Education and Human Sciences, College of (CEHS)
College of Education and Human Sciences: Dissertations, Theses, and Student Research
First Advisor
Michael J. Scheel
Second Advisor
Dena Abbott
Committee Members
Katie Edwards, Sarah Gervais
Date of this Version
2025
Document Type
Dissertation
Citation
A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy
Major: Educational Psychology (Counseling Psychology)
Under the supervision of Professors Michael J. Scheel and Dena Abbott
Lincoln, Nebraska, May 2025
Abstract
Using a motivated social cognition framework, this study explores whether there is an indirect effect of need for closure on transphobia via gender essentialism and whether this relationship is moderated by transgender contact. Data were collected from an undergraduate sample of 405 cisgender participants (nmen = 159, nwomen = 246). A simple mediation and a moderated mediation were used to examine the hypothesized relationships, controlling for participant gender. Results reinforced the positive correlation between gender essentialism and transphobia and the negative correlation between transgender contact and transphobia. However, the mediation and moderation hypotheses were not supported. Need for closure was found to be unrelated to transphobia, contrary to past research. The applicability of motivated cognition to transphobia is re-considered and clinical and research implications discussed.
Advisors: Michael J. Scheel and Dena Abbott
Included in
Cognition and Perception Commons, Counseling Psychology Commons, Educational Psychology Commons, Gender and Sexuality Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons, Social Psychology Commons, Social Psychology and Interaction Commons
Comments
Copyright 2025, Jacob E. Vargas. Used by permission