Dr. Cynthia A. Rohrbeck, PhD - The George Washington University - Associate Professor

Dr. Cynthia A. Rohrbeck

PhD

The George Washington University

Associate Professor

Washington, DC, District of Columbia | United States

Main Specialties: Psychiatry

Additional Specialties: Clinical / Community Psychology

ORCID logohttps://orcid.org/0000-0001-5680-5690


Top Author

Dr. Cynthia A. Rohrbeck, PhD - The George Washington University - Associate Professor

Dr. Cynthia A. Rohrbeck

PhD

Introduction

Primary Affiliation: The George Washington University - Washington, DC, District of Columbia , United States

Specialties:

Additional Specialties:

Research Interests:

Metrics

Number of Publications

41

Publications

Number of Profile Views

981

Profile Views

Number of Article Reads

22

Reads

Education

Aug 1980 - May 1986
University of Rochester
MA and PhD
May 1983
University of Rochester
MA
Aug 1976 - May 1980
Cornell University
BA

Experience

Sep 1992
The George Washington University
Associate Professor
Sep 1992
Brown University
Visiting Associate Professor (Sabbatical Position)
Aug 1985 - Jan 1992
The George Washington University
Assistant Professor

Top co-authors

Philip W Wirtz
Philip W Wirtz

The George Washington University

1

Publications

41Publications

22Reads

Disability and disasters: the role of self-efficacy in emergency preparedness.

Psychol Health Med 2019 Jan 14;24(1):83-93. Epub 2018 Jul 14.

a Department of Psychology , The George Washington University , DC , Washington , USA.

View Article
January 2019
10 Reads
1.53 Impact Factor

The Importance of Self-Efficacy in Parental Emergency Preparedness: A Moderated Mediation Model.

Disaster Med Public Health Prep 2018 Jun 1;12(3):345-351. Epub 2017 Aug 1.

2Department of Decision Sciences,George Washington University, Washington, DC.

View Article
June 2018
12 Reads
1.14 Impact Factor

The Dynamic Role of Perceived Threat and Self Efficacy in Motivating Terrorism Preparedness Behaviors.

International Journal of Disaster Risk Reduction

Past research on perceived threat and self-efficacy, two central components in theories of household disaster preparedness, has revealed only weak relationships. One possible explanation is that threat and self-efficacy may play a more important role at early stages of preparedness motivation or readiness (i.e., in motivating the individual to contemplate taking action) than at later stages (i.e., in moving the individual from contemplation to action). In this study of 290 participants from a cross-sectional community survey, between-stage multinomial logistic regression revealed that perceived likelihood of a future terrorist attack, and (to a lesser extent) perceived self-efficacy to cope with a future terrorist attack, exert more influence on planning to take action than on actually taking action. Another form of threat, perceived severity, had little independent influence. These results comport with a central thesis of the Socio-Cognitive model, viz. that readiness stage moderates the impact of cognitive appraisals on preparedness. Elevated appraisals of likelihood and self-efficacy are necessary but not sufficient for individuals to adopt preparedness behaviors, exerting their greatest influence early in the decisionmaking process.

View Article
September 2017
13 Reads

Social influence and cognitive-motivational effects on terrorism preparedness: A hurdle model.

doi: 0017896916685378

Health Education Journal

Abstract Objectives: The identification of factors which influence peoples’ preparation for health safety risks posed by natural and man-made disasters is a central concern in health education. Prior studies have generally approached this issue from either a cognitive or a social influence perspective, and have failed to recognise the increased importance of terrorism-related concerns in motivating health safety preparedness behaviour. The purpose of this study was to develop a unified social cognitive framework for understanding peoples’ preparations for health safety risks, focusing on terrorism-related cognitive and social influences. Methods: Participants in the National Survey of Disaster Experiences and Preparedness reported preparedness actions they had taken since 2001 due to terrorism concerns, their appraisals of terrorismrelated threat and coping, and whether they knew others who had taken preparedness actions because of terrorism. Using a logistic binomial hurdle statistical model, number of actions taken because of terrorism concerns was regressed on terrorism-related vulnerability, severity, response efficacy, self-efficacy, and informational social influence. Simultaneous models both of taking any action because of terrorism concerns and of the number of actions taken because of terrorism concerns were tested. Findings: After controlling for demographic variables, both taking any preparedness action due to terrorism concerns and the number of preparedness actions taken due to terrorism concerns were positively related to terrorism-related informational social influence, response efficacy, and self-efficacy; effects of terrorismrelated vulnerability and severity appraisals were much smaller. Compared to cognitive factors, terrorismrelated informational social influence had a substantially larger effect on taking any action. Conclusion: Terrorist-related informational norms were more salient than cognitive factors in influencing peoples’ decision to prepare for terrorism. Participants who knew someone who had taken one or more emergency preparedness actions because of terrorism were significantly more likely to take any preparedness action, and to take more preparedness actions, themselves. These findings are consequential in developing future educational initiatives.

View Article
February 2017
17 Reads

Peer relationships: Promoting positive peer relationships during childhood

Encyclopedia of Primary Prevention and Health Promotion

View Article
January 2014
14 Reads

Peer relationships: Promoting positive peer relationships during adolescence

Encyclopedia of Primary Prevention and Health Promotion

View Article
January 2014
16 Reads

A meta-analytic review of the social, self-concept and behavioral conduct outcomes of peer assisted learning

98, 732-749. doi: http://dx.doi.org/10.1037/0022-0663.98.4.732

Journal of Educational Psychology

Meta-analysis was used to examine social, self-concept, and behavioral effects of peer-assisted learning (PAL) interventions with elementary school students. An electronic search of PsycINFO and ERIC databases resulted in 36 relevant PAL studies. Overall, effect sizes were small to moderate across the 3 outcome variable domains. Both social and self-concept outcomes were positively correlated with academic outcomes. Specific PAL components—student autonomy, individualized evaluation, structured student roles, interdependent group rewards, and same-gender grouping—were related to effect sizes. PAL interventions were more effective for low-income versus higher income, urban versus suburban– rural, minority versus nonminority, and Grades 1–3 students versus Grades 4 – 6 students. Results suggest that PAL interventions that focus on academics can also improve social and self-concept outcomes.

View Article
January 2006
17 Reads

Peer Relationships, Childhood

Encyclopedia of primary prevention and health promotion / editors, Thomas P. Gullotta and Martin Bloom

http://proxygw.wrlc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cat00411a&AN=mu.5674660&site=eds-live

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January 2003
13 Reads

Peer Relationships, Adolescence

Encyclopedia of primary prevention and health promotion / editors, Thomas P. Gullotta and Martin Bloom

View Article
January 2003
16 Reads

The Child Rating Scale: The development of a socioemotional self-rating scale for elementary school children

16, 239-255

School Psychology Review

ABSTRACT: This article describes the development of the Child Rating Scale (CRS), a socioemotional self-rating scale for elementary school children. Four CRS Factors, i.e., Rule Compliance/Acting-Out, Anxiety/Withdrawal, Interpersonal Social Skills, and Self-confidence were found consistently across four independent samples totaling more than 2000 1st through 6th grade children. Internal consistency, test-retest reliability,demographic comparisons, and indices of concurrent and construct validity are presented. The scale’s uses and limitations are discussed.

View Article
January 1987
17 Reads

A component analysis of behavioral self-management interventions with elementary school students

9, 33-43. http://dx.doi.org/10.1300/j019v09n01_03

Child and Family Behavior Therapy

Abstract This review provided a detailed component analysis of self-control treatment literature with elementary school children. The review was limited to the published school-bases, self-control treatment literature available from 1967 to 1984. A standardized rating procedure, the Self-Management Intervention Checklist (SMIC), was developed to rate self-management investigations according to: (a) subject and setting characteristics, (b) training and follow-up details, and (c) an analysis of the self-management intervention components. The results indicate a lack of adequate attention to: (a) subject variables, (b) training considerations, and (c) difference in self-management interventions. The limitations and qualifications of current self-management training and implications for developing a more effective self-management training technology are discussed

View Article
January 1987
16 Reads

A cognitive behavioral model of child abuse.

Violent individuals and families: A practitioner's handbook

View Article
January 1984
15 Reads

Top co-authors

Philip W Wirtz
Philip W Wirtz

The George Washington University

1