Journal articles on the topic 'College students Australia Psychology'

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.

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.

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.

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.

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.

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.

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.

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.

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.

Ho and Zemaitis constructed a measure of fear of success called Concern Over Negative Consequences of Success Scale on the basis of American data. In the present study, data from 188 male and 161 female Australian college students were used to evaluate the factor structure of the scale in the Australian context. The five-factor solution produced three common factors for the two sexes and indicated some differences in their factor structures as well. The assumption of unidimensionality underlying the measure was not supported, and many factors appeared to tap dimensions unrelated to fear of success. Because the measure was factorially complex, scores of men and women were not considered comparable. Sex differences in over-all factor structure and in interfactor correlations suggested need for further refinement of the scale to be used in the Australian context.

634 college students from an Australian tourist region responded to three tourist industry work requests focusing on employment preference, retraining, and ascribed job attainment criteria. Also included were measures of the Protestant Work Ethic, Locus of Control, and a number of sociodemographic variables. Women were more likely to evince an interest in tourist industry work and also in retraining. Subjects with a greater experience of the tourist industry had a more realistic grasp of selection criteria. Higher scorers on the Protestant Work Ethic and internal Locus of Control were also more likely to show greater knowledge of job selection. Implications of these findings for the tourist industry and potential employees are examined.

У статті обґрунтовано актуальність вивчення чинників акультурації та мовної адаптації у контексті дослідження специфіки прояву прокрастинації іноземними студентами. Висвітлено особливості операціоналізації вказаних понять у сучасній науковій літературі. Вибірку дослідження склали іноземні студенти (n=41), які навчаються за освітнім рівнем «бакалавр» у двох вищих навчальних закладах України. Результати кореляційного аналізу свідчать про позитивний взаємозв’язок прокрастинації із загальним рівнем прояву стресу акультурації (r = 0.43, p<0,01), а також такими його аспектами як акультураційний страх (r = 0.46, p<0,01), сприйнята дискримінація (r = 0.37, p<0,05), почуття провини (r = 0.31, p<0,05). Вагоме значення аспектів мовної інтеграції у контексті вивчення тематики прокрастинації підтверджено зафіксованими прямими значущими кореляційними зв’язками із загальною шкалою мовної тривожності (r = 0.59, p<0,001), страхом негативної оцінки (r = 0.62, p<0,001), страхом спілкування (r = 0.62, p<0,001) та складання іспитів (r = 0.47, p<0,01). Література References Грабчак О. Особливості академічної прокрастинації студентів-першокурсників// Педагогіка і психологія професійної освіти. 2016. № 4. С. 210-218 Колтунович Т.А., Поліщук О. М. Прокрастинація – конфлікт між «важливим» і «приємним»// Young Scientist. 2017. Вип. 5, № 45. С. 211-218. Ряднова В. В., Безега Н. М., Безкоровайна І. М., Воскресенська Л. К., Пера-Васильченко А. В. Психологічні особливості процесу адаптації й організації навчання студентів-іноземців// Актуальні питання медичної (фармацевтичної) освіти іноземних громадян: проблеми та перспективи. Збірник наукових статей. 2018. С. 74-76. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara. References (translated and transliterated) Hrabchak, O. (2016). Osoblyvosti akademichnoji prokrastynaciji studentiv-pershokursnykiv [Academic procrastination features in first-year students]. Pedaghohika i Psykholohiya Profesiynoyi Osvity, 4, 210-218 Koltunovych, T.A., Polishhuk, O.M (2017). Prokrastynacija – konflikt mizh “vazhlyvym” i “pryjemnym” [Procrustination - the conflict between “important” and “pleasant”]. Young Scientist, 5 (45), 211-218. Riadnova, V.V., Bezeha, N.M., Bezkorovaina, I.M., Voskresens’ka, L.K., Pera-Vasylchenko, A.V. (2018). Psykhologhichni osoblyvosti procesu adaptaciyi i orghanizaciyi navchannia studentiv-inozemtsiv [Psychological features of the process of adaptation and organization of international students’ training]. Issues of Medical (Pharmaceutical) Education of International Citizens: Problems and Prospects. Book of abstracts (74-76). Poltava, Ukraine. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara.

I explored the reasons given by college students for cheating during scholastic examinations. The participants were 26 students from Marmara University in Turkey. It was observed that most of the students identified cheating as taking reminder notes into an examination, getting help during the examination, or theft of knowledge. The tendency to cheat in a variety of ways was found to be high, particularly with regard to the preparation of cheating materials before the examination. While some students justified helping friends they are close to or who they observe as having difficulties, others considered it immoral and refused to be involved in the activity of cheating. Lastly, students generally did not feel regret if the examination consisted of questions where the answers depend solely on memorization or if there was a common belief that the lesson would have no use for their future career or lives.

Using a time-diary, the authors asked 935 undergraduate college students to report on their multi-tasking habits while engaged in four main activities: reading for fun, watching TV, reading for school purposes, and using the Internet. The authors examined student data to find out (a) whether their multi-tasking habits vary significantly by college classification and (b) whether they felt the time spent multitasking in one activity interfered with or displaced time spent on other activities. It was found that first year college freshmen multitasked significantly more than upper class students. However, students' perceptions relative to whether they felt the time spent multitasking in one activity interfered with or displaced time spent on other activities did not significantly differ by college classification. These findings have important implications for understanding the multitasking habits among college students.

College students' gambling behavior ( N = 238) at the Foxwoods Resort Casino in Mashantucket, Connecticut was investigated using the South Oaks Gambling Screen. Of the 730 randomly sampled students, 238 returned usable questionnaires, a return rate of 32.5%. Only 35 (14.8%) of the students indicated having visited Foxwoods, of these, 26 (11% of the total) reported having gambled. Rates of problem were relatively low (6 students; 2.5%) and few underage students (3 students; 1.9%) reported using Foxwoods in the fall of 1994. As in other studies of casino gambling by students, slot machines and blackjack were the most frequent activities.

When mean scores on the College Adjustment Scale for 21 students, ages 31 to 51 years, were compared with means of the standardization sample, values fell well within the acceptable ranges of 42nd to 67th percentiles, suggesting the scale could be given older students.

Literature on the role and attitudes of grandparents is increasing, even as is the number of grandparents. However, data on the attitudes of grandchildren toward their grandparents are spare. This article reports attitudes of 574 college students toward their grandparents. Their geographic closeness to at least one grandparent, and their patterns and motivations for contacting their grandparents are included.

Associations of age, membership in a sorority or fraternity, and whether a family member had an alcohol-related problem with the number of alcohol-related problem behaviors were examined by asking 160 people on campuses and one Board of Education in the northeastern United States to complete anonymously a 17-item questionnaire reporting the number of drinking-related problem behaviors. A 2×2×3 factorial analysis of variance with unequal ns yielded significance for age, type of family membership, and the interaction between age and membership in a sorority or fraternity. Younger subjects reported more alcohol-related drinking behaviors as did those with members of their family having drinking problems. Finally, younger members of a Greek organization reported the greatest number of problem behaviors.

The Inquiry Mode Questionnaire by Harrison and Bramson was administered to 58 Japanese college students in the USA to measure their thinking styles. The analysis showed that these Japanese students scored higher on the idealist, analyst, and pragmatist styles than on the realist and synthesist styles. It was also observed that the 9 junior and 34 senior students scored as more idealistic than the 15 sophomores, and the 44 men scored higher than the 14 women on the synthesist style. A positive correlation was found between academic achievement (GPA) and scores on the analyst style. Negative correlations obtained between academic achievement and scores on the synthesist style and among scores on the thinking styles.

University students ( N = 433) were surveyed about their satisfaction with a number of campus services and opportunities. Comparisons between traditional (up to 24 years old) and nontraditional (25 years old and older) students indicated the latter valued learning and school opportunities more and appreciated the efforts of their professors in interacting with them and communicating information. A number of similarities were noted. University administrations need to be aware of the important differences between such groups to be able to enhance students' satisfaction.

Dating violence represents an important health problem among adolescents and young adults, not only because of its high prevalence but also because of its negative consequences for individual and social development. Educational programs aimed at the prevention and reduction of aggression are indispensable; therefore, the aims of this study were to assess perception and attitudes toward dating violence, and to evaluate the effectiveness of an educational workshop among college students. A total of 212 students from a public university in Mexico City participated in the study. The participants were distributed into two groups: the intervention group (IG; which received a workshop on dating violence) and the control group (CG; which did not participate in the workshop). A self-reported questionnaire was applied to assess students’ perception and attitudes toward violence. Means and standard deviations were calculated. In both groups, the comparison between pre- and post-evaluation scores was carried out using the test for matched pairs. The MANOVA test was performed for repeated measurements. The participants of the workshop showed positive changes in perception and attitudes toward dating violence, p < .0001; these changes were not observed in the CG, p = .98. Women in the IG showed a higher improvement than men, p = .04. Findings highlight the importance of creating long-term health promotion programs to improve human relationships, particularly in such important areas as dating violence.

Much research on sexual deviance on university and college campuses is limited by its narrow focus on group affiliation and leads to much speculation and conjecture. This article suggests that an alternative explanation is more suitable for explaining such an important and complex problem on college campuses. It argues that prior deviance serves as a more robust predictor variable of sexual deviance. Logistic regression analyses indicate a direct relationship between prior deviance and sexual deviance. The results lend support to the argument that group affiliation is not a suitable explanation for such a complex societal problem—sexual deviance. Limitations of the study and directions for future research on sexual deviance are discussed.

In December 1994 the Australian College of Health Service Executives (SABranch) sought ?a needs analysis for health management training programs withinSouth Australia?. Although the college was interested in a range of matters, thecentral issue was whether the current Graduate Diploma in Health Administration(or a similar course) would continue to be provided in Adelaide. The college providedbackground material and discussions were held with students, the health industry,relevant professional associations and the universities. This commentary sets out someof the background factors and my conclusions, which have been accepted by the SouthAustralian authorities.

The College of Educational and Developmental Psychologists (CEDP) in Australia, like other colleges, has exceptionally skilled and well-qualified practitioners. But, are the differences between the colleges significant? Is some of the psychology practised by one College so different to that of another? It is not clear that there are any general differences. It is at the level of the individual practitioner who, irrespective of her college membership, will either be particularly skilled or not. It seems pertinent to ask what particular skills does our College have over others. What is it that makes the CEDP practitioners different from the focus of other colleges? Practitioners in educational and developmental psychology have been trained across a wide range of psychological domains and practise in diverse areas, such as gerontopsychology and child development. However, in some ways it is about marketing the skill base and aligning with recognised areas of psychology. In Australia there is a bizarre disparity across states and territories vis-à-vis who is qualified to work as school psychologists but who are not members of the CEDP, either through choice or their qualifications not quite aligning. Focusing on bringing this group more into the fray will, in the opinion of the Editor, provide a clearer focus as to one of the areas of practice that falls clearly into that domain. This is an opportunity to strengthen our focus while strengthening the College's ability to accentuate the wide areas of practice that College endorsement offers.

This research examined the association of having a tattoo and engaging in premarital sexual intercourse. Data gathered from a convenience sample of 450 college students indicated that tattooed respondents were substantively and significantly more likely to be sexually active than nontattooed college students. Tattooed men became sexually active at a significantly earlier age than nontattooed men but no such difference was found between tattooed and nontattooed college women.

The drinking problems of 4,266 students at 72 colleges in 1984–1985 were compared to the drinking problems of 4,885 students at the same colleges in 1982–1983. The data suggest little change in drinking problems over time, except for a decrease in driving after drinking and while driving.

Classism, i.e., socioeconomic stereotypes, prejudice, and discrimination that college students direct toward their peers, was examined. A sample of 53 undergraduate students (36 women and 17 men), ages 18 to 22 years ( M=19.0, SD = 1.2), were recruited from psychology courses. Utilizing a computer-administered questionnaire, participants were randomly assigned to rate a fictitious student whose family income was specified as among the lowest or highest at the college. Upper Income targets were rated as more sociable, judgmental, attractive, more likely to use alcohol and drugs, and more likely to belong to a fraternity or sorority. Lower Income targets were rated as more likable, agreeable, conscientious, intelligent, creative, and better able to maintain close friendships. Research directed toward the middle class could help fill a gap in the classism literature. Research on classism in higher education could clarify this potentially divisive issue among undergraduates.

Male and female college students (N=60) provided baseline ratings on the appearance, personality and characteristics of a male target projected on a screen. Afterwards, subjects read one of five scenarios, four of which identified the target person as contacting the AIDS disease by one of the following means: homosexual contact. heterosexual contact, intravenous drug use, or a blood transfusion. A fifth control scenario identifying the target as having an unspecified genetic deteriorating disease. Following presentation of scenarios, again subjects rated the target (Non-deteriorated Condition) as well as after viewing the male model cosmetically doctored to appear near death (Near Death Condition). Results indicated that in the non-deterioration condition, targets who contracting the AIDS disease via sexual encounters or illicit drug injection (internal causes) were perceived to be less trustworthy, less moral, and less desirable as a prospective friend than the target described as contracting the disease from a blood transfusion (external cause) A “sympathy effect” did not occur when victims physically deteriorated, as predicted, and even the blood transfusion AIDS victim came to be socially rejected in the near death condition.