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1
Biswas, Minoti. „University students' receptivity to peers with disabilities“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/247.
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This research investigates university students' receptivity to peers with disabilities at two universities in Perth, Western Australia (Edith Cowan University and the University of Notre Dame in Fremantle), and two universities in India (The University of Kolkata (previously Calcutta) and the University of Jadavpur). Data were collected by three methods: (1) a 60 item questionnaire (N=996) based on six aspects supporting receptivity to peers with disabilities-Academic, Interactive, Social, Personal, Professional and Supportive; (2) written open-ended data (N= 201); and (3) four focus groups, two in Perth (N=1O) and two in Kolkata (N=10). The final questionnaire was composed of 30 stem-items each answered in two perspectives: (1) an ideal self-view (What I think I should do) and (2) their self-reported behaviour (what I actually do), making a total of 60 items.
2
Amm, Lesley E. „Individual, family, social support and stress factors affecting university students' generalised self-efficacy beliefs“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/282.
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Students' success at university is influenced by their generalised self-ecfficacy beliefs. Previous studies compared these beliefs to individual variables derived from self-concept, family, stress, and self-support research. An holistic approach in this present study was used with data collected from 168 first-year students, to investigate the relationship between generalised self-efficacy beliefs and variables measuring students' self-descriptions, the functioning of their families-of-origin, their daily stress experienced in the university setting, stress management skills they wish to improve and their fear of disclosure in relation to peers.
3
Ramdeny, Gianeeshwaree S. „Life transition of becoming a university student“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.
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The transition to university is a common, but varied experience shared by all students. Although, it is a largely positive life transition, many students experience major difficulties in making this transition. New university students often have to move away from home, establish new friendships and cope with academic work. In addition, they tend to drop out of university during their first year of study due to the manifest difficulties they cannot overcome. However, some students are able to cope better than others and make this transition without difficulty. Students who experience those stressors but manage to overcome them are considered to be resilient. It is thus important to examine the factors which help those students to overcome those challenges and persist through their first year.
4
Fazaeli, Ahmad. „Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities /“. View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030821.110738/index.html.
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Thesis (Ph. D.) -- University of Western Sydney, Nepean, 1998.Submitted to the Faculty of Education, The University of Western Sydney, in fulfilment of the requirements for the degree of Doctor of Philosophy April 1998. Bibliography : p. 331-384.
5
Newman, W. S., und n/a. „Factors leading to the non-completion of units at an A.C.T. secondary college“. University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060411.115702.
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This study looks at factors relating to the noncompletion
of units of study by students in a secondary
college. It is aimed at providing information for
decision-makers at Erindale College specifically in the
area of course counselling. Administrators and counsellors
at other colleges should also find the information of
value.
The study compared a sample of students who completed
all their chosen units of study in one semester with all
students who did not complete all of their chosen units in
that semester. The latter group consisted of those who
withdrew from one or more units during the semester, those
who left the college and those who were deemed
"unassessable" as a result of poor attendance or nonsubmission
of assessment items.
All 362 students in the college were asked to complete
a Baseline Questionnaire during Week 3 of Semester 1,
1985. This sought background information about reasons for
enrolling at college, influences on their choice of units,
future intentions, preferred ways of learning and other
details. Students who withdrew from, or changed units
during the semester were asked to complete a Change of
Unit Survey and any leavers were asked to complete a
Leaver's Survey.
In Week 16 (May, 1985) all students still enrolled
were asked to complete an End of Semester Questionnaire
designed to enable comparisons of attitudes between those
who completed all units and those who did not.
The study looks at a number of characteristics of
students and their attitudes to various aspects of
learning, college life and choice of units of study. It
attempts to look at factors that might affect the
student's decision to complete or not complete a chosen
unit of study. The factors considered were largely based
upon studies of early school leavers.
FINDINGS.
1. Students who do not complete units tend to have one
or more of the following characteristics (significant at
the 0.05 level):
(a) do not enrol to gain tertiary entrance
qualifications
(b) enrol to improve their chances of getting a job
(c) are not definitely seeking a tertiary entrance
score
(d) have no definite intention of completing Year 12
(e) have no firm intention of studying subjects in
order to complete major or minor courses in them
(f) are less likely to have a part-time job
(g) by the end of the semester, are not happy with
their marks in most units
(h) finish the semester studying less than 3 T-units
(i) continue into Semester 2 with 3 or more A-units
and less than 3 T-units
(j) do not consider their parents' wishes an important
influence on the choice of units for Semester 2.
In addition to these, one other finding of interest,
with a significance of 0.055 (approx.), showed that noncompleters tend to come from a socio-economic background
of parents who are either managers/employers/self-employed
or manual-skilled workers (i.e. not professional or nonmanual/clerical).
2. No significant differences at the 0.05 level were
found between males and females nor between Year 11 and
Year 12 students in their tendency to complete units.
3. Students who change or withdraw from units give the
following reasons (in rank order of frequency):
- they are getting poor marks
- they are unable to understand the work
- they find the class activities uninteresting
- they state that the content is not very relevant to
their needs
- the unit is not suited to their career plans.
IMPLICATIONS.
The implications for administrators at Erindale
College are:
1. Students should be encouraged to formulate specific
goals and develop a commitment to their education.
2. Students who are "at risk" need to be identified
early and given tutorial assistance in units where
they are having difficulty with understanding.
3. The curriculum must be kept under review in order
to provide for the needs of all students.
6
Edries, Ahdielah. „Student and teacher-identified attitudes and needs at the Australian Islamic College“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1903.
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The Australian Islamic College is a co-educational Islamic Independent school with three campuses in Metropolitan Perth which cater for migrant students from war-torn countries and others with culturally and linguistically, diverse backgrounds. The purpose of this study was to identify the strengths and interests of Islamic students, across eight of Gardner’s intelligence domains, as perceived by the students, and to explore student and teacher attitudes and perceptions of current school practices, so that the College could better meet the needs of these students. This study is important for the Islamic Colleges because it is hoped that the study will lead to the provision of opportunities for students to increase their confidence, self-esteem and motivation, and to achieve better in academic and non-academic areas.
Data relating to the research questions were collected from three sources: (1) a survey on Student Self-Views (eight scales) (N=321); (2) Teacher Guttman Scaling questionnaires (three scales) and open-ended responses (N=32); and (3) student Focus Group Interviews (N=4X=32). The student survey data were analysed using the Rasch Unidimensional Measurement Model computer program (RUMM 2020) to create eight linear, unidimensional scales measuring Student Self-Views for the Interpersonal, Intrapersonal, English, Mathematics, Art, Music, Sport and Drama domains. The Teacher Guttman scales measured perceptions of: (1) Priority Activities Providing Links to the Western Culture; (2) General Types of Resources Needed; and (3) School Needs for Professional Areas.
The following valid inferences were drawn from the linear scales: (i) female students do not have statistically significantly higher mean measures for Interpersonal and Intrapersonal Self-Views than male students, (ii) males have statistically significantly higher Mathematical and Sports Self-Views than females; and (iii) females have significantly higher English, Art, Music, and Drama Self- Concept than males. Findings from the student interviews and teacher surveys have direct implications for staff; that is, teachers need to adapt their pedagogy to suit the multiple student needs in their classrooms, and take on a more active role in their students’ emotional well-being by enhancing the current pastoral care to include positive relations with the students’ parents. Staff should have consistent positive reinforcement and behaviour management strategies in their classrooms, collaborative learning needs to be introduced in subjects that are content-laden, and practical, ‘hands-on’ activities need to be increased in their classrooms.
The findings from the interviews and open-ended responses suggest that there is a need for the Principal to foster inclusion of shared philosophies across the entire school community (parents, teachers, students and Islamic leaders), and to review
7
Bravo, Rachel. „COLLEGE STUDENTS' ATTITUDES TOWARD OLDER WORKERS“. CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/442.
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As college students are preparing to enter the workforce as professionals, it is important that we examine their explicit and implicit attitudes toward older workers to investigate what organizations can do on behalf of older workers. For instance, organizations may have policies that are giving preferential treatment toward older workers and reinforcing younger workers’ negative attitudes. For the present study, I used a scenario based-procedure in which participants read about an older worker who has been promoted based on an employment policy that favors older workers or the most competent workers. I examined students’ pre- and post explicit and implicit attitudes toward older individuals for each condition. Students in the preferential treatment condition did not have significantly different explicit attitudes from students in the merit condition, thus Hypothesis 1 was supported. Aside from treatment, students’ post implicit attitudes significantly decreased (i.e., were less negative) from students’ pre-implicit attitudes. Therefore, Hypothesis 2 was partially supported. In addition, students in the preferential treatment condition exhibited only negative emotions toward the older worker and not harmful behaviors. Therefore, Hypothesis 3 was partially supported. Finally, there was no impact of preferential treatment toward older workers on students’ aging anxiety. Implications of these findings with regard to both implicit and explicit attitudes toward older workers are discussed.
8
Wood, Beverley. „Attitudes toward the elderly : a case study of nursing students' attitudes“. Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8808.
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9
Brady, Stephen C. „Contemporary Engagement: Attitudes and Attitudes and Practices of College Students“. DigitalCommons@USU, 1988. https://digitalcommons.usu.edu/etd/2384.
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The purpose of this study was to evaluate the attitudes and practices regarding engagement in modern America, focusing on the attitudes and evaluations of college students concerning the purpose and function of engagement. A questionairre was designed to measure the attitudes and evaluations of college students regarding engagement through the use of open-ended and Likert-type questions focusing on different aspects of the engagement process and a number of quest ions providing extensive demographic information. Respondents designated their present heterosexual relationship, allowing comparisons to be made based upon the respondents' relationship experience and exposure to the engagement process. Data were collected from 464 respondents. The results of the study show that engagement is cons idered by young college students to be a stage of commitment and a preparation period for marriage. Nearly all respondents were involved in or planned to be involved in the engagement process and believed that engagement is a necessary and viable phase towards marriage. The custom of exchanging an engagement ring, as well as other symbolic behaviors, was found not only to still have importance in the engagement process but al so to possibly provide initiation into a stage of relationship separately distinct from marriage. Several factors emerged from a factor analysis of Likert - type items identifying distinct characteristics of the engagement process . These factors provide items of measurement that should be employed in future studies concerning engagement .
10
Houin, Marilyn S. „Differences in college students' attitudes toward wellness“. Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722447.
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The purpose of this investigation was to identify college students' attitudes toward wellness and to identify the differences in these attitudes among various groups of university students. The subjects who participated in this study were students randomly chosen from the six wellness residence halls and six traditional residence halls at Ball State University. One hundred and twenty-one of the 200 subjects selected, completed and returned a modification of the Archer Wellness survey on college students' attitudes toward wellness. A two-way analysis of variance on the data between groups of students living in wellness residence halls and students living in traditional residence halls found significant differences in the following categories: 1) need for information and assistance, 2) current level of wellness, 3) health and longevity concerns, and 4) environment. Differences between male and female respondents were found on the need for information and assistance score and the environment score. The chi-square statistic was computed for the data where subjects selected activities and behaviors they believed were beneficial and detrimental to their wellness. From the activities/behaviors selected to be detrimental to wellness, lack of leisure time was found to be significant between the two groups.Department of Physiology and Health Science
11
Perez, Elvis. „College students' attitudes towards green hotel practices“. Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/899.
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This research was conducted to discover college students' attitude towards green hotel practices and will be helpful to the hospitality industry to help focus their marketing efforts Based on the survey correlations between variables it appears that the people who use green practices at home are more aware of green practices when staying at a hotels. Implementing green practices into hotels will help the environment and also create a positive brand image and loyalty from guests. The movement of "Green" benefits everyone: the employer, the employees, and the guests.B.A.
Bachelors
Rosen College of Hospitality Management
Hospitality Management
12
Reyes, Eunice. „Attitudes Toward Sex Among Male College Students“. Kent State University Honors College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1556891238625505.
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13
Kawasaki, Nancy Noriko. „Midwestern college students' attitudes towards Asian Americans“. Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1135195937.
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14
Thompson, Janelle M. „College students' attitudes towards death penalty sentencing /“. View online, 1998. http://repository.eiu.edu/theses/docs/32211130722723.pdf.
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15
Morris, Richard Kelly 1963. „Changing college students' attitudes toward sexual diversity“. Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278397.
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This is a pre-test, post-test with a comparison and treatment group study surrounding sexual diversity in residence halls at The University of Arizona. The study starts at the beginning of an academic year with an anonymous Diversity Questionnaire for all residents in two similar residence halls. Both halls are coeducational and similar in student population, age, size and location. Each hall's residents were asked to complete the questionnaire to be scored. One hall's (Graham/Greenlee) Resident Assistants were told of the results and asked to prioritize their programming to include sexual diversity issues. The other hall's (Apache/Santa Cruz) questionnaires were scored, but no results will be disclosed and, therefore, no special programming took place. At the end of the academic year, the questionnaire was repeated in both halls and compared to the beginning of the year questionnaire results to show changes in attitudes towards sexual diversity.
16
Walker, Amy. „College student attitudes towards sexual assault“. Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004walkera.pdf.
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17
Tabb, Carl E. „Community college teacher attitudes regarding academically at- risk community college students /“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759436325719.
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18
Gorbett, Kelly L. „Rape myth acceptance in college students“. Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1343469.
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The purpose of this study was to examine the relationship between variables that may be related to rape myth acceptance in college students. Identifying variables that may be related to rape myth acceptance is essential for improving rape prevention programming. The setting chosen to examine these variables consisted of 349 students enrolled in undergraduate courses at a mid-size, Midwestern University. Analysis of Covariance (ANCOVA) was used to examine the relationship between gender, year in school, previous participation in rape prevention programming, knowing a victim and/or past experiences of sexual victimization, and knowing a perpetrator and/or perpetration with rape myth acceptance. Personality constructs were utilized as covariates due to their expected influence on the dependent variable. Overall, only Openness to Experience significantly correlated with rape myth acceptance and the effect size was small.Results indicated a significant 2-way interaction for gender and year in school. The interaction revealed that at freshmen year, men showed much higher rape myth acceptance than women. Rape myth acceptance in men declined from freshmen year to senior year, but consistently remained higher than women. Rape myth acceptance in women only slightly decreased between freshmen and sophomore year, yet were significantly lower from freshmen to senior year. Although a significant interaction between gender and year in school was found, the interaction was ordinal making the main effects interpretable. In fact, results indicated a significant main effect for both gender and year in school. Specifically, men report higher rape myth acceptance than women. Also, acceptance of rape myths decreased as year in school increased. Implications of these findings and future directions for research are discussed.Department of Educational Psychology
19
Walter, Elizabeth Eileen. „Textile recycling attitudes and behaviors among college students /“. View online, 2008. http://repository.eiu.edu/theses/docs/32211131414954.pdf.
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20
Schatman, Michael E. (Michael Edward). „The Prediction of Homophobic Attitudes among College Students“. Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331632/.
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A review of the literature on homophobia indicates that negative attitudes toward homosexuals and homosexuality have been empirically related to numerous socio-demographic and attitudinal variables. Research to this date has focused on the relationship between individual variables and homophobia rather than examining multiple variables simultaneously. The purpose of the present investigation was to identify the factors which are predictive of homophobia. One hundred and ninety-four female and 115 male participants completed a biographical information questionnaire requesting socio-demographic information, self-proclaimed religiosity, frequency of church attendance, self-proclaimed political orientation, and political party identification. Participants also completed measures of attitudes toward male homosexuality, attitudes toward lesbianism, attitudes toward women, authoritarianism, sex anxiety, sexual attitudes, and socio-economic status. Statistical treatment of the data through principal components analysis indicated that homophobic attitudes are best predicted by a factor identified as "conservatism". Other factors were identified which predicted homophobia to a lesser extent. Male participant gender was determined to predict homophobia toward male homosexuals, but gender was not found to predict homophobic attitudes toward lesbians.
21
Davis, Terri Michelle. „Factors influencing college students' attitudes toward seeking counseling“. The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1332874865.
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22
Range, Sheila K. „College students' fruit and vegetable attitudes and practices /“. View online, 1996. http://repository.eiu.edu/theses/docs/32211998835484.pdf.
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Ghoreyshi, Mohammad. „The Attitudes of International Students Toward University Withdrawal“. Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331730/.
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The purpose of this study was to determine if significant differences existed in attitudes of international students concerning college withdrawal.
Data collection involved 200 freshmen international students from two universities in Texas. Two questionnaires were distributed to the students to determine attitudes toward college withdrawal. The instrument used to score the attitudes was the Purdue Master Attitude Scale. The analysis of variance was used for the statistical evaluation.
The statistics indicated there was no significant differences between the students tested in the study and that the students had favorable attitudes toward college and unfavorable attitudes toward college withdrawal.
Based on the findings of this study, universities should devise an extensive counseling and orientation program in order to provide students opportunities to complete their college education.
24
Stluka, Suzanne R. „Dietetic students' attitudes toward overweight/obese people /“. View online, 2006. http://repository.eiu.edu/theses/docs/32211131326322.pdf.
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25
Perez, Valerie Sue. „College students' perceptions of a successful manager“. CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/732.
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26
Murphy, Dawn Kessler. „Date rape prevention programs : effects on college students' attitudes“. Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063198.
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There has been a great deal of research concerning the prevalence of date rape that occurs on college campuses around the country. Researchers also have investigated whether or not prevention programs are effective in lowering the incidence of date rape on campuses. While there have been numerous investigations done on prevention programs, few have implemented follow-up measures, and none have investigated if exposing participants to more than one program is more effective than just participating in one program. The purpose of this study was to determine if a prevention program that implements a three-session program is more effective than one that implements a one-session program. In addition, changes in attitudes were measured at four weeks follow-up, to determine if changes are permanent or not.Nine undergraduate counseling psychology classes consisting of 79 males and 156 females were randomly assigned (according to class) to a three-session, onesession, or control group. Each group completed a series of attitude scales at pre-test, post-test, and at four weeks follow-up.Results indicated that males in the three-session group displayed attitude changes in the desired direction at posttest, but rebound effects occurred according to their follow-up scores. Males in the three-session group had even less desirable scores at follow-up than they did at pretest. Males in the one-session group displayed similar trends, but not as severe as their counterparts. Females did not show similar trends, as their attitudes were already more desirable then the males at pre-test. At any time, females had more desirable overall scores than did males. Students who participated in the one-session program indicated that they would be more willing to help prevent date rape (i.e., by volunteering to present prevention programs) than those in the three-session program. Openended questions that addressed what the students liked about the program were asked, as well as what suggestions they had to improve the program. Overall, students in the onesession program reported more satisfaction than those in the three-session program. Limitations as well as suggestions for further research in this area were discussed. Further investigation is needed to examine what kinds of prevention programs will be most beneficial in changing men's attitudes in the desired direction.Department of Counseling Psychology and Guidance Services
27
Watts, Amy Clare. „Knowledge, attitudes, and practices : contraceptive use among college students“. Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318940.
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This study systematically examines contraceptive knowledge, attitudes, and practices among United States Midwestern college students. The goal is to provide data on the distribution and correlates of common or "folk" knowledge that can be used to promote positive attitudes, and safer practice of contraceptive use. Many factors may influence the distribution of contraceptive knowledge, attitudes, and behavior. These include innate characteristics, culture, and gender stereotypes. Hence, this study concentrates on sex/gender differences in contraceptive knowledge, attitudes, and practices. It was found that higher knowledge levels positively correlate with positive attitudes concerning contraceptive use. The ultimate goal is to ascertain what the differences are to provide a foundation to develop better education strategies for young adults.Department of Anthropology
28
Fogle, Peggy. „Practices and attitudes toward alternative medicine among college students“. Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc5514/.
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This study assesses practices of college students (N=913) toward alternative medicine, relationships of students' health locus of control with practices of alternative medicine, and relationships of students' attitudes toward alternative medicine and health locus of control. A principal components factor analysis established construct validity of the author-designed Attitude Toward Alternative Medicine Scale, extracting three factors: Holistic Attitude/Control, Safety, and Satisfaction. Holistic Attitude/Control predicted use of alternative medicine (Wald =61.9, p < .01). A principal components factor analysis established construct validity of the Multidimensional Health Locus of Control Scale, extracting three factors: Internal Health Locus of Control, External-Chance, and External-Powerful Others. Internal Health Locus of Control significantly correlated with Holistic Attitude/Control (r = .35, p =.01).
29
Martin, Marika Lelang. „AFRICAN AMERICAN COLLEGE STUDENTS AND THEIR ATTITUDES TOWARD MARRIAGE“. Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1050092611.
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30
Sharp, Deborah Marie. „College Students’ Attitudes towards Credit Card Debt & Savings“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268156217.
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31
Fevrier, Bradley. „College Students’ Knowledge, Attitudes and Behaviors Regarding Hookah use“. University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470043513.
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32
Goodwin, Sarah Rebecca. „Body Image and Attitudes Toward Obesity in College Students“. VCU Scholars Compass, 2004. http://scholarscompass.vcu.edu/etd/689.
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The current study was conducted in order to examine the impact of ethnicity on gender differences in body type preferences and perceptions and add to the literature examining racial differences in body type preferences and perceptions. The current study was an expansion of one by Gipson et al conducted at a historically Black university in 2004, in which responses and BMI measurements of 191 college students were examined for associations between BMI and gender, and body image and attitudes toward obesity. For the current study the sample of 176 college students enrolled at Virginia Commonwealth University, an ethnically diverse institution, completed two body image and attitude inventories and height and weight measurements. The sample consisted of 94 male and 82 female students between the ages of 18 and 25 years (mean=20.3 years, SD=1.9 years). Women rated their current figure as larger than their ideal, whereas men reported no discrepancy. BMI did not vary by sex or grade level. Within race, Black students (mean BMI 27.1 kg/m2) were heavier than Caucasians (23.9 kg/m2). Students generally preferred smaller figures and the students with BMIs 2 preferred the smaller figures more than did students with ≥ 25 kg/m2, however neither BMI, sex nor race favored any specific attitudes towards obesity.The study determined that body image perceptions and attitudes toward obesity vary across racial groups and that the effect of race/ethnicity on body satisfaction depends on gender. The participants may represent a more diverse group than previously tested and provide insight into racial differences.
33
Gafford, Farrah D. „Factors That Affect College Students' Attitudes Toward Interracial Dating“. Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2901/.
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This study was designed to examine the attitudes of undergraduate students toward interracial dating. The study examined the influence of race, gender, and previous interracial dating experience on interracial dating attitudes. The independent variable of racial identity salience was also examined. A final sample consisted of 389 students, recruited from first year political science classes at the University of North Texas. An 11- item self administered questionnaire was used to collect the data. The results indicated that race and previous interracial dating experience was associated with college students' attitudes. A weak association was also found between greater racial identity salience and less positive interracial dating attitudes. Future research should further examine racial identity salience and its role in partner selection.
34
Brooks, Lisa. „Multimedia presentations in nutrition : college students' attitudes and perceptions /“. View online, 1997. http://repository.eiu.edu/theses/docs/32211130731519.pdf.
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Rampersad, Joseph. „Relationship Between Familism and Sexual Attitudes Among College Students“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4403.
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In the United States, college students face an increased risk of sexually transmitted diseases, sexual assault, and unwanted pregnancy due to experimental sexual behavior compared to individuals who do not attend college. Based on the theoretical framework of familism, the purpose of this study was to examine the relationship between sexual attitudes and familism among college students. Data were collected from nontraditional adult students who attend an online institution of higher education. The Familism Scale and the Brief Sexual Attitudes Scale were used to measure the variables of familism and attitudes about sex. Findings from multiple linear regression analyses indicated a statistically significant relationship between total familism and permissiveness (r = -.265, n = 118, p < .01) and between total familism and birth control attitudes (r = .20, n = 118, p < .05). There was no statistically significant relationship between total familism and communion (r = .094, n = 118, p < .353) or between total familism and instrumentality (r = -.09, n = 118, p = .402). Results may be used to inform community health centers interested in using educational approaches to educate community members and college institutions on how students make decisions about sex.
36
Bedsole, Davina A. „Perceptions of college students towards college students who are mothers“. Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/334.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
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Lohrke, Cheryl Lynn. „A Study Comparing Sexual Knowledge and Sexual Attitudes Among Selected College Students in Texas“. Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc504475/.
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This study compared the sexual knowledge and sexual attitudes of college students. Utilizing the Sex Knowledge Inventory - Form Y and the Valois Sexual Attitudes Questionnaire, data was gathered from 203 students. Analysis of the data concluded no significant differences between the sexual knowledge of or the sexual attitudes of male and female subjects. A significant difference, at .01, was found between the attitudes of subjects scoring either low or high in sexual knowledge. Individuals with lower knowledge expressed less accepting sexual attitudes, while those with higher knowledge expressed more accepting sexual attitudes. Lastly, the correlation of sexual knowledge with attitude indicated a positive association to exist between high sexual knowledge and various' sexual topics.
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Leroy, Stephanie A. „College students' knowledge of blood donation“. Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115747.
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The purpose of this study was to determine the knowledge of college students with regard to blood donation in order to be able to create an education program to recruit new donors. After creating a table of specifications, a questionnaire was designed and reviewed by a jury of experts, and then tested in a pilot study. In the final study, 782 usable questionnaires were completed; the majority of students from the convenience sample were female (60.9%), under the age of 21 (93.1%), white (86.2%), non-Hispanic (95.8%), and had earned some college credits (61.4%).The data were analyzed using mean, t-tests, and ANOVA to test five null hypotheses. The overall knowledge (60%) of the subjects was less (M = 13.11 out of a possible 22) than anticipated. Statistically significant differences in knowledge of blood donation was found between college males and females (p < 0 .028), among students by education level (p < 0.047), and among students who were frequent, occasional, and nondonors (p < 0.000). No difference was found in the knowledge of blood donation among students by age.Department of Physiology and Health Science
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Kim, Mee Young. „A comparison of American and Korean college students' attitudes toward supporting aged parents /“. View online, 1990. http://repository.eiu.edu/theses/docs/32211998880805.pdf.
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Fleming, Kathleen Literski. „An analysis of factors that influence community college students' attitudes toward technology“. Texas A&M University, 2005. http://hdl.handle.net/1969.1/4711.
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This study investigated the factors that influence community college students'
attitudes toward technology, particularly in teaching and learning experiences. Studies
on post-secondary students' attitudes reported in the literature are limited. Factors cited
previously as having an effect on attitudes towards technology and toward computers
included: gender; age; presence of a computer in the home; completion of a formal
technology course; and comfort with technology.
The subjects in this study were 372 students in freshman level credit English
classes in the five colleges of the North Harris Montgomery Community College District
located in the greater metropolitan Houston area. Previous research instruments and
studies to measure students' attitudes toward technology were reviewed. A modified
version of the Secondary Students Attitudes' Toward Technology (SSATT) was
developed for this study because of the content, reliability, and applicability to the postsecondary
population. The instrument was administered in the spring of 2005. The fact that 95.4% of the participants reported having a computer at home and
that 70.2% reported having had a formal technology class provided insight into the
integration of technology in the lives of this community college sample. A correlation
matrix of all variables and analysis of variance were performed. Factor analyses were
performed to identify subcomponents of the instrument. Eight factors were identified:
(1) need for technology competence, (2) technology benefits, (3) negative aspects of
technology, (4) technology and the workplace, (5) impact of increased use of
technology, (6) video games, (7) technology and job creation, and (8) technology and
safety.
A conclusion of the study was that neither age nor gender had a significant effect
on the post-secondary students' attitudes toward technology, which differs from the
findings in some of the previous studies. Females reported being as comfortable, if not
more so, with technology in teaching and learning experiences as the males in the study.
Exposure to technology, completion of a formal technology class, and the use of
computers appeared to positively affect community college students' attitudes toward
technology.
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Matthews, Jairus-Joaquin R. „Codeswitching In African American College Students: Attitudes, Perceptions, and Practice“. Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1153933328.
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Palmer, Kathleen. „Undergraduate College Students’ Attitudes About Internet-based Mental Health Interventions“. Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5756.
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Millennial-aged young adults, often referred to as “digital natives,” comprise the typical college-age population, and there has been a growing number college students at risk for mental health problems (Mowbray, Mandiberg, Stein, Kopels, Curlin, Megivern, Strauss, Collins & Lett, 2006; Eisenberg, Gollust, Golberstein & Hefner, 2007). Suicide is the second leading cause of death among college students (Suicide Statistics, 2014); however, their rate of utilizing mental heath counseling is decreasing. Providing the types of mental health services college students are likely to use can mitigate factors thought to impede their use (e.g., stigma, anonymity, confidentiality), as well as help improve students’ learning and success and reduce college attrition rates.
Minimal research has been conducted on undergraduate college students’ attitudes about Internet-based mental health interventions, and the findings from those studies are conflicting. This study attempts to fill in the missing data to address undergraduate students’ attitudes about several types Internet-based of mental health counseling, and to determine the extent of their familiarity with its terminology.
Forty-two undergraduate college students participated in a survey where they were asked about their familiarity with Internet-based mental health interventions, experience with and preferences for mental health counseling, and the availability of campus-based Internet mental health interventions. Quantitative data was collected, and descriptive statistics and chi square test of independence were calculated. The students’ familiarity with Internet-based mental health interventions did not influence their use of counseling services, but they were interested in knowing more about mental health-related cell phone apps. Other findings are discussed, conclusions are drawn, and recommendations for future study and implications for the field are included.
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Sunday, William G. „Academic Dishonesty: Attitudes and Behaviors of Fundamentalist Christian College Students“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2666/.
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This study was designed to examine: (1) the extent to which cheating occurs in fundamentalist Christian colleges; (2) the attitudes of fundamentalist Christian college students toward cheating; (3) attitudes of fundamentalist Christian college students toward cheating among their peers; (4) the kinds of cheating practices of fundamentalist Christian college students; (5) the degree to which students engage in neutralizing behavior to justify cheating; (6) differences in cheating behaviors according to gender; (7) differences in cheating behaviors according to ethnicity; and (8) differences in cheating behaviors according to the length of duration of Christian commitment. Based upon the responses of 337 students attending 3 different Christian colleges, it was concluded that: (1) most Christian fundamentalist students do not engage in cheating; (2) respondents believe that each of 17 self-reported cheating behaviors are serious forms of cheating; (3) respondents are unlikely to report cheating among peers; (4) plagiarism is the most common cheating behavior; (5) most respondents justify cheating on the basis of the workload at school and the pressure to obtain good grades; (6) there are no differences in cheating behavior according to gender; (7) there are differences in cheating behavior according to groups; and (8) most respondents do not cheat regardless of the self-reported duration of Christian commitment.
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Burke, Sloane C. (Sloane Christine). „An Assessment of College Students' Attitudes and Empathy toward Rape“. Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279015/.
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The purpose of this study was to assess rape attitudes and empathy levels of students at a university in North Texas. The Attitudes Toward Rape questionnaire and the Rape Empathy Scale were administered to 387 undergraduate students. Dependent variables were attitudes and empathy and independent variables were prior knowledge or experience as a rape victim, having female siblings, gender, marital status, and age. Significance was found between rape-intolerant attitudes and both prior experience as a victim (p < .001), and gender (p < .001). Significance was also found between empathy and experience as a rape victim (p < .035) and gender (p < .032).
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Wilson, Mardell A. „Dietary fat related knowledge, attitudes, and behaviors among college students /“. View online, 1992. http://repository.eiu.edu/theses/docs/32211998882572.pdf.
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Getachew, Almaz Tamene. „Attitudes of Ethiopian college students toward people with visible disabilities“. Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1139.
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Although the attitudes of non-disabled individuals toward people with disabilities (PWDs) have been studied for years, most of those studies were conducted outside of Ethiopia and very little has been written about Ethiopians and their attitudes toward PWDs. The current study examined the attitudes of Ethiopian college students toward persons with visible disabilities. Secondarily, the study identified variables that may affect these attitudes.
Past studies identified that negative attitudes have created societal barriers affecting the quality of life of PWDs. The non-participation of PWDs in society has been very evident in Ethiopia; however. Because negative attitudes are barriers, without identification and adequate measurement of the attitudes, changing them is difficult. This study provided information about the attitudes of a group of university students at Addis Ababa University who might be influential in the future inclusion of PWDs in Ethiopia as future elite professionals in Ethiopian society.
This study collected data on Ethiopian college students' attitudes toward people with visible disabilities as measured by the Multidimensional Attitudes Scale Toward Persons With Disabilities (MAS). This study examined the students' attitudes and also identified significant variables. The results of the CFA, T-test, ANOVA, and correlation analyses provided some major findings. First, the CFA conducted indicated that the model of MAS for the Israeli sample did not fit the Ethiopian sample. The first CFA was conducted because the MAS was only used with the Israel sample. There were no studies which utilized the MAS to compare it to. The results indicated that 12 out of 34 item loaded below .4, indicating that the model of the MAS did not fit. The second CFA was conducted using the 22 items which loaded above .4, while it fit better the first one, over all it did not fit the model. The MAS indicated that Ethiopian college students have negative attitudes in general. The variables gender, level of education, year in school, academic major, contact level, self-esteem, and cultural orientation proved to be significant factors which affected attitudes toward disabilities. Limitations of the study and future research recommendations were discussed.
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Thompson, Claudette. „Utilizing Education to Change College Students' Attitudes About Mental Illness“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/899.
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Researchers have found that public opinion of people who are mentally ill is often negative. This study, grounded in cognitive theories, was conducted to determine if education would improve college students' attitudes toward mental illness and if there were gender differences in those attitudes, as past studies had shown. Attitudes of 184 Jamacian adult college students towards mental illness were measured before and after a didactic seminar using the Attitudes to Mental Illness Questionnaire (AMIQ), Opinion About Mental Illness Scale (OMI), and Help Seeking Attitudes Scale. A nonrandomized trial was used to generate nonequivalent comparison groups, with one group attending the seminar and the other group not attending the seminar. The generalized linear model and an analysis of covariance were used to examine the effects of the didactic seminar and gender on 2nd survey AMIQ, OMI, and HSAS scores. There were no differences in AMIQ scores between those who attended the didactic seminar and the control group who did not; however, there were significant differences on the OMI and HSAS scores between the attendee participants and the non-attendee participants. The nature of the differences indicated that attendees had a more positive attitude towards people with mental illness after the didactic seminar than did non-attendees. No gender differences were found on all scales for both groups. More research on individuals in different geographic areas and having varied demographic backgrounds is needed to determine the generalizability of the study results because the sample used in the current study was limited to one geographic area and had a specific demographic profile. Didactic seminars promoting positive views of people with mental illness could result in improved perceptions among the general public that may lead to better care.
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Reid, Sandra S. (Sandra Sue). „Drug Usage Among Community College Students: Their Knowledge, Attitudes, and Practices“. Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278484/.
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The problem of this study concerned illicit psychoactive drug use among community college students. A non-experimental design methodology, a survey, was used in this study. The population consisted of 149 students at 14 randomly selected public community college institutions throughout the United States. Three waves of mailings took place to increase response rate.
Community college students appear to be knowledgeable regarding the deleterious physical and mental impact upon those who use drugs. Community college students appear to have a negative attitude toward drug use and toward those who use them. Community college students have an aversion to actual drug use. The illicit psychoactive drug of choice among community college students is marijuana.
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Cheung, Tung-yuen. „University students' knowledge and attitudes toward breastfeeding in Hong Kong /“. View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937937.
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Phillips, Daniel W. „Tattooed college students : an exploratory analysis /“. Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06232009-063452/.
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