ABOUT PSI CHI Psi Chi is the International Honor So ci ety in Psychology, found ed in 1929. Its mission: "recognizing and promoting excellence in the science and application of psy chol ogy." Mem ber ship is open to undergraduates, graduate students, faculty, and alumni mak ing the study of psy chol ogy one of their major interests and who meet Psi Chi's min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS), and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges. Psi Chi functions as a federation of chap ters located at over 1,150 senior col leg es and universities around the world. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the Or ga ni za tion and sets pol i cy with the ap prov al of the chap ters. Psi Chi membership provides two major opportunities. The first of these is ac a dem ic rec og ni tion to all in duc tees by the mere fact of mem ber ship. The sec ond is the opportunity of each of the Society's local chapters to nourish and stim u late the pro fes sion al growth of all members through fellowship and activities de signed to augment and en hance the reg u lar cur ric u lum. In addition, the Or ga ni za tion provides programs to help achieve these goals including con ven tions, research awards and grants competitions, and publication opportunities. JOURNAL PURPOSE STATEMENT The twofold purpose of the Psi Chi Journal of Psychological Research is to foster and reward the scholarly efforts of Psi Chi members, whether students or faculty, as well as to provide them with a valuable learning experience. The articles pub lished in the Journal represent the work of under graduates, graduate students, and faculty; the Journal is dedicated to increas ing its scope and relevance by accepting and involving diverse people of varied racial, ethnic, gender identity, sexual orientation, religious, and social class backgrounds, among many others. To further support authors and enhance Journal visibility, articles are now available in the PsycINFO ® , EBSCO ® , Crossref ® , and Google Scholar databases. In 2016, the Journal also became open access (i.e., free online to all readers and authors) to broad en the dissemination of research across the psychological science community.

The family communication project was a randomized preventive intervention designed to support families by improving interparental conflict behavior and the parent-child relationship, with the ultimate goal of decreasing emotional insecurity in the interparental relationship. Evidence for programs that may benefit father-adolescent attachment and adolescents' emotional insecurity in the marital context is a gap in the literature. According to the fathering vulnerability hypothesis, father-child attachment security might be expected to especially benefit from improvements in interparental conflict behavior. The present study evaluated whether there were any indirect effects of this intervention on emotional insecurity via attachment with each parent, with a particular interest in the role of father-child attachment. Cross-lagged panel models revealed that the parent-adolescent (PA) treatment condition predicted significantly decreased emotional insecurity at 6 months through posttest attachment to fathers, relative to the control and parent-only conditions. Mother-adolescent attachment was improved in the PA condition at posttest but was not a significant mediator of subsequent adolescent emotional insecurity. Thus, the intervention's effects on father-adolescent attachment plays an important role in explaining the long-term effects of the intervention on emotional insecurity about the interparental relationship. Results also call attention to the value of including adolescents in interventions to improve interparental conflict and parent-child relationships.

Destructive conflict within the marital relationship has been shown to negatively impact the family system. Exposure to destructive interparental conflict may be particularly detrimental to adolescent development. Destructive interparental conflict is associated with decreased quality of parent–adolescent communication. One potential explanatory mechanism for this relationship is adolescents’ emotional insecurity in the interparental relationship. Exposure to destructive interparental conflict may decrease adolescents’ sense of emotional security. Therefore, this study examined whether emotional insecurity security mediated the relationship between destructive interparental conflict and parent–adolescent communication, based on a longitudinal study on family communication ( N = 225). Path analysis revealed that the relationship between destructive interparental conflict and father–adolescent communication, as well as mother–adolescent communication, was mediated by emotional insecurity. The results provide insight into the consequences that destructive interparental conflict may have for aspects of the parent–adolescent relationship, as well as practical implications for the development of future intervention programs.

The Self-Regulated Learner must possess certain non-cognitive beliefs in order to remain sufficiently motivated in the pursuit of academic success. Students who are do not possess such beliefs are more likely to struggle in academics. This problem is especially pronounced in students at public universities and community colleges. Even though these students have the appropriate background knowledge to be awarded a high school diploma, they must still acquire certain non-cognitive beliefs, in particular self-efficacy (a belief in one’s ability to succeed and master the tasks at hand within a given domain), in order to be motivated to apply the knowledge they learned in high school, regulate their study habits, and monitor their progress. This exploratory study surveyed 42 undergraduates enrolled in a psychological statistics course. A hierarchical multiple regression assessed the extent to which self-efficacy predicted final statistics exam grades, while controlling for prior GPA. This analysis showed that prior GPA explained 38.9% of the variability in final exam grades and self-efficacy accounted for another 7.3% of the variance, explaining a total of 46.2% of the variance in final exam performance. These findings indicate that non-cognitive variables play an essential role in the prediction and promotion of academic performance at the college level in public universities. Developing students’ self-efficacy beliefs in specific courses may improve students’ performance. Different methods of employing interventions to alter students’ non-cognitive beliefs are discussed, with particular focus on the use of exam wrappers to promote self-efficacy and improve course grades.