psychology research poster examples

Undergraduate Research & Prestigious Scholarships

Poster presentation examples, from past urcad events.

Select image to view the poster.

Mobolanle Adebesin Psychology

Eric Adjakwah Health Administration and Policy

Theophilus Aluko Mechanical Engineering

Hannah Aris Chemical, Biochemical, and Environmental Engineering

Robin Arnold Psychology

Riley Auer Ancient Studies Zoe Wang Visual Arts

Farhan Augustine Chemistry and Biochemistry

Cara Borja Psychology

Syrena Bracey Chemistry and Biochemistry

Ann Cirincione Biological Sciences

Thomas Coard Biological Sciences

Nora Corasaniti Political Science

Joelle Cusic Chemistry and Biochemistry

Hanna Dasoo Political Science

Vineed Dayal Mechanical Engineering

Caitlin Dea Education

Logan Dean Political Science

Lynne Deckel Education

Yash Desai Biological Sciences

Nidhi Dheman Psychology

Elise Donkor Chemical, Biochemical, and Environmental Engineering

Katlyn Easter Psychology

Chiamaka Ekwunazu Psychology

Samantha Eng Biological Sciences

Mark Fisher

Rivka Fleischman Psychology

Amelia Hallworth Biological Sciences

Oluwagbotemi Igbaroola Biological Sciences

Robyn Jasper Biological Sciences

Alicia Khan Psychology

Su Hyoung Kim Visual Arts

Matthew Kovarek Chemical, Biochemical, and Environmental Engineering

Sekar Kulandaivel Computer Science and Electrical Engineering

Julian Loiacono Computer Science and Electrical Engineering

Joshua Massey Computer Science and Electrical Engineering

Natalie McDonald Chemistry and Biochemistry

Sean Najmi Chemical, Biochemical, and Environmental Engineering

Colin O’Hern Biochemistry and Molecular Biology

Nneka Opara Psychology

Julian Paige Chemical, Biochemical, and Environmental Engineering

Sarah Pollock Chemistry and Biochemistry

Asma Qaiyumi Psychology

Rebekah Rashford Biological Sciences

Sierra Reeb Education

Allison Reichard Psychology

Hayley Richardson Biological Sciences

Brent Runge Chemistry and Biochemistry

Rima Sakhawala Biological Sciences

Gabrielle Salib Information Systems

Carly Sciandra Chemistry and Biochemistry

Erika Schumacher Visual Arts

Matthew Shirley Chemistry and Biochemistry

Nicole Simke Visual Arts

Sidrah Shayiq Education

Tracee Simms Psychology

Amelia Smith Biological Sciences

Savannah Steinly Chemical, Biochemical, and Environmental Engineering

Nevin Varghese Chemistry and Biochemistry

Andrea Wozniak Computer Science and Electrical Engineering

Accreditation
Equal Opportunity
Web Accessibility

Subscribe to UMBC Weekly Top Stories

I am interested in:.

I am interested in: Undergraduate
I am interested in: Graduate
I am interested in: Professional Masters

University Library

Research Posters

What makes a great poster.

Step by step
Visualizations & images
Illinois Logo
Archiving - Grad Students
More Resources
Oral Presentations
2024 Undergraduate Research Symposium This link opens in a new window
Colin Purrington - Designing conference posters
The poster sessions pool - Flickr
F1000Research Open access repository for posters and slide presentations in biology and medicine.
Better Posters - A Blog Academic conference posters are often ugly, with tiny text, confusing layouts, and dubious colour schemes. Better Posters is about making posters informative and beautiful.

<< Previous: Home
Next: Step by step >>
Last Updated: Oct 29, 2024 11:53 AM
URL: https://guides.library.illinois.edu/poster

Psychological Science Presentations and Conferences

Psychology 51 poster template.

Example Poster

Poster Formatting Instructions

Sans serif fonts for titles
Serif fonts for text
Font sizes 24-28 for main text
White background (save the earth!)
Use the same margins, align them
Max width: 48"
Max length: 36"

Alternative (New) Templates

Check out this video on a revolutionary way to create posters that people will actually engage with at poster sessions!

Here are the poster templates that go along with the video (the templates are shown and explained from minutes 13-20).

The amazing new templates are shown below! (*These are just images, but click on the poster template link above to download the PowerPoint templates).

Example Student Posters

Student Poster Presentations

Psychological Conferences

American Psychological Association
Association for Research in Personality
European Society for the Study of Personality Disorders
North American Society for Research in Personality Disorders
Society for Personality and Social Psychology
Society for Research in Psychopathology
SSCP is a great resource but they do not have their own conference

Mailing Address

Pomona College 333 N. College Way Claremont , CA 91711

Get in touch

Give back to pomona.

Part of The Claremont Colleges

Home > School of Liberal Arts and Education > Undergraduate Student Scholarship > Student Research Posters

Psychology | Student Research Posters

Relationship of the Openness Personality Trait and Development of Belief in God

Anne Njenga

The development of an individual’s beliefs about God is significantly influenced by teachings of parents. However, not all children have the exact same beliefs as their parents. The present study will examine what may be the characteristics of individual who have similar or differing beliefs than those to which they were exposed as a child.

Although not identical to a “belief in God”, much of the past research evaluating belief systems has focused primarily of “religiosity”. Caldwell-Harris (2012) noted that openness to experience was the personality characteristic that differed most between the religious and non-religious respondents. Even controlling for education, gender, marriage, and child rearing openness remained, the strongest predictor of both lower religious belief and membership. In a study by Luke and Kim (2011) compared religious and views on strength of beliefs and found that even people who are not religious can hold very strong views and stick to these opinions avidly.

While several have studied relationship of personality and relition, few have evaluated the origins of those ideas, i.e., how beliefs may have changed since childhood. Arnett, Jensen (2002) studied religious socialization and found that beliefs in emerging adulthood show an increase in a skeptical view of religious institutions.

The adult’s beliefs about God, therefore, would seem to be a combination of the set of ideas taught by the parent and the personality characteristic of the adult child which have allowed the individual to retain or migrate away from those teaching. It is hypothesized that adults who score high in Openness are more likely to have a different set of beliefs than those which where taught to them as a child.

Methodology includes online data collection of demographics, measures parents and children’s beliefs, and the Big Five personality inventory. Results will be available in April 2017.

Relative to Einstein: Quality of Life in Twice Exceptional Adults

RK Wall-Polin

Twice exceptionality, or 2e, is the recently-coined term for the intersection of learning disabilities (LDs) and giftedness in an individual. Typically, these learning disabilities encompass ADHD, ASD, and/or specific learning disorders such as dyslexia. Because giftedness may obscure or compensate for a student’s academic struggles, and because institutional fixation on disability may overshadow intelligence, twice exceptionality is often missed by teachers and other authority figures in a child’s life. Given the ongoing difficulties of screening for twice exceptionality, it is likely that many 2e students have gone unidentified throughout most of their academic careers, without receiving the accommodations that would most benefit their studies. Furthermore, 2e adults whose schooling predated widespread awareness of twice exceptionality are more likely to have been diagnosed later in life.

The twin prongs of identification and intervention for 2e youth make up the bulk of studies in the field. Today’s 2e youth are better-identified, better-studied, and better-supported than any previous generation, but 2e adults remain an understudied population. In addition to the difficulties and contradictions inherent in twice exceptionality, late identification and lack of support are likely to have negatively impacted twice exceptional adults, both in and out of the classroom.

The present study will examine the ability of 2e adults to effectively cope with stressors in their lives, as well as their current level of life satisfaction. Approximately fifty or more 2e adults will be recruited through email and social media, and via the disability department of a small liberal arts university. Participants will be asked about their diagnostic histories and their experiences with higher education, and will then complete the Satisfaction With Life Scale (Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S., 1985) and Coping Self-Efficacy Scale (Chesney, M.A., Neilands, T.B., Chambers, D.B., Taylor, J.M., & Folkman, S., 2006). Data will be collected and analyzed in March and April 2017.

We hypothesize that there will be a relationship between the age of identification as twice exceptional and adult quality of life, operationalized by Satisfaction with Life and Coping Self-Efficacy. Additionally, we will explore the relationships between specific diagnoses and these variables, as well as factors of race and gender. This study will provide information on an underserved and understudied group, and we hope it will provide a deeper understanding of the needs and strengths of this population.

Stress Reducing Effects of Indoor Plants in a Classroom Setting

Laura Tennant

Previous research has demonstrated that natural views and access to plants appear to have significant beneficial effects on individuals (Relf, 1992). Studies of green views out of a classroom window showed significant reductions in students’ mental fatigue (Li & Sullivan, 2016), and studies of indoor plants in hospital settings showed stress reduction and increased healing rates in patients (Ulrich, 1984). Indoor plants in the workplace demonstrated improved employee performance (Kweon, Ulrich, Walker, & Tassinary, 2008). However, there have been few studies examining the impact indoor plants might have in a classroom setting. This study used an experimental design to measure the impact of indoor plants on participants’ stress levels, mental fatigue, and test performance. Forty-eight students and non-students recruited from a small liberal arts college in Marin County were given a timed 12-question math test. The test environment for the experimental group included green, leafy, indoor plants, whereas the test environment for the control group was devoid of plants. The participants’ level of immediate post-test stress and mental fatigue was self-measured using 12 questions from the State-Trait Anxiety Inventory (Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1983) and the Profile of Mood States (Grove & Prapavessis, 1993). Results of the current study indicated that, relative to those in the control group, participants exposed to indoor plants reported similar levels of stress and fatigue, and showed no significant difference in test performance. A correlation was found between participants’ levels of stress, tension, and fatigue. The current study was unique in its design, and further research is needed in a classroom environment to fully demonstrate the benefits of indoor plants on stress, fatigue, and test performance of students.

The Relationship of Anxiety, Depression and Low Self-Esteem on the Tendency to have Compulsive Buying-type Behaviors

Ingrid Granados

“Retail Therapy” is a term commonly used to describe the action taken to relieve or compensate for negative feelings by purchasing things not planned or necessary. This is also considered the first phase of shopping addiction (Sohn et al, 2013), and like other behaviors (e.g., drinking alcohol, eating, gambling) these can be problematic if not done in moderation.

When shopping involves a preoccupation or uncontrollable urge to buy and also leads to significant social and financial problems, it is called Compulsive Buying (CB). This problem behavior is a cycle that maybe initiated by negative feelings, followed by a short-lived euphoria and possible long-term negative consequences. Although not officially recognized as a psychological disorder, CB is associated with impaired functioning (Gallagher et al, 2017).

Studies suggest that certain personality traits and mood disorders are factors common in people with CB. Prior research has linked individuals who met criteria for CB with significantly higher rates of mood and anxiety disorders (Harvanko et al, 2013) and greater levels of depression (Kyrios et al, 2013). This information exposes the possibility that people can behave in ways consistent with compulsive buying from time to time without meeting the diagnosis for a mental illness.

It is reasonable to suggest that if the patterns of behavior have similar origins that differ only slightly, people who demonstrate non-clinical compulsive buying tendencies may also do so to alleviate (or change) negative mood(s). Therefore it is hypothesized that occasional compulsive-buying type behaviors will be more common for individuals with higher levels of depression or anxiety and lower self-esteem.

What Do We Think About Birth Order?

Jessica Garcia

Stereotypical beliefs people have of personality traits that are expected from children in relation to their birth order has become a popular area of study. Parents can be consciously or unconsciously swayed to form impressions of their children based on birth order personality attributes formed by society and family. How parents act towards their children can impact a child’s cognitive and behavioral development (Eckstein & Kaufman, 2012). Using Adler’s psychological perspective theory, the present study hypothesized that there is a positive correlation between people’s perception of birth order traits and self-reported personality. Participants were 50 adults (84% female) 18 to 62 years old and primarily recruited on a university campus. Participants completed two online surveys, both shortened forms of Big 5 personality dimensions. The Mini-IPIP was used to gather participant’s self-reported personality traits. The TIPI was used to evaluate which traits the participants expect to see from a person that has the same birth order as them. Results demonstrated that there is a positive relationship between perceptions of birth order traits and self-reported personality. This is important because it suggest that Adler’s psychological perspective theory could be a more reliable measure to use compared to Sulloway’s evolutionary theory (Eckstein et al., 2010). Findings also add validity to Adler’s claim that the type of role a child adopts and the development of characteristics are a result of its interactions with family and society. Limitations include a small sample size and inaccurate hypothesized birth order traits. This study demonstrates that it is crucial for researchers to keep in mind that the family structure is the system from which specific birth order personality traits can develop and that parents should be aware of forming impressions of their children based on stereotypical societal beliefs.

Self-Esteem Issues in Facebook Users

Derry E. Gutierrez

Social networking sites (SNS) like Facebook provide several social comparison opportunities. College students use several methods of social media to communicate and stay in touch with friends and family around the world. Although Facebook allows its users to post pictures, plan social events, meet new people, sustain relationships, and observe others’ lives, it also traps its users into a world where they (consciously and unconsciously) compare their lives to those of others. Facebook users self-evaluate and self-enhance their lives by socially comparing themselves with the detailed information they receive from other users. This frequent comparison indicates that social network sites are an important venue where people can evaluate themselves (e.g., opinions, abilities, and emotions), develop their own identities, and where people can also feel happy/unhappy or satisfied/dissatisfied with themselves from comparison with others (Lee, 2014). Shaw and Grant’s (2002) study indicated that internet use decreased depression and loneliness and increased both self-esteem and social support; however, Kraut et al. (1998) found internet use to be positively associated with depression, loneliness, and stress. The purpose of this study is to demonstrate the correlation between the use of Facebook and students’ level of self-esteem. Specifically looking at the amount of time college students’ spend on Facebook and how it makes them feel lonely or unhappy with themselves, ultimately affecting their self-esteem.

Forty participants were sent an email link with one online survey on surveymonkey.com to complete. They responded to a combined 33 questions from the Rosenberg Self-Esteem Scale (Rosenberg, 1965), the Facebook Usage and Experience Measure (derived from Rouis, Limayem, & Salehi-Sangari, 2011), and the Demographics questionnaire regarding age, ethnicity, marital status, and gender. This study predicts that students with intense use of Facebook are affected negatively and have a lower self-esteem than those who do not.

The Relationship Between Emotional Contagion and Mood State

Kayleigh-Farrell Crow

Emotions can often be transferred from one person to another. It has been assumed that the strength and impact of contagious emotions can depend largely on the susceptibility of the individual. This concept has led to the idea of emotional contagion, or “the tendency to automatically mimic and synchronize facial expressions, vocalizations, postures and movements with those of another person, and consequently, to converge emotionally”, as defined by Hatfield, Cacioppo & Rapson (1992). The present study will examine the influence of certain emotions and the increased probability for contagion to occur. Specifically, this study will explore the emotional strengths of happiness and sadness viewed in others as catalysts for changes in individual mood states. Participants (n=60) solicited from Dominican University and different social networks will be sent an email containing the link to a survey via Surveymonkey.com, containing the Emotional Contagion Scale (ECS; Doherty, 1997), one of six randomly selected video clips from youtube.com, and two subscales from the Positive and Negative Affect Schedule-Expanded Form (PANAS-X; Watson & Clark, 1994). Participants will also be asked common demographic questions. The ECS measures individual susceptibility to emotional contagion. Participants will then watch one of six video clips (either a male or female) that depict an elderly person expressing either a happy, sad, or neutral emotion. Finally, participants will be asked a total of 12 questions about their mood state using two subscales from the PANAS-X (joviality and sadness). This study furthers current research to extend findings that establish a relationship between individual differences in emotional susceptibility and the potential for mood change. It is hypothesized that 1) emotionally susceptible people should score high on a mood scale after watching an emotionally charged video clip, 2) sadness will have a more contagious effect, and 3) females will score higher than males in emotional contagion. Data collection for this study will take place February/March of 2015.

The Relationship of Cell Phone Usage to Personality and Attention

Victoria L. Grajeda

Cell phones and texting are generally distracting and detrimental to attention (driving, school, work, etc.). Researchers have shown that cellphones affect attention (O’Connor, Whitehill, King, Kernic, Bresnahan & Ebel, 2013; Schwebel, Stavrinos, Byington, Davis, O'Neal, Jong, 2012; Thornton, Faires, Robbins, & Rollins, 2014). It is therefore important to examine all situations in which using cell phones are potentially harmful to one’s social or occupational life. According to the Center for Disease Control and Prevention, more than nine people are killed and more than 1,153 people are injured in motor vehicle crashes per day (Centers for Disease Control and Prevention, 2014). Cell phones are not only detrimental to driving but also to other activities that demand attention. Previous research has suggested that students able to text in class receive lower grades than those who do not text in class (Dietz & Henrich, 2014).

Advanced Search