Abstracts Family food practices are an influential component of developing lifelong healthy eating habits, and understanding which practices are most impactful among adolescents could help health practitioners better counsel their patients. This was a mixed-method design with parent-child pairs in the Athens area involving 2 study visits. On the first visit, the parent and child were interviewed, and the child was provided guidance to take photos of everything consumed in a chosen 24-hour period to send to the research team. On the second visit, adolescents were asked about independent eating environment, food choices and the role of their parents and peers in food selection. Parents were also asked about how they instill healthy eating habits in their household. Both completed a survey at the end of the interview. The interviews were transcribed verbatim and analyzed for themes. Anthropometric measurements of weight, height and waist circumference were conducted on both the parent and adolescent. Findings suggest that adolescents adapt similar food habits as their parents. They also lean towards ready-made, easily accessible foods that can be prepared without much supervision. To control eating habits, parents often utilize bargaining or do not purchase foods that they do not want their child to eat. Most parents wished their child would consume more fruits and vegetables. The findings have the potential to shape nutrition education targeting parents and adolescents.
evaluating) compare between first- and fourthyear undergraduate students? We will compare data from introductory biology students with data from upper-level biology students to see how metacognitive regulation might progress over time. We will collect data using two open-ended assignments given after the first and second exam in an introductory biology course and a seniorlevel cell biology course. We will use qualitative methods such as content analysis to find evidence of students’ use of metacognitive skills. This analysis will allow us to identify those students who effectively use metacognition and those who are working to adjust their learning strategies. Our findings will be used to design research-based curriculum for improving student metacognition. Mothers’ Childhood Emotional Neglect as a Predictor of Child Behavior Problems Sara Carroll Johnson Amber Madden Dr. Anne Shaffer, Psychology, Franklin College of Arts and Sciences Childhood emotional neglect (CEN) is a specific form of child maltreatment in which caregivers fail to make a significant emotional connection with their child, thereby preventing the development of healthy attachment bonds. Individuals who have been emotionally neglected in childhood are more likely to experience later psychological distress when compared to those who were emotionally neglected by male caregivers. Mothers’ experience of CEN has also been shown to be predictive of poor parenting outcomes, but less research has examined relations between maternal CEN and their children’s behavior. Maternal emotion dysregulation, or difficulties in modulating emotional responses, is of particular concern since emotion dysregulation is a significant mediator of the relationship between childhood maltreatment and parenting stress. Based on these relations, we hypothesized that emotion dysregulation would mediate the relations between maternal CEN and the occurrence of internalizing and externalizing behaviors in their children. This study utilized data collected from a sample of 58 mothers and their children aged 8-11. Measures included a measure of maternal childhood emotional neglect (CTQ), emotion dysregulation (DERS), and mothers’ reports of child behavior problems (CBCL). A multiple mediation model considered all of the
Metacognitive Regulation in Undergraduate Biology Students Me'Shae Johnson, CURO Research Assistant Dr. Julie Dangremond Stanton, Cellular Biology, Franklin College of Arts and Sciences Metacognition is what we know about our thinking and how we are able to regulate our thinking in order to facilitate our own learning. Metacognition positively correlates with learning outcomes, academic performance, and problem solving. This project centers on understanding metacognitive development among undergraduate students so that we can develop effective ways to stimulate metacognition. The long-term goal of this research is to use metacognition to enhance student learning in undergraduate biology courses. Our research question is: how does the use of the metacognitive skills (planning, monitoring, and 122