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1.
Little is known about university campus religious organisations’ influence on students’ sexuality-related attitudes and behaviours. This study sought to better understand sexuality-related communication within the context of campus ministries by exploring students’ and campus ministry leaders’ conversational experiences at a public university in the south-east USA. Data sources included an online survey of undergraduates participating in student religious organisations (n = 57), focus groups with campus ministry students (n = 36), and individual interviews with campus ministry leaders (n = 19). Findings indicated student satisfaction with the focus and frequency of conversations about romantic relationships and sexual health within the context of campus ministries. However, both campus ministry students and leaders indicated discomfort in discussions of sexuality. Leaders acknowledged their need for better strategies to engage students; students focused on how to integrate religious messages about sexuality with messages from other sources. These findings suggest campus ministry leaders may benefit from focused training and support to communicate more effectively with college students about sexuality.  相似文献   

2.
In order to better understand the effects of student-life stress on Education and Health Service majors (n?=?195) at a private, religious, Midwestern university in the USA, we assessed student perception of overall stress level and physical stress level using the Student-life Stress Inventory. The targeted sample consisted of students with declared majors that lead to careers involving interaction with vulnerable populations (i.e., children, individuals with disabilities, patients). Women in this study experienced a significantly higher (F?=?7.092 [1195], p?=?.008) overall stress level than their male counterparts. When the physical stress reaction scores were isolated, women still experienced significantly higher stress levels (F?=?7.758 [1195], p?=?.01). Regardless of gender, seniors and graduate students had an overall stress difference that was 11 points below that of freshman students in overall stress scores. There was a significant difference in the overall stress score (F?=?6.484 [2181], p?=?.001) between students who took 18 or more credit hours and those who took less. Students who worked more than four hours per week had a significantly higher overall stress level. Students in the age category 23+ had significantly less physical stress. There was a significant difference between students who prayed at least daily and students who never pray (F?=?1.114 [3188], p?=?.03). This study provides a valuable insight into the characteristics of individuals more likely to have difficulties adjusting to the demands of college life and the inherent stress of a profession in Education or Health Service.  相似文献   

3.
Abstract

The purpose of this study was to investigate the association between unrealistic optimism (UO) and risky sexual behavior (RSB) and related consequences in a college student sample. Participants believed they had significantly lower personal risk of engagement in alcohol-related sexual activity, unintended pregnancy, and STIs than the average college student (ps?<?0.01). Compared to national data, participants significantly underestimated likelihood of HPV and sexual engagement with four or more partners in the next year (ps?<?0.01). Findings support evidence of UO relating to RSB-related consequences, indicating need for improvements in sexual health education and intervention.  相似文献   

4.
Abstract

This study uses a regression discontinuity design to evaluate the impact of seventh-grade interventions delivered by 25 schools on the reading and school engagement outcomes of struggling readers. Students in participating schools were assigned to intervention (n?=?1,495) or comparison (n?=?4,397) conditions, based on their state reading performance and reading fluency scores in sixth grade. On the state reading test, intervention impact favoring the treatment group approached, but did not reach, statistical significance (p?=?.056, g?=?.15). On a measure of reading fluency, there was a significant interaction between the cut points schools chose for condition assignment and intervention impact (p?=?.015). In schools that chose a lower cut point, intervention students outperformed comparison students, while in schools that chose a higher cut point, comparison students outperformed intervention students. On a student self-report measure of school engagement, no significant differences between the intervention and comparison groups were observed (p?=?.83, g?=?.02). Implications for rigorous evaluation of interventions implemented by districts and schools under naturalistic conditions are discussed.  相似文献   

5.
This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n?=?17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science, across five universities in three Australian cities. The two-year study used three data sets to determine the outcomes of development and assessment initiatives: student pre- (n?=?779) and post-questionnaires (n?=?601), interviews with students (n?=?46) one year after completing a course that developed research skills and interviews with academics (n?=?17) involved in developing and assessing student research skills. These multiple sources provided evidence that students developed a variety of discipline-specific research skills and that these skills were useful for subsequent studies and especially for employment. Academics indicated that the process of making explicit the development of student research skills led to enhancement of their teaching, helping the academics to clarify major course purposes as well as enabling them to provide more substantial feedback to students than in the past. Academics also indicated that this teaching process changed their understanding of disciplinary research and, for some, even suggested new directions in their research.  相似文献   

6.
通过对中国某大学学生性观念的调查研究,得以较真实地了解当前中国大学生的性观念和性心理现状及特征,为中国大学生性心理健康教育提供依据,以协助学校开展学生工作。采取随机抽样的方式对该校的415名大学生进行不记名的自填式问卷调查,并分析调查结果。调查显示,性别、家乡、年级、父母受教育程度、父母婚姻状况、婚前性行为状况等各方面在一些有关性行为的态度问题上都有显著性的差异。研究认为大学生的性行为问题日益普遍,学校应根据学生性观念和性心理现状所显示出的特征进行有针对性的引导和教育。  相似文献   

7.
This paper defines how out-of-school adolescents from Masaka District in rural southwest Uganda currently receive sexual and reproductive health information and how they would prefer to receive that information. Information adolescents feel they lack falls into three broad categories: sexual and reproductive health issues, the negotiation of sex and sexual relationships, and making the transition to adulthood. The preferred source for information depends on the type of information to be delivered, the overriding principle being that the source must be authoritative in that type of information. Current information sources including family, peers and media are perceived as either flawed or insufficient. Preferable sources fall into three categories based on the type of information provided: accurate sexual and reproductive health information should come from trained community and media-based rather than clinic-based health educators; information about negotiation of good relationships and the negotiation of sex and condom use within relationships should come from an up-skilled traditional source, ssenga (paternal aunt), particularly for young women; and social information about becoming a good adult should come from parents, grandparents, church and community leaders. All information should be positively framed and non-judgemental. Centrally coordinated community health promotions delivered by trained community-based health educators, ssenga and parents, guided and supported by existing radio and print media, are required.  相似文献   

8.
Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all students (n?=?1557) registered on undergraduate nursing/midwifery and teacher education programmes at an Irish university. Participants (n?=?1112) completed the General Health Questionnaire (GHQ) to determine their self-reported psychological distress and the Lifestyle Behaviour Questionnaire to examine sources of distress, lifestyle and demographic variables. Individual interviews (n?=?59) explored student experiences of psychological distress and their help-seeking behaviours. Forty two percent of respondents exceeded the GHQ threshold ≥5, which signifies risk of mental or physical health problems. Sources of distress included academic, financial and psychosocial stressors. Regression analysis identified that demographic, programmatic and lifestyle variables predicted GHQ scores. Despite the distress experienced, students were reluctant users of support services. Many actively avoided seeking help. These findings raise serious concerns about the extent of psychological distress among this population. They also alert education providers to be vigilant for student psychological distress and to provide effective interventions, cognisant of the impact of stigma on help seeking.  相似文献   

9.
ABSTRACT

Sexually active college students in the United States have alarming rates of unplanned pregnancy and sexually transmitted infections. Varying degrees of sexual health knowledge and attitudes among college students are an outcome of sexuality education in the K-12 school systems with abstinence-only or comprehensive focus. Community college students (n = 737) aged 18–24 years, 57% from a college in an abstinence-only sex education state and 43% from a college in a comprehensive sex education state, both in the Mid-Atlantic region, took the Sexual Health Survey in October 2016, which measures sexual health knowledge and attitudes. Gender and ethnicity differences, as well as other sources of sexuality information were evaluated. Students from the comprehensive sex education state, New Jersey had higher sexual health knowledge and attitude scores than the students from the abstinence-only sex education state, Pennsylvania. Male students in New Jersey scored significantly higher in sexual health knowledge compared to male students in Pennsylvania, while female students in New Jersey had higher sexual health knowledge scores compared to the male students. Analysis of ethnicity revealed the New Jersey college sample had healthier sexual attitudes as compared to the Pennsylvania college sample, with notable distinction among Black students. The Internet, friends, and personal experiences were chosen by 75% of all students across both colleges as the top reported sources of sexuality information. In addition to advocating for comprehensive sex education, recommendations are made for sexual health initiatives in community colleges to provide sexual health instruction and support.  相似文献   

10.
Sexual violence is a significant public health issue on US college campuses. This qualitative study aimed to better understand college student perceptions of sexual violence and bystander intervention. Gendered group and individual interviews were conducted with male (n = 3) and female (n = 12) undergraduates. Eight major themes emerged which included slut shaming; victim blaming; the preventive power of social networks; the importance of family influence and early education; ambiguous definitions of sexual behaviour and assault; perpetrator typology; and gendered actions. Sexual behaviour is simultaneously a topic of confusion and importance to college students. Future prevention efforts may be more relevant and efficacious by addressing the university experience and campus climate as perceived by the students.  相似文献   

11.
ABSTRACT

This paper offers a review of school-based sexuality and relationship education as it relates to gender and sexual minority (GSM) students. Framed by a queer theory lens, the paper examines four main topics: (a) sexual health and relationship risks for GSM youth, (b) comprehensive school-based sexuality education as a protective factor for sexual health and relationship risks, (c) the current availability of relevant sexuality education for GSM students in the United States, and (d) inclusive schools as a social determinant of health. The author advocates for health equity, and offers suggestions for inclusive, comprehensive sexuality and relationship education to provide relevant, accurate, positive information for all students.  相似文献   

12.
While various research studies have focused on antecedents and consequences of student satisfaction, few studies have done so in the Gulf region. The objective of the present study was therefore to design and empirically examine a model of student satisfaction in a private university in the Gulf region that operates in a high-technology-enabled environment. Based on a literature review and conducted focus groups, draft measures for the study constructs were developed. Data were collected from 217 students and an exploratory factor analysis identified 6 factors that potentially influenced satisfaction. After scale development, multiple regression analysis was used to test the research questions. It was found that the two genders displayed a difference in the factors influencing their satisfaction. For female students, only reputation (beta?=?.499, p?p?p?相似文献   

13.
It has been well documented that sexual minority individuals are significantly more likely to be college educated than heterosexual individuals [Black, D., Gates, G., Sanders, S., & Taylor, L. (2000). Demographics of the gay and lesbian population in the United States: Evidence from available systematic data sources. Demography, 37(2), 139–154; and others]. Yet there is very little scholarship on the experiences of sexual minorities in college. We discuss several ways that sexual orientation could matter for college outcomes, and we provide the first empirical evidence on this question by using confidential data on over 40,000 students from the 1997, 1999, and 2001 waves of the Harvard College Alcohol Study. We identify sexual minorities by using responses to questions about the sex of the respondent's lifetime sex partners. After conditioning on observable demographic characteristics and institution fixed effects, we find that (compared to their heterosexual peers): (1) gay males have higher college grade point averages and perceive their academic work as more important; (2) gay and bisexual males are more likely to report the presence of a faculty member or administrator with whom they could discuss a problem; and (3) gay and bisexual males place more importance on participating in student organizations, volunteer activities, the arts, and politics. Among females, we find that: (1) bisexual females are less satisfied with the education they are receiving, spend less time studying, and perceive their academic work as less important; and (2) lesbian and bisexual females place more importance on participation in the arts and politics. These patterns suggest important and complex relationships between sexual orientation and college outcomes.  相似文献   

14.
Although mounting evidence in Western nations indicates that entertainment media influence young people’s sexual socialisation, virtually no research has addressed the topic in sub-Saharan Africa. The present study employed 14 focus groups of Ugandan high school students to identify media through which they were exposed to sexual content, how they interpreted and evaluated that content, and how they compared its influence with that of parents, schools and religious institutions. Participants most often mentioned TV, followed by print media and Internet as sources of sexual material. Media were said to present discrepant messages regarding the timing of sexual debut, with international programming urging early sexual debut and local programming described as urging young people to delay sex. Young people spoke of turning to ssengas and kojjas for sexual advice, and a number of boys suggested pornography could also be educational. Both local and international programming was interpreted as conveying views of men as sex driven and women as submissive in sex and relationships. Participants expressed the belief that sexual media content had a negative impact on young people. Most nevertheless assessed these messages as more influential than other sources of sexual socialisation.  相似文献   

15.
This study replicates and extends research on college students’ sexual possible selves by longitudinally examining their sexual expectations, fears, and behavioral strategies at the beginning and end of the first semester in college. Open-ended responses were collected at two time points (T1, N?=?78; T2, N?=?40) and were analyzed using directed content analysis. First semester students’ salient expectations and fears focused on abstinence, interpersonal relationships, quantity, conditional sex, decreasing/avoidant behaviors, and fears related to sexual health/well-being, sexual assault/coercion, self-focus, and increased sexual risk at both T1 and T2. However, two new themes emerged at T2: maintain (expected) and partner-focus (feared). At both time points, behavioral strategies included abstinence, making opportunities, restricting boundaries, sexual health/well-being, thoughtful/informed decisions, and self-assertion/protection. Quantitative frequency comparisons were also conducted to examine changes in the prevalence of the reported categories and indicated shifts in salient expectations, fears, and strategies across the first semester. Implications for sexual education are discussed.  相似文献   

16.
性问题是困扰当代大学生身心健康发展的一个重要问题。在大学生这个特殊的群体中,存在着普遍性的性知识贫乏、性观念混乱、性行为随意等问题,而且他们对性教育有迫切的要求。加强对大学生的性健康教育已成为摆在教育部门面前的当务之急。  相似文献   

17.
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18.
This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n?=?201) was carried out for each of the survey assessments. Significance testing for Chinese (n?=?107) and US (n?=?94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n?=?19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards.  相似文献   

19.
Burnout is a significant problem in the workplace and recent research suggests burnout is also a growing concern for students. This study aimed to explore the transition from study to work, including exploring the impact of student burnout on work burnout. Australian health profession students (T1, n?=?86; T2, n?=?86; T3, n?=?57) from the disciplines of nursing, psychology, occupational therapy and social work were followed from their final year at university into their first two years at work. An online questionnaire which included measures of exhaustion, cynicism, professional efficacy, mental health, neuroticism, study/job demands and resources was administered at three time points, one year apart. Contrary to the hypotheses, burnout was higher in study than work for all dimensions of burnout. Study exhaustion and cynicism predicted work exhaustion and cynicism, respectively. These results demonstrate the importance of early intervention for burnout in university settings, both to decrease student burnout and to prevent future work burnout.  相似文献   

20.
ABSTRACT

We assessed whether the level of time-pressure reported by a school’s teachers is predictive of student bullying perpetration. We combined data from two surveys conducted in 129 schools in 2016: the Stockholm School Survey performed among students in grades 9 and 11 (n?=?10,668), and the Stockholm Teacher Survey carried out among senior level (grades 7–9) and upper secondary school (grades 10–12) teachers (n?=?2259). Multilevel path analyses showed that teachers’ stress and time-pressure increased with declining school leadership functioning. Teachers’ level of time-pressure was, in turn, positively associated with student traditional and cyberbullying behaviour, through its effect on the school staff’s tendency (not) to intervene against bullying, but not through the teachers’ stress level. We conclude that schools with leadership that provides opportunities for the teachers to focus on their main mission can counteract bullying among the students and therefore indirectly also to promote student health.  相似文献   

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