes

Student Author: Craig Chudley (CSS)

Faculty Advisor: Nicole T. Nowak, Ph.D.

Abstract: The aims of this study were to see if there is a correlation between NCAA Student Athlete experience (1-4 years) and Authentic Leadership scores, to see if there is a significant difference between NCAA individual sport participants and NCAA team sport participants in authentic leadership scores, and to see if there was a difference between student athletes and non-student athletes in terms authentic leadership scores. Participants (N = 97) were College Students from local midwest Division III college, The College of St. Scholastica. Participants completed the Authentic Leadership Self Assessment Questionnaire (ALSAQ; Walumbwa et al., 2008). This is a 16 question self assessment that assesses authentic leadership’s 4 components on a 5-point scale from 1 (Strongly Disagree) to 5 (Strongly Agree). Results showed no significance in terms of mean authentic leadership scores when looking at student athletic rank but did show sophomore student athletes scored significantly lower on the Balanced Processing subscale. Where Student Athletes showed no significant difference due to collegiate rank, non-student athletes saw a significant difference in mean authentic leadership from freshman to senior rank, as well as mean Internalized Moral Processing and Self Awareness subscales. No significant difference was found between team and individual student athletes. Results allow for suggestion that student athlete collegiate rank alters balanced processing surrounding roles within the team, and student athletes come into college with a higher baseline mean authentic leadership score due to previous team sport experience.

[Poster Link]

Table 20: The Relationship between Mental Illness Stigma and Help-Seeking Attitudes in NCAA DII Student-Athletes

Student Author: Rebecca Osborne (UMD)

Faculty Advisors: Keith Young, M.A. & Julie Slowiak, Ph.D.

Abstract: NCAA student-athletes use mental health services at a 38% lower rate than non-athletes (Daniel & Asthma, 2018), and mental health stigma has been identified as a major reason why student-athletes report less help-seeking behaviors (Wahto et al., 2018). Specifically, 50-80% of athletes who struggle with mental illness report not receiving the proper treatment due to fear associated with mental health stigma (Hilliard et al., 2020). This study focused on how the stigma of mental illness is related to both (1) help seeking attitudes and (2) depressive symptoms of NCAA Division II student athletes. Attitudes of help seeking behaviors were measured using the Inventory of Attitudes Towards Seeking Mental Health Services (Mackenzie et al., 2004), while mental health stigma was measured using the Stigma of Seeking Help Scale (Vogel et al., 2006) and the Stigma Scale for Receiving Psychological Help (Komiya et al., 200). The Self-Rating Depression Scale was also used to measure depressive symptoms (Zung, 1965). Participants were recruited via an email sent to all current NCAA Division II student athletes at the University of Minnesota Duluth, which included a Qualtrics link to complete the surveys online. The primary hypothesis is that there will be a negative relationship between the perception of mental health stigma and help seeking attitudes. The secondary hypothesis is that there will be a positive relationship between depression symptoms and perceived mental health stigma. The results and future directions for this research will be discussed.

[Poster Link]

Table 21: A Comparison in the Relationship Satisfaction of Only Children Versus Those With Children

Student Authors: Katelyn Kayoum and Justin Olson (CSS)

Faculty Advisor: Nicole T. Nowak, Ph.D.

Abstract: When analyzing relationship satisfaction, there is not much research that discusses relationship satisfaction from an only child perspective. Previous data has been collected on birth order and relationship satisfaction, conflict resolution in relationships, characteristics of an only child, and other inventories that have been used to measure relationship satisfaction. However, there has been no previous study conducted like this one. As birth rates decline, the prevalence of only children has increased. The major aim of this study was to identify the happiness in relationship satisfaction between only children and only children and only children with those who have siblings. We hypothesized (1) only children and only children will have higher scores in overall relationship satisfaction than those who are not only children in relationships with those who have siblings. The results did not support our hypothesis. Participants (N=118, Mean age of 23.1, sd= 7.115) completed the anonymous survey by answering the consent form, basic demographic questions, and the scale questions regarding relationship satisfaction. Only children had lower levels of the following: overall relationship satisfaction, meeting original expectations, first impressions, feeling a strong connection with their partner, how warm and comfortable they are with their partner in their relationship, overall happiness, and relationship satisfaction compared to most.

[Poster Link]

Table 22: Does Leadership Style Affect the Psychological Safety of Employees?

Student Authors: Hannah Lamkin, Johnothan Pantoja, Rachel Willhite, Shawn Monahan, Ian Madden (UMD)

Faculty Advisor: Ashley Thompson, Ph.D.

Abstract: Improving employee productivity is a central goal among organizations and past research indicates that increased employee productivity can enhance the overall performance of an organization (Kien, 2012). One important component of an organization's productivity is the psychological safety of its employees (defined as “an individual’s perceptions of the consequences of taking interpersonal risks in his/her work environment;” Kahn, 1990). Despite the plethora of research on the topic, no studies have attempted to manipulate a hypothetical supervisor’s leadership style to assess the resulting effects on employee psychological safety. In this study, undergraduate students (N = 42) were randomly assigned to read one of two vignettes (one depicting a democratic leader and another depicting an authoritarian leader) and then asked to complete a short questionnaire assessing psychological safety. The preliminary results indicated that participants reported greater psychological safety when reading about a democratic leader (M = 3.23, SD = 0.31) in comparison to an authoritarian leader (M = 2.79, SD = 0.32), t(40) = 4.53, p < .001. These results provide additional evidence supporting the benefits of democratic leadership (Khajeh, 2018) and can be used by organizations to promote this type of leadership style in an effort to enhance employee satisfaction and increase employee productivity.

[Poster Link]

Table 23: Intergroup Contact Theory: Can Imagined Interaction Reduce Stigma Surrounding COVID-19?

Student Authors: Mily Carlson, Molly Gunderson, Kenzie Rogers, and Natalie Simmons (UMD)

Faculty Advisor: Ashley Thompson, Ph.D.

Abstract: COVID-19 is a highly contagious virus that has caused a worldwide pandemic. Research indicates that people who currently have or have been diagnosed with COVID-19 are heavily stigmatized and may even experience discrimination (Roberto et al., 2020; Singh & Subedi, 2020). Intergroup Contact Theory (ICT) proposes that when people have contact with those they are prejudiced against, there is a reduction in negative attitudes and stigmatization (Pettigrew, 1998). However, no research has applied ICT as a means to reduce COVID-19 stigma. We hypothesized that there would be greater stigma surrounding COVID-19 as compared to the common cold and that imagined contact with people diagnosed with COVID-19 would reduce stigma. Participants (N = 55) were assigned to read one of three vignettes describing an outdoor scene (control) or imagined interactions with those diagnosed with COVID-19 or the common cold. Participants then responded to 19 items adopting a 7-point scale, with higher scores indicating greater stigma. Preliminary analyses indicated that neither the effect of imagined contact nor the effect of type of illness were significant. These results contradict previous research documenting stigma surrounding COVID-19. It is possible that the lack of stigma detected in the current study is a result of the amount of discourse currently surrounding COVID-19, perhaps helping to “normalize” the virus and its effects. Implications regarding these results, which are important to understand in the midst of a global pandemic, will be discussed.

[Poster Link]

Table 24: Effects of a Yoga and Nature Intervention on Well-Being

Student Author: Dymond Record (CSS)

Faculty Advisor: Nicole T. Nowak, Ph.D.

Abstract: Anxiety and depression are the leading mental health disorders amongst young adults. Life satisfaction is directly connected to coping strategies, which impact well-being. Many have sought yoga as an alternative to traditional therapy citing not only its physical benefits but also its psychological benefits ​(e.g., Groessl et al., 2011). Additionally, nature-based therapy has seen a rise as an alternative to traditional therapy. Nisbet et al. (2010) concluded that the greater relationship one has with nature the higher their mental well-being and satisfaction in other areas of life. To our knowledge, no study has used a combined yoga and nature intervention to improve mental well-being in college students. We randomly assigned 30 student volunteers into three groups: control, yoga outdoors, and yoga indoors. The yoga groups performed individual yoga sessions either indoors or outdoors three times per week for three weeks. Due to a high rate of attrition over fall semester 2020, only 11 participants completed pre and post-test measures of well-being, positive and negative affect/mood, connectedness to nature, and divergent thinking (“thinking outside the box”; creativity). There was no effect of condition on well-being, negative affect, or divergent thinking. Positive affect was actually lowest in the yoga outdoors group. We observed a positive correlation between well-being and connectedness to nature. It is reasonable to conclude that attrition, the pandemic, and possible compliance issues contributed to our results. A follow-up study is being planned for next academic year.

[Poster Link]

Table 25: Enhancing Motivation in Student Athletes: An Application of Implicit Theories of Athletic Performance

Student Authors: Cooper Shea, Chloe Osterberg, Brooke Scheuble, and Chelsea Swatek (UMD)

Faculty Advisor: Ashley Thompson, Ph.D.

Abstract: According to proponents of the Implicit Theory framework, people endorse two belief systems: a growth and fixed beliefs (Dweck and Leggett, 1998). Those with a “growth mindset” believe that dispositional characteristics can be improved with effort, whereas those with a “fixed mindset” believe that these characteristics are innate. Previous research in the area of sport psychology reveals that individuals who endorse growth beliefs report more athletic motivation than those endorsing fixed beliefs (Biddle et al., 2003). However, no research has attempted to manipulate implicit theories in an attempt to influence athletic motivation. Thus, this study adopted an experimental design to assess the causal relationship between implicit theories and athletic motivation. To do so, collegiate athletes (N = 23) were randomly assigned to read one of three fictional articles from either a growth, fixed, or neutral viewpoint and then completed a 11-item scale assessing athletic motivation. Although the preliminary results revealed that the fictional article did not have a significant effect on athletic motivation (F[2,20] = 2.44, p =.11), trends in the data indicate that athletes induced to endorse a growth mindset (M = 3.21) and those in the control condition (M = 3.38) reported greater motivation than those induced to endorse a fixed mindset (M = 2.97). These results add to the growing body of literature supporting the benefits of a growth mindset, particularly on athletic motivation. Our findings have the potential to benefit athletes of all levels, by encouraging the adoption of a growth mindset.

[Poster Link]

Table 26: Evidence of Implicit Attitudes and Stereotypes Towards Women With Tattoos on the Upper Shoulder and Lower Back

Student Author: Allissa George (CSS)

Faculty Advisors: Nicole T. Nowak, Ph.D. and Colin A. Zestcott, Ph.D.

Abstract: People often automatically perceive women with tattoos as promiscuous, easy, and trashy. It is important to understand implicit attitudes towards women with tattoos; if a goal is to decrease bias and negative attitudes, individuals must first recognize these beliefs. In the present study implicit attitude is defined according to Greenwald & Banaji (1995) as “introspectively unidentified (or inaccurately identified) traces of past experience that mediate favorable or unfavorable feeling, thought, or action toward a social object or concept.” Three implicit attitudes tests (IAT) were created to compare responses to a no tattoo control condition, shoulder tattoo, and lower back tattoo. We predicted that participants would view images of a woman with a lower back tattoo as the most promiscuous, and least competent of the three conditions, followed by women with a shoulder tattoo and women with no tattoo. Participants (N=46; 41 women) were randomly assigned to one of three IAT conditions, and they also completed the Ambivalent Sexism Inventory. IAT D scores did not differ significantly by IAT condition, indicating that tattoo location was not significant in determining if these groups had a positive or negative view of women with tattoos. D scores were correlated with sexism scores in that participants who viewed tattoos more negatively had higher total and hostile sexism scores. Participants who reported having at least one tattoo themselves had lower total and hostile sexism scores.

[Poster Link]

Table 27: An Experimental Investigation of the Effect of Time Limits on Online Quiz Performance: Assessing the Impact of Cognitive Performance Anxiety

Student Authors: Joe Bateman, Aj Valor, and Jennifer Knitts (UMD)

Faculty Advisor: Ashley Thompson, Ph.D.

Abstract: Over time, virtual instruction, assessment, and testing has become a widespread feature of post-secondary education. As virtual testing has increased in prevalence, a parallel trend has been the increasing number of students who are given accommodations such as extra time on tests (Bolt & Thurlow, 2004). However, little is known about the relationship between time allotted to complete a virtual quiz and performance. Thus, the current study investigated the effect of time limits on university students’ virtual quiz performance. University students (N = 24) were randomly assigned to complete a broad multi-disciplinary quiz in one of three groups: a no time limit group (control group), a 15-minute time limit group, and a 30-minute time limit group. Due to a restricted sample size, the two time limit groups were collapsed in an effort to enhance statistical power. The results of a preliminary analyses revealed that there was not a significant difference in the proportion of participants who received a passing score in the control group (78%) in comparison to the timed group (73%), x2 (1) = .06, p > .05. Despite the lack of significance, participants in the control condition were 1.27 times more likely to pass the test than those who were in the timed group. This indicates that, although we may not have had the statistical power to detect an effect, time limits for virtual quizzes may have a deleterious effect on performance. The implications for educators and academic administrators stemming from this study will be discussed.

[Poster Link]

Table 28: Locked Down in 2020

Student Authors: Jacob Moore, Kaija Schlangen, Jacob McMains, and Alex Burrell (UMD)

Faculty Advisor: Keith Young, M.A.

Abstract: This study examined the relationship between ideological conservatism, trust in science, and attitudes towards mask-wearing during the COVID-19 pandemic. The hypotheses for this study were that individuals self-reporting as more conservatism would be related to (1) a lower trust in science and (2) a lower attitude toward mask-wearing. It was also hypothesized that higher trust in science would be related to higher attitudes toward mask-wearing. Three separate surveys (Social and Economic Conservatism Scale, Trust in Science & Scientists Inventory, Attitudes Towards Mask Wearing Scale) were completed online by 41 participants through the University of Minnesota Duluth undergraduate psychology participant pool. Using Pearson’s r, analyses of the data concluded that there was a significant negative correlation between conservatism and trust in science and scientists, a significant negative correlation between conservatism and attitude towards mask wearing, and a significant positive correlation between trust in science and scientists and attitude towards mask wearing. This leads to the conclusion that individuals who have more conservative beliefs report having less trust in science and lower attitudes towards mask wearing. Also, those with a higher trust in science and scientists report more positive attitudes towards mask wearing.

[Poster Link]

Table 29: The Effects of Mindfulness and Coronavirus-Related Stressors

Student Authors: Jackie Erkkila, Ashley Heskett, Clarissa Pederson, and Kearra Young (UMD)

Faculty Advisor: Ashley Thompson, Ph.D.

Abstract: SARS-CoV-2 (Covid-19) has resulted in a significant psychological impact on the mental health of the general population, particularly with regard to health anxiety (Wang & Wang, 2020). Although, research has demonstrated the effectiveness of mindfulness-based interventions in the treatment of health anxiety (McManus et al. 2012; Surawy et al. 2015), the impact of these interventions during the current pandemic remains unexplored. Thus, the current study investigated whether student participation in a mindfulness meditation activity would result in a lower health anxiety than participation in a control activity. Students from the University of Minnesota Duluth (N = 37) were randomly assigned to listen to an auditory mindfulness exercise or a weather podcast and then asked to complete a Health Anxiety Questionnaire and a demographics survey. Contrary to predictions, the preliminary results from an independent samples t-test revealed that there was not a significant difference in health anxiety scores between those assigned to the mindfulness condition (M = 39.36, SD = 11.13) as compared to assigned to the control condition (M = 42.60, SD = 8.00), t(35) = 0.72, p = .24. These results suggest that the 5-minute mindfulness intervention employed in the current study was not sufficient in reducing the experience of health anxiety related to the COVID-19 pandemic. Regardless, the results of the current study have the capacity to inspire the design of future studies on effective ways to manage anxiety, particularly during widespread global pandemics.

[Poster Link]