Dissertations / Theses: 'University undergraduates'

1

Hendley, Alicia Margaret. "Attitudes toward eating disorders among university undergraduates." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ30908.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Meyer, Matthew. "Persistence of Engineering Undergraduates at a Public Research University." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4261.

Full text

Abstract:

This mixed-methodological study determined which factors contributed to undergraduate student attrition, and evaluated reasons ten undergraduate engineering students failed to complete their engineering degree at a major western research university. Institutional data were collected on engineering students over a multi-year period. These data were separated into groups of engineering students who persisted to the Junior year of their undergraduate engineering program (persisters), and those students who left their engineering program before their Junior year (nonpersisters). A quantitative analysis comparing these two groups of students uncovered significant predictors of persistence/nonpersistence in the engineering program. Qualitative inquiry was used to identify factors leading to nonpersistence from the perspective of ten nonpersisting student volunteers from the institutional data population. Together, the quantitative and qualitative methods of inquiry formed a mixed-methodological study which provided a vivid picture of the challenges facing a major western research university regarding persistence of engineering undergraduates. Descriptive and inferential statistical analysis of the institutional data collected on engineering undergraduate students uncovered several factors predictive of persistence/ nonpersistence. These include projected age at graduation, high school GPA and ACT scores, residency status, scholarship, and financial aid. Common themes for ten students who dropped out of engineering included individual factors such as poor academic performance, feeling unprepared for demands of the engineering program, difficulty fitting into engineering, and institutional factors such as disappointment with engineering advising. New concepts uncovered in this paper, which were not prevalent in existing research, include a deeply emotional attachment between participants and the concept of being an engineer, a deeper understanding of student’s sense of loss and failure, and their easy transition from engineering to another major.

APA, Harvard, Vancouver, ISO, and other styles

3

Gorman, Brian Jacob. "Retaining at-risk undergraduates through mandatory interaction /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131566305.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Zamon, Mary E. "Undergraduate critical thinking assessment processes and effects in a public university case study." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3352.

Full text

Abstract:

Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 201. Thesis director: Martin Ford. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Jan. 11, 2009). Includes bibliographical references (p. 190-200). Also issued in print.

APA, Harvard, Vancouver, ISO, and other styles

5

Flett, Andrew J. "Personality, cognitive style and approaches to learning in university undergraduates." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/31305.

Full text

Abstract:

This thesis examines the experience of students in higher education and investigates the relationship between concepts of approach to learning, cognitive style and personality. In March 1993 Entwistle and Ramsden's (1983) Lancaster Approaches to Studying Inventory and Saville and Holdsworth's (1990) Concept 5.2 Occupational Personality Questionnaire were administered to 378 first year undergraduate students from all subject disciplines at the University of Leicester. 311 of these participants returned to resit the tests one year later in 1994, and 116 also returned in 1995 to sit the tests for a third time. The data-set yielded through this core methodology was factor analysed in order to establish a conceptual framework which could be used to assess the determinants of deep and surface approaches to learning, and holist and serialist learning styles. Differences in learning characteristics between male and female students, mature and non-mature students and students of different subject disciplines were investigated and the development of these characteristics over three years was charted. In addition, the academic performance of the students was recorded and correlated with each of the personality and learning characteristics tested. A consistent and conceptually useful eleven-factor model emerged which was used to inform all subsequent analysis. The findings suggest that in the first year of study, cognitive style is strongly linked to personality and only marginally related to approach to learning, but that over time approach to learning becomes associated with aspects of both cognitive style and personality, in particular conscientiousness, ambitiousness and abstract/holist orientation. The results also show that arts and science, and male and female students differ significantly in their respective cognitive styles and that mature students are more likely to seek meaning in their work than non-mature students. In addition, it was found that the personality trait 'conscientious' was highly predictive of academic performance at both first year and final degree levels. The theoretical and practical implications of these findings are discussed in terms of both cognitive theory and educational policy and practice.

APA, Harvard, Vancouver, ISO, and other styles

6

Versnik, Nowak Amy L. "Predictors of complementary and alternative medicine use among Texas university undergraduates." Diss., Texas A&M University, 2005. http://hdl.handle.net/1969.1/4132.

Full text

Abstract:

Research regarding use of complementary and alternative medicine (CAM) among all populations in America is needed to understand what seems to be an increasing trend. Education has been shown to be a significant determinant of CAM use, therefore, college students are likely to be CAM users. Little research has addressed the prevalence and predictors of CAM use among this population, so the purpose of this study was to: (1) measure the prevalence and type of CAM use among a sample of college undergraduates; and (2) test the significance of select social-cognitive constructs and demographics as predictors of CAM use. A random sample of undergraduate students within the Texas A&M University System was solicited via email to complete a web-based survey. Findings show high rates of CAM use. Gender, attitude toward CAM, outcome expectancies regarding the health care encounter, and social network use of CAM were shown to be significant predictors of CAM use. Results can inform health care and health education professionals interested in improving health care processes and addressing positive and negative issues related to CAM use.

APA, Harvard, Vancouver, ISO, and other styles

7

Walton, Candace Lynne Thompson. "An investigation of academic dishonesty among undergraduates at Kansas State University." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/2368.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Salem, Roberta Sue. "Developing a one-semester course in forensic chemical science for university undergraduates." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1333.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Axelson, Sara. "The use and value of student support services a survey of undergraduate students in online classes /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338910041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Zhang, Jinghua. "Chinese International Undergraduates’ Learning and Living Challenges and Coping Strategies in American University." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami156414272516328.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Bell, Jonathan Andrew. "Entrepreneurial intention among Rhodes University undergraduate students." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020011.

Full text

Abstract:

The entrepreneurial intentions of university students are important factors to consider when developing entrepreneurship offerings at tertiary level institutions. This research study reports on pertinent findings from a study which set out to determine Rhodes university undergraduate students‟ entrepreneurial intentions and their pull and push factors that have brought them to the decision to become entrepreneurs. A survey, using a 43 question structured web-based instrument was used to capture the responses from undergraduate students across different departments at Rhodes University, Grahamstown. Key findings suggest that few undergraduate students intend to enter into an entrepreneurship career immediately after completion of their studies, whereas many of the respondents were more interested in doing so five years after graduation. The vast majority of students were satisfied without having formal entrepreneurial education and factors such as previous employment in entrepreneurial activities, and family influence had a statistical significant relationship with entrepreneurial intention.

APA, Harvard, Vancouver, ISO, and other styles

12

Fletcher, Margaret Anne, and n/a. "Undergraduate Assignment Writing: An Experiential Account." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040625.165808.

Full text

Abstract:

The purpose of this study was to examine assignment writing as a phenomenon of academic writing. This was done through exploring the experiential accounts of members of a university writing community. Their accounts described the community's perceptions and experiences of literacy practices needed to write assignments, of how students developed these practices, and, of what constituted success in the writing. A multi-method, embedded, case-study approach was used. Quantitative data were derived from first-year, second-year, and fourth-year respondents' perceptions and experiences related to assignment writing. A cross-sectional comparison of groups showed consistent year-level effects. Fourth-year students were more confident as writers than first-year and second-year students, and had less difficulty with declarative and procedural aspects of writing assignments. These findings were replicated in a repeated-measures study using a sub-group of first-year and fourth-year students. However, when students contextualised their responses by nominating a subject and referring to their completion of its written assignment, first-year students reported less difficulty with the declarative aspects while fourth-year students were more positive in the procedural aspects. Year-level effects were found for what they reported as helpful in acquiring declarative and procedural knowledge of writing. First-year students reported a wider range of sources as helpful than fourth-year students did, with two exceptions. More of the latter had found information gained in consultations helpful in understanding an assignment question. Additionally more had found friends helpful. Second-year students generally were more positive than first-year and fourth-year students about the usefulness of information in helping them understand an assignment question and in writing it in an academic genre. Knowing how to write predicted success more strongly and consistently than any other factor. Qualitative data informed findings from the quantitative analyses by providing experiential accounts about students' perceptions of themselves as assignment writers, their experiences when writing assignments, and how these experiences developed literacy practices that contributed to success. Additionally, qualitative data were collected from lecturers who convened first-year subjects and those who convened fourth-year subjects. The qualitative data indicated students' strong reference to experiences of writing and of seeking help. Both had shaped their self-perceptions as writers and these had changed over time. First-year students believed that knowing what lecturers wanted in writing assignments was an important factor in success. They described their efforts to access this information and to give lecturers what they thought was wanted. Fourth-year students recognised the same factor, but were more self-reliant in approaching an assignment task. The change to greater internal control appeared to be an outcome of encountering inconsistent and confusing information from external sources over their four years of writing assignments. For their part, lecturers of first-year students said that successful students knew what to write and how to write it. However, lecturers of fourth-year students believed knowing what to write should be subsumed by knowing how to write, and concentrated on the procedural aspect. They believed a coherent assignment resulted when students conceptualised subject matter in ways that enabled them to write academically. Findings in this study extend recent reconceptualisations of literacy as 'literacies' and socio-cultural, socio-cognitive theories about literacy as social practice. They demonstrate limitations of an apprenticeship model for acculturation and suggest a more agentic role for novice members in accounting for learning outcomes as students develop as assignment writers. The experiential accounts reported by members of the academic writing community described their shared and idiosyncratic perceptions of literacy practices and relations of these practices with success in assignment writing. Their descriptions enhance our understanding of the complexity and consequences of these experiences. They also account for why calls for the community to be more visible and explicit in sharing communal expectations of what is privileged and valued in academic assignment writing generally may not be a solution. Based on findings here, this is not a solution. Expectations need to be co-constructed within the community, among students, and lecturers within the context of the writing task. An outcome of understandings reported here is the development of a model from which factors, conditions and critical events that situate learning within a rhetorical conundrum may be described and predicted. This model offers a framework for members of a writing community to explicate individual experiences and expectations in ways that help everyone make sense of those critical events that contribute to a rhetorical conundrum and shape encultured knowledge.

APA, Harvard, Vancouver, ISO, and other styles

13

Smith, Baylan Earl. "Bereavement Coping and Intensity as a Function of Gender and Time of Loss for Undergraduate University Students." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/42191.

Full text

Abstract:

One of the most painful events in life that an adolescent can face is the loss of someone with whom they had a strong emotional attachment (Harvey, 2002). This loss could be a friend, relative, parent, or any person that was strongly attached to the adolescent. In todayâ s literature, there is a lack of attention given to adolescents, college students in particular who experience loss. This retrospective study consisted of 224 university students who had lost someone during adolescence or preadolescence. I examined if the impact of the stress accompanied by the loss and the coping strategies used to deal with loss differed by gender and the time in which students experienced their loss. Results from this study indicate that gender plays a significant role in both coping behaviors and the impact of the loss on the individual. In particular, females were found have more coping behaviors and felt a higher degree of impact of the loss than males. Another variable that played a significant factor in this study was the time of loss, early or later in life. Those students who experienced their loss later in life (between 13-19) were impacted more than those who experienced their loss early in life (between 5-12). However, time of loss did not play a role in the individual coping behaviors exhibited.
Master of Science

APA, Harvard, Vancouver, ISO, and other styles

14

Zhu, Xun. "Tutorial support systems for undergraduates : a case study of practice in a Chinese university." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505461.

Full text

Abstract:

A growing challenge faced by universities is the task of personalising lecturer-student contact in the context of mass education and modularisation. Universities are further pressured to improve the student learning experience in an era when students increasingly see themselves as 'customers'. Recently, a growing universities have responded to this challenge by adopting one-to-one Tutorial Systems (TS) as an approach to providing student support. My research set out to explore the impact of the TS implemented in one Chinese university, focusing especially on the quality of student experience.

APA, Harvard, Vancouver, ISO, and other styles

15

Sellami, Abdel Latif. "EFL students' cultural awareness and intercultural competence, with specific reference to Moroccan University undergraduates." Thesis, University of Sunderland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396262.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Park, Hyechong. "Framing Academic Socialization of International Undergraduates in an American University: A Critical Ethnographic Study." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245434397.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Matabane, Ramathetse Belinda. "Exploring the need for Academic Support Programmes (ASPs) for returning undergraduates at Rhodes University." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/35094.

Full text

Abstract:

The overarching purpose of this thesis is to explore the need for Academic Support Programmes (ASPs) in higher education with specific reference to returning undergraduates in the Sociology Department at Rhodes University. The transformational agenda in higher education in post-apartheid South Africa in terms of expanding access to education, the promotion of accountability and efficiency in higher education, massification, the articulation gap between school and university, institutional culture, unpreparedness of universities and underpreparedness of students comprise the conceptual core of this study. I undertake to investigate the necessity and relevance of academic support offered to returning undergraduates at Rhodes University. I do this by exploring two main issues theoretically and in my fieldwork. The two main issues that form the basis of this research are students’ perceptions regarding availability and accessibility of academic support programmes in the Sociology Department and students’ perceived academic needs. Students’ perceptions and attitudes towards Academic Support Programmes have been uncovered through both quantitative and qualitative fieldwork to gauge the extent to which literature is applicable when it comes to the above-mentioned conceptual frameworks. The study illustrated that academic support is not exclusive to first year students. It is also clear that improved, systematic academic support gives rise to improved student academic performance. Throughout the study, students perceive availability and accessibility of ASPs as a challenge.

APA, Harvard, Vancouver, ISO, and other styles

18

Suderman, Michelle Ellen Szabo. "Engagement for all? A study of international undergraduates at the University of British Columbia." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52693.

Full text

Abstract:

American student engagement literature has identified a set of student behaviours and institutional practices shown to lead to student satisfaction, academic success, and retention to graduation among post-secondary students. However, the relevance of these behaviours and the standardized instrument used to measure them may have limited applicability for non-U.S. students. Building on existing quantitative analysis, through focus groups, this study considered how international and Canadian undergraduate students perceived the National Survey of Student Engagement (NSSE) and select behaviours identified in the student engagement literature. This study found that international students misinterpreted key terms such as faculty members and had subtle but important differences in their perceptions of student behaviours and institutional practices compared to the perceptions of Canadian students.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

19

Zhu, Jian. "Gender differences in the employment expectations of final year undergraduates in a university in Central China." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5980.

Full text

Abstract:

This study investigates the gender differences in final year undergraduates’ employment expectations, broken down by salary expectations, occupational expectations and working region expectations, in a university in Central China. It firstly examines whether or not there are gender differences in these employment expectations. It then identifies factors that have actually contributed to the gender differences in employment expectations. The study employs the conceptual framework of ‘choice and constraint’, which means that male and female final year undergraduates are able to make their own choices towards employment expectations; however, their choices are limited by a number of constraints. It adopts a mixed methods sequential explanatory design, using an on-site self-administration questionnaire survey and a follow-up semi-structured interview. The results showed that, overall, male final year undergraduates had higher salary expectations than their female counterparts. In terms of occupational expectations, both males and females preferred jobs in the ‘Education’ and ‘Party Agencies and Social Organizations’ occupations. However, male final year undergraduates were more inclined to expect to work in the ‘Party Agencies and Social Organizations’ occupation and less likely than their female peers to expect to work in the ‘Education’ occupation. With respect to working region expectations, males and females behaved differently. Males tended to put the highly developed area of East China first; whilst females seemed to prefer to stay in Central China. There was also a higher likelihood of females expecting to work near their places of origin than their male peers. Further explorations revealed that firstly, the economic roles being played in the family between the genders and the experienced or perceived sex discrimination in China’s labour market appeared to account for these gender differences in salary expectations. Secondly, gendered job preferences might be related to the gender differences in occupational expectations. That is, males were inclined to highlight pay, job reputation, promotion and even power; whereas females were more concerned with work-life balance, job stability and working environment. Finally, it seemed that parents’ expectations and the gendered orientations (males highlighting work-related issues and females underlining family ties) played a main role in shaping the gender differences in working region expectations.

APA, Harvard, Vancouver, ISO, and other styles

20

Pallapu, Prasanthi Witte Maria Margarita. "An exploratory study of undergraduate students' learning styles." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Educational_Foundations/Dissertation/Pallapu_Prasanthi_38.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Zhao, Ke. "The impact of adjustment problems on academic achievement of international undergraduates at West Virginia University." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4706.

Full text

Abstract:

Thesis (M.A.)--West Virginia University, 2006.
Title from document title page. Document formatted into pages; contains iv, 46 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 37-39).

APA, Harvard, Vancouver, ISO, and other styles

22

Bilikozen, Neslihan. "Academic literacy development and identity construction of undergraduates at an American university in the UAE." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21547.

Full text

Abstract:

Informed by an interpretive framework of research, this study explores the challenges encountered by six Arab students enrolled at an English-medium American university in the UAE, who are all non-native speakers of English and share the common desire to develop fluent control of the academic literacy practices that will ensure their success in their undergraduate careers. In addition to exploring the nature of challenges the students encounter, the study also aims to illuminate the impact of going through these challenges and the role played by social context dynamics in the development of each participant’s identity. I used frequent in-depth interviews conducted regularly with each student participant throughout an entire academic year, document analysis, and interviews with the professors as the main methods of data collection for this study. The findings highlighted the importance of three factors in forming the students’ perspectives on the academic literacy requirements: the perceived significance of grades, weakness in reading and writing skills, and doubts about the contribution of these requirements to their general academic and professional development. Starting their academic journey with this perspective, the students faced a number of challenges such as lack of time, transition to English medium of instruction (EMI) at undergraduate level, adapting to the changing requirements of academic reading and writing practices across the curriculum, using the library and doing research, and building socio-academic relationships. They tried to cope with these challenges first through studying for extended periods of time, using several corner-cutting strategies, and finally consulting with knowledgeable others and developing assignment-specific study strategies. While going through these experiences did not change the students’ initial perspective on the academic literacy requirements, eventually they got better at responding to these requirements, though they continued to question their purpose. The findings also highlight the impact of the above mentioned experiences on the students’ construction of identity. Their declining academic standing and the difficulties they faced in building socio-academic relationships led the students to develop an identity of deficiency and incompetence, standing in contrast to their former view of self. This emerging identity was partly constructed by the real difficulties they faced and also reinforced by others in their new discourse community, directly or indirectly. Nonetheless, certain literacy practices that they could relate to and that supported their understanding and performance through pair/group work, regardless of the grades they received, helped many of the participants overcome this negative sense of self to some extent. However, the identity of deficiency and incompetence manifested itself throughout the whole study in the cases of two participants who were required to take a non-credit remedial course in spring. Finally, the analysis of the interviews with the professors highlighted the discrepancy between their expectations and students’ knowledge of the required academic literacy demands. It was also revealed that many of the professors were not fully aware of the struggles students go through to meet the expectations. These findings emphasize the significance of understanding the complex nature of challenges undergraduates face and the problem with a remedial approach. Based on the findings and their implications, it is suggested that an inclusive curriculum-integrated model of academic literacy instruction could help English-medium higher education institutions in the UAE to address students’ academic literacy development needs more effectively, thereby saving them from most of the challenges described earlier as well as the identity adjustments brought about by those challenges. Other recommendations include an increased emphasis on academic reading instruction, more effective reading and writing assignments, helping students build effective socio-academic relations and positive identities, enhancing communication and collaboration between English language/writing experts and academic staff in the disciplines, and eliminating non-credit, remedial course requirements for students who are on academic probation.

APA, Harvard, Vancouver, ISO, and other styles

23

Meier, Lori T. "“Isn’t That for Grad Students?” Exploring Curriculum Studies with Elementary Undergraduates at a Regional University." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5906.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Krubu, Dorcas. "Information behaviour of Nigerian undergraduates in the world of Web 2.0: The case of Federal University of Petroleum Resources, Delta State, Nigeria, a specialized university." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5528.

Full text

Abstract:

Philosophiae Doctor - PhD (Library and Information Studies)
The study investigated the information behaviour of Nigerian undergraduates with a focus on online media, especially Web 2.0. Nigeria has a laudable vision tagged Nigeria Vision 20:2020 (NV 20:2020), which is to be one of the top 20 knowledge economies by the year 2020. To achieve this grand feat, the nation requires a skilled population with 21st century graduate attributes who are information literate. That is, graduates who possess the competencies and high capabilities to effectively use and disseminate information for optimum service delivery in this epoch of information proliferation and technologies that are yet evolving. To ascertain the preparedness of Nigeria for the laudable Vision 20:2020, the research work investigated the information behaviour of Nigerian undergraduates using a specialized university, the Federal University of Petroleum Resources, Effurun, as the case study site. The university was established in 2007 to meet the demands of the petroleum industry which is the largest in Nigerian in terms of Gross Domestic Product (GDP).

APA, Harvard, Vancouver, ISO, and other styles

25

Colleyshaw, Elizabeth. "An examination of bullying in different institutional contexts : undergraduate student notions of bullying in the school, the workplace and university." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/620462.

Full text

Abstract:

This project investigated the views of 49 university undergraduate students regarding the phenomenon of bullying in three distinct settings: their memories of compulsory education (primary and secondary), their personal workplace experience (or workplace study placement), and their life at one post-1992 university. The research design used 'active interviews' comprised of phases of interviewing individually and in groups, in which progressively deeper layers of interrogation sought to question their initial constructions of bullying. The study addressed two main research questions: how did students construct the concept of bullying in different contexts or settings, and how did the students explain differences in these constructions. The findings indicated that participants tended to view school-based bullying as being precipitated by within-person traits and personalities, but workplace bullying was thought to be driven by organisational structure or institutional ethos. Bullying at university was more difficult for them to discuss as most claimed little or no experience, directly or indirectly, of bullying while in higher education. As the study progressed, the participants expressed their understanding of bullying firstly through stereotyped and clichéd terms, but became much more critical and analytical when they were presented again with some of the contradictions and anomalies inherent in their earlier descriptions and explanations. Another important contribution to knowledge is the finding that participants viewed the higher education context as having several features that were protective against bullying behaviour, reducing their experience of bullying in HE to almost nil. These features: porosity, value of the learner to the institution, and voluntarism, were shown to hold important implications for understanding bullying in organisations or institutions; they develop and extend existing models found in adjacent fields of study.

APA, Harvard, Vancouver, ISO, and other styles

26

Daw, Jolene E. "A Correlational Study on Orientation toward Religion and Academic Motivation among Undergraduates at a Christian University." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931044.

Full text

Abstract:

The purpose of this quantitative correlational study was to determine if and to what extent a relationship existed between orientations toward religion and academic motivation in a sample of 338 students enrolled in a Christian University in the Southwest United States. Self-determination theory provided the theoretical framework. Religiosity was measured using the Revised Intrinsic/Extrinsic Religious Orientation Scale with three factors. Academic motivation was measured using the Academic Motivation Scale, college version, with seven factors. Results of the Spearman’s rank correlations identified multiple significant relationships supporting the alternative hypotheses. There were significant and consistently inverse correlations of intrinsic orientation towards religion with academic intrinsic motivation towards accomplishment, academic intrinsic motivation to experience stimulation, academic extrinsic motivation introjected regulation, academic extrinsic motivation external regulation, and academic amotivation (ρ = –.351, p < .001 to ρ = –.136, p = .012). There were significant and consistently direct correlations of extrinsic social orientation towards religion and academic extrinsic motivation introjected regulation (ρ = .141, p = .009), and academic extrinsic motivation external regulation (ρ = .130, p = .017). Lastly, there were significant and consistently direct correlations of extrinsic personal orientation towards religion and academic intrinsic motivation to know, academic intrinsic motivation toward accomplishment, academic intrinsic motivation to experience stimulation, academic extrinsic motivation identified regulation, academic extrinsic motivation introjected regulation, and academic extrinsic motivation external regulation (ρ = .177, p = .001 to ρ = .329, p < .001). The results indicated that religious orientation does relate to one’s motivation for behavior in an academic setting.

APA, Harvard, Vancouver, ISO, and other styles

27

Maponyane, Egnetia Selina. "University of Limpopo (Medunsa campus) psychology undergraduates’ knowledge, attitudes, behaviour and beliefs regarding HIV and Aids." Thesis, University of Limpopo (Medunsa Campus), 2012. http://hdl.handle.net/10386/1074.

Full text

Abstract:

Thesis (MSc (Clinical Psychology)) -- University of Limpopo, 2012.
The aim of the study is to investigate the HIV and Aids knowledge, attitudes, behaviour and beliefs of University of Limpopo undergraduate students (Medunsa Campus) registered for modules in psychology. South African tertiary institutions have a high rate of HIV infection. Empirical evidence indicates that generally male students have multiple partners during their years at university. Various studies reveal that the use of condoms is relatively low amongst students. This investigation utilized a quasi-experimental survey design as it was deemed an appropriate method with which to answer the research question. The questions used in the survey were underpinned by the Health Belief Model (HBM) and the Protection Motivation Theory (PMT). Several open-ended questions were added to lend a qualitative aspect to the study. Proportionate stratified sampling was used. Using this method a sample of students was randomly allocated in each educational level (first year, second year and third year) according to the true proportional number of students in each level. Quantitative data was analyses using descriptive statistics and an independent t-test to look for differences between the means of the male and female groups. Results underpinned other research in this arena For instance, the majority of participants indicated that they know that using a male condom or female condom can prevent the spread of Aids. This suggests that this percentage would take the positive health related action of using a condom. However, fifty one respondents (35.66%) indicated that they were very likely to believe that they would feel uncomfortable buying condoms and forty five respondents (31%) were likely to believe that they would feel uncomfortable buying condoms. This indicates that knowledge is not a good predictor of a positive health related action. Quantitative and qualitative results suggest that stigmatizations and racism exist in the samples attitudes towards aspect of HIV and Aids. The only significant result between the means of the two groups suggests that males are more likely to indulge in high risk sexual behaviours than females.

APA, Harvard, Vancouver, ISO, and other styles

28

Foley-Ryan, Matthew Michael. "NEWS AND THE ‘ON-DEMAND’ GENERATION -Spanish University Undergraduates: Consumption of and Engagement with News Content." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21865.

Full text

Abstract:

Trustworthy and accessible news content is fundamental to democracy and demanded by groups within social spaces of varying structures. News outlets have always, and continue to be in a state of development, adapting to social changes and accommodating the advances new technologies afford the structure of the industry of news.The aim of this thesis is to research the news consumption habits of Spanish undergraduate students at a time when the print newspaper industry, for many years the key disseminator of news relied upon by the general public, is in a state of financial crisis and its future, in its current form, is in jeopardy.Using a quantitative survey of 144 students and supported by a linked theoretical framework of News Consumption, Social Space and Uses & Gratifications, the study illustrates a generation of news consumers with a healthy appetite for news, whose cultural, economic and social capital are manifested via the diverse portfolio of news media they elect to consume from. Adopting a gratifications approach reveals that the efficiency and comfort mobile devices provide users for news consumption is one of the determining factors when deciding upon which forms of news disseminators respondents wish to engage with; user agency takes precedence over the notions of trust felt for the integrity of journalistic publications.The study provides a unique insight into the news consumption habits of Spanish undergraduate students enrolled in private university education, which although not representative of the wider population, is a study of an increasingly significant social group in Spain, their news consumption choices and the relation to the social space they inhabit.

APA, Harvard, Vancouver, ISO, and other styles

29

Brown, Michael Scott. "The Nature of Spiritual Questioning Among Select Undergraduates at a Midwestern University: Constructions, Conditions, and Consequences." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1342019229.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Halbert, Linda Hamblin. "The relationship of student-life stress to marital dedication among married undergraduate students and their spouses." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-03192006-203223.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

White, Laura Michelle. "An assessment of cognitive level of instruction presented in animal science courses and the impact on development of cognition in undergraduates." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1246566167/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Laur, David G. "Rape myth acceptance and homophobia in Ball State University undergraduates : correlations of gender, involvement, and class standing." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285589.

Full text

Abstract:

The purpose of this study was to determine if a relationship existed betweenhomophobic beliefs and rape myth acceptance in undergraduate students who attendedBall State University. In addition, the effect that gender, organizational affiliation, andClass anding had on these beliefs was measured.The project consisted of 242 undergraduate students who lived in Woody/Shalesand Howick/Williams Halls. The project took place during the spring semester of 2004.The findings indicated that rape myth acceptance (RMA) did correlate with homophobia, and that this correlation was significantly higher in males than in females. The findings also indicated that neither class standing nor group affiliation had a significant effect on either RMA or homophobia.
Department of Educational Studies

APA, Harvard, Vancouver, ISO, and other styles

33

Rohda, Daniel C. Row Kathleen. "The mediating/moderating effects of intrinsic religiosity on the gratitude-health relationship." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/1900.

Full text

Abstract:

Thesis (M.A.)--East Carolina University, 2009.
Presented to the faculty of the Department of Psychology. Advisor: Kathleen Row. Title from PDF t.p. (viewed May 21, 2010). Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

34

McWhorter, Elizabeth Beeler. "An invisible population speaks| Exploring college decision-making processes of undocumented undergraduates at a California State University campus." Thesis, Indiana University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732254.

Full text

Abstract:

Approximately 65,000 undocumented immigrants graduate from American high schools annually, among them valedictorians and salutatorians. Only about 6,500 of these prospective future leaders go on to college. There are 50 different state-level immigrant-tuition policies, most of which severely limit undocumented students’ college/university and financial aid options. This study is situated in the state of California, whose Master Plan for Higher Education aims to grant college access to all Californians and whose favorable immigrant-tuition policies work toward that end; it could serve as a model for U.S. states with restrictive or neutral immigrant-tuition policies. To date, there is limited discussion of undocumented student college choice in the higher education literature. To explore how undocumented students navigate college decision-making in the U.S., this study uses the conceptual constructs of Perna’s (2006) contextual college choice model, Hossler and Gallagher’s (1987) foundational choice model, and single-element models (chain enrollment and proximity). These frameworks and Dervin’s Sense-making Theory (1999-2014) helped me retrospectively explore the college choice of seven undocumented men and women attending a Bay Area Cal State University campus in 2013.

The study’s purpose warranted a qualitative research design and case study approach. I connected with interested students, shared my background, answered questions, and sent them my IRB-approved Study Information Sheet and demographic survey. We developed rapport over several months, engaging in a series of in-person interviews and other interactions. I kept field notes and journaled reflexively. I transcribed all 14 interview recordings via Dragon speech software, coded the transcripts and analyzed the data via MaxQDA data analysis software.

The findings revealed overarching themes related to: parental expectations and encouragement, habitus (e.g., gender & cultural traditions, birth order & responsibilities, home life), financial situation, K-14 context, higher education context, social context, and policy context. What distinguishes this study is the exploration of undocumented students’ college choice, inclusion of student voices, and implications for public policy and college enrollment professionals’ practice. It provides insight into how undocumented youth choose a college located in a state whose country values the common good and economic success yet is torn on its people’s higher education rights.

APA, Harvard, Vancouver, ISO, and other styles

35

Baskett, J. L., and Jo Baskett@canberra edu au. "An investigation into the factors contributing to success in university undergraduate computing courses." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050810.143403.

Full text

Abstract:

This study investigated whether a predictive tool developed by authors in the United States (Konvalina, Stephens and Wileman) could be used with University students in Australia (in particular the Australian Capital Territory) to predict their success in first year University computing courses. It also investigated the effect of demographic and past academic factors in conjunction with, and instead of the predictive test. The study examined differences in performance between male/female students, English as a Second Language (ESL)/non-ESL students and full-time/part-time students. It also examined the effect of all the above factors on the continuing success of students in the course. While significant differences in first-time performance were found between ESL and non- ESL students, no differences were found between the other pairings. No differences were found between any of the groups in the continuing success in the course. The KSW Test, while being an indicator of first year success, was not a strong enough model to be able to be used as a predictive tool. The demographic and previous academic data from students recently at High School, in particular, the Tertiary Entrance Score, level of mathematics studied, and previous computing study, were found to be more useful as an indicator of success in fust year, explaining 53% of the variation in h a 1 unit score. In addition, 67% of the variation in continuing success in their course was also explained by the Tertiary Entrance Score, ASAT verbal and ASAT quantitative scores.

APA, Harvard, Vancouver, ISO, and other styles

36

Ritter, Eva. "Recruiting underrepresented minority undergraduates to research science an investigation of the curriculum of a minority program /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=133&did=1907259891&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270492075&clientId=48051.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Chur-Hansen, Anna. "An investigation of the English language proficiency and academic and clinical performance of University of Adelaide Medical School undergraduates /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phc5595.pdf.

Full text

Abstract:

Thesis (Ph.D.) -- University of Adelaide, Dept. of Psychiatry, 1998.
Author's revision to her thesis is in envelope on back page. Copies of author's previously published works inserted. Bibliography: leaves 472-502.

APA, Harvard, Vancouver, ISO, and other styles

38

Alexis, Lance. "A Case Study of the Involvement of Undergraduates with Physical Disabilities in Campus Organizations at East Tennessee State University." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1899.

Full text

Abstract:

The purpose of this study was to examine the level of relationship that existed between undergraduates with physical disabilities at East Tennessee State University and campus student organizations. The study was designated a case study as it focused on one institution of higher education. Interview and document review were the 2 methods used for data collection. People from 2 select groups were interviewed on a one-on-one basis. One group was people involved in recruiting for selected campus organizations geared toward undergraduates and the other group was undergraduates with observable physical disabilities. Constitutions, bylaws, mission statements, and other documents offered by the recruiters for the select organizations were reviewed in an effort to discover references to people with disabilities. The results of the study are intended to assist in bridging the gap between involvement in extracurricular organizations and undergraduates with physical disabilities at East Tennessee State University. It has been documented that increased campus involvement lends itself to successful college and post-graduate careers, so it is a relevant issue to resolve. Campus organizations can benefit because their recruiters will have the opportunity to view ways to reach a new pool of possible participants. The findings could also prove beneficial to any campus experiencing a similar phenomenon.

APA, Harvard, Vancouver, ISO, and other styles

39

Kerns, Courtney M. "The Influence of Social Norms on Attitudes Toward Help Seeking Behavior of College Undergraduates at a Major Midwestern University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1365172443.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Moore, Sandra L. "An assessment of attitudes toward gender issues among physical education sport and leisure undergraduates at the Ohio State University /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801319988.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Dugan, Molly Shannon. "Ethical decision-making among undergraduates at a Jesuit university: a comparative study of first year students and graduating seniors." Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier154333445700639.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Ibrahim, Rohani. "How do they communicate? : a comparative study of the communication strategies in English of some Malaysian and British university undergraduates." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018458/.

Full text

Abstract:

This dissertation concerns aspects of Communication Strategies in the interim speech of second language learners. Communication strategies can be defined as attempts made by inventive learners to circumvent their linguistic inadequacies in the language they are learning when their limited command of target language structures makes it difficult for them to say what they mean. This study is innovative in that it uses both controlled elicitation tasks and uncontrolled, spontaneous natural speech of learners of English. The study is based on 15 hours of video-taped recordings of the communicative sessions of 150 Malaysian subjects at the University of Malaya, Malaysia, covering three proficiency levels -- Poor, Intermediate and Fluent groups of English learners at the university. These video-taped sessions are comprised of communication activities where the language that is generated is for the communication of ideas and the exchange of real information rather than for the performance of structured drills. Hence the data has most of the attributes of authentic natural speech. Analysis of the CSs is based on relevant parts of the taped data containing instances of strategic behaviour, which were transcribed along with any significant contextual information. Linguistic, contextual and pausological (hesitation and pause phenomenon to indicate communicative difficulties) clues are used to locate and identify strategic behaviour. The strategies are analysed and classified according to viable taxonomic criteria. They are then compared across proficiency levels in terms of their range, frequency of occurrence, and popularity. A rating coeffficient showing quantity of language produced as a function of time is worked out to ensure the comparability of the data across the three proficiency levels. The findings of the study appear to support some of the conclusions of earlier studies that used elicited data of a more restricted nature. However, there are also areas of differences. Some new communication strategies have been identified, a revised version of some earlier taxonomies has been proposed, and some important pedagogic implications of some level trends in strategy use have been suggested. Apart from investigating the possibility of including CS in the instruction and practice of L2, the findings of this study contribute to a better understanding of the dynamics of the second language acquisition process, the effective utilization of strategic behaviour in second language pedagogy, the role of strategic competence in communicative competence, the interrelation of the linguistic and communicative abilities of the Malaysian learners of English and finally, the comparison of native speakers and non-native speakers' use of the Communication Strategies.

APA, Harvard, Vancouver, ISO, and other styles

43

Sibuyi, Xolile Marvia. "An investigation into alcohol use amongst female undergraduate students at the University of Limpopo(Turfloop Campus)." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1360.

Full text

Abstract:

Thesis (MA. (Clinical Psychology)) -- University of Limpopo, 2014
A study investigating alcohol use amongst female undergraduate students was conducted at the University of Limpopo Turfloop Campus. The study was quantitative in nature and used a cross-sectional survey design. A purposive sample of 200 undergraduate female psychology students across 1st, 2nd and 3rd year levels was used. The Protection Motivation Theory (PMT) was used as a framework which guided the study and the reporting of the research results. The self-report questionnaire was made up of several standardized questionnaires and open-ended questions. Quantitative data was analyzed using descriptive statistics namely, frequency tables and figures as they gave a clear overall picture of the data. The chi square (X2) statistic was also used to see if there was significant difference in drinking trends between 1st, 2nd and 3rd year female psychology students. Nearly 89% of the entire sample reported to being Christian, it was expected that they would have moral values associated with the religion which would either call for moderate drinking or abstinence. The results of this study generally underpin this statement. Overall, a significant difference in drinking patterns across year levels, with first years more likely to report problem behaviours relating to alcohol consumption, than second or third year levels was found. In terms of the PMT, the majority of the respondents reported responsible drinking behaviours and patterns. However, a notable number of participants, although not statistically significant, did report a number of problems associated with alcohol consumption. The study recommends that future research be undertaken into alcohol use amongst both genders at different year levels at the institution. It was also recommended that qualitative research, to find out students motivations for drinking, be undertaken amongst both genders.

APA, Harvard, Vancouver, ISO, and other styles

44

Liu, Fangfei, and Bingran Yang. "Career Orientation : A comparative study between Swedish and Chinese undergraduates attending an International Social Work Program at the University of Gävle." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10719.

Full text

Abstract:

This article is a quantitative research analysis that aims to compare the career orientations of Swedish and Chinese undergraduates involved in an International Social Work Program as an effort to provide insight for social work educators. Use of the Social Cognitive Career Theory (SCCT) was applied to analyze the data. A mail questionnaire was issued to 51 students studying at the University of Gävle (Sweden). The results show that fifty percent of Swedish students and fifty percent Chinese students would prefer to work in the government and/or public sector. Also, the study participants agree that they will be influenced by career development opportunities in future work, and that the most substantial difference between the nationalities is that Chinese students tend to be more influenced by the social expectations of immediate parents, relatives, and friends, than their Swedish counterparts. Finally, this article lists a few recommendations geared towards helping social work educators provide more relevant links between the school’s curriculum and anticipated job requirements, and bridging more opportunities for student internship positions.

APA, Harvard, Vancouver, ISO, and other styles

45

Chisholm, Mervin E. "The in-class and out-of-class experiences of African American undergraduates at a predominantly white midwestern university : a phenomenological investigation." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1369915.

Full text

Abstract:

The purpose of this phenomenological research study was to investigate the in-class and out-of-class experiences of undergraduate African American traditional-aged college students who were on a "success" path at a predominantly White campus in the Midwestern USA. It provided the opportunity for the voices of the participants to be heard. Purposive and snowball sampling were used to identify thirteen research participants. A semi-structured interview format enabling conversational interview was used.Findings suggested that the students' experiences were multifaceted and multilayered. They had to contend with racial microaggressions and verbal abuse. This called on their resilience occasioning the expending of psychic energy and extending of the self to cope. The experience of racism clearly suggested that the educational environment was not totally welcoming and supportive of African Americans as, These experiences consisted of discrimination, stereotyping, verbal assaults, and treatment that suggested that the African Americans had major deficits as persons. In the second place, the students described experiences in which they defied the odds. Hence surviving and thriving became an apt metaphor that captured the contours of the experience. Respondents described the importance of investing in the Black community, utilizing the networking opportunities, fellowshipping with friends, family and faculty, and developing disciplined approaches to life as important in the quest to survive and to thrive. In the third place, they also described college as a place where their lives were sculpted, and where they were sculpted for life. This theme was expanded through descriptions depicting college as a place that allowed for the defining, refining, and redefining of the self. They also encountered and came to value diversity, benefited from immersive learning and were challenged to balance and to learn to manage their lives as efficient stewards.The finding that elevated the use of Black community organizations and networking opportunities as counter and recuperative spaces and particularly the importance of body pedagogy in those spaces has value for ongoing research. Further, in negotiating college students had to balance their lives, employing folk wisdom or practical intelligences developed from their socialization in their families and the Black community.
Department of Educational Studies

APA, Harvard, Vancouver, ISO, and other styles

46

Macpherson, Karen, and n/a. "The development of enhanced information retrieval strategies in undergraduates through the application of learning theory: an experimental study." University of Canberra. Information Management & Tourism, 2002. http://erl.canberra.edu.au./public/adt-AUC20060405.130648.

Full text

Abstract:

In this thesis, teaching and learning issues involved in end-user information retrieval from electronic databases are examined. A two-stage model of the information retrieval process, based on information processing theory, is proposed; and a framework for the teaching of information literacy is developed. The efficacy of cognitive psychology as a theoretical framework that enhances the understanding of a number of information retrieval issues, is discussed. These issues include: teaching strategies that can assist the development of conceptual knowledge of the information retrieval process; individual differences affecting information retrieval performance, particularly problemsolving ability; and expert and novice differences in search performance. The researcher investigated the impact of concept-based instruction on the development of information retrieval skills through the use of a two-stage experimental study conducted with undergraduates students at the University of Canberra, Australia. Phase 1 was conducted with 254 first-year undergraduates in 1997, with a 40 minute concept-based teaching module as the independent variable. A number of research questions were proposed: 1. Wdl type of instruction influence acquisition of knowledge of electronic database searching? 2. Will type of instruction influence information retrieval effectiveness? 3. Are problem-solving ability and information retrieval effectiveness related? 4. Are problem-solving ability and cognitive maturity related? 5. Are there any differences in the search behaviour of more effective and less effective searchers? Subjects completed a pre-test which measured knowledge of electronic databases, and problem-solving ability; and a post-test that measured changes in these abilities. Subjects in the experimental treatment were taught the 40 minute concept-based module, which incorporated teaching strateges grounded in leaming theory. The strategies included: the use of analogy; modelling; and the introduction of complexity. The aims of the module were to foster the development of a realistic concept of the information retrieval process; and to provide a problem-solving heuristic to guide subjects in their search strategy formulation. All subjects completed two post-tests: a survey that measured knowledge of search terminology and strategies; and an information retrieval assignment that measured effectiveness of search design and execution. Results suggested that using a concept-based approach is significantly more effective than using a traditional, skills-demonstration approach in the teaching of information retrieval. This effectiveness was both in terms of increasing knowledge of the search process; and in terms of improving search outcomes. Further, results suggested that search strategy formulation is significantly correlated with electronic database knowledge, and problemsolving ability; and that problem-solving ability and level of cognitive maturity may be related. Results supported the two-stage model of the information retrieval process suggested by the researcher as one possible construct of the thinking processes underlying information retrieval. These findings led to the implementation of Phase 2 of the research in 1999. Subjects were 68 second-year undergraduate students at the University of Canberra. In this Phase, concept-based teaching techniques were used to develop four modules covering a range of information literacy skills, including: critical thinking; information retrieval strategies; evaluation of sources; and determining relevance of articles. Results confirmed that subjects taught by methods based on leaming theory paradigms (the experimental treatment group), were better able to design effective searches than subjects who did not receive such instruction (the control treatment group). Further, results suggested that these teaching methods encouraged experimental group subjects to locate material from more credible sources than did control group subjects. These findings are of particular significance, given the increasing use of the unregulated intemet environment as an information source. Taking into account literature reviewed, and the results of Phases 1 and 2, a model of the information retrieval process is proposed. Finally, recognising the central importance of the acquisition of information literacy to student success at university, and to productive membership of the information society, a detailed framework for the teaching of information literacy in higher education is suggested.

APA, Harvard, Vancouver, ISO, and other styles

47

Giesler, Jillian. "An Examination of Smoking-Related Behaviours and Self-Perceptions, and the Role of School Connectedness in Predicting Cigarette Use Among Students at an Ontario University." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/722.

Full text

Abstract:

Background. Post-secondary institutions account for more smokers than any other occupational setting in Canada (Hammond, 2005). Unfortunately, little is known about tobacco use among this distinct population of students. The purpose of this study was to identify the prevalence of smoking and patterns of cigarette use among undergraduates at the University of Waterloo. The current study also sought to investigate the role of school connectedness in predicting students? smoking behaviours, and to explore the relation of student smoking status as determined by a behavoural measure and self-reported smoking status.

Methods. A secondary analysis of data collected using the University of Waterloo Tobacco Use Survey (2004) was employed for this research. Data were analyzed using descriptive statistics (frequencies, means, and percentages), non-parametric statistics (chi-square and Cohen?s kappa), principle components factor analysis and logistic regression in order to serve the exploratory purposes of the study.

Results. Overall, 17. 55% of the respondents reported current cigarette use (3. 37% daily; 14. 18% non-daily). Although most (85. 5%) students? self-perceptions remained as ?nonsmokers who never smoke? from university entrance to the study date, a greater proportion of students made a negative change in their self-perceived smoking status over this time period than a positive change (10. 13% vs. 4. 38%, respectively). Among students who perceived themselves as ?nonsmokers who never smoke? or ?ex-smokers? at university entrance, being more academically engaged predicted making a negative change in ones? self-perceived smoking status (OR= 1. 924, CI₉₅= 1. 064-3. 480). Finally, the proportion of non-daily smokers differed between the two measures of smoking status. Many students classified as ?occasional smokers? using the behavioural measure actually perceived themselves as ?nonsmokers who smoke sometimes?.

Discussion. The results of this study provide valuable new insights into smoking among Canadian university students. Students who are more academically engaged may be at risk of initiating smoking, perhaps as a means of stress reduction. Furthermore, the adult measure of occasional smoking typically used in tobacco research may be insufficient to inform tobacco control efforts for this population as it results in different proportions of non-daily smokers when compared against students? self-perceived smoking status. The findings of this exploratory research await replication with larger samples and different measures. Implications of the results for practice and further research are discussed.

Conclusions. This strategy of assessing connectedness to school shows promise in predicting post-secondary students? cigarette smoking behaviours. The results also provide support for continued investigation into the best ways to measure and assess current cigarette use in this unique population.

APA, Harvard, Vancouver, ISO, and other styles

48

Goliath, Dané. "Career indecision amongst undergraduate university students at an academic institution in the Western Cape." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4030.

Full text

Abstract:

Magister Commercii - MCom
One of the most important decisions adolescents are confronted with in the transitioning period from high school to tertiary institutions, is making career decisions. Young adults and adolescents may experience high levels of stress when they are expected to make decisions pertaining to a desired career. The stressful period may be too overwhelming for them.As a result it may have adverse implications on the quality of their career choice. The applicability of career indecision amongst undergraduate university students is considered an inability to choose a university major or occupation (Brogan & Hiebert, 2006).According to Creed, Patton and Prideaux (2006), career indecision is linked to issues related to career development and problems in making career related decisions, society’s expectations and perceptions, as well as the role of the family which may have an impact on the student’s ability to make career choices. In a study conducted by Creed and Patton (2003) it was revealed that age, gender and career indecision were predictors of career maturity knowledge. Joordan, Smithard and Burger (2009) postulate that career indecision influences career related thoughts and career decisions and plays an important role in the way individuals formulate career goals. Gordon and Meyer (2002) are of the view that it is not atypical for individuals to experience a certain level of developmental career indecision, this may be resultant to not having adequate experience and sufficient knowledge pertaining to the world of work. Developmental career indecision amongst students is viewed as a wholesome state which may ultimately prompt the student to explore careers and set goals (Feldt,2010).Brown, Brooks and Associates (1996), delineate that a career choice is an act which replicate an individual’s motivation. This action compels the individual to work toward their goals and to achieve it. As students venture on attaining their goal (career choice) they are confronted with many challenges, some of which include the transition from secondary school to tertiary level and the adaptation to an academic environment.This emphasizes the importance of career guidance, and that it should not be neglected. Stead and Watson (1999) conducted a study on first year university students in the Western Cape which revealed that students from disadvantaged schools were unable to choose study directions at tertiary level due to negligence of not providing career guidance at school level.Resultant to this, students were not afforded the opportunity to make informed decisions pertaining to career choices. Brown et al. (1996) presume the more informed an individual is about career choices and their abilities, the more likely they are to make career choices as they are more prepared to do so.The current study aimed to examine career indecision experienced by undergraduate university students at an academic institution in the Western Cape. The study examined the differences in career indecision based on gender and age, it also examined the relationship between a lack of information and career indecision and lastly access to a career counsellor and career indecision. A biographical questionnaire and the Career Decision Making Difficulties Questionnaire (CDDQ) were administered to undergraduate university students. The sample (n = 224) consisted of first, second and third year male and female undergraduate commerce students. The results indicated that there are significant differences in career decision making based on gender and age. In addition, the results revealed that there is a moderate relationship between lack of information and career indecision and findings also indicated a significant relationship between access to a career counsellor and career indecision.The results of the current study should however, be interpreted with caution as a convenience sampling strategy was utilized thus limiting generalizabilty to the broader population of students. Furthermore limitations are put forth and the study concludes with recommendations for further research and for academic institutions for consideration.

APA, Harvard, Vancouver, ISO, and other styles

49

Kunene, S. A. S. Z. "The impact of collection development policy on service rendering to undergraduates: a case study of the University of the Western Cape Library." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_3448_1180442380.

Full text

Abstract:

Collection development in academic libraries is going through technology-driven changes relating to the new information technologies ,e.g. -Electronic databases, the Internet and CD-ROM's, joint published materials and audio-visual resources. Libraries are also facing declining budgets and spiralling costs. This research project looked closely at what collection development is and the impact it has on service rendering to undergraduates at the University of the Western Cape. It is also aimed at establishing if the librarians that formulate these policies understand what they (Collection Development Policies) are, and what they should entail.

APA, Harvard, Vancouver, ISO, and other styles

50

Craig, Thomas R. "The Utility of Standardized Achievement Test Scores as a Predictor of Geographic Knowledge and Abilities in Undergraduates at an Urban Ohio University." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1213040235.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'University undergraduates'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles