Tesi sul tema "Interchange of College Students"
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1
Bedsole, Davina A. "Perceptions of college students towards college students who are mothers". Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/334.
Testo completoAbstract (sommario):
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
2
Boazman, Janette Kay. "Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31526/.
Testo completoAbstract (sommario):
As a society, we seek to have our young people, including the gifted, be healthy and happy, and go to good schools with good teachers. Framed by Sayler's theoretical model of giftedness and thriving, this study examined psychological constructs (i.e. general self-efficacy, theories of intelligence, hope, gratitude, religiosity, disposition, and resiliency) to determine their mediating effect on personal well-being and academic success in gifted college students. The 213 subjects for this study included gifted college students from two distinct programs at the University of North Texas. One hundred twenty-two participants were students from the Texas Academy of Mathematics and Science (TAMS). TAMS is an early-college entrance program allowing gifted students to enter college after their sophomore year of high school. Ninety-one participants attended the UNT Honors College. Honors College students are gifted students who enter college after high school graduation. Latent transition, latent class, general linear model repeated measures, and regression analyses were used in the examination of the data. Results of the study revealed that positive disposition and hope-agency were significantly related to the development of personal well-being for gifted students during their first year of college. The ability to identify pathways to goals and the self-theory of intelligence as a fixed trait were significantly related to academic success during the first year at college. Knowledge of psychological constructs that are facilitative of the positive personal well-being and academic achievement helps parents, teachers, administrators, and counselors prepare gifted students for success in college.
3
Williams, Logan Bruns. "College knowledge: Addressing college with middle school students". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/73.
Testo completoAbstract (sommario):
Obtainment of a college education has been a prevalent issue in America for decades. Much research has been performed to support the claim that college access is important in high school. A recent report from the US Department of Education indicates that only 59% of students graduate from high school, and only 29% of high school graduates successfully complete college. Failure of students to enroll in college and the tendency of students to enroll but fail to complete college can be attributed to a lack of college readiness resources. This begs the following question: is high school too late to begin thinking about college? The purpose of this study is to explore the affect of attending a college awareness program for middle school students during the summer prior to entering high school and the impact it has on students’ use of social capital in high school and expectations for attending college. A multiple case study was employed to examine how students use social capital in their freshman year of high school as a result of attending a college awareness program. Three themes emerged from this study: 1) students expand existing networks to meet their needs, 2) students’ college awareness precedes taking action, and 3) the family plays a role in college readiness.
4
Ramsey-White, Kim Renee. "Exploring College Readiness: Self-Perceptions of Early College Students". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/96.
Testo completoAbstract (sommario):
ABSTRACT
EXPLORING COLLEGE READINESS: SELF-PERCEPTIONS OF EARLY COLLEGE STUDENTS
by
Kim R. Ramsey-White
Research shows that too many students are graduating from high school ill-prepared to be successful in the postsecondary environment. This study examined the high school experiences of dual-enrollment students who participated in an Early College High School, and how the students perceived their high school experiences in preparing them for college. Additionally the study sought to understand the role that social capital played in the students’ preparation for college. In-depth interviews with 13 African American students, some of whom were first-generation college attendees, were used to illuminate the student voice in an effort to learn how early college practices and strategies were beneficial and/or detrimental to their preparation for college. Data from the study were analyzed using a college readiness framework developed by David Conley (2007) which focuses on four dimensions of college readiness: (1) Key cognitive strategies, (2) academic content, (3) academic skills and behavior, and (4) contextual skills and awareness. Findings from the study indicate that the students’ Early College High School experiences increased their confidence as college students (key cognitive strategies), taught them the benefits of time management and working in study groups (academic skills and behavior), and provided meaningful relationships and social networks that allowed them to navigate the college application and financial aid processes (contextual skills and awareness). The students also expressed concern that there was very limited alignment between the high school academic courses and expectations and those in the postsecondary institutions they attended. The results of the study contribute to the scholarship on the Early College model.
5
Hartman, Lianne. "Community College Students' Awareness and Use of College Information". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/263939.
Testo completoAbstract (sommario):
Educational AdministrationEd.D.
This qualitative case study utilized interviews with community college students enrolled in at least one developmental course to describe how students accessed college information and used this information to solidify or adjust their educational aspirations. College information sources included relatives, friends, classmates, professors, advisors, and other college personnel. Bourdieu's cultural capital and Tinto's integration frameworks were used as guiding theories. This study utilized semi-structured interviews with 15 first-time, full-time, remedial students at a suburban community college in the northeastern United States. Interviews conducted in the fall and spring semesters explored students' perceptions of college information sources in order to gain insight into how students viewed information and its implications over time. This study identified four categories that broadly characterize students' information seeking and application behavior: students were classified as dreamers, drifters, passengers, or planners. Students classified as dreamers had difficulty aligning their career and educational goals. While college information was an issue for dreamers, they required more intensive guidance about their larger educational picture before information about intermediary steps would be meaningful for them. Drifters had informed educational goals, but possessed incomplete information or had difficulty applying strategies to reach these goals. Passengers and planners were well-informed and had specific strategies to accomplish their educational aspirations. Planners actively sought out information. Passengers benefited from a guide, such as a dedicated advisor or mentor, who helped them to interpret and apply the information. This study suggests that just presenting students with information is insufficient; to get students on surer footing, colleges should explore both decreasing the need for information in the first place and providing students assistance with applying information to their unique situations.
Temple University--Theses
6
Valentine-Cobb, Linda Denice. "African American Male College Students' Experience of College Preparation". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4260.
Testo completoAbstract (sommario):
African American male students have a high risk of not completing high school and not going to college. Students receive some college preparation as early as middle school, yet it is not enough to increase the number of African American male high school or college graduates. The purpose of this phenomenological study was to describe what 18-24-year-old African American male college students recalled from middle school and high school about college preparation, college planning, and college attendance. Critical race theory was used to reveal how outside factors such as oppression, racism, or socioeconomic status prevent African American male students from attending college. The research questions sought to understand (a) college preparation experiences in high school, (b) influential decisions they made to attend college, and (c) the characteristics of a successful pathway to college for African American males. Data were collected from 7 participants who answered in-depth questions via in-person or phone interviews, which resulted in 4 major themes. Results showed that African American male students experienced inequalities and barriers during their school years, and they were aware of segregation between schools. Predominately White Schools had better opportunities for students' success; opposed to predominately Black schools, which had less opportunities for student success. Participants described the inequalities they saw or felt regarding the differences in schools, their teachers' behaviors, and perceptions from society. This study has the potential to make a positive social change in society with specific focus on educational institutes. Therefore, if educational institutes at the district and state levels advocate for African American male students, they can become college graduates.
7
ROBERTSON, SHELITA BALLARD SHARON. "SEXUAL BEHAVIORS OF COLLEGE STUDENTS". [Greenville, N.C.] : East Carolina University, 2010. http://hdl.handle.net/10342/2782.
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Beveridge, Richard W. "Assessing College Students' Mathematical Disposition". Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/BeveridgeRW2004.pdf.
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Smitley, Leigh. "College students' perceptions of dialects". Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5324.
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Thesis (M.S.)--West Virginia University, 2007.Title from document title page. Document formatted into pages; contains viii, 76 p. : ill. Includes abstract. Includes bibliographical references (p. 39-42).
10
Peper, Alan R. "Successful African-American college students /". view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421603351&sid=7&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 247-264). Also available for download via the World Wide Web; free to University of Oregon users.
11
Ahern, Nancy. "RESILIENCY IN ADOLESCENT COLLEGE STUDENTS". Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4330.
Testo completoAbstract (sommario):
The construct of resilience has gained considerable attention over the last four decades since researchers observed that children and youth could cope and adapt in spite of adversity. Resilience involves a dynamic process involving an interaction between both risk and protective processes, internal and external to the individual, that can modify the effects of an adverse life event. Adolescence is considered to be a period of vulnerability for most individuals as they often partake in high risk behaviors. Further, those individuals who are in their early college years are faced with the developmental challenges of this life phase which can be complicated by a variety of stresses. Investigating resilience in college students is of great importance as these adolescents may incur additional stress as they make the transition to adulthood. Empirical evidence indicates that resilience is dynamic, developmental in nature, and interactive with one's environment. A variety of variables have been studied to clarify the concept of resilience in adolescents, yet there continues to be inconsistent findings. Although there is an abundance of literature regarding adolescent resilience, little is known about this process in the healthy well-adjusted adolescent college student. Additionally there are inconsistencies in reported findings about whether resilience is a healthy state. There is also evidence in the literature that contradictions exist regarding the effect of social support on this process. After review of the psychometric properties of existing instruments, the Resilience Scale was determined to have the best reliability and validity use for the study of resilience in the adolescent population. An exploratory model testing design was used to explore the relationships among a set of variables, including personal characteristics, levels of stress, high risk behaviors, and levels of resilience in adolescents ages 18 to 20 years. Institutional Review Board approval was obtained prior to data collection. The study participants attended a community college and met the sample selection criteria. A convenience sampling plan was used. Recruitment of participants followed the college protocol for contacting professors teaching general education classes during the planned data collection time. The study measures included a demographic questionnaire, two perceived stress visual analog scales, the Health Behaviors Questionnaire, and the Resilience Scale. Descriptive statistics were computed for all variables for the total sample (n=166) and recoding performed as needed by the instruments. Model testing was performed using correlations, hierarchical multiple regression, and path analysis to identify the strongest predictive variables. The strongest predictive model was personal characteristics and Health Behaviors Questionnaire Emotional Risk to the visual analog scale Stress in General (R2 = .519, F = 3.13, p = .000). This model was used for path analysis and the significant variables were ethnicity (standardized beta coefficients of .165, p = .036) and Health Behaviors Questionnaire Emotional Risk (standardized beta coefficients of .567, p = .000). These findings are important for health care providers to use as a basis for driving interventions to optimize resilience and reduce stress in adolescents. Further research should focus on ways to enhance coping and adaptation in an effort to reduce emotional risks which potentially increase stress in similar populations. Research regarding resilience and stress can further be expanded to the study of additional populations at risk, including adults and others such as nursing students, war veterans, and disaster victims.Ph.D.
School of Nursing
Health and Public Affairs
Nursing PhD
12
Kraska, Desirae Cassey. "Dietary Behaviors Among College Students". Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27550.
Testo completoAbstract (sommario):
Research states that college students do not meet dietary recommendations, specifically in fruits, vegetables, and dairy products. Failure to meet dietary recommendations results in diets lacking essential nutrients. Additionally, these diets can increase the risk of developing obesity, cardiovascular disease, diabetes, and hypertension.
The objectives of this study were to compare college students? dietary habits in 2013 to 2003 and to compare dietary habits between health and non-health majors in 2013. A Dietary Variety Questionnaire (DVQ) was distributed to collect information on food frequency, gender, Body Mass Index, and living arrangements.
Results indicated significant differences in dairy, protein, and vegetables between years. Results also showed no dietary differences existed between health and non-health majors in 2013. In summary, college students have improved their dietary habits; however, students within health majors do not necessarily practice better dietary habits than students from other disciplines.
13
Caldarone, Michelle Gail. "Caffeine Intake in College Students". Thesis, North Dakota State University, 2015. https://hdl.handle.net/10365/27839.
Testo completoAbstract (sommario):
Caffeine is a widely consumed substance that is readily available through many sources that may influence consumption in the college setting. The purpose of this study was to examine the relationship between caffeine intake and sleep behavior and the effect of campus dining frequency on caffeine intake in college students. Three hundred and fifty students (212 males and 138 females) participated in a 72-hour dietary analysis that provided the students? age, gender, body mass index (BMI), and physical activity level. The students were asked to record dining frequency as well. Ninety-six of the 350 students completed a 7-day sleep diary to complete the sleep analysis. Chi-square tests, regression analysis, and t-tests were performed to analyze relationships and differences between variables. Results showed that there were no significant relationships between caffeine intake and age, gender, BMI, physical activity, sleep time, or frequency of dining and caffeine intake in college students.
14
Haggan, Paul S. (Paul Stephen). "Adult Discouragement: Traditonal College Students". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279255/.
Testo completoAbstract (sommario):
This study resulted in the development of the Discouragement Scale for Adults (DSA), an assessment instrument for the Adlerian construct of discouragement in adults more than 18 years of age. The DSA is a 60-item instrument that contains five sub-scales corresponding to five life tasks identified in Adlerian literature as work, love, society, self, and spirituality. Age, gender, and ethnicity norms were established for the DSA using a diverse sample (N=586). Additional normative data was developed with a presumed discouraged sample (N=47), and a special sample of traditional college students aged 18-27 years (N=531). Findings on the norm sample indicated that females are less discouraged than males on the Total DSA and on society and spirituality sub-scales. The 18-34 year old group was more discouraged than other age groups on the Total DSA and on work, society, and spirituality sub-scales. Presumed discouraged sample findings indicated that females were less discouraged than males on the society sub-scale. College student findings indicated that females were less discouraged than males on the Total DSA and sub-scales of love, society, spirituality, and work. A significant difference was found among ethnic groups in self sub-scales. Students with no absences per week were less discouraged than students with two absences per week. Students with lower grade point averages (GPA) were more discouraged on the Total DSA and work sub-scales. DSA internal consistency coefficients were .9392, .9496, and .9327 for norm, presumed discouraged, and college student samples respectively. Correlations between DSA and two social interest surveys reflect an inverse relationship between discouragement and social interest. Results indicate that the DSA is a useful assessment instrument for research and counseling purposes with college students. Further research should include greater geographical and ethnic diversity as well as validation among diverse college samples and non-traditional students. Additionally, a standard range of scores should be established to indicate varying levels of discouragement.
15
Hardee, Angelica M. "Physical Activity among College Students". University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1409065705.
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LaBonte, Luc Rene. "Thermogenic Usage in College Students". Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447879737.
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17
Bradshaw, Joe W. "Condom Use Among College Students". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2852/.
Testo completoAbstract (sommario):
With the spread of the Human Immuno-Deficiency Virus and sexually transmitted diseases, it is extremely important for sexually active individuals to protect themselves properly if they decide to engage in sexual intercourse. Knowledge of HIV and the Acquired Immune Deficiency Syndrome has been associated with safer sexual practices, but knowledge alone does not totally explain risky sexual practices. This study examined how 154 college students' knowledge of HIV/AIDS, relationship status, perceptions of condom use, and perceptions of personal risk affect condom use during sexual intercourse. The impact of trust and love justifications along with the approval of peers were also examined. Perceptions of condom use and perceptions of personal risk were compared by gender and ethnicity; how perception of personal risk is related to condom use and condom use intentions was also examined. Condom use intention was found to be a significant predictor of condom use, and a significant difference of means for condom use intentions was reported between individuals who used condoms during their last experience with sexual intercourse and those who did not use condoms during their last sexual experience
18
Miller, Colton Duane. "Biculturalism among Indigenous College Students". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2763.
Testo completoAbstract (sommario):
Indigenous* college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous cultures. Biculturalism is the ability of an individual to navigate two different cultures (Bell, 1990; Das & Kemp, 1997). Several scholars have suggested that biculturalism is an important construct in understanding academic persistence among Indigenous students (Jackson, Smith & Hill, 2003; Schiller, 1987). This study explored biculturalism among Indigenous college students and how it impacts their higher education experience. Indigenous college students (n=26) from the southwestern United States and central Canada participated in qualitative interviews for the study. The interviews were transcribed and interpreted using a synthesis of qualitative methods. Several themes related to the participants' experience of biculturalism emerged from the qualitative analysis: institutional support for transition to college, racism, types of relationships to native culture, career issues, and family issues. The findings suggested that more needs to be done in terms of providing Indigenous students centers at universities, implementing mentor programs for incoming students, and educating future Indigenous college students, families, and communities about biculturalism and the culture of higher education.
*Author's note: The term Indigenous will be used to describe Native American/American Indian, First Nation and Métis student participants. Interviews were collected both in the United States and Canada. The terminology used to describe these populations differs across cultures; therefore, Indigenous will be used as a more general term, to describe the participants. The terminology used by cited authors was retained.
19
Lovell, Elyse D'nn. "Motivation and persistence of college students who are parents compared to non-parent college students". Diss., Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/lovell/LovellE1211.pdf.
Testo completoAbstract (sommario):
The purpose of this quantitative comparative analysis study was to determine the factors that contribute to motivation and persistence among undergraduate college students who are parents compared to those students who are not parents. It is important that administrators, faculty, and support staffs know what undergraduate college student-parents report as factors which are contributions or hindrances to their motivation to enroll and persist in achieving degree attainment success when compared to students who are not parents. The results of this study can be used by administrators, faculty, and support staffs as they recruit students, enroll students, retain students, revise current programs, and create new programs. In this study, three hundred and twenty three students were administered a survey (designed from two existing surveys) distributed one week before the semester ended, spring, 2011; ninety four parents and two hundred and twenty nine non-parents responded to questions about five persistence factors (enrollment barriers, decision to continue attending college, classroom experiences, student services and attainment goals) and one factor of motivation. The difference between persistence and motivation is that persistence questions were more specific to academics, while motivation questions were both academic and personal (intrinsic). The results showed parental status predicted persistence to continue attending college, classroom experiences and perceptions of student services. Parents showed higher levels of persistence survey scores than non-parents to continue attending college, classroom experiences and student services. Differences in motivation were unclear. In addition to student-parent status, individual student characteristics of age, marital status, and gender showed significance for predicting enrollment, attainment and student services. Non-traditional age students had lower levels of survey response for barriers in enrollment. Married students had lower levels of survey response for the attainment of goals. Females showed higher levels of survey response for student services. This study concludes that persistence factors were different between parenthood, age, marital status, and gender while differences in motivation remain unclear when comparing student-parents and students who are not parents.
20
Cheung, Wing-shan. "Death orientations among Chinese undergraduates in Hong Kong and Beijing". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3371101X.
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Bingham, Jennie L. "Indigenous Women College Students' Perspectives on College, Work, and Family". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3038.
Testo completoAbstract (sommario):
Native American and First Nations (hereafter referred to as indigenous) women college students are faced with a challenge to balance both their culture and the demands of the dominant Western culture in family, school, and work/employment roles. The presence of indigenous women in higher education and in the work force has increased since World War II. While there is an abundance of literature on work-family balance and work-family conflict, with some focus on the perspectives and expectations of college-aged students, there is a dearth in both of these areas with regards to indigenous populations. In order to begin to explore the experiences and perspectives of work and family, this study analyzed unstructured qualitative interviews of 11 Native American and 9 First Nations female college students. Themes resulting from the hermeneutic analysis of texts that describe the tensions around career, family and education were (a) honoring indigenous culture and community, (b) living in two worlds, (c) pursuing individual fulfillment and goals, and (d) acknowledging the importance and influence of family.
This paper was later published in the Journal of College Student Development. You can access the paper here.
22
Polzer, Michael. "Alcohol, tobacco, and sexual practices a corralational study /". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999polzerm.pdf.
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Keaney, Christine V. "Mental disorders in college : a qualitative study of lived experience /". Norton, Mass. : Wheaton College, 2010. http://hdl.handle.net/10090/15511.
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Guin, Autumn Hope. "Sexual Risk Behavior in College Students: Does the parent-college student relationship impact students? condom use?" NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-11032005-103512/.
Testo completoAbstract (sommario):
College students are at high risk of contracting sexually transmitted diseases, including HIV/AIDS due to the high frequency of unprotected sexual activity (Centers for Disease Control and Prevention, 2003). Condom use research among college aged youth has primarily concentrated on individual decision making processes with some recent focus on the impact of peer norms. To further understand college students? choices regarding sexual risk behavior, the current research examines the influence of the parent-college student relationship on college students? decisions about condom use. Building on previous research in sexual risk and alcohol use literature, the current study examines the role of parent-young adult relationship variables (i.e. facilitation of independence, and affective quality) on condom use. Parental influence has been an important predictor in other areas of college student life but has not been examined in the college student sexual risk literature. Results and implications for future studies are discussed.
25
Chan, Kwan-fong Florence. "A community for students". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947230.
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26
Ogbonna-McGruder, Chinyere. "Health Knowledge of Nigerian College Students". TopSCHOLAR®, 1996. http://digitalcommons.wku.edu/theses/815.
Testo completoAbstract (sommario):
The increase in preventable diseases in many parts of Africa is becoming quite a concern for the African community as well as for epidemiologists all over the world. There is a general consensus among African epidemiologists that a lack of health education and traditional cultures contribute to this trend. The purpose of this thesis is to report the results of a survey of health knowledge among college students in the southern region of Nigeria, specifically, in Enugu and it's surrounding environ. First year students at the two universities in this region completed the health knowledge inventory (HKI). These students were enrolled in classes in general education-- which covers topics ranging from history, geography, and government, to personal hygiene. The HKI was utilized in measuring the health knowledge of these students. The result of the survey indicates a need for improvement in the health knowledge of Nigeria students. The Nigerian students scored lower than a large sample of American college students on human sexuality, chronic disease, communicable disease and mental health subscales. On the rest of the subscales the students' scores were above average. The results from this survey may be relevant in the development of health care programs for the area.
27
Chen, Bai-Yin. "Social support in Taiwanese college students". Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285084.
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Gorbett, Kelly L. "Rape myth acceptance in college students". Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1343469.
Testo completoAbstract (sommario):
The purpose of this study was to examine the relationship between variables that may be related to rape myth acceptance in college students. Identifying variables that may be related to rape myth acceptance is essential for improving rape prevention programming. The setting chosen to examine these variables consisted of 349 students enrolled in undergraduate courses at a mid-size, Midwestern University. Analysis of Covariance (ANCOVA) was used to examine the relationship between gender, year in school, previous participation in rape prevention programming, knowing a victim and/or past experiences of sexual victimization, and knowing a perpetrator and/or perpetration with rape myth acceptance. Personality constructs were utilized as covariates due to their expected influence on the dependent variable. Overall, only Openness to Experience significantly correlated with rape myth acceptance and the effect size was small.Results indicated a significant 2-way interaction for gender and year in school. The interaction revealed that at freshmen year, men showed much higher rape myth acceptance than women. Rape myth acceptance in men declined from freshmen year to senior year, but consistently remained higher than women. Rape myth acceptance in women only slightly decreased between freshmen and sophomore year, yet were significantly lower from freshmen to senior year. Although a significant interaction between gender and year in school was found, the interaction was ordinal making the main effects interpretable. In fact, results indicated a significant main effect for both gender and year in school. Specifically, men report higher rape myth acceptance than women. Also, acceptance of rape myths decreased as year in school increased. Implications of these findings and future directions for research are discussed.Department of Educational Psychology
29
Leroy, Stephanie A. "College students' knowledge of blood donation". Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115747.
Testo completoAbstract (sommario):
The purpose of this study was to determine the knowledge of college students with regard to blood donation in order to be able to create an education program to recruit new donors. After creating a table of specifications, a questionnaire was designed and reviewed by a jury of experts, and then tested in a pilot study. In the final study, 782 usable questionnaires were completed; the majority of students from the convenience sample were female (60.9%), under the age of 21 (93.1%), white (86.2%), non-Hispanic (95.8%), and had earned some college credits (61.4%).The data were analyzed using mean, t-tests, and ANOVA to test five null hypotheses. The overall knowledge (60%) of the subjects was less (M = 13.11 out of a possible 22) than anticipated. Statistically significant differences in knowledge of blood donation was found between college males and females (p < 0 .028), among students by education level (p < 0.047), and among students who were frequent, occasional, and nondonors (p < 0.000). No difference was found in the knowledge of blood donation among students by age.Department of Physiology and Health Science
30
O'Connell, Lillian. "ENERGY-USE BEHAVIOR AMONG COLLEGE STUDENTS". Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2989.
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As the effects of global climate change become increasingly apparent, many concerned individuals are making efforts to reduce their greenhouse gas emissions. One simple and effective method of reducing one s personal carbon footprint is through energy conservation behavior. Studies have shown that occupant behavior can control as much as 50% of residential energy use and that energy use varies widely between residences with the same number of occupants depending on consumption behavior. In light of this, energy conservation behavior is a valuable method of reducing greenhouse gas emissions and curbing the effects of climate change. Motivating people to conserve energy could have profound positive effects on the environment. The following study applies Icek Ajzen s Theory of Planned Behavior (1991) to energy conservation behavior among college students in the state of Florida. This research tests the hypothesis that pro-environmental attitudes, influence of peers, and a high level of perceived control over behavior have a significant impact on energy conservation behavior.M.A.
Department of Sociology
Sciences
Applied Sociology MA
31
Janisz, Nancy L. "College students' perceptions of parental sexuality". Master's thesis, University of Central Florida, 1991. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/23095.
Testo completoAbstract (sommario):
University of Central Florida College of Arts and Sciences ThesisPocs and Godow (1977) published research results indicating that college students experienced difficulty in considering their parents as sexual beings. The results of the present study were based on responses of 330 college students to a questionnaire authored by the examiner. Results were compared to Pocs and Godow's results, and research data from Kinsey (1948, 1953) and Hunt (1972), which presented the reported frequencies of sexual activites of the parent-aged population. The cmparisons suggest that although estimates of the subjects in the current study were higher in all areas than in the Pocs and Godow data, today's college students still underestimate their parents' sexual activity as compared to Kinsey and Hunt, with few exceptions. Results found significant correlations of estimations with marital status of parents, amount of and comfort with parent-child sexual discussion, subjects' religious attendance and importance, and negative emotions when considering their parents as sexual beings. Suggestions were made to conduct a future replicaton this research, and for parents to increase open discussion of sexual issues, to inform thier children that sexuality if not just for the young.
M.A.;
Arts and Sciences;
Clinical Psychology;
101 p.
ix, 101 leaves, bound : ill. ; 28 cm.
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Dixon-Peters, Earic B. "Leadership efficacy of community college students". Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581489.
Testo completoAbstract (sommario):
This quantitative study examined the leadership efficacy of community college students in leadership positions using Bandura's (1997) self-efficacy concept. The sample included 124 respondents from 19 community colleges in California. The results indicated that student leaders' leadership efficacy was moderately high, suggesting participants believed they might be able to accomplish certain leadership tasks. There were no significant differences in leadership efficacy scores by gender or ethnicity. However, a significant difference was found in one category, the belief in ability to motivate groups. Implications for leadership educators, institutional practices, and future research are discussed.
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Patton, Bailey. "College students' perspectives on human trafficking". Thesis, Wichita State University, 2014. http://hdl.handle.net/10057/10972.
Testo completoAbstract (sommario):
Domestic minor sex trafficking (DMST) is an insidious and hidden form of abuse (Smith, Vardamen, & Snow, 2009; Clawson, 2010, Countryman-Roswurm, 2012). In the US, approximately 100,000 children are sexually exploited each year (Estes & Weiner, 2001; Smith et al., 2009). The complexity and scope of this issue requires a multi-disciplinary, collaborative approach led by professionals trained to identify and intervene on behalf of victims (ASERCA, n.d; Clawson & Dutch, 2008; Smith et al., 2009; Countryman-Roswurm, 2012; Rafferty, 2013; Countryman-Roswurm & Patton, 2014). Therefore, it is important to assess and enhance the knowledge and perceptions of DMST across disciplines. A University setting provides access to a range of disciplines and is typically structured to facilitate collaboration (Lattuca, Voigt, & Fath, 2004). This project examined 52 multi-disciplinary students' knowledge and perceptions of DMST before and after completing a one credit hour course on the topic. The results indicate that perception and knowledge about DMST were increased through participation in the course. The benefits of enhancing college students' perceptions of human trafficking and increasing their knowledge about human trafficking are discussed.Thesis (M.Sc.)--Wichita State University, Fairmount College of Liberal Arts and Sciences, Dept. of Social Work
34
McGuire, Erin D. "White coat effect in college students". Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2659.
Testo completoAbstract (sommario):
This study was a systematic replication of the work of Carels, Sherwood, and Blumenthal (1998) who studied white coat hypertension (WCH) in adults with suspected hypertension. The present study utilized healthy African American and Caucasian young adults. Fifty-seven male and female high school and college students (34 Caucasians and 23 African Americans) had their blood pressure screened three times on three separate occasions. The State-Trait Anxiety Inventory (STAI) and the Arousal Predisposition Scale (APS) were administered at the first visit to assess anxiety and arousal. A 3-way multifactorial mixed design ANOVA and multiple regression analyses were performed separately for systolic BP and diastolic BP. Significant main effects for trials, gender, and ethnicity for systolic BP were revealed. Significant main effects were not found for diastolic BP measures, and no interaction effects were revealed for systolic or diastolic measures. Participants' systolic BP decreased from the first screening to the second and third screenings. The main effect for gender indicated significant differences in systolic BP between males and females, with males having higher systolic BP over trials. The significant main effect for ethnicity revealed that African Americans had higher systolic BP than Caucasians. The regression analyses using the scores from the APS, STAI, and BP trial change scores revealed that none of the variables contributed significantly to the change in BP across sessions. The results replicate the finding of Carels et al. (1998) who found SBP declined from Trial 1 to Trials 2 and 3, and provide partial support for a small white coat effect in healthy Caucasian and African American young adults.
35
Jones, Maisha N. "Black Male Students' Community College Experiences". Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822801.
Testo completoAbstract (sommario):
Contrary to the rhetoric around a post-racial United States, Black male students are not experiencing equitable outcomes in higher education. Community colleges are a critical access point to higher education for Black males; however, they are not graduating, transferring, or entering the workforce at an acceptable pace. The purpose of this qualitative study is to explore Black male students’ perceptions of their community college experience. The Five Domains Conceptual Model is a holistic framework utilized to address inequitable outcomes for Black males in community colleges. A constructivist approach to this qualitative inquiry reveals unique strengths and challenges of 17 Black male students as they navigate the community college environment for success. Findings from this study illuminate the importance of human agency (e.g., background factors, self-efficacy, and aspirations) coupled with institutional responsibility (e.g., faculty engagement, campus climate, and campus resources) to improve academic outcomes for this disproportionately impacted student group. Recommendations for addressing inequitable outcomes for Black male students include policy to sustain funding for Black Male Initiatives, equity-minded practices for faculty hiring and professional development, and future research that extends this inquiry to other marginalized student populations.
36
Prieto, Godoy Kaitlin Ann. "Bisexual College Students' Identity Negotiation Narratives". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586948071736854.
Testo completo
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Hanania, Jihane W. "Exploring snacking habits of college students". Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/44643.
Testo completoAbstract (sommario):
Previous research has revealed that adolescents have the highest prevalence of unsatisfactory nutritional status and unstructured eating patterns. They also recognized the importance of snacks in the eating habits of this population group. The purpose of this study was to investigate the snacking habits of undergraduate college students, and their correlations with the population’s general eating practices and response to nutrition education. Two hundred eighty four a nutrition course undertook a term project in which they provided information on consumption in the percentage calories provided by protein, fat, carbohydrate and alcohol; their nutrient meals and snacks; and their vitamin/mineral supplement(s) usage toward the beginning of the class. Toward the end of the class, they answered questions on the effect of nutrition education on their eating habits for the overall diet and on vitamin/mineral supplement usage. They also re-ported their frequencies of meals and snacks, their snacks’ food preferences, and responded relationships between snacking perceptions. Correlational statistics were used to identify any significant all the variables. The data analysis revealed that the unstructured eating patterns of college students do not automatically mean unsatisfactory nutritional status and a fondness for just low nutrient dense foods. However, no specific trend could be detected between the snacking perceptions and the consumption practices of college students.Master of Science
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Lee, Eun-Young. "Factors affecting migration of college students /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148732769562318.
Testo completo
39
Luneke, Aaron. "Energy Drink Expectancies Among College Students". University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo154115206300839.
Testo completo
40
Grayson, Andrea. "Reaching College Students Where They Live:". ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/93.
Testo completoAbstract (sommario):
The purpose of this research study was to ascertain the relative level of adoption of the use of web-based media by undergraduates, the results of which will be considered in the creation of health promotion messages and campaigns that are distributed through electronic means to a campus audience. The primary research conducted was a web-based survey of UVM undergraduates, inquiring about the extent to which they consume web delivered media programming, of both news and entertainment, and how they communicate with their peers. Through the use of descriptive statistics, it was learned that more than half of UVM undergraduates (58.7%) watch between one to five minutes of web-based video on a weekly basis, suggesting that the creation of video-based health promotion programming might indeed prove to be an effective approach to raising awareness and promoting behavior change for this population. Additional data reveals how much time respondents do a variety of media activities, as well as their most used means of communication with peers when not with them in person. The study concludes that there is a high enough adoption of the use of web-based media by undergraduates to warrant creating health promotion messages and campaigns that are distributed through electronic means to a campus audience.
41
Phillips, Daniel W. "Tattooed college students : an exploratory analysis /". Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06232009-063452/.
Testo completo
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Andrews, A. Eugene Jr. "Spiritual life of Bible college students". Lynchburg, Va. : Liberty University, 1995. http://digitalcommons.liberty.edu.
Testo completo
43
Bergeson-Graham, Debra. "Nourishing the faith of college students". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
Testo completo
44
Watkins, Shanea J. "Religiosity and aggression in college students". [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0715103-102246/unrestricted/WatkinsS072803f.pdf.
Testo completoAbstract (sommario):
Thesis (M.A.)--East Tennessee State University, 2003.Title from electronic submission form. ETSU ETD database URN: etd-0715103-102246. Includes bibliographical references. Also available via Internet at the UMI web site.
45
Alsing, Sarah Elizabeth. "Promoting Healthy Cooking to College Students". Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/578982.
Testo completoAbstract (sommario):
College students gain weight due to unhealthful food availability on campus, snacking, eating due to stress/boredom, and alcohol-related eating. The Mediterranean diet has been proven to reduce risks of chronic diseases and help with weight maintenance. The purpose of this study was to teach interactive cooking classes with recipes inspired by the Mediterranean diet to college students to give the students the knowledge of how to cook foods in healthy ways. The hypothesis is that the students who attend the cooking classes would increase the number of meals they cook on their own, as well as have improved diet quality. Participants answered a pre-survey and then attended 3 interactive cooking classes that had a theme (olive oil, whole grains, and fish). After the classes, participants answered a post-survey and 2 months later they answered a follow-up survey. 25 participants were recruited (n=10) and females (n=15), ages 18 to 28 years. 14 participants answered the post-survey and 10 answered the follow-up survey. Average meals that participants prepared each week increased from an average of 10 to 11 for post and follow-up. Although there were no significant changes in preparing their own meals after attending cooking classes, all of the participants reported that they would like to cook more of their own meals in the future.
46
Reyes, Adriana Marie. "Influences on College Students' Eating Habits". Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/146055.
Testo completoAbstract (sommario):
This study aims to examine the factors that influence college students' eating habits and that may impede them from eating how they would prefer to eat by surveying 219 undergraduate college students, looking especially at the impacts of time and money on college students' eating habits. The results show that money does not affect all students equally but disproportionately affects students of lower economic classes. Social class and time constraints make eating healthy difficult for many college students. Students today have busy lives because they are not only students but workers, volunteers, and participants in campus organizations. Prices of food also have lead students to seek out cheaper, often unhealthy food choices. Unfortunately, eating healthy costs more money in our society. While in my study I look at college students these same issues are relevant and visible in a larger society as well.
47
Chung, Hsiu-Feng 1965. "Hope and resiliency among college students". Thesis, The University of Arizona, 1996. http://hdl.handle.net/10150/291755.
Testo completoAbstract (sommario):
The primary purpose of this study is to examine whether hope serves as a protective factor in resiliency. Questionnaires were administered to 112 college students to assess their life experiences, levels of self-esteem, self-confidence, and hope. Self-report levels of self-esteem, self-confidence, and amount of stress were used to differentiate resilient from non-resilient students. Results indicated that the college student sample experienced stress with primary stressor being Relationship. No significant difference in stress was found between male and female students. Hispanic students reported significantly higher levels of stress on academics and work than other ethnic groups. Students with GPA's < 3.0 reported significantly higher levels of stress and more positive Relationship experiences than students with GPA's > 3.0. Finally, resilient students reported significantly greater degree of hope than non-resilient students. The sources of hope for resilient students seem to come from within, with a determination to achieve goals.
48
Carl, Brian Charles. "Acceptance of Disability in College Students". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4180.
Testo completoAbstract (sommario):
This dissertation presents the findings of a study examining the following questions: How do students in a particular disability group differ from students in other disability groups in the degree to which they accept their disability? How are level of functional impairment and acceptance related? How are an individual's view of disability as a defining characteristic and acceptance related? How are functional impairment and the degree to which disability is seen as a defining characteristic related? Analysis using ANOVA indicated that there was not a significant difference in the level of acceptance between disability groups. Three Pearson's r correlation analyses were conducted using the total score on the Acceptance of Disability Scale- Revised (ADS-R), the clients' self-apprised level of functional impairment, and the degree to which disability is seen as a defining characteristic. All analyses resulted in significant correlations. Results of the first analysis indicated that there is a significant correlation between acceptance of disability and functional impairment. Results of the second analysis indicate that there is a significant correlation between acceptance of disability and the degree to which disability is seen as a defining characteristic. Results of the third analysis indicate that there is a significant correlation between functional impairment and the degree to which disability is seen as a defining characteristic.
49
Blair, Anthony R. "ADHD Stimulant Justification among College Students". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/172.
Testo completoAbstract (sommario):
The purpose of this paper is to understand ADHD stimulant abuse among college students. Adderall and other ADHD stimulants are socially acceptable in the college student community. Students believe Adderall is safe, harmless, and beneficial, but the United States Drug Enforcement Agency (DEA) classifies Adderall, along with other ADHD stimulants, as Schedule II substances because of their addictive nature. Among the average college student population, Adderall is not perceived as a dangerous Schedule II drug such as cocaine, oxycotin, opium, or morphine. Instead, Adderall is seen as a way to “perk up” and become or stay alert. College students rationalize that using the drug is no different than drinking coffee, using energy drinks, or taking energy tablets. College students are in denial that ADHD stimulants are dangerous and addictive in nature like any other habit-forming narcotic. The goal of this paper is to discuss and understand why college students abuse ADHD stimulants and rationalize their behavior for doing so. Suggestions for educators, researchers, and medical practitioners are also included. The significance of this paper is to convey a better understanding as to why college students abuse ADHD stimulants.
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Byrd, Rebekah J., e K. Emelianchik. "College Students Conceptions of Relationship Violence". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2600.
Testo completo