1. Change in undergraduate developmental psychology students' knowledge of and attitudes about parenting Sara L. Sohr-Preston, Priscilla Taggart, and Valerie Douglas Southeastern Louisiana University College students gain much from their coursework, including benefits not directly related to academic advancement. For example, students completing coursework in developmental psychology before becoming parents may gain knowledge and understanding that could prove beneficial when transitioning to parenthood. The current investigation examined change in both knowledge and attitudes of non-parent students enrolled in an undergraduate lifespan developmental psychology class. Specifically, participants were assessed twice (at the beginning of the semester and after midterm examinations) on the following: knowledge of infant and child development, knowledge of reproduction and human sexuality, rejection of vaccination myths, perceptions of parenting, attitudes about parenting, and perceptions of functioning in their own family-of-origin. We hypothesized that students would increase in knowledge and adaptive attitudes while maintaining continuity in perceptions of family functioning. Method Participants Participants included 168 students (40 males, 128 females; 61.20% Caucasian, 22.30% African American; mean age = 20.29, SD = 3.55) enrolled in lifespan developmental psychology courses at a public university in the southern United States. Procedure Data collection occurred online. Participants accessed the questionnaires via a weblink posted on a class website by the primary investigator. Instructions stated that participants were allowed to skip any items with which they felt uncomfortable. Students not eligible (due to age) or unwilling to complete the surveys were allowed to complete an alternative assignment. Measures Knowledge of infant and child development. Students’ knowledge of early development was assessed with the Knowledge of Infant Development Inventory (KIDI; MacPhee, 1981). Knowledge of reproduction and sexuality (Repro-Know). An inventory of students’ basic knowledge of puberty, menstruation, conception, pregnancy, and fertility was created for this study. Rejection of vaccination myths (Vaccines). A brief true/false survey of participants’ stance on seven common myths regarding vaccinations was developed for this study. Perceptions of parenting. Respondents’ expectations regarding parenting were assessed using the six subscales of the Perceptions of Parenting Inventory (POPI; Lawson, 2004). Attitudes about parenting. Participants’ attitudes about parenting styles and practices were measured with the five constructs of the Adult-Adolescent Parenting Inventory-2 (AAPI-2; Bavolek & Keene, 2001). Family functioning. General quality of family functioning during childhood and adolescence was assessed retrospectively with the Family-of-Origin Scale (FOS; Hovestadt et al., 1985). Results Results of repeated measures analysis of variance (ANOVA) revealed that participants exhibited statistically significant (p <.05) improvement in KIDI scores (F = 6.57), knowledge of reproduction and human sexuality (F = 27.65), rejection of vaccination myths (F = 95.79), the POPI subscale of Continuity (F = 18.50), and the AAPI-2 construct of appropriate expectations for children (F = 5.99). Not surprisingly, participants did not exhibit significant change in their perceptions of family functioning in their own family origin as assessed by the FOS. Discussion The findings of this investigation support the notion that college classes may bolster students’ general preparation for major life events such as the transition to parenthood. This may be achieved by increasing relevant practical knowledge and improving attitudes like valuing the role of a parent and holding realistic expectations for offspring. Prospective parents become equipped for the parenting role through a lifetime of observation, informal and formal training, and numerous other experiences. The current study indicates college class participation as one of these beneficial preparatory experiences. Pre Mean (SD)Post Mean (SD)F AAPI-2 – A18.18 (5.59)20.94 (4.45)5.99 * AAPI-2 – B39.88 (4.39)38.76 (3.91)1.89 AAPI-2 – C36.00 (10.28)36.65 (10.68).12 AAPI-2 – D25.71 (5.17)26.94 (4.79)1.35 AAPI-2 – E19.18 (2.70)19.65 (2.54).64 POPI – E17.99 (6.91)18.38 (7.80).33 POPI – I13.51 (4.59)13.69 (4.58).16 POPI – Com11.33 (3.97)11.16 (4.20).21 POPI – IC12.21 (4.59)12.21 (4.67).00 POPI - Cont14.00 (4.14)12.33 (3.71)18.50 ** POPI – S8.02 (2.94)8.00 (3.14).00 KIDI27.19 (8.55)29.41 (10.78)6.57 * Repro – Know26.09 (5.85)29.38 (7.47)27.65 ** Vaccines4.64 (1.74)6.28 (1.35)95.79 ** FOS136.33 (26.77)137.03 (28.58).16