The purpose of the current study was two-fold: (1) To examine time trends of the inclusion of fathers in child psychopathology research from 2005 to 2015; and (2) to examine online crowdsourcing as a method to recruit and study fathers. In study 1, findings indicated that, relative to two earlier reviews of father participation from 1984 – 1991 and 1992 – 2004, there has been limited progress in the inclusion of fathers in child psychopathology research over the last decade. In study 2, without explicit efforts to recruit fathers, almost 40% of a sample of 564 parents recruited from online crowdsourcing (Amazon’s Mechanical Turk) were fathers. Major demographic differences did not emerge between mother and father participants and data were equally reliable for mothers and fathers. Fathers were more likely to drop out over the course of a 12-month follow-up but these differences in retention between mothers and fathers were non-significant if fathers were retained at a 2-week follow-up. Finally, family process models tested across four assessments (baseline, 4, 8, and 12 month follow-ups) indicated that data from fathers are equally supportive of convergent validity as data from mothers. We concluded that online crowdsourcing is a promising recruitment methodology to increase father participation in child psychopathology research.

Mental health problems are prevalent amongst today's college students and psychosocial stress has been identified as a strong contributing factor. Conversely, research has documented that emotional intelligence (EQ) is a protective factor for depression, anxiety and stress (mental health problems). However, the underlying mechanism whereby EQ may support stronger mental health is currently not well understood. This study used regression analyses to examine the hypothesis that belongingness (inclusion, rejection) partially mediates the effects of EQ (attention, clarity, repair) on psychological well-being in a large sample (N = 2,094) of undergraduate students. Results supported the mediation hypotheses for all three EQ components and highlighted that the effects of rejection on psychological well-being were particularly strong. In line with prior research, our results indicate that prevention and intervention efforts with college students could explicitly target EQ skills in an effort to reduce perceived rejection and promote student well-being.

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