Educational Psychology

Amira Cooper-Stennis, astennis@mail.snu.edu
Southern Nazarene University, with Dr. Dezzarae Francis, Dr. Kim Rosfeld, and Dr. Scott Drabenstot

Navigating through Compassion and Distress
Compassion can be a powerful balm against despair, especially for college students facing loss and uncertainty (Allen et al., 2012). Compassion is a crucial psychological and spiritual construct in emerging adulthood, yet little is known about how it emerges. Strauss's (2016) compassion theory consists of five elements: recognizing suffering, understanding its universality, feeling empathy for the sufferer, tolerating uncomfortable emotions, and being motivated to alleviate the suffering. This study investigated how individual and relational factors predict compassion and psychological distress among first-semester college students. Predictor variables included demographics (age, gender), community connection (student and faculty belonging), and spiritual traits (exhibiting Acts of Mercy and Acts of Piety) (Knight, 1992). First-time freshman participants from a private liberal arts university in the south central United States were asked to complete self-report measures, including the compassion scale, Kessler Psychological Distress Scale (K-10), Mercy and Piety Practices Inventory (MAPPI), and the Duke University Religion Index (DUREL). Results revealed that psychological distress did not significantly predict compassion. Older students reported higher compassion and greater psychological distress, though effect sizes were small. Female students reported higher levels of both compassion and distress. Both student and faculty belonging significantly predicted compassion, however only student belonging predicted lower psychological distress. Interestingly, practicing present mercy was associated with higher distress. These findings offer a nuanced understanding of how belonging, and spirituality, and personal factors interact in shaping compassion and distress during college.
 

Angela Gootee, agootee@harding.edu
Harding University, with Dr. Usenime Akpanudo

Effects of Generation Status and Parent Education Level On Imposter Phenomenon in Undergraduate Students
Navigating new environments and experiences opens people up to unrelenting self-doubt. The jump from high school to unexplored college territory is a particularly hazardous time for this manifestation. Undergraduate students are notorious for self-doubt and questioning. This self-doubt shows in imposter phenomenon scores. Imposter phenomenon, colloquially known as imposter syndrome, is when an otherwise successful person feels like a fraud. They often attribute their success to luck or a fluke, believing it will end in failure. Exploring how a student's family affects them in university can tell us much about the college experience. A non-probability convenience sampling survey was distributed to students to determine if there is a difference in imposter phenomenon among first-generation, continuing-generation, or legacy students. This study also analyzes any difference in imposter phenomenon scores with parent education levels, among other variables. This study found no relationship between imposter phenomenon and parent education level or generation status. We also found that women have significantly higher imposter phenomenon scores than men. This research can help universities know how best to assist students during the difficult transition period and which students may need more help than others. We can also help students directly with this research by letting them know being unsure is normal.
 

Jose Ramos, jramos56@mail.snu.edu
Southern Nazarene University, with Dr. Carol Dorough

Gender and Belonging: An Exploration of Male Nursing Students’ Experiences
Despite gradual increases in male nursing school enrollment, men remain significantly underrepresented in nursing, a field historically shaped by gendered stereotypes and expectations. Such underrepresentation often contributes to isolation, stereotype strain, and identity conflict. This study explores the psychosocial experiences of male nursing students at Southern Nazarene University, focusing on how perceived gender-related challenges influence their sense of belonging, professional identity, and persistence in nursing education. Guided by Bronfenbrenner’s Ecological Systems Theory (1979) and the Sense of Belonging Theory (Hagerty et al., 1992) as frameworks, this qualitative research used open-ended surveys completed by seven male students in the SNU nursing program. Thematic analysis revealed six central themes: subtle gender bias, fluctuating sense of belonging, support gaps, stereotype pressure, strong retention commitment, and a pressing need for mentorship. Findings suggest that male nursing students often experience marginalization in clinical settings, lack access to tailored support systems, and face internal and external pressures related to societal perceptions of masculinity. Despite these challenges, participants expressed resilience and dedication to the profession, often motivated by personal and familial goals. This research underscores the need for nursing programs to develop inclusive practices, provide gender-sensitive mentorship, and address structural inequities to support the retention and success of male nursing students.