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Biomedical subjects

B M Gadzella

Publications and source records attributed to B M Gadzella.

10 recordsLinked to original sources
PubMed1994

Locus of control differences among stress groups.

To assess among 3 groups differing in stress significance of differences in their scores on locus of control scales (Internal, Powerful Others, and Chance), 2 groups of college undergraduates (123 and 160 subjects) were tested. In both samples analysis indicated significant differences among the 3 groups in scores on the Powerful Others and Chance (external) scales, with the severely stressed group scoring higher than the milder stress groups. No significant differences were found on the Internality scale.

Adaptation, Psychological↗
PubMed1994

Student-Life Stress Inventory: identification of and reactions to stressors.

The purposes of the study were to analyze responses to a stress inventory and assess significance of differences by gender and stress groups on the stressors and reactions to them. The subjects were 290 volunteers who responded to the Student-life Stress Inventory. Analyses showed the inventory is reliable and valid. Differences were noted by gender and amount of stress for types of stressors students experienced and reactions to them.

Adolescent↗
PubMed1991

How business professionals view their stress.

Differences in stress for business professionals by sex, age, marital status, stress levels, job classification, having children and pets were investigated. Subjects were 80 business professionals who responded to the Tennessee Stress Scale-L inventory which provides three subscales (Stress Producers, Coping Mechanisms, and Stress Symptoms) and Total Stress. Significant differences were found between 40 men and 40 women and among stress level groups on Stress Producers, Stress Symptoms, and Total Stress scores.

Adaptation, Psychological↗
PubMed1991

Educators' appraisal of their stressors and coping strategies.

An assessment of 188 educators' perceptions of their appraisal of stress producers and coping mechanisms on McWilliams and Schnorr's questionnaire were studied. Subjects identified their stress as mild, moderate, and severe. Analysis of scores identified educators' stressors and coping strategies and showed significant differences among the three stress-level groups on statements about 12 stress producers and 8 coping mechanisms.

Adaptation, Psychological↗
PubMed1990

Differences in comprehension processes as a function of hemisphericity.

Significant differences were found between hemisphericity and cognitive strategies on a comprehensive task. The subjects were 62 undergraduates identified as having preferences of left-hemisphericity, integrated, or right-hemisphericity. The differences were between the reaction times of left- and right-hemisphericity preferences in processing sentences structured as True Negatives and False Negatives.

Adolescent↗
PubMed1990

Stress as perceived by professionals.

This study investigated differences in stress by sex, levels, age, and job classifications as perceived by 173 professionals. Subjects responded to the Tennessee Stress Scale-L questionnaire which provides measures for the three subscales (Stress Producers, Coping Mechanisms, and Stress Symptoms) and Total Stress. Significant differences were found between sexes and among stress levels, age groups, and job classifications on various subscales and total stress measures.

Adult↗
PubMed1976

Sex differences in self-perceptions as students of excellence and academic performance.

Differences between the sexes in self-ratings on 37 characteristics of a quality student, changes in their perceptions over a semester, and academic performances were analyzed for 172 male and 281 females. The characteristics were collapsed into five groups reflecting learning in class, study habits and attitudes, peer relationships, student-instructor relationships, and physical and emotional needs. Trend analyses showed significant differences (a) between the sexes on three grouped characteristics: learning in class, study habits and attitudes, and peer relationships (with females reporting higher ratings), (b) among the three self-rating sessions(reflecting upward trends) on all grouped characteristics, and (c) on one interaction, student-instructor relationships. Analysis of variance showed that the females obtained significantly higher grades than did the males.

Achievement↗
PubMed1975

Effects of auditory and visual modalities in recall of words.

Ten experimental conditions were used to study the effects of auditory and visual (printed words, uncolored and colored pictures) modalities and their various combinations with college students. A recall paradigm was employed in which subjects responded in a written test. Analysis of data showed the auditory modality was superior to visual (pictures) ones but was not significantly different from visual (printed words) modality. In visual modalities, printed words were superior to colored pictures. Generally, conditions with multiple modes of representation of stimuli were significantly higher than for conditions with single modes. Multiple modalities, consisting of two or three modes, did not differ significantly from each other. It was concluded that any two modalities of the stimuli presented simultaneously were just as effective as three in recall of stimulus words.

Auditory Perception↗