Journal articles: 'Away from home students'

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Simpson, Ken, and Weihua (Steven) Tan. "A Home Away From Home?" Journal of Studies in International Education 13, no. 1 (February 20, 2008): 5–21. http://dx.doi.org/10.1177/1028315308317694.

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As the education of international students has developed into a key component of the economic mix for many Western democracies, approaches to the evaluation of success or failure have become increasingly based on the type of buyer—seller relationship that features strongly in the management and marketing literature. As a result, an activity that has historically been assessed in terms of its contribution to the public good is now more likely to be measured through application of the language of business. This article analyzes the comments of 160 Chinese students attending courses at a New Zealand institution and suggests that the criteria that contribute to a positive experience evaluation, when viewed through the eyes of students, may not entirely coincide with the “business language” criteria that education providers believe to be critical. The article concludes that significant changes in institutional philosophy are necessary if the true value of providing tertiary education to international students is to be optimally realized.

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Lashari, Sana Anwar, Amrita Kaur, and Rosna Awang-Hashim. "Home Away from Home - The Role of Social Support for International Students’ Adjustment." Malaysian Journal of Learning and Instruction 15, Number 2 (December 31, 2018): 33–54. http://dx.doi.org/10.32890/mjli2018.15.2.2.

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Purpose – Academic and psychological adjustment of international students is central to their success while pursuing their degrees abroad. However, acculturation stress is abundant and may pose as a challenge. Thus, in this study we examined whether social support mediates the association between acculturation stress and academic and psychological adjustment. Methodology – A cross sectional research design was employed. A total of 200 postgraduate international students from three Malaysian public universities were recruited to participate in the study. The Student Adjustment to College Questionnaire was employed to measure their academic adjustment and psychological adjustment. The Multidimensional Scale for Perceived Social Support and the Acculturative Stress Scale for International Students were used to collect data on social support and acculturation stress. Path analysis by AMOS 23 was used to test the hypothesized relationship. Findings – Results provided support for the proposed model, revealing that social support was associated with greater academic and psychological adjustment among international students. Significance – The present study has implications for university policies, counsellors, and student affairs departments on the need to take measures to facilitate healthy academic and psychological adjustment among international students.

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Gomes, Catherine, Marsha Berry, Basil Alzougool, and Shanton Chang. "Home Away from Home: International Students and their Identity-Based Social Networks in Australia." Journal of International Students 4, no. 1 (January 1, 2014): 2–15. http://dx.doi.org/10.32674/jis.v4i1.493.

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This paper explores the role of identity in helping international students form social networks at an Australian institution and how these networks contribute to creating a sense of home away. The findings suggest that international students form distinct social networks that are not necessarily solely made up of fellow students from their home countries. Rather, international students form a mixture of social networks that are based on the complex individual identities of each student centred on a variety of common factors, such as: course of study, place of work, neighbourhood, culture, religion and personal interests (hobbies). Hence many students are part of social groups that consist of international students from their specific region and beyond, as well as local (Anglo and non-Anglo) students. These locally based social networks complement existing home-based networks which are maintained virtually through social media to create a home away from home.

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Wiseman, Hadas. "Far Away from Home: The Loneliness Experience of Overseas Students." Journal of Social and Clinical Psychology 16, no. 3 (September 1997): 277–98. http://dx.doi.org/10.1521/jscp.1997.16.3.277.

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Zhou, Lihong, Yingying Han, and Ping Li. "Home Away from Home: Extending Library Services for International Students in China's Universities." Journal of Academic Librarianship 44, no. 1 (January 2018): 52–59. http://dx.doi.org/10.1016/j.acalib.2017.12.002.

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Adderley, Cecil, Mary Kennedy, and William Berz. "“A Home away from Home”: The World of the High School Music Classroom." Journal of Research in Music Education 51, no. 3 (October 2003): 190–205. http://dx.doi.org/10.2307/3345373.

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The purpose of the study was to investigate the world of the high school music classroom. Motivation to join music ensembles and to remain, perception of the musical groups by their members and by the school community as a whole, the meaning and value that music ensembles engender for their participants, and the social climate of the music classroom were explored. Structured interviews were conducted with 60 students—20 each from band, choir, and orchestra. Students joined ensembles for musical, social, academic, and family reasons. Insider views highlighted the importance of labels and identifiers and changing perceptions throughout one's school career, whereas outsider views included the opinion that musicians are talented, intelligent, and underappreciated. Ensemble participation yielded musical, academic, psychological, and social benefits. The social climate emerged as a pervasive element in the study as students noted the importance of relationships for their well-being and growth.

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Paquette, Jerald. "Supporting First Nations Secondary Students Studying Away From Home: A Case History of Policy Gone Awry." Journal of Canadian Studies 41, no. 2 (February 2007): 88–111. http://dx.doi.org/10.3138/jcs.41.2.88.

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Obeng-Odoom, Franklin. "Far away from home: the housing question and international students in Australia." Journal of Higher Education Policy and Management 34, no. 2 (April 2012): 201–16. http://dx.doi.org/10.1080/1360080x.2012.662744.

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Tachine, Amanda R., Nolan L. Cabrera, and Eliza Yellow Bird. "Home Away From Home: Native American Students’ Sense of Belonging During Their First Year in College." Journal of Higher Education 88, no. 5 (December 21, 2016): 785–807. http://dx.doi.org/10.1080/00221546.2016.1257322.

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Chen, Yajing, and Heidi Ross. "“Creating a Home away from Home”: Chinese Undergraduate Student Enclaves in US Higher Education." Journal of Current Chinese Affairs 44, no. 3 (September 2015): 155–81. http://dx.doi.org/10.1177/186810261504400307.

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This paper draws on the theory of ethnic enclaves to study Chinese international student communities and their role in constructing Chinese undergraduate student experiences on US campuses. Enclave theory has primarily been used by sociologists to study immigrant and diaspora populations, but it can also provide an important analytical tool for scholars examining the internationalisation of student populations in higher-education settings. Student interviews and participant observation at a representative research-intensive, doctoral-granting institution in the American Midwest indicate that institutional and media characterisations of Chinese international student communities as closed and segregated are far too simplistic. Chinese student enclaves provide their members with crucial information, support, and social spaces that help them adapt to – and in turn change – their host institutions. Chinese students are active participants in and creators of campus cultures that are often invisible to university administrators, faculty, and peers.

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Papadaki, Angeliki, George Hondros, Jane A. Scott, and Maria Kapsokefalou. "Eating habits of University students living at, or away from home in Greece." Appetite 49, no. 1 (July 2007): 169–76. http://dx.doi.org/10.1016/j.appet.2007.01.008.

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Jati, Wasisto Raharjo. "Being Away from Home in Australia: The Indonesian Diaspora in Canberra." Jurnal Humaniora 33, no. 2 (July 31, 2021): 93. http://dx.doi.org/10.22146/jh.66455.

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The study of diasporas has been given relatively little attention by Indonesian scholars. A likely reason is the high cost of funding diaspora research in the host countries, motivating scholars to instead focus on other, less resource-intensive topics. Although the significance of this research on the Indonesian diaspora may not be immediately evident, its importance lies in how Indonesians maintain their nationalism when living overseas. Two problems particularly felt by them are homesickness and anxiety. Using an ethnographic approach, this research therefore sought to highlight how the Indonesian diaspora based in Canberra, Australia, make social bonds with each other. These bonds serve to make Canberra a second home for Indonesians, especially students and their families, permanent residents, and even naturalised citizens who have Indonesian backgrounds. A main finding was that there are various senses of Indonesianess between groups in the Canberra-based diaspora. While students are much more likely to maintain a feeling of nationalism due to scholarship policies, other groups in the diaspora, such as permanent residents and naturalised citizens, appear to hold onto their Indonesianess less tightly. Although they still engage with Indonesia, they view the country more critically, including on sensitive issues that are labelled as taboo in Indonesia. Despite the existence of these two different conceptions of Indonesianess, Canberra is their home away from home in Australia. These results consequently aid in our understanding of the significance of family ties to shaping most Asian diaspora communities living abroad.

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Wan, Zhongyan, and Xuesong (Andy) Gao. "‘Home away from home’: understanding Chinese parents’ ideological beliefs and involvement in international school students’ language learning." Current Issues in Language Planning 22, no. 5 (February 4, 2021): 495–515. http://dx.doi.org/10.1080/14664208.2021.1882767.

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Kennedy, Gregory E. "Differences among College Students' Perceptions of Family Satisfaction." Perceptual and Motor Skills 68, no. 1 (February 1989): 129–30. http://dx.doi.org/10.2466/pms.1989.68.1.129.

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Differences in reported family satisfaction were found among groups of college students of different social class, family form, length of time away from home. Differences were not found among students of different ages, races, birth order, marital status, or size of home community.

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Lewis, Christie, Virginia Dickson-Swift, Lyn Talbot, and Pamela Snow. "Regional Tertiary Students and Living Away from Home: A priceless experience that costs too much?" Australian Journal of Social Issues 42, no. 4 (June 2007): 531–47. http://dx.doi.org/10.1002/j.1839-4655.2007.tb00076.x.

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Baek, Hyunin, Amanda M. Roberts, George E. Higgins, and Michael M. Losavio. "The Impact of Negative Family Environment and Depression on Running Away From Home Among Korean Adolescents." International Criminal Justice Review 27, no. 3 (March 15, 2017): 188–202. http://dx.doi.org/10.1177/1057567717696719.

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Using general strain theory (GST), this study examines negative stimuli (poor relationship with family, parental child abuse, and poor parenting), with the mediating effect of negative emotion (depression), on the deviant behavior of running away from home. The current study used data from a 2009 Korean survey of 9,750 adolescent students in a structural equation model, to examine the possible mediating role of negative emotions. The research results showed that a poor relationship with family and parental abuse increases the level of depression. Also, the level of depression that was experienced by juveniles influenced the likelihood of running away from home. Therefore, this study supported the GST hypothesis of negative stimuli impacting juvenile delinquency with a mediating effect of negative emotion. This study suggests that it is important to remove negative stimuli in the family environment to reduce depression and running away from home.

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Duarte, Flávia Moreno, Suzy Darlen Soares Almeida, and Karine Anusca Martins. "Alimentação fora do domicílio de universitários de alguns cursos da área da saúde de uma instituição privada." O Mundo da Saúde 37, no. 3 (September 30, 2013): 288–98. http://dx.doi.org/10.15343/0104-7809.2013373288298.

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Sealey-Potts, C. V., J. T. Bottego, and G. L. Lopez. "Weight and Nutrition-Related Behavior Changes Experienced by First Time College Students Living Away from Home." Journal of the American Dietetic Association 106, no. 8 (August 2006): A20. http://dx.doi.org/10.1016/j.jada.2006.05.063.

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Frederick, Angela, Sara E. Grineski, Timothy W. Collins, Heather A. Daniels, and Danielle X. Morales. "The Emerging STEM Paths and Science Identities of Hispanic/Latinx College Students: Examining the Impact of Multiple Undergraduate Research Experiences." CBE—Life Sciences Education 20, no. 2 (June 2021): ar18. http://dx.doi.org/10.1187/cbe.20-08-0191.

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In addition to professional and psychosocial benefits, having the opportunity to spend multiple summers in research at institutions away from home helped to strengthen Hispanic/Latinx students’ comfort levels with being away from their families and helped them recognize the broad range of graduate school opportunities available to them.

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Patel, Sunny B., and Lisa D. Kelly. "Visiting Student Away Rotations in Ophthalmology: A Study of Medical Students' Experiences and Perspectives." Journal of Academic Ophthalmology 12, no. 01 (January 2020): e52-e56. http://dx.doi.org/10.1055/s-0040-1709176.

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Abstract Background Despite the frequency of medical students' participation in ophthalmology clerkships away from their home institution, the impact and benefit of these clerkships have remained uninvestigated. To date, no study has focused specifically on medical student perspectives of away ophthalmology clerkships. Objective The purpose of the study was to evaluate the medical students' perspectives on and experience with away rotations in ophthalmology, and assess their effect on residency Match outcomes. Methods An anonymous, original, online survey was designed and distributed to applicants of the 2015 to 2018 ophthalmology Match cycles. Results A total of 69 responses from nine medical institutions were collected (62% response rate). Forty-one respondents (59%) chose to perform at least one away rotation. Among away rotators, the mean number performed was 1.44. Thirty-seven away rotators (90%) reported receiving an interview from at least one host institution they visited. The average estimated cost of an away rotation was ∼1,709 U.S. dollars. With a 95.7% overall match rate among the respondents, no statistically significant difference was seen in match rates between away rotators and nonaway rotators (p = 0.564). Among the away rotators, the mean position on their rank order list matched was 2.34, while the nonaway rotators matched at a mean position of 2.13 (p = 0.383). Conclusion No association between away participation and success in the San Francisco Match was observed in this study. However, study participants did experience non-Match-related benefits from away elective participation.

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Alharbi, Eman S., and Andrew P. Smith. "Studying Away and Well-Being: A Comparison Study Between International and Home Students in the UK." International Education Studies 12, no. 6 (May 29, 2019): 1. http://dx.doi.org/10.5539/ies.v12n6p1.

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The aim of this study was to investigate the impact of being away from home on the well-being of international and domestic UK university students as a function of demographic factors, course load, support, personality, healthy lifestyle, and their employment of pre-planning and being at university strategies. A total of 510 students (n = 391 international and 117 British) completed an on-line survey to record demographic details and measure their well-being, quality of university life, and their being away from home strategies. The findings showed that International students reported greater quality of university life and used more pre-departure strategies; the female students reported a significantly more negative well-being and higher course demand than their male peers. A regression analysis showed that positive well-being was predicted by a positive personality, a healthy lifestyle, control and support for academic work, quality of university life and employing well-being strategies (using technology without over-reliance on it and the ability to unwind from study). Negative well-being, on the other hand, was predicted by a less positive personality and a less healthy lifestyle, a higher course demand, less control and support for academic work and less quality of university life. Moreover, the regression analysis showed that international students who employed more pre-departure strategies showed less negative well-being.

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Meldrum, Liesel A., and Noreen D. Willows. "Food Insecurity in University Students Receiving Financial Aid." Canadian Journal of Dietetic Practice and Research 67, no. 1 (March 2006): 43–46. http://dx.doi.org/10.3148/67.1.2006.43.

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Purpose: To evaluate the adequacy of loans funding and the risk for food insecurity in students living away from home and receiving loans at the University of Alberta. Methods: A nutritious seven-day menu was developed. The menu was priced for skilled and unskilled shoppers at a grocery store near to campus and a discount-style grocery store further away. Results: The menu was more costly for males, unskilled shoppers and those students who shopped near to campus. The menu cost was as high as $296/month and often exceeded the $196 allocated by the Canada Student Loans Program for food each month. Conclusions: Based on the findings from this study, students reliant on financial assistance likely have insufficient money for a nutritionally adequate diet and are at risk for food insecurity. Shopping skills and budgeting, while important, would be insufficient to alleviate food insecurity for many students who require financial aid. Increased funding for food in student loans is necessary.

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Thurlow, George L., and Katherine J. Milo. "Newspaper Readership: Can the Bleeding Be Stopped, or Do We Have the Wrong Patient?" Newspaper Research Journal 14, no. 3-4 (June 1993): 34–44. http://dx.doi.org/10.1177/073953299301400305.

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Students on at least one California campus are likely to read their campus weekly newspaper and a local community daily. What they are not likely to read is the community daily. That readership is below anything shown for 18–24 year olds in national surveys and significantly below figures cited for college students living away from home.

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Jamaluddin, Aini Syahira, and Faizah Idrus. "Surmounting Stereotyping of International Students." Theory and Practice in Language Studies 11, no. 9 (September 1, 2021): 1121–30. http://dx.doi.org/10.17507/tpls.1109.20.

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This study attempted to investigate the experiences of international students towards stereotyping inside and outside of the campus. The purpose of this study was to explore the students’ experiences on stereotyping and employed qualitative method as the mode of inquiry. Semi-structured interview was conducted with five postgraduates’ students in one of the public universities in Malaysia. The respondents came from different countries and majors of studies. Finding from the study found that international students did experience stereotyping, but this encounter seemed not to affect their studies. Finally, future researchers are encouraged to adapt this study within a larger group of respondents to examine its confirmability and credibility. A careful exploration of stereotype in the areas of intercultural and cross-cultural communication among international students may provide more insights into their wellbeing in countries away from home.

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Gomes, Catherine. "Identity as a strategy for negotiating everyday life in transience: A case study of Asian foreign talent in Singapore." Current Sociology 67, no. 2 (September 13, 2018): 225–49. http://dx.doi.org/10.1177/0011392118792929.

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Singapore is host to approximately 1.7 million transient migrants who either work or study in the city-state. While there has been extensive research on the conditions of low skilled or unskilled workers, little has been written about the experiences of the educated and middle class transnationally mobile workers and students and how they make a home for themselves in the city-state. Through in-depth interviews with 86 international students and educated transnationally mobile workers on their self-perceived identities, social networks, concepts of home, and media and communication use, this article looks at the strategies used by ‘foreign talent’ migrants to feel at home in Singapore. It is observed that while foreign talent migrants develop a combination of creative strategies in order to make Singapore ‘a home away from home’, being transient negatively affects their relationship with Singaporeans. The study also finds that while transient migrants develop close relationships with co-nationals as a strategy for transience, they also maintain/develop class structures while overseas. In other words, international students and white collar workers do not associate with co-nationals who are in low skilled or unskilled work. Drawing on the concept that transient migrants use their self-perceived identities to negotiate everyday life, this article argues that foreign talent migrants use their self-perceived identities to create emerging social and cultural spaces through their versions of reconstructions of home and by their (non)interactions with co-nationals and Singaporeans. In doing so, this article specifically moves away from the literature on time and temporalities which situates the temporary migrant as facing challenges overseas due to the break in their expected life course and connections to home, highlighting instead that transient migrants see their temporality not as a disruption bur rather part of their evolving life course.

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Edwards, Danielle Sanderson. "Just Out of Reach? Unrestrained Supply, Constrained Demand, and Access to Effective Schools in and Around Detroit." Educational Evaluation and Policy Analysis 43, no. 3 (March 22, 2021): 391–418. http://dx.doi.org/10.3102/0162373721996738.

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Research concerning family preferences for schooling indicates that they value proximity to home as much as academic quality when choosing schools. However, preferences for proximity likely represent inability to access schools farther away from home, especially for disadvantaged students. I test whether distance and district boundaries constrain access to high-performing and effective schools for Detroit students where families choose between intradistrict, interdistrict, and charter schools, as well as an assigned school. I employ a unique data set that includes enrollment records, addresses, and commute times for Detroit residents regardless of where they attend school. Results show that disadvantaged students have little access to the highest quality schools available, specifically those outside Detroit. However, students attend higher performing schools within Detroit.

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Hasanah, Uswatun, Nuri Luthfiatil Fitri, Supardi Supardi, and Livana PH. "Depression Among College Students Due to the COVID-19 Pandemic." Jurnal Keperawatan Jiwa 8, no. 4 (August 27, 2020): 421. http://dx.doi.org/10.26714/jkj.8.4.2020.421-424.

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Depression among college students is very common. College students are special groups that are in transition from adolescence to adulthood that can create stress in one's life. College students try to fit in, make plans for the future, and being away from home often causes anxiety and results in depression for college students. In addition, during the Covid-19 pandemic, students felt bored at home, did not understand material optimally, were confused with online learning methods, and felt their abilities and grades dropped dramatically. This study aims to determine the level of student depression during the Covid-19 pandemic. The quantitative research with a descriptive analytic approach. The research sample was 147 students, the study was conducted in May 2020 on the students of Akper Dharma Wacana. The research instrument used the BDI II questionnaire. Data were analyzed univariately with a frequency distribution. The results showed that 21.1% of students had mild depression, 17% of students had moderate depression and 3.4% had severe depression.

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Wannebo, Wenche, Siri Andreassen Devik, and Lisbeth Uhrenfeldt. "Meanings of Living in Lodgings During Senior High School." Journal of School Nursing 35, no. 3 (November 20, 2017): 221–32. http://dx.doi.org/10.1177/1059840517742704.

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Studies show that senior high school students living in lodgings (away from home) when attending high school are vulnerable to stress and mental health problems. Moving away from home at the age of 15–16 is a transition that might affect adolescents’ well-being. The aim of this study is to explore the experience of living in lodgings during senior high school. In-depth interviews were conducted with 21 Norwegian lodgers of both genders between the ages of 16–18. Interviews were analyzed according to a phenomenological hermeneutical approach. Four main themes were identified: (a) striving between controlling time and being controlled by time, (b) striving between finding comfort in being alone and feeling left alone, (c) striving between being independent and being taken care of, and (d) striving between leaving and finding home. The findings illuminate many challenges experienced by lodgers. A raised awareness and preventive initiatives from school nurses are recommended.

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Okasha, Ahmed, Moustafa Kamel, Afaf H. Khalil, A. Sadek, A. Ashour, F. Lotaif, and Z. Bishry. "Academic Difficulty among Male Egyptian University Students." British Journal of Psychiatry 146, no. 2 (February 1985): 144–50. http://dx.doi.org/10.1192/bjp.146.2.144.

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SummaryWe compared 178 students with academic problems with 77 academically successful students. Academic difficulty showed highly significant associations with low socio-economic status, over-crowded housing, paternal behaviour problems and a poor relationship between the parents; also significant associations with family history of psychiatric disorder and living away from home. Academic achievement at school was no guide to university performance. Failed students had fewer friendships, especially with women, amd more limited recreational activities. They also scored significantly lower on tests of verbal and non-verbal IQ, and worse on the Bender Gestalt and trail-making tests. EPQ results suggested that university students, particularly those with academic difficulties, are more neurotic and introverted than the general Egyptian population.

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Klein, Kathleen, Michelle Wheeler, and Catherine F. Yonkaitis. "College-Bound: Transition Planning Strategies for Students With Type 1 Diabetes." NASN School Nurse 34, no. 1 (September 18, 2018): 17–20. http://dx.doi.org/10.1177/1942602x18794891.

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Transition planning is mandated for students who receive special education services; however, it is not required for students with chronic conditions. Students with chronic conditions nearing graduation would benefit from more intensive attention to their post–high school self-care needs and responsibilities. Students with type 1 diabetes must be able to understand the necessary self-care of one of the most complicated and intensive chronic conditions yet there are no evidence-based strategies for how to help students transition from the support provided at school to independence at graduation. The need for a student with type 1diabetes to independently manage their diabetes is even greater as the student leaves home for college. School nurses, who are also certified diabetes educators, created a support group for seniors with type 1 diabetes. The group focused on life after high school and provided the students with a detailed checklist to help improve knowledge and prepare students for the transition to college. Participants felt better prepared to move on to college armed with their checklist and other resources to help when away from home.

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Plante, Thomas G. "A Review of Spiritual Development and Transformation among College Students from Jesuit Higher Education." Religions 11, no. 7 (July 4, 2020): 333. http://dx.doi.org/10.3390/rel11070333.

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The college experience can be a critically important and enriching time for personal as well as academic growth and development. For many students, college is their first foray into a more independent world and lifestyle no longer under the careful, and sometimes critical, eyes of their parents, families, and schoolteachers. When students go far away from home to attend college, they need to find ways to live independently, manage their many needs, and attend to the rigors of academic life in higher education. Additionally, the college years offer a unique and important period for spiritual growth, development, and transformation. The purpose of this article is to highlight some of the developmental tasks and challenges of the college years and provide examples of how colleges can be intentional and strategic about spiritual growth and development by focusing on strategies offered by Jesuit higher education.

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Phua, Joe, and Seung-A. Annie Jin. "‘Finding a home away from home’: the use of social networking sites by Asia-Pacific students in the United States for bridging and bonding social capital." Asian Journal of Communication 21, no. 5 (October 2011): 504–19. http://dx.doi.org/10.1080/01292986.2011.587015.

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Malalagama, A. S. "Psychological effects of boarding students in schools far away from home – a qualitative study of a sample of students referred to a psychiatry clinic from Central Sri Lanka." Sri Lanka Journal of Psychiatry 11, no. 1 (June 18, 2020): 14. http://dx.doi.org/10.4038/sljpsyc.v11i1.8223.

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Matthews, Blair. "“I wouldn’t imagine having to go through all this and still be the same person. No way”: structure, reflexivity and international students." Journal of Research in International Education 16, no. 3 (December 2017): 265–78. http://dx.doi.org/10.1177/1475240917745611.

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International students at universities away from their home context experience a significant change to the way they engage with the world, as they think, reflect and act in response to the new context. Drawing on Archer’s concept of reflexivity (2003; 2007; 2012), this paper demonstrates that international students are compelled into reflexive deliberation, which precipitates a change in agency. This paper provides empirical evidence of specific generative mechanisms of the international student experience, which contribute to the conditioning of agency.

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Mereu, Alessandra, Arianna Liori, Claudio Dessì, Mariano Girau, Derrick Clifford Mc Gilliard, Alessandra Sotgiu, Roberta Agabio, Paolo Contu, and Claudia Sardu. "Alcohol-Related Behaviour in Freshmen University Students in Sardinia, Italy." International Journal of Environmental Research and Public Health 18, no. 13 (July 5, 2021): 7203. http://dx.doi.org/10.3390/ijerph18137203.

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This study aims to provide a picture of University of Cagliari students’ alcohol-related behaviour and to explore factors associated with it. Data were collected by administering a questionnaire to 992 freshmen university students from different programs consisting of twelve closed questions, including three questions from the Alcohol Use Disorders Identification Test for Consumption (AUDIT-C short form). Three subgroups of alcohol-related behaviour were distinguished (risky drinkers, social drinkers and abstainers). In order to explore factors associated with patterns of alcohol consumption, a multivariate logistic regression was performed. The prevalence of risky drinkers was 35%. A binge-drinking behaviour at least once in the last twelve months was declared by 65% (more widespread in men and in students living away from their parents). Risky consumption is significantly associated with age of onset of alcohol use, living away from parents’ home, drinking outside meals and attending health courses. Regarding the levels of daily alcohol consumption perceived as a health risk, 66% of men and 88% of women indicate values higher than those recommended. The results underline the need for tailored prevention measures. University could be a promising setting to implement actions according to a health promotion perspective, to empower students to control their alcohol consumption.

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Storey, Kate E., Rhona M. Hanning, Irene A. Lambraki, Pete Driezen, Shawn N. Fraser, and Linda J. McCargar. "Determinants of Diet Quality Among Canadian Adolescents." Canadian Journal of Dietetic Practice and Research 70, no. 2 (July 2009): 58–65. http://dx.doi.org/10.3148/70.2.2009.58.

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Purpose: Dietary intakes and nutrition behaviours were examined among different diet quality groups of Canadian adolescents. Methods: This cross-sectional study included 2850 Alberta and Ontario adolescents aged 14 to 17, who completed a self-administered web-based survey that examined nutrient intakes andmeal behaviours (meal frequency andmeal consumption away from home). Results:Meanmacronutrient intakes were within Acceptable Macronutrient Distribution Ranges; however,micronutrient intakes andmedian food group intakes were below recommendations based on Canada's Food Guide to Healthy Eating (CFGHE). Overall diet quality indicated that 43%, 47%, and 10%of students had poor, average, and superior diet quality, respectively. Adolescents with lower diet quality had significantly different intakes of macronutrients and CFGHE-defined “other foods.” In terms of diet quality determinants, those with poor diet quality had higher frequencies of suboptimalmeal behaviours. Students with poor diet quality consumed breakfast and lunch less frequently than did those with average and superior diet quality. Conclusions: Canadian adolescents have low intakes of CFGHE-recommended foods and high intakes of “other foods.” Those with poor diet quality had suboptimal macronutrient intakes and increased meal skipping and meal consumption away from home. Adherence to CFGHE may promote optimal dietary intakes and improve nutritional behaviours.

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Sargsyan, Marine, and David Cairns. "Home or Away? Pathways to Employment for the Highly Qualified in Armenia After the Velvet Revolution." YOUNG 28, no. 3 (August 26, 2019): 259–74. http://dx.doi.org/10.1177/1103308819861793.

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In this article, we take a look at transitions to employment in Armenia for the highly qualified, focusing on students and graduates. Theoretically, we acknowledge the importance of insights from prior research, including the idea of the transition-to-work as a journey, with our research questions aimed at highlighting specific challenges facing Armenian youth following spatialized and sedentary transition pathways; moving abroad for work and entering the local labour market respectively. As evidence, we make use of interviews conducted with 51 young Armenians in the months that followed the Velvet Revolution of 2018. Discussion highlights factors that inhibit highly qualified youth from finding jobs at home, including perceptions of corruption in the workplace, difficulties associated with entering foreign labour markets and the salience of recent political events.

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Shimbo, Shinichiro, Zuo-Wen Zhang, Naoko Matsuda-Inoguchi, Kae Higashikawa, Haruo Nakatsuka, Takao Watanabe, and Masayuki Ikeda. "Effects of Life Away from Home and Physical Exercise on Nutrient Intake and Blood/Serum Parameters among Girl Students in Japan." Tohoku Journal of Experimental Medicine 203, no. 4 (2004): 275–86. http://dx.doi.org/10.1620/tjem.203.275.

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Chennamsetti, Prashanti. "Challenges Faced by Indian International Students in the US." Journal of Interdisciplinary Studies in Education 9, no. 2 (May 28, 2020): 258–72. http://dx.doi.org/10.32674/jise.v9i2.2345.

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Transiting to an unfamiliar academic culture poses several challenges for students. These challenges are more profound for international students who leave their home country to come to the host country in pursuit of higher studies. The purpose of the present study is to explore such challenges that hindered the adjustment of six Indian international students studying in a US university, using the phenomenological methodology. The data analysis generated five themes related to the challenges encountered: (1) living away from family and friends, (2) difficulty in expressing, (3) multitasking, (4) difficulty in fitting in, and (5) lack of positive attitude. Findings have implications for US universities. Higher educational institutions can play an essential role in addressing the challenges to facilitate a positive academic experience for international students.

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Brill, Michelle F., and Fred Shaykis. "Urban After-School Partnership Teaches Cooking and My Plate Nutrition." Journal of Youth Development 10, no. 1 (March 1, 2015): 59–71. http://dx.doi.org/10.5195/jyd.2015.419.

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Seventeen percent of children in the U.S. are clinically obese and many more are overweight and at risk for obesity. The consequences of childhood overweight and obesity warrant greater efforts in early prevention. A key factor associated with energy intake and weight gain is consumption of foods away from home. Programs to promote eating more home-prepared foods present an encouraging area of intervention for improving children’s diet quality and diminishing childhood obesity. This study reports on an urban after-school cooking program implemented through a partnership between Rutgers Cooperative Extension and the Boys and Girls Club. Post-test measures and qualitative observations found that the program increased cooking skills and enjoyment, interest in healthy eating and exposure to healthy foods, and provided knowledge and tools to help modify students’ eating habits away from school. Partnerships between after-school providers and Cooperative Extension can provide effective programming in areas with widespread poverty and limited resources.

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Storey, Kate E., Laura E. Forbes, Shawn N. Fraser, John C. Spence, Ronald C. Plotnikoff, Kim D. Raine, Rhona M. Hanning, and Linda J. McCargar. "Diet quality, nutrition and physical activity among adolescents: the Web-SPAN (Web-Survey of Physical Activity and Nutrition) project." Public Health Nutrition 12, no. 11 (June 23, 2009): 2009–17. http://dx.doi.org/10.1017/s1368980009990292.

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AbstractObjectiveTo assess the overall diet quality of a sample of adolescents living in Alberta, Canada, and evaluate whether diet quality, nutrient intakes, meal behaviours (i.e. meal skipping and consuming meals away from home) and physical activity are related.DesignA cross-sectional study design. Students completed the self-administered Web-Survey of Physical Activity and Nutrition (Web-SPAN). Students were classified as having poor, average or superior diet quality based on Canada’s Food Guide to Healthy Eating (CFGHE).SettingOne hundred and thirty-six schools (37 %) within forty-four public and private school boards (75 %) in Alberta, Canada.SubjectsGrade 7 to 10 Alberta students (n4936) participated in the school-based research.ResultsOn average, students met macronutrient requirements; however, micronutrient and fibre intakes were suboptimal. Median CFGHE food group intakes were below recommendations. Those with poor diet quality (42 %) had lower intakes of protein, fibre and low-calorie beverages; higher intakes of carbohydrates, fat and Other Foods (e.g. foods containing mostly sugar, high-salt/fat foods, high-calorie beverages, low-calorie beverages and high-sugar/fat foods); a lower frequency of consuming breakfast and a higher frequency of consuming meals away from home; and a lower level of physical activity when compared with students with either average or superior diet quality.ConclusionsAlberta adolescents were not meeting minimum CFGHE recommendations, and thus had suboptimal intakes and poor diet quality. Suboptimal nutritional intakes, meal behaviours and physical inactivity were all related to poor diet quality and reflect the need to target these health behaviours in order to improve diet quality and overall health and wellness.

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Garza, Alma Nidia, and Andrew S. Fullerton. "Staying Close or Going Away: How Distance to College Impacts the Educational Attainment and Academic Performance of First-generation College Students." Sociological Perspectives 61, no. 1 (June 7, 2017): 164–85. http://dx.doi.org/10.1177/0731121417711413.

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It is widely documented that first-generation college students attain bachelor’s degrees at lower rates than their peers. First-generation students also consistently prioritize distance to college in their school decision-making process. How distance impacts their educational performance, however, is an issue that has not received sufficient research attention. This study uses the Beginning Postsecondary Students Longitudinal Study (BPS:04/09) to investigate whether the distance between the permanent residence of first-generation students enrolled in four-year degree programs and their attending college impacts their educational attainment and grade point average (GPA). We find that first-generation students who attend colleges at a greater distance from home are more likely to graduate from college with a bachelor’s degree. We do not find strong support for the relationship between distance and a student’s GPA in most years of enrollment. We discuss the way college accessibility reinforces inequality within higher education along with the theoretical implications of our findings.

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Peek-Asa, Corinne, Marizen Ramirez, Tracy Young, and YanYan Cao. "Flood-Related Work Disruption and Poor Health Outcomes Among University Students." Prehospital and Disaster Medicine 27, no. 6 (October 3, 2012): 503–8. http://dx.doi.org/10.1017/s1049023x1200129x.

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AbstractIntroductionGlobally, floods are the most common and among the most devastating of natural disasters. Natural disasters such as floods impact local businesses, increasing local unemployment by up to 8.2%. Previous research has linked individual losses from disasters with symptoms such as posttraumatic stress disorder. However, little is known about the impact of work disruption and job loss on post-disaster psychological symptoms. University students, who are often living far away from family support structures and have limited resources, may be particularly vulnerable. This study examines student psychological health following a large flood at a university.HypothesisStudents who experienced flood-related job loss or disruption had a higher proportion of psychological symptoms than those who did not experience job loss or disruption, controlling for individual loss such as injury, home loss or evacuation.MethodsOn June 8, 2008, a major flood affected seven US Midwestern states. A total of two dozen people were killed and 148 injured, although no deaths or serious injuries were reported in the population used for this study. At the study university, operations were closed for one week, and 20 buildings were severely damaged. A cross-sectional survey of all students enrolled during the semester of the flood was conducted. Students were sent an online survey six weeks after the flood. In addition to questions about damage to their homes, the survey asked students if their work was disrupted because of the floods. Symptoms of PTSD were measured through the modified Child PTSD Symptom Scale.ResultsOf the 1,231 responding students with complete surveys, 667 (54.2%) reported that their work was disrupted due to the floods. Controlling for gender, ethnicity, grade, and damage to the student's home, students reporting work disruption were more than four times more likely to report PTSD symptoms (95% CI, 2.5-8.2). Work disruption was independently associated with decreases in general mental and physical health following the floods, as well as with increases in alcohol use.ConclusionDisaster research has focused on damage to individuals and homes, but there has been little focus on work losses. Individuals who lose their jobs may be a vulnerable population post-disaster.Peek-AsaC, RamirezM, YoungT, CaoY. Flood-related work disruption and poor health outcomes among university students. Prehosp Disaster Med. 2012;27(6):1-6.

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Mander, David J., Lynne Cohen, and Julie Ann Pooley. "‘If I Wanted to Have More Opportunities and Go to a Better School, I Just Had to Get Used to It’: Aboriginal Students’ Perceptions of Going to Boarding School in Western Australia." Australian Journal of Indigenous Education 44, no. 1 (April 22, 2015): 26–36. http://dx.doi.org/10.1017/jie.2015.3.

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This study explored the experiences of 32 male Aboriginal students from regional and remote towns and communities while they attended a metropolitan boarding school away from home and family in Perth, Western Australia. Using narrative interviews it specifically investigated how these Aboriginal students construct meaning around the transition experience to boarding school. Three major themes emerged from the data: (1) Decision Making and the subthemes of Choice-less Choice and Opportunity; (2) Organisational Climate and the subthemes of School Environment and Belonging, Culture Shock, Homesickness, Identity, Code Switching, Teachers, Academic Expectations, Residential Life, and Friendships and Peer Relations; and (3) Relational Change and the subthemes of Family Dynamics, Friendships at Home, and Cultural Connectedness. This study emphasises the importance of conceptualising and understanding social phenomena from the perspective of those who actually undertake the experience, and the findings are discussed in terms of policy and practice relevant to Australian boarding schools.

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Ee, Jongyeon. "“He’s an idiot!” Experiences of International Students in the United States." Journal of International Students 3, no. 1 (January 1, 2013): 72–75. http://dx.doi.org/10.32674/jis.v3i1.522.

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Kim, a doctoral student from South Korea, went to a grocery store after being in the U.S. for only one week. When he got to a counter to pay for the items that he picked up, a clerk asked if Kim wanted cash back when he paid with his debit card. Since there was no cash back system in grocery markets in his home country, Kim did not understand right away what the clerk meant. Kim seemed to be puzzled and responded, “Yes, I want cash [back]” but changed his answer in a few seconds, “No, no, no. [I] don’t need [it].” On hearing him, the clerk whispered to another clerk:, “He’s an idiot.”

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Haumahu, Jotty Sartje. "THE EFFECTS OF COVID-19 PANDEMIC TOWARD LEARNING FROM HOME PROCESS IN JUNIOR HIGH SCHOOL IN AMBON CITY: AN EXPLORATION STUDY." EDU SCIENCES JOURNAL 1, no. 3 (December 5, 2020): 146–52. http://dx.doi.org/10.30598/edusciencesvol1iss3pp146-152.

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The purpose of this study was to identify and obtain information on the constraints of the online teaching and learning process at home as a result of the Covid-19 pandemic. The research use the exploratory case study method and the research approach utilised the qualitative case study method which was applied to obtain information on the constraints and consequences of the Covid-19 pandemic on teaching and learning activities in junior high school. In this study, respondents were 3 teachers and 3 parents at the Kusu-kusu Sereh Christian Middle School in Ambon. Semi-structured interviews were conducted and a list of questions compiled for interviews was developed based on related literature. The results of this study are that there are several obstacles experienced by students, teachers and parents in teaching and learning activities both online and offline. Obstacles in the online learning process are mainly the lacking technology mastery, the additional cost of internet quota, and lastly the reduced communication and socialization between students, teachers and parents. Obstacles in offline learning are the distance the teacher travels to when visiting the student's residence which is quite far away and the additional work for the teacher in arranging the schedule for student home visits. The same constraints faced in online and offline learning are the existence of additional work for parents in accompanying children to study, and unlimited working hours for teachers because they have to communicate and coordinate with parents, other teachers, and school principals

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Uusimaki, Liisa, and Susanne Garvis. "Reflections of Learning Experiences of International Students in Sweden." Journal of International Students 10, S2 (November 10, 2020): 36–50. http://dx.doi.org/10.32674/jis.v10is2.2757.

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The purpose of this article is to present a qualitative study exploring a small cohort of nine international students’ in-depth reflections about their teaching and learning experiences studying at a major Swedish University. Interestingly while there have been numerous studies reporting on the experiences of international students attending Anglo-Saxon universities, few studies have explored teaching and learning experiences of international students studying in Sweden. Using Carol Rodgers (2002) model of four functions of reflections provided a novel way to explore international students’ reflections about their learning experiences in Sweden, especially how these are shown in the following different cycles, of presence, description, analysis and experimentation. Making sense of international students’ experiences allows us as university lecturers to enhance our understanding how to better support international students’ in their learning away from their home universities.

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John, Kevin A., and Poonam R. Naik. "Do the undergraduate medical students perceive stress and what are the stressors?" International Journal Of Community Medicine And Public Health 7, no. 3 (February 27, 2020): 877. http://dx.doi.org/10.18203/2394-6040.ijcmph20200934.

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Background: Medical students have been reported to suffer from higher perceived stress compared to general population and students in the other academic fields. The objective of the study was to estimate the prevalence of stress and to identify the potential stressors among undergraduate medical students using perceived stress scale (PSS).Methods: A cross sectional study was conducted among 301 undergraduate medical students at a private medical college in Dakshina Kannada district, Karnataka. The extent of the stress was assessed using PSS-10 and a questionnaire was used to identify the potential academic, psychosocial and environmental stressors.Results: The mean PSS score was found to be 26.34±3 in this study. Moderate stress was observed in 68% of the study participants. The PSS score was higher among the 2nd year MBBS students. Stress was observed more among female medical students (74%). Inadequate study leave (92.4%), vastness of academic curriculum (84.1%), poor quality of food in mess or home (70.4%), accommodation away from home (60.1%) and high parental expectations (48.5%) were found to be the potential stressors in this study.Conclusions: The study results thereby highlight the need to plan tailored interventions to address the various stressors and prevent stress among the medical students.

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Ravulo, Jioji. "Australian students going to the Pacific Islands: International social work placements and learning across Oceania." Aotearoa New Zealand Social Work 30, no. 4 (June 17, 2019): 56–69. http://dx.doi.org/10.11157/anzswj-vol30iss4id613.

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INTRODUCTION: This paper explores various issues pertinent to international social work practice, including its definition, how Western epistemologies affect international placements, barriers to effective placements and student motivations for undertaking practicum away from home. METHOD: Reviewed literature will be coupled with Australian student-participants’ evaluations of their experience in completing social work placements in Fiji and Samoa. FINDINGS: A new model of approaching Pacific social work across Oceania emerges from the study. Entitled Tanoa Ni Veiqaravi(Serving Bowl of Serving Others), this culturally nuanced framework integrates both Western and Pacific social work perspectives to support professional practice, policy development and research across the region.CONCLUSIONS: Recommendations for the improvement of international field practice are offered.

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Erwin, Elizabeth, and Linda Muzzin. "Aboriginal student strength to persist and Indigenous Knowledges in community colleges." Higher Education, Skills and Work-Based Learning 5, no. 1 (February 9, 2015): 53–62. http://dx.doi.org/10.1108/heswbl-07-2014-0032.

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Purpose – The purpose of this paper is to document experiences of Aboriginal students in community colleges from the perspective of Aboriginal communities rather than policymakers and shows how these communities support student persistence in college. Design/methodology/approach – Interviews with 16 Aboriginal college students, staff and community members were undertaken with Aboriginal guidance, and analysis was undertaken informed by the writings of Aboriginal scholars. Findings – The major finding was that First Nations students experience a disconnect between the epistemology of Aboriginal peoples and ways of being in community colleges. Most demonstrate bravery and persistence in their studies as well as resistance to assimilation. Understanding and support is provided by surrounding Aboriginal communities, based on their appreciation of the epistemological roots of the problem. Practical implications – Frequent reference to the absence of Indigenous Knowledges suggests that more must be done to make Aboriginal students feel safe in colleges where they are in the minority. In view of their feeling of “disconnect,” safe Aboriginal centers, or “homes away from home” are one of many ways to support these students. Originality/value – The research challenges assimilationist approaches to Aboriginal college students, and highlights supporting Indigenous peoples, as described in global terms by Indigenous scholars.

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Journal articles on the topic 'Away from home students'

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