Call for Papers is Now Closed

 

Format requirements for abstracts: 

1. Times New Roman 12-point font.
2. 250 words maximum (word count does not include title, authors’ names, affiliations, & funding).
3. Capitalize only the first word and proper names in the title.
4. Bold the entire title.
5. An individual may be a first author on only 1 abstract.
6. Authors’ names: Include author initials (no periods, no spaces between initials) followed by full last name of all authors. Do not use all-caps, bold or italics.
7. Include each author’s departmental and institutional affiliation, city and state/country; do NOT give zip code or a full mailing address.
8. In case of multiple authors from different departments or institutions, use a superscript numeral following each author name(s) and again preceding their institution to indicate each author’s affiliation.
9. No tables or figures.
10. The UPLOADED ABSTRACT FILE NAME must be in the format: AUTHORLASTNAME.doc or AUTHORLASTNAME.docx or AUTHORLASTNAME.txt. Please do NOT submit pdf files.
11. Please note whether your preference is a podium presentation, poster, or either.

 

Example of abstract:

Stress and satisfaction measures during final exams in freshmen as a predictor of academic performance: sex differences

A Ching,1 TK. Halliwell,1 S Gandhi,2 L Isozaki,3 J Mahoe,3 DT Koomoa,3 DE Brown.1  1Department of Anthropology, 2Student Health and Wellness Program, and 3College of Pharmacy, University of Hawaii at Hilo, Hilo, HI.

The relation between degree of stress and performance is complex.  The current study examines the relation between stress, satisfaction and academic performance in a natural setting.  Volunteer freshmen college students (N=153) who were experiencing their first final exam period filled out the perceived stress questionnaire (PSS) and a life events scale (Student Stress Scale, SSS). Participants also indicated their evaluation (scaled from “extremely [stressed/satisfied]” to “not [stressed/satisfied]”; summed “total” stress/satisfaction score from 0-15) of both stress and satisfaction, respectively, with academics, finances, family, living arrangements and social life. A hair sample was collected for cortisol analysis (N=111; some volunteers had hair that was too short for collection).  Students’ Grade Point Average (GPA) was collected from school records after the exam period. 

For all participants, GPA was not significantly correlated with PSS (r=-0.14), SSS (r=-0.03), total stress (r=-0.09), or hair cortisol (r=-0.12), but there was a significant positive correlation with satisfaction (r=0.22, p < .01).  When sexes were considered separately, among men GPA was not significantly correlated with the stress measures (PSS, r=-0.02; SSS, r=0.02; total stress, r=0.13; hair cortisol, r=0.17), nor with satisfaction (r=0.22, p < .1).  Among women, GPA was significantly negatively correlated with PSS (-0.27, p=.01) and total stress (r=-0.26, p < .05) and significantly positively correlated with satisfaction (r=0.24,   p < .05) but not significantly correlated with hair cortisol (r=-0.15) or SSS (r=-0.11). Self-reports of stress and satisfaction predict academic achievement in women but not in men, while hair cortisol is not a significant predictor of achievement.

 

Presentation Guidelines:

Whether poster or podium, all presentations benefit by having a clear, focused message to communicate to the audience. Presenters should address the following:

1. What is the question? Succinctly but adequately define the hypothesis or problem.
2. Why does it matter? Explain the significance of answering this question.
3. How was the work done? Briefly describe the methods and analytical procedures.
4. What did you learn? Clearly explain the results of your inquiry.
5. Now what? Relate these findings to a larger context as well as to the original question.