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193POSTER 69WHAT DOES YOUR EMOTIONAL INTELLIGENCE TELL YOU ABOUT YOUR ACADEMIC ACHIEVEMENT?ASHLEY CARTER (CENTRAL CONNECTICUT STATE UNIVERSITY), WILLIAM DISCH (CENTRAL CONNECTICUT STATE UNIVERSITY) This study investigates the relationships between emotional intelligence (EI), perceived stress (PSS), and academic achievement (AA) in undergraduates (N = 89). Results revealed significant differences in AA and EI scores based on stress levels and highlighted the strong interrelations between EI, PSS, and GPA in predicting AA. Moderate and large effect sizes suggest that these findings have practical significance, emphasizing the importance of EI and stress in academic success.POSTER 70WHEN TOUGH ISN'T ENOUGH, BUILD MENTAL STRENGTHTERRENCE BOLTON (RIDER UNIVERSITY), GARY BROSVIC (RIDER UNIVERSITY) Division I athletes (254 female and 286 male) completed these scales: Psychological Performance Inventory, Resilience, GRIT, Purpose in Life, and the Flourishing. GRIT were rank-ordered and formed into terciles, and scores of each measure above were significantly higher for those in the upper than in the middle and lower terciles, and higher for those in the middle than the lower tercile. Results suggest that developing GRIT facilitates building mental toughness, a key attribute of athletes.POSTER 71WHERE NEXT? YOUNG ADULTS' MOTIVATION TOWARDS OR AGAINST A COLLEGE PATHGRACE OBOYLE (ALBANY COLLEGE OF PHARMACY AND HEALTH SCIENCES), LILLIAN RODRIGUEZ STEEN (ALBANY COLLEGE OF PHARMACY AND HEALTH SCIENCES), KATLYN FARNUM (SIENA COLLEGE), ANNE GILMAN (SUNY ALBANY) Undergraduate students have a variety of motives for wanting to further their education. Research has aimed to clarify the reasons students choose to attend college with a focus on students' motivation and rationale. The current study aimed to gain a broader understanding of why young adults choose to pursue an undergraduate education and their feelings regarding the choice. Largely, results indicate that motivations included a desire for further education and to obtain their career goals.POSTER 72WORKING MEMORY CAPACITY, TIME INDUCED STRESS, AND READING COMPREHENSIONOLIVIA CARR (SAINT VINCENT COLLEGE), MARK RIVARDO (SAINT VINCENT COLLEGE) Previous research indicates a positive correlation between working memory capacity (WMC) and reading comprehension (RC) as well as an effect, both positive and negative, of stress on complex cognitive functions. 147 college students completed a RC task with half the trials timed, a WMC task, and an anxiety scale. The time limit on the RC task had no effect on RC, but those with higher WMC had greater RC.POSTER 73COLLEGE STUDENTS' PERCEPTION OF THEIR CULTURAL DEVELOPMENT: WHO, WHAT, WHERE, AND WHEN.JULIA WSZOLEK (SETON HALL UNIVERSITY), AMY JOH (SETON HALL UNIVERSITY) How do young adults view their own cultural development? We will ask college students to indicate the importance of who they spend time with (e.g., friends, family), what they do (activities, entertainment), and where they interact (living conditions) to learn about and understand their culture. We will also examine if and when (before and after starting college) the relative importance of various factors changes to explore developmental shifts in college students' perception of cultural identity.POSTER 74I CAN FIX YOUALLYSSA ERIANNE (MONMOUTH UNIVERSITY), GARY LEWANDOWSKI (MONMOUTH UNIVERSITY) The current study explores the association between attachment style, empathy, and self-silencing on an individual's motivation to fix partners in relationships. 97 students responded to surveys assessing attachment anxiety, empathy level, self-silencing frequency, and fixing partners for growth or settling. Through a correlational design, attachment style was not significant, empathy level was significant in fixing a partner for growth but not settling, and self-silencing was significant in fixing a partner for settling but not growth.193Saturday, March 8