Relevant bibliographies by topics / College students Australia Psychology

Academic literature on the topic 'College students Australia Psychology'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "College students Australia Psychology"

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Vogel, David L., Haley A. Strass, Patrick J. Heath, Fatima R. Al-Darmaki, Patrick I. Armstrong, Makilim N. Baptista, Rachel E. Brenner, et al. "Stigma of Seeking Psychological Services: Examining College Students Across Ten Countries/Regions." Counseling Psychologist 45, no. 2 (February 2017): 170–92. http://dx.doi.org/10.1177/0011000016671411.

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Stigma is an important barrier to seeking psychological services worldwide. Two types of stigma exist: public stigma and self-stigma. Scholars have argued that public stigma leads to self-stigma, and then self-stigma is the primary predictor of attitudes toward seeking psychological services. However, this assertion is largely limited to U.S. samples. The goal of this research was to provide a first step in understanding the relationship between public stigma, self-stigma, and attitudes toward seeking psychological services in international contexts ( N = 3,276; Australia, Brazil, Canada, Hong Kong, Portugal, Romania, Taiwan, Turkey, United Arab Emirates, and United States). Using structural equation modeling, we found that self-stigma mediated the relationship between public stigma and attitudes toward seeking services among college students in each country and region. However, differences in path strengths emphasize the need to pay attention to the role of public and self-stigma on attitudes toward seeking psychological services throughout the world.
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Austin, Daphne, Sung-Mook Hong, and Wilma Hunter. "Some Determinants of Fear about Aids among Australian College Students." Psychological Reports 64, no. 3_suppl (June 1989): 1239–44. http://dx.doi.org/10.2466/pr0.1989.64.3c.1239.

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An 18-item questionnaire assessing attitudes toward AIDS and homosexuality was administered to 420 Australian tertiary students. The predictive power of attitudes toward homosexuality, empathy toward AIDS sufferers, knowledge about AIDS, church attendance, age, and sex was tested using independent and stepwise multiple-regression analyses. In the stepwise analysis attitudes toward homosexuality and empathy toward AIDS sufferers were the major contributors to fear about AIDS. Church attendance and age improved the over-all prediction significantly, but only slightly. In the independent analysis all variables, except church attendance, were significant predictors. Educational programmes on AIDS should address the relationship between homosexuality and fear of AIDS.
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Faria, Luisa. "MARSH'S SELF-DESCRIPTION QUESTIONNAIRE III (SDQ III): ADAPTATION STUDY WITH PORTUGUESE COLLEGE STUDENTS." Social Behavior and Personality: an international journal 24, no. 4 (January 1, 1996): 343–49. http://dx.doi.org/10.2224/sbp.1996.24.4.343.

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The Self-Description Questionnaire III (SDQ III) is one of a series of Australian self-concept instruments designed to measure self-concept of pre-adolescents (SDQ I), in early to middle adolescents (SDQ II), late adolescents and early adults (SDQ III). It was designed by Marsh (1988) and is based on the Shavelson, Hubner, and Stanton (1976) hierarchical and multidimensional model. This study presents the various steps followed in the adaptation of this Australian self-concept instrument using 691 Portuguese college students from Northern Portugal. In general the internal consistency of the instrument, assessed by Cronbach's alpha, proved to be good and similar to the Australian version, but the factorial structure of the Portuguese version revealed twelve factors instead of the thirteen of the original scale. The presence of the global self-concept dimension in several factors questions its independence from the other dimensions in the Portuguese version.
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Albaili, Mohamed A. "An Arabic Version of the Study Process Questionnaire: Reliability and Validity." Psychological Reports 77, no. 3_suppl (December 1995): 1083–89. http://dx.doi.org/10.2466/pr0.1995.77.3f.1083.

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The reliability and validity of the Study Process Questionnaire were investigated for 246 United Arab Emirates college students. Analysis provided satisfactory estimates of internal consistency and stability over a 4-wk. period. Results of factor analysis followed by oblique rotation of the six subscales supported the factor structure underlying the questionnaire. In addition, surface approach correlated negatively with students' GPAs and deep and achieving approaches correlated positively with students' GPAs, indicating that the questionnaire approaches were valid in predicting college academic performance. These findings lend support to the reliability and validity of the questionnaire as a measure of studying and learning. In sum, the present investigation provides some evidence suggesting that this instrument can be used with some confidence with subjects other than Australian university students when students are influenced by different traditions, practices, and educational systems.
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Evans, B. J., G. J. Coman, and R. O. Stanley. "Scores on the Profile of Nonverbal Sensitivity: A Sample of Australian Medical Students." Psychological Reports 62, no. 3 (June 1988): 903–6. http://dx.doi.org/10.2466/pr0.1988.62.3.903.

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Scores of a sample of Australian medical students on the Profile of Nonverbal Sensitivity are compared with the normative data. The comparison suggests that these medical students' scores are generally slightly higher than those of the normative group but comparable to those of USA college and medical student samples. A comparison of 4th and 6th Year medical student samples indicated no differences between measures. These data will be further used in a longitudinal study of the effects of traditional medical education on students' consulting skills.
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Ashton, Jean, and Roslyn Elliott. "Study, Work, Rest and Play." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 15–22. http://dx.doi.org/10.1177/183693910703200204.

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THE INCREASING COSTS ASSOCIATED with tertiary study in Australia coupled with limited government assistance for education have had a significant impact on the preparation of students for the early childhood sector. Increasing costs have meant that a greater number of students than ever before need to undertake full- or part-time employment (Kember, 1999), which, paired with family responsibilities, challenges the more traditional university experience enjoyed by students in the past. Today's students are less likely to enrol in university programs straight from school. Rather, by means of a range of pathways following college training at Diploma level, employment for several years, marriage and families, they enter university with very different skills and very different expectations regarding study from those of previous generations of students. This article examines some of the changing structures and competing priorities in students' lives, as part of a larger investigation around the use of alternate pedagogies in teacher-education programs. It notes how one university is modifying its early childhood teacher-education programs to provide more equitable but still workable solutions for students challenged by their multiple life-roles.
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Taylor, Mark, Robyn M. Gillies, and Adrian F. Ashman. "Cognitive Training, Conflict Resolution and Exercise: Effects on Young Adolescents' Wellbeing." Australian Journal of Guidance and Counselling 19, no. 2 (December 1, 2009): 131–49. http://dx.doi.org/10.1375/ajgc.19.2.131.

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AbstractBackground: This study builds on previous studies reporting that depressive symptoms among adolescents are reduced and personal satisfactions with one's achievements and competence with peers are enhanced when students are taught strategies for engaging in more optimistic thinking (explanatory style) (Gillham, Reivich, & Freres et al., 2006) and social problem-solving (Ingoldsby, Kohl, McMahon, & Lengua, 2006). Additionally, engaging in regular exercise has also been found to be useful in reducing depressive symptoms in this age group (Bodin & Martinsen, 2004). Aim: The study investigated the effects of three interventions — explanatory style (cognitive training), conflict resolution, and exercise — known to help adolescents develop a strong sense of wellbeing. It involved 31students aged 11 to 13 years and their parents, and six class teachers from a large, metropolitan, private boys' college in Brisbane, Australia. Methods: Twenty-five boys participated in the three interventions, while six boys acted as a comparison group. A counterbalanced, multiple baseline design was implemented so that students participated in the three interventions in a different order. Results: The results showed that students in the intervention group experienced a reduction of internalising behaviours such as withdrawal and depressive symptoms following all three interventions. Collectively, the interventions were successful in reducing depressive symptoms; individually, they also significantly reduced depressive symptoms. Conclusions: The results showed that explanatory style, conflict resolution, and exercise interventions are effective in reducing depressive symptoms in adolescents.
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Farnill, Douglas, and Margaret F. Robertson. "Sleep disturbance, tertiary-transition stress, and psychological symptoms among young first-year Australian college students." Australian Psychologist 25, no. 2 (July 1990): 178–88. http://dx.doi.org/10.1080/00050069008260010.

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Bates, Glen W., Suzanne E. A. Trajstman, and Colleen A. Jackson. "Internal Consistency, Test-Retest Reliability and Sex Differences on the Posttraumatic Growth Inventory in an Australian Sample with Trauma." Psychological Reports 94, no. 3 (June 2004): 793–94. http://dx.doi.org/10.2466/pr0.94.3.793-794.

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The Posttraumatic Growth Inventory is designed to measure positive changes that can emerge after traumatic experiences. This study established that the high internal consistency and sound test-retest reliability of the inventory can be generalised from U.S. college students to an Australian sample drawn from the general community who had experienced major traumatic events. Interestingly, the 75 women endorsed more positive change overall than the 54 men, confirming earlier findings. However, there was no sex difference on items reflecting the perception of new possibilities in life.
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Boyle, Gregory J. "A Cross-Validation of the Factor Structure of the Profile of Mood States: Were the Factors Correctly Identified in the First Instance?" Psychological Reports 60, no. 2 (April 1987): 343–54. http://dx.doi.org/10.2466/pr0.1987.60.2.343.

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The present study investigated further the factorial structure of the Profile of Mood States in an Australian college sample of 289 undergraduate students. Responses for all 65 items were intercorrelated and subjected to an iterative principal factoring procedure together with rotation to oblique simple structure. Results indicated that the basic subscale structure of the profile is reliable, although some additional factors of emotionality could be discerned. A subsequent higher-order analysis suggested that at the typological mood-state level, the Profile of Mood States primarily indexes three state dimensions of Neuroticism, Extraversion, and Arousal.
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Dissertations / Theses on the topic "College students Australia Psychology"

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Rogerson, Linda. "Adapting to change: An exploration of students' transition experiences in a senior college in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/1729.

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This research sought to explore the experiences of students during their transition to a senior college. The senior college was established in response to the amendments to education policy in Western Australia that made it compulsory for students to remain in full-time education, training or employment until the age of 17 years (Department of Education and Training, 2008). Senior colleges were established to teach Years 11 and 12 exclusively, to promote a school environment that suited the maturity of senior students. Students attending senior colleges experience an additional transition during their senior school years and, as previous research has shown, this has the potential to influence their educational attainment and physical and mental health (Eccles, Midgeley, & Adler, 1984). By investigating the experiences of senior college students as they undertook the additional transition, the impact of the amendments to educational policy was examined. In phase one of the research, 16 Year 11 students were asked to share their transition experiences in personal interviews. The interviews were transcribed and analysed using grounded theory analysis processes. The findings that emerged indicated that the participants had transitioned successfully. The participants identified aspects of the school structure and environment that had contributed to their experiences. The participants credited the four-day week timetable, the open school policy allowing students to leave campus during lesson-free time, the mentor program, the accessibility and support of staff and the respectful relationships between staff and students with positively influencing their transition experiences. In phase two of the research, these findings were incorporated into a transition survey, which was administered to 91 Year 11 senior college students. Survey respondents were asked to rate their level of agreement with statements describing the beneficial aspects of the college using a five-point Likert scale. The results of the survey indicated that phase two participants had transitioned successfully and confirmed the beneficial influence of the college aspects as identified by phase one participants. The survey results were subjected to a multiple regression analysis with successful transition being the dependent variable and mentor program, lesson-free day, open school policy, teacher support and relationships the independent variables. The analysis indicated that the most significant contributors to successful transition were teacher support (t (85) = 3.40, p < .001) and relationships (t (85) = 3.46, p
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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.
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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.
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Chung, Hsiu-Feng 1965. "Hope and resiliency among college students." Thesis, The University of Arizona, 1996. http://hdl.handle.net/10150/291755.

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The primary purpose of this study is to examine whether hope serves as a protective factor in resiliency. Questionnaires were administered to 112 college students to assess their life experiences, levels of self-esteem, self-confidence, and hope. Self-report levels of self-esteem, self-confidence, and amount of stress were used to differentiate resilient from non-resilient students. Results indicated that the college student sample experienced stress with primary stressor being Relationship. No significant difference in stress was found between male and female students. Hispanic students reported significantly higher levels of stress on academics and work than other ethnic groups. Students with GPA's < 3.0 reported significantly higher levels of stress and more positive Relationship experiences than students with GPA's > 3.0. Finally, resilient students reported significantly greater degree of hope than non-resilient students. The sources of hope for resilient students seem to come from within, with a determination to achieve goals.
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McGuire, Erin D. "White coat effect in college students." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2659.

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This study was a systematic replication of the work of Carels, Sherwood, and Blumenthal (1998) who studied white coat hypertension (WCH) in adults with suspected hypertension. The present study utilized healthy African American and Caucasian young adults. Fifty-seven male and female high school and college students (34 Caucasians and 23 African Americans) had their blood pressure screened three times on three separate occasions. The State-Trait Anxiety Inventory (STAI) and the Arousal Predisposition Scale (APS) were administered at the first visit to assess anxiety and arousal. A 3-way multifactorial mixed design ANOVA and multiple regression analyses were performed separately for systolic BP and diastolic BP. Significant main effects for trials, gender, and ethnicity for systolic BP were revealed. Significant main effects were not found for diastolic BP measures, and no interaction effects were revealed for systolic or diastolic measures. Participants' systolic BP decreased from the first screening to the second and third screenings. The main effect for gender indicated significant differences in systolic BP between males and females, with males having higher systolic BP over trials. The significant main effect for ethnicity revealed that African Americans had higher systolic BP than Caucasians. The regression analyses using the scores from the APS, STAI, and BP trial change scores revealed that none of the variables contributed significantly to the change in BP across sessions. The results replicate the finding of Carels et al. (1998) who found SBP declined from Trial 1 to Trials 2 and 3, and provide partial support for a small white coat effect in healthy Caucasian and African American young adults.
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Valentine-Cobb, Linda Denice. "African American Male College Students' Experience of College Preparation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4260.

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African American male students have a high risk of not completing high school and not going to college. Students receive some college preparation as early as middle school, yet it is not enough to increase the number of African American male high school or college graduates. The purpose of this phenomenological study was to describe what 18-24-year-old African American male college students recalled from middle school and high school about college preparation, college planning, and college attendance. Critical race theory was used to reveal how outside factors such as oppression, racism, or socioeconomic status prevent African American male students from attending college. The research questions sought to understand (a) college preparation experiences in high school, (b) influential decisions they made to attend college, and (c) the characteristics of a successful pathway to college for African American males. Data were collected from 7 participants who answered in-depth questions via in-person or phone interviews, which resulted in 4 major themes. Results showed that African American male students experienced inequalities and barriers during their school years, and they were aware of segregation between schools. Predominately White Schools had better opportunities for students' success; opposed to predominately Black schools, which had less opportunities for student success. Participants described the inequalities they saw or felt regarding the differences in schools, their teachers' behaviors, and perceptions from society. This study has the potential to make a positive social change in society with specific focus on educational institutes. Therefore, if educational institutes at the district and state levels advocate for African American male students, they can become college graduates.
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Huang, Yu. "Psychosocial development of college students in Taiwan /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu148818889443997.

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Smitley, Leigh. "College students' perceptions of dialects." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5324.

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Thesis (M.S.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains viii, 76 p. : ill. Includes abstract. Includes bibliographical references (p. 39-42).
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Guin, Autumn Hope. "Sexual Risk Behavior in College Students: Does the parent-college student relationship impact students? condom use?" NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-11032005-103512/.

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College students are at high risk of contracting sexually transmitted diseases, including HIV/AIDS due to the high frequency of unprotected sexual activity (Centers for Disease Control and Prevention, 2003). Condom use research among college aged youth has primarily concentrated on individual decision making processes with some recent focus on the impact of peer norms. To further understand college students? choices regarding sexual risk behavior, the current research examines the influence of the parent-college student relationship on college students? decisions about condom use. Building on previous research in sexual risk and alcohol use literature, the current study examines the role of parent-young adult relationship variables (i.e. facilitation of independence, and affective quality) on condom use. Parental influence has been an important predictor in other areas of college student life but has not been examined in the college student sexual risk literature. Results and implications for future studies are discussed.
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Dorin, Jason. "Attachment style and perceived stress in college students." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3608917.

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The purpose of this study was to examine the impact that attachment (as measured by an adult attachment measure) has on a college student's perceived stress levels. A sample of seven hundred and twenty-seven college students ranging from 18 to 30 years (N=727; 73.2% female, 26.8% male; 46.8% Hispanic/Latino, 18.2% Asian/Pacific Islander, 13.3% Caucasian, 7.4% other/mixed, 5.0% Middle Eastern, 4.5% African American/Black, 4.5% Armenian, and 0.3% Native American) completed two self-report questionnaires assessing attachment styles (ECR-S) and perceived stress levels (PSS). Analyses revealed a statistically significant relationship between an adult's level of secure attachment and level of perceived stress. The overall results showed that secure attachment levels were significantly and negatively related to perceived stress levels. These results provide further evidence of the impact that earlier relationships have on a person's functioning in adulthood, specifically with regards to one's ability to cope with a physically and emotionally demanding environment. Implications for providing attachment related interventions and directions for future research are explored.

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Books on the topic "College students Australia Psychology"

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Ayres, Benjamin. Anxiety in college students. Hauppauge, NY: Nova Science Publishers, 2009.

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N, Morrow Katherine, ed. Mental health of college students. New York: Nova Science Publishers, 2008.

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K, Price Mary, ed. Journey of youth: Psychological development during college. Schenectady, NY: Character Research Press, 1985.

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Johnson, Helen E. Don't tell me what to do, just send money: The essential parenting guide to the college years. 2nd ed. New York: St. Martin's Griffin, 2011.

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Do we have to know this for the exam?: A guide to coping in college. New York: Norton, 1987.

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College students' sense of belonging: A key to educational success for all students. New York, NY: Routledge, 2012.

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Xin li su zhi de yang cheng yu neng li xun lian. Tianjin Shi: Nan kai da xue chu ban she, 2009.

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Da xue si nian yao ji zhu de 101 ge zhong gao: The 101 advices you should remember at university. Wuhan: Wuhan chu ban she, 2008.

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Lun da xue sheng xin li. Chongqing: Xi nan shi fan da xue chu ban she, 1986.

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Da xue sheng xin li xue gai lun. Wuhan Shi: Huazhong shi fan da xue chu ban she, 2004.

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Book chapters on the topic "College students Australia Psychology"

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Daigle, Leah E., Heidi Scherer, Bonnie S. Fisher, and Andia Azimi. "Intimate Partner Violence Among College Students." In The Wiley Handbook on the Psychology of Violence, 371–95. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118303092.ch19.

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Šolcová, Iva, and Vladimír Kebza. "Circumstances of Well-Being Among Czech College Students." In Cross-Cultural Advancements in Positive Psychology, 161–70. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4611-4_10.

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David, Adonis P. "Social Axioms and Academic Achievement Among Filipino College Students." In The Psychology of Asian Learners, 607–20. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_37.

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Edwards, Sue, Lorolei White, Edith Wright, and Monica Thielking. "School Psychological Practice with Indigenous Students in Remote Australia." In Handbook of Australian School Psychology, 39–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_3.

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DeMore, Sylvia Warzecha, Jeffrey D. Fisher, and Reuben M. Baron. "The Equity Control Model as a Predictor of Vandalism among College Students." In The Psychology of Vandalism, 171–82. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4899-0176-7_12.

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Sugiarti, Dra, Lavenda Geshica, Dito A. Prabowo, Ade Rachmawati, Anindita Alkarisya, and Vira A. Mulyaningrum. "Ups and Downs as Indonesian College Students: Risk and Protective Factors for Psychological Distress." In Applied Psychology Readings, 281–93. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8034-0_16.

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McDonald, Barbara A. "Stories of Grief and Loss: How College Students Learned to Listen." In Perspectives in Pragmatics, Philosophy & Psychology, 161–79. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55759-5_10.

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Neufeld, Garth. "Teaching introductory psychology to students of varying ages: Cascadia College." In Transforming introductory psychology: Expert advice on teacher training, course design, and student success., 211–16. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000260-010.

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Bricklin, Patricia M., and Janet Ciuccio. "Creating Certification and Examination Programs: The College of Professional Psychology." In Psychology licensure and certification: What students need to know., 139–44. Washington: American Psychological Association, 2006. http://dx.doi.org/10.1037/11477-012.

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Yang, Mou-Tzu, Yi-an Hou, Yen-ju Hou, and Hsueh-yu Cheng. "The Roles of Anxiety and Motivation in Taiwanese College Students’ English Learning." In Engineering Psychology and Cognitive Ergonomics. Understanding Human Cognition, 307–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39360-0_34.

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Conference papers on the topic "College students Australia Psychology"

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Liu, Xiaojiao. "The College Students' Psychology and Education Management." In 2015 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemet-15.2015.1.

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Gufriyansyah, Reyhan, and Maya Khairani. "An Experiment of Public Speaking Anxiety on College Students." In International Conference on Psychology. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009433900050011.

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Ningrum, Ardana Reswari Miranda. "Cultural Quotient in College Students." In Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.110.

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Permatasari, Nirwana, Tenriwali Rida Rahmah, and Suryadi Tandiayuk. "Overview of College Adjustment on Migrant Students." In Interdisciplinary Conference of Psychology, Health, and Social Science (ICPHS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220203.015.

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"Analysis on the Cultivation of College Students' Autonomous Learning Ability in College English." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.174.

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Andreeva, E. N., and I. V. YAgodovskaya. "Using the excursion method in the education of medical students college." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-08-2019-01.

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"Analysis of College Students' Network Psychology and Mental Health." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.065.

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Madita, Alvida Syifa, and Pratiwi Widyasari. "Relationship Between Self-Compassion and College Self-Efficacy Among First-Year College Students." In 3rd International Conference on Intervention and Applied Psychology (ICIAP 2019) and the 4th Universitas Indonesia Psychology Symposium for Undergraduate Research (UIPSUR 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201125.001.

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Calamatova, V. A. "A system of professionally oriented tasks in vocal training teacher college students." In Scientific trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-06-2020-04.

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"Plights and Solutions of Entrepreneurship Education for College Students." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.145.

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