Browsing by Subject "College students"

Now showing 1 - 10 of 16
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    148. Exploring the Impact of College Students' COVID-19- and Capitol Insurrection-Related Horizontal and Vertical Collectivism/Individualism on Emotional Reaction to Those Events
    (Elsevier, 2022) Sorge, Brandon H.; Fore, Grant; Williamson, Francesca; Angstmann, Julia; Hensel, Devon J.; Engineering Technology, School of Engineering and Technology
    Purpose: While many studies have explored individuals’ feelings related to recent national events, none have explored the relationship of individualism and collectivist leanings caused by these events on the individuals emotions related to those events. For this research we specifically focus on the COVID-19 Pandemic and the January 6 Capitol Insurrection. Methods: Data were collected from college students at a small, private midwestern private university over a 10-day period at the end of January and the beginning of February 2021. A Qualtrics survey was sent to 1,041 students who had completed a similar survey 5 months earlier related to their feelings about the COVID-19 pandemic. We used a subsample (N=314 students; 74.2% female; 83.4% White; 0.6% freshman, 24.5% sophomores, 34.7% juniors and 29.3% seniors) who provided complete data. Measures included horizontal (“We are the same, high freedom, equality”) and vertical (“I am different, Authority ranking, high freedom”) individualism as well as horizontal (“We are the same, share, less freedom”) and vertical (“I am different, sharing, authority ranking”) collectivism. Participants also provided data on the positive and negative affective responses to COVID-19 and to the January 6 Capitol Insurrection. Structural equation modeling was used to investigate the direct effects between individual and collectivism and the affective responses to each event (all standardized; Stata v. 17.0). Global fit was evaluated using the chi-square test and the root mean square error of approximation (RMSEA). Local fit was addressed using the Comparative Fit Index (CFI) and the Tucker Louis Index (TLI). We also investigated group differences by gender (male/female) and race (minority/white) where significant overall direct effects were observed. Results: Fit indices (Chi-sq[df]: 60.99[31], p<.001; RMSEA[90% CI]: 0.046[0.035-0.076); CFI: 0.972; TLI: 0.905) suggested the specified model provided a good fit to the data. Higher COVID VI was associated with higher positive (B=0.12) and negative (B=0.15) affective reactions to COVID (B=0.12). Higher Capitol HI and HC were both associated with higher positive (both: B=0.21) and higher negative (B=0.12-0.23) affective reaction to the capitol riots. Higher COVID VI was associated with lower negative affective response (B=-0.16) to COVID. We observed no gender or race/ethnicity differences in these significant effects. Conclusions: Students who felt more strongly that people were the same (horizontal individualism and horizontal collectivism) were more likely to have both strong positive and negative emotions to the Janury 6th insurrection. For COVID-19 negative feelings, students whose feelings towards COVID were more individualistic had mixed results. Those who believed people are different (vertical individualism) were more likely to have lower negative feelings towards COVID-19 while those who believed people are the same (horizontal individualism) had greater negative feelings. These data have implications for scaffolding young adult support in advance of future socio-political emergencies.
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    Designing and Evaluating a Transitional Academic Program
    (© 1999 College Reading and Learning Association. [LINK]http://www.crla.net/journal.htm[/LINK]., 1999) Upton, Thomas A. (Thomas Albin)
    The University of Wisconsin-Eau Claire faced the ethical dilemma of admitting non-native English speaking immigrants and refugees who were academically at-risk, but not providing the academic and language support the students needed to succeed. This paper provides a description and an evaluation of a transitional academic program designed to address these students' language and learning needs as well as help them integrate into the university. Its success is reflected not only in strong student improvement, but in the collaboration of many university departments and units to create an efficient and cost-effective administrative structure.
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    Effects of Library Instruction on University Students' Satisfaction with the Library: A Longitudinal Study
    (Association of College & Research Libraries, 1998-07) Stamatoplos, Anthony C., 1958-; Mackoy, Robert
    Consideration of satisfaction should be an important part of the evaluation of library services. Satisfaction depends, to some extent, on patron expectations of services. This study evaluated changes in student expectations following library instruction and how they were related to overall, long-term satisfaction with the library. Satisfaction appeared to be related to student perceptions of information accessibility, staff competence and helpfulness, computer usefulness and ease of use, and skill level for using libraries. The study suggests that libraries may be well served by measuring patron satisfaction and learning what variables drive satisfaction at particular libraries.
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    Exploring the Disconnect Between Information Literacy Skills and Self-Estimates of Ability in First-Year Community College Students
    (https://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/19076, 2013-06) Coates, Heather L.
    A review of: Gross, M., & Latham, D. (2012). What’s skill got to do with it?: Information literacy skills and self-views of ability among first-year college students. Journal of the American Society for Information Science and Technology, 63(3), 574-583. doi: 10.1002/asi.21681
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    Impulsivity and Problem Drinking in College: Examining the Mediating Role of Sex-Related Alcohol Expectancies and Alcohol Use at Sex
    (Taylor & Francis, 2017-07-03) Banks, Devin E.; Zapolski, Tamika C. B.; Psychology, School of Science
    BACKGROUND: Dispositional impulsivity has been consistently implicated as a risk factor for problem drinking among college students and research suggests that this relationship may be explained in part by alcohol expectancies. A subset of alcohol expectancies, sex-related alcohol expectancies, is particularly linked to problem drinking among college students. The acquired preparedness model of risk postulates that people with dispositional impulsivity develop stronger sex-related alcohol expectancies, are subsequently more likely to drink at problematic levels in sexual situations, and thus, engage in more problem drinking. OBJECTIVES: Using this model, the current study examined whether sex-related alcohol expectancies and alcohol use at sex mediated the relationship between impulsivity and problem drinking among college students. METHODS: College students (N = 101) completed self-report measures of alcohol use, sex-related alcohol expectancies, and five dimensions of impulsivity: negative urgency, positive urgency, sensation seeking, lack of premeditation, and lack of perseverance. RESULTS: Two facets of impulsivity-sensation seeking and lack of premeditation-provided unique contributions to problem drinking. Sex-related alcohol expectancies significantly mediated the effects of lack of premeditation and sensation seeking on problem drinking. In support of the acquired preparedness model, the relationship between the impulsivity traits and problem drinking was serially mediated by sex-related alcohol expectancies and alcohol use at sex. CONCLUSIONS: Results suggest that sensation seeking and lack of premeditation continue to be areas of intervention for problem drinking among college students, and implicate sex-related alcohol expectancies as an area of intervention for alcohol use at sex and problem drinking.
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    An Integrated Approach to Teaching Research in a First-Year Seminar
    (Heldref Publications, 2000) Stamatoplos, Anthony C., 1958-
    This article discusses an approach to integrating library skills instruction into a first-year seminar. It presents an example from a unit on diversity, for which students conduct library research in preparation of term projects. Two class sessions center on information needs and skills associated with students’ projects, as well as general knowledge about university level library and information resources. Students learn about and model the early stages of research through structured brainstorming, small group activities, and role-playing.
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    Interactive effects of drinking history and impulsivity on college drinking
    (Elsevier, 2013) Adams, Zachary W.; Milich, Richard; Lynam, Donald R.; Charnigo, Richard J.; Psychiatry, School of Medicine
    The transition from adolescence into emerging adulthood is a critical developmental period for changes in alcohol use and drinking related problems. Prior research has identified a number of distinct developmental alcohol use trajectories, which appear to be differentially related to young adult drinking outcomes. Another correlate of alcohol use in early adulthood is impulsivity. The primary aim of this study was to examine the moderating role of impulsivity in the relation between patterns of past alcohol use and hazardous drinking during the first year of college. Participants (N=452; 49% male; mean age 18.5years; 82% Caucasian) completed self-report measures during the first year of college, including retrospective alcohol use calendars, current alcohol use and drinking problems, and personality. Group-based trajectory modeling was used to identify groups with similar adolescent drinking history from retrospective, self-report. Four groups were identified: abstainers/very light users, late/moderate users, early/moderate users, and steep increase/heavy users. The abstainer/very light user group reported the lowest levels of alcohol use and problematic drinking in college; the steep increase/heavy use group reported the highest levels of alcohol use and problematic drinking. As predicted, the role of personality-specifically urgency, or emotion-based rash action-was strongest among moderate use groups. These findings may be helpful in guiding targeted prevention and intervention programs for alcohol use and abuse.
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    Japanese International Students' Attitudes toward Acquaintance Rape
    (Institute of Education Services, 2001-08) Motoike, Janice; Stockdale, Margaret S.
    This study looked at the influence of an Asian sociocultural variable, loss of face or social integrity, as a predictor of perceptions of acquaintance rape among Japanese students. In addition to the expected associations between gender, sexism, and perceptions of rape, loss of face was predicted to interact with the perpetrator's reference group such that an aggression-enhancing reference group would reduce, and an aggression-inhibiting reference group would heighten perceptions of rape in a given scenario. Surveys were distributed to Japanese students in linguistics classes and Japanese student associations at various Midwestern universities. The results support gender differences in attitudes toward women and attitudes toward rape victims. The loss of face by reference group interaction was not a significant predictor of the participants' own victim blaming or attitudes toward rape victims, but it was a significant predictor of perception of perpetrator blame in the expected direction. Examining cultural factors may provide insight into developing preventive measures against acquaintance rape and appropriate orientations for Japanese international students. (Contains 3 tables and 10 references.) (JDM)
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    No Smoking Guns Here: Residence Life Directors' Perspectives on Concealed Carry in On-Campus Living Communities
    (Association of College and University Housing Officers - International, 2018) Ward, LaWanda; Nguyen, David J.; Nguyễn, David Hòa Khoa; School of Education
    The role of student affairs educators is to ensure that students not only obtain an educational experience, but also that out-of-classroom experiences contribute to holistic development. In particular, student affairs professionals often coordinate residential living, student activities, and advising programs. These programmatic offerings need to account for the diversifying student body and respond to shifting political landscapes. Student affairs practitioners face daily dilemmas that require decisions grounded in multicultural competent critical thinking and acute awareness (Pope, Reynolds, & Mueller, 2004; Watt, 2015). An area engendering more attention is the role of concealed carry weapons on college campuses. The emergence of gun violence within college and university settings beginning in 2007 with the Virginia Tech shootings launched myriad discussions about prevention and accountability among campus leadership, concerned citizens, and state legislatures. Within student affairs, conversations about students' safety always have been a priority, so addressing gun violence on campus moved higher on the discussion list. [Discussion questions developed by Alyse Gray Parker.]