Browsing by Subject "college students"

Now showing 1 - 6 of 6
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    Application of Social Media Platforms for the Development of College Basketball Attendance
    (Office of the Vice Chancellor for Research, 2016-04-08) Fulton, Nathaniel; Devenney, Parker; Morgan, Zachary
    The purpose of the current study was to examine why college students do not attend college basketball games. After surveying 116 college students at Indiana University-Purdue University Indianapolis (IUPUI), one of the biggest reasons for poor basketball game attendance was due to an overall lack of awareness of the game information. Students did not realize that basketball games were taking place throughout the week. Current studies showed that a college’s athletic website and social media platforms were the first places students looked at in order to find out game information. The survey found that a majority of students used three of the four major social media platforms, Twitter, Facebook, and Instagram, on a daily basis. With the shortened attention span of Generation Y and Z, social media platforms are the most effective way to capture the attention of those with short attention spans (Gausby, 2015). Comparisons of similar Division I-AAA universities and their athletic websites were used to find what makes a strong athletic website, as spectators visit a universities’ athletic website first for information on upcoming games and events. In addition, the results of the study indicates that winning alone does not necessarily provide a lasting positive impact on attendance. Full utilization of social media with a mix of a strong official athletics website best captures the attention of Generation Y and Z students. Having a strong online presence keeps the awareness of basketball games throughout the season at the forefront of student’s minds. A core of Generation Y and Z fans can be built through a strong online presence, as this is what they use for identification purposes. With this utilization, college basketball games can see an increase in attendance as fan loyalty is built with technology-driven students.
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    Civic-Minded Graduate: A North Star (Assessment Tools)
    (9/13/2011) Steinberg, Kathryn S.; Hatcher, Julie A.; Bringle, Robert G.
    Because of increased interest in higher education regarding the civic learning outcomes for college students and graduates, identifying and measuring civic learning outcomes is important to evaluating the efficacy of civic engagement programs and teaching strategies (e.g., service- learning). A conceptual framework for the Civic-Minded Graduate (CMG) construct is presented as well as three measurement procedures (i.e., CMG Scale, CMG Narrative Prompt and Rubric, CMG Interview Protocol and Rubric) that evaluate the construct. Results from three studies provide evidence of the psychometric properties of each measurement procedure and converging evidence to support the meaningfulness of the CMG construct. Implications of adopting the CMG as a “north star” for future research and for practice are presented.
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    The interactive effects of alcohol cravings, cue reactivity, and urgency on college student problematic drinking
    (2013-12-10) Karyadi, Kenny Ananda; Cyders, Melissa A.; Mosher, Catherine E.; Stewart, Jesse C.; Grahame, Nicholas J.
    Prior research indicated a high prevalence of problematic drinking among college students, suggesting a need for more effective screening approaches and treatments. The tendency to act rashly in face of strong emotions (e.g. positive and negative urgency), alcohol cravings, and cue reactivity all have been associated with problematic alcohol use. However, no studies have examined the interactive effects of alcohol cravings, urgency, and cue reactivity. I hypothesized that alcohol cravings will be associated with greater problematic drinking among individuals with higher levels of (1) urgency, (2) cue reactivity, and (3) cue reactivity and urgency. Data were collected from a sample (final n = 240) of college students through a survey, which consisted of measures of urgency, problematic drinking, and alcohol cravings. On the survey, participants were also exposed to alcohol and non-alcohol pictures, after which they assessed their level of cue reactivity. Results were examined using multiple regression and simple slope analyses. Results provided partial support for our hypotheses. Alcohol cravings were associated with greater problematic drinking at lower levels of negative urgency (b = 7.36, p< 0.001). Furthermore, alcohol cravings were most strongly associated with problematic drinking at high levels of cue reactivity and low levels of negative urgency (b = 8.69, p<0.001), and at low levels of cue reactivity and high levels of positive urgency (b = 6.56, p<0.001). These findings emphasize the importance of considering urgency and cue reactivity in understanding how alcohol cravings create risk for problematic drinking.
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    The Person That Asks the Question Controls the Conversation: College Students' Privacy Management with Physicians about Sexual Behavior
    (2019-09) Hernandez, Rachael; Petronio, Sandra; Bute, Jennifer; Hoffman-Longtin, Krista; Schwartz, Peter
    College students demonstrate a persistent lack of knowledge about safe sexual practices and engage in sexual behavior that puts them at risk for preventable health issues, specifically, sexually transmitted infections and unplanned pregnancy. Fortunately, physicians have an opportunity to provide accurate and timely information about safe sexual behavior to individuals in their care. However, many young people, and in particular young women, are reticent to talk to their physicians about sexual behavior because they typically consider the information to be private. They draw thick privacy boundaries around this information, leading to a missed opportunity to communicate about sexual behavior with their healthcare provider. Exacerbating this issue is the fact that many physicians are also uncomfortable discussing sexual topics with their patients. In this dissertation, Communication Privacy Management (CPM) theory is used to investigate the criteria that female college students employ to negotiate the disclosure and concealment of information about sexual behavior to physicians. Qualitative analysis of open-ended interviews with female college students were used to describe and explain the way college students perceive issues concerning disclosure of sexual behaviors to their physician. These findings have the potential to improve communication interventions both for female college students and healthcare professionals.
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    Student Perceptions of Responsibility in the College Classroom
    (Office of the Vice Chancellor for Research, 2013-04-05) Wickham, Michelle N.
    A large body of research examines student success in college. Institutions of higher learning carefully assess the success of their programs, learning outcomes, and students in terms of engagement, grades, and attendance, for example. However, this scholarship often measures and defines success in terms and language that serve the values, priorities, and biases of educators and administrators, but that may not fully reflect student understandings of performance and success. In an effort to mind this gap, the purpose of this research study is to examine how college students understand responsibility for learning and to discover student perspectives on faculty communication practices that promote or inhibit personal responsibility in the learning process. This study employs a mixed methods approach. The researcher has conducted focus groups and individual interviews with undergraduate students and has also gathered survey data (both Likert scale and open-ended questions). The qualitative data will be coded in order to discover themes and relationships among the student responses. This study is important for students, faculty, and higher education administrators because it may uncover potential variances in the assumed communication processes in which students and professors engage. Student performances often stray from professors’ expectations or requirements. While educators try many methods to refocus students, many students still struggle to discover the motivation and responsibility for learning. Knowing how students understand responsibility and how they perceive that professors communicate messages about responsibility may provide professors and administrators with greater understanding of the students they serve. Consequently, this research might aid in the development of communication strategies and teaching practices that would promote greater responsibility for learning among students in the college classroom.
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    Switching from Face-to-Face to Online Instruction Midsemester Impacts and Challenges for Student Learning and Success
    (Indiana University, 2021-04) Herold, Debora; Chen, Tina; Psychology, School of Science
    The COVID-19 pandemic disrupted higher education during Spring 2020 by forcing all face-to-face classes to unexpectedly transition to online learning. To better understand how switching to remote learning affected students and the factors that impacted their ability to successfully complete classes, 168 undergraduate students in three different psychology classes (six sections total) were asked in the last week of the semester about their experiences from before and after the switch. Students reported some decreased access to technology, changes in work responsibilities, some amount of physical illness, and the need to care for others who were physically ill. Notably, students consistently reported increased stress and decreased ability to focus. Students varied in how much they prioritized classes after the switch, which predicted their performance in the class, measured by exam grade, overall grade, and completion of attendance before and after the switch. Importantly, survey respondents significantly differed from non-respondents in their class performance, which suggests that results from voluntary surveys may capture a limited perspective and possibly underestimate the detrimental effects of the shift to online instruction. Implications for planning for future online classes in a global pandemic are discussed.