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1.
Loneliness is often seen in college students as they leave established support networks and family. Loneliness is also associated with negative mental health outcomes, including depression and decreased life satisfaction. The authors explored relationships between trauma, dissociation, and loneliness, and assessed the predictive ability of trauma and dissociation on feelings of loneliness. Hierarchical regression analyses indicated that trauma experience and dissociation significantly predicted loneliness in the current sample (n = 429). Implications for counseling are discussed.  相似文献   

2.
采用自编人口学问卷、孤独感量表(UCLA)、微信使用强度量表,对广东某医科院校400名在校生进行了调查,考察了大学生微信使用行为、孤独感情况,以及这两者之间的关系。结果表明:微信使用强度在不同性别、专业维度上差异显著;孤独感在情感状态、生源地维度上差异显著;微信使用强度与孤独感存在显著负相关,微信使用强度越高,孤独感越低。该研究为大学生微信使用强度和孤独感关联研究提供了实证依据。  相似文献   

3.
ABSTRACT

Community college students who experience childhood trauma may have difficulty with academic success and completion. Several authors have defined adverse childhood experiences (ACEs) as nine specific events before the age of 18 and related those to significant disease and compromised health in adulthood. This study investigates community college students with self-identified ACEs and poses a model of resilience that may be influential to their progress and success.  相似文献   

4.
ABSTRACT

Australian universities generate substantial incomes from foreign students. Therefore, it is important to obtain information about these students to enable effective overseas marketing and delivery of services.

This study focused on Asian students, who tend to experience difficulty while studying in Australia, with an effective sample of 111 students being drawn from the three South Australian universities.

Reasons for studying in South Australia varied widely, with evidence of four distinct student segments, but no dominant selection criterion in any segment. Roughly one-quarter of respondents had experienced significant problems living in Australia, including communication, homesickness and loneliness. Significant variation was found with study-related difficulties, with four segments again being identified. Only 17% of respondents had experienced a range of serious study-related problems, including communication and pressure of work, but 40% had experienced serious problems involving fear of failure and expectations from home.

Respondents tended to evaluate university services as only moderately satisfactory.  相似文献   

5.
Community college students may experience more severe psychological concerns than traditional university students and have fewer institutional mental health resources available. This replication study examined the efficacy of three versions of a brief, structured web-based stress management program with community college students. The program focuses on improving perceptions of control over stressors, based on research suggesting that focusing on what you can control in the present (i.e., present control) is associated with less distress and better adjustment. Participants (N = 213 community college students) were randomly assigned to one of three conditions: present control intervention (PCI), PCI with enhanced stress logs (E-PCI) or PCI with mindfulness training (PCI + MF). They completed web-based, self-report measures at pre-intervention, post-intervention, and 3-week follow-up. Participants in all three intervention conditions demonstrated reductions in perceived stress and distress symptoms from pre-intervention to post-intervention and 3-week follow-up. In the PC+ MF group, the mean-within group effect size was d = ?0.46, which was slightly larger than the PCI group (d = ?0.36) and E-PCI group (d = ?0.41). This study replicated that present control interventions are effective in a community college sample. Community college students may benefit from web-based interventions designed to increase present control.  相似文献   

6.
Abstract

The study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement.  相似文献   

7.
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8.
ABSTRACT

Most college counseling centers do not utilize telehealth despite evidence of positive outcomes. The aim of this study was to examine the telehealth experience of students in a college counseling center. Participants were health professional students who utilized at least one telehealth visit between November 2015 and April 2017 (N = 67). Methods: In June 2017, the authors administered a telehealth survey that assessed access, experience, effectiveness, and impact on therapeutic alliance. Of 67 students, 36 (53.7%) responded. The majority reported telehealth was convenient (34, 94.4%), time-saving (34, 94.4%), and helped them to feel better (30, 83.3%). Over half used telehealth because of distance (20, 55.5%). Eighty-one percent reported telehealth as being as good, nearly as good, or no different than meeting in person. Conclusion: Telehealth is a viable option for college counseling centers and is experienced as convenient, time-saving, and effective with little negative impact on therapeutic alliance.  相似文献   

9.
Dual-enrollment programs have been proposed as a useful way to ease students’ transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity of the role of a college student may help students transition into this role with more ease. With new legislation allowing students to use Pell Grants to attend dual-enrollment programs, and other proposed policies to increase attendance at community college, research on the mechanisms that make dual enrollment successful is well-timed. This study takes a mixed method approach with an online survey (N = 101) and a series of focus groups (N = 15) to explore the experiences of dual-enrollment students from several high schools and one community college. Findings suggest that dual enrollment helped to enhance participants’ clarity of the college-student role, including who attends college, what skills are required, what college can lead to, and their own self-identification as college students. Sources of role expectations for these students included self-reflection and peer, family, teacher, and structural expectations. Students highlighted strengths and weaknesses of the dual-enrollment program in which they were enrolled. These findings have implications for practice, including the potential for dual enrollment to support low-income and first-generation college students in their transition to higher education.  相似文献   

10.
The goals of the study were first to compare the social and academic well-being (loneliness and academic self-efficacy (ASE) among college students with and without learning disabilities (LD), as well as three personal strengths (hope, optimism and sense of coherence (SOC). The second goal was to identify the predicting factors to their loneliness and ASE. The sample consisted of 178 female students from the special education programme in a teachers’ college, divided into two subgroups: 59 students with LD and 119 students without LD. The following questionnaires were used: the loneliness scale; ASE; Internet and smartphone activities; hope, optimism and SOC. As expected, students with LD reported higher levels of loneliness and lower levels of ASE. Multiple hierarchical regression analyses showed that the use of the Internet for avoidance coping was a significant predictor for the loneliness and ASE. Results of the mediation analysis further demonstrated that LD was positively associated with online avoidance coping. However, hopeful thinking had a significant mediation effect between LD and online avoidance coping. Students with LD who have hopeful thinking were less engaged in avoidance coping than their peers, focusing attention on the importance of hope as a mediation factor.  相似文献   

11.
Among college students, a correlation exists between trauma exposure and eating disorders. Although disordered eating behaviors are more prevalent than eating disorders, the relationship between different types of trauma exposure and disordered eating is unknown. The current study explored this relationship. One hundred two participants completed questionnaires on disordered eating and trauma exposure. Results showed that (a) sexual abuse was a significant predictor of concerns regarding food and weight gain (p < .05) and (b) other form of trauma (e.g., natural disaster) was a significant predictor of difficulties in individuals’ relationship with food (p < .05). Clinical implications, especially those related to trauma assessment and disordered eating behaviors, are discussed. The importance of examining the impact of nonsexual trauma is described, and the clinical utility of breaking eating pathology down into specific abnormal attitudes and behaviors is highlighted.  相似文献   

12.
Given the demographic differences among two-year colleges and four-year universities and the relatively limited access to health education and campus-based health resources, this study compares the frequency of limiting dietary fat intake and exercising among two- and four-year college students. A total of 2,265 undergraduate students aged 18–25 at a two-year college and a four-year university completed a 108-item online survey in October 2008. We found that two-year college students had less confidence, motivation, and intention to engage in healthy behaviors and reported fewer close friends who exercise regularly but more friends who eat high-fat foods. After controlling for age, gender, ethnicity, and parental education, two-year (versus four-year) college students less frequently limited dietary fat (F(2,2227) = 21.64, p < .001) and less frequently exercised ≥ 20 minutes a day (F(5,2232) = 14.21, p < .001). Thus, research should focus on developing interventions targeting the different psychosocial factors that influence nutrition and exercise among two-year college students.  相似文献   

13.
ABSTRACT

The purpose of this mixed-method research study was to better understand community college students’ engagement in global learning. The study, supported by the Florida Consortium for International Education, was conducted during the 2015–2016 academic year in Florida across nine community colleges drawing from a 55-question survey with an 11% response rate (n = 175). Both qualitative and quantitative methods were used, with data analysis conducted using NVivo and SPSS software. An electronic survey was piloted with one institution, and a refined version was sent to select professors across nine community colleges in the state for distribution to students in the fall semester of 2015. A total of 175 students completed the survey. The majority of students responding were interested in global learning; however, they reported that this interest stemmed primarily from family encouragement and personal experiences rather than from their academic experiences. Students did report that professors were promoting global learning in their classes, although the results were not statistically significant. Students who did not express an interest in global learning felt as though it was not important because it was unrelated to their daily lives. It is the hope that this study will inform community college administrators and faculty to better understand how and why students become interested in global learning to more effectively promote their engagement both on and off campus.  相似文献   

14.
Nearly half of all college students in the United States begin at community colleges, including higher numbers of students coming from backgrounds which have been historically underrepresented in higher education. Despite record numbers of new students enrolling at community colleges, the number of students who are retained at the institution long enough to be deemed successful, either through transferring or graduating, remains largely unchanged. One theory is that some students enter college with less confidence in their ability to be successful, hastening their departure. Faculty members are in a unique position to impact student self-efficacy, which ultimately may impact student success. This exploratory study quantitatively assessed whether a relationship exists between confirmation behaviors employed by faculty members in the classroom and changes in reported academic self-efficacy of students. The research was conducted through a causal comparative matched pair design with Midwestern community college students during their first semester. The results support a relationship between change in self-efficacy and perceived faculty confirmation (rs = .212, n = 70, p = .039*), particularly for female students (rs = .331, n = 35, p = .026*) and for those students where neither parent completed a degree higher than high school (rs = .316, n = 46, p = .016*).  相似文献   

15.
ABSTRACT

In response to strikingly low completion rates in public 2-year colleges, including for students who are well-prepared academically, most community colleges across the country offer student success courses as one approach to improving outcomes for students. Some colleges have begun to revise these courses in response to research indicating that their impact fades over time. This article examines Bronx Community College’s efforts to restructure their student success course into a First Year Seminar (FYS) that integrates college orientation activities, disciplinary content, and academic success skills. The course emphasizes student-centered pedagogies in order to encourage learning that persists beyond the semester of participation. We use mixed methods to assess the early outcomes of students in FYS courses and understand whether and why the course’s impact has the potential to be sustained. Using propensity score matching to compare 1,138 FYS participants to 1,138 similar nonparticipants, we find early evidence that the FYS approach leads to positive outcomes, including higher grade point averages (GPA) and earning more credits. Using classroom observations (N = 40), instructor interviews (N = 10), and interviews with participants (N = 27), we find that FYS appears to facilitate student-centered, contextualized, and applied learning, thereby helping students apply their FYS-related skills in future courses. This study has implications for reforming student success courses in a way that achieves long-term positive student outcomes.  相似文献   

16.
This article presents the results of qualitative research carried out among Polish centenarians who have not experienced loneliness. Objectives: An attempt to find factors protecting against loneliness. A total of 17 cases were included in the research. Method: A collective case study (Stake, 2009) with in-depth interview was applied to the research carried out by the authors. The results show that activity together with personal characteristics (lifelong optimism) allows the building of positive social relationships and contribute to protection against loneliness among the oldest old. Discussion and Implications: The centenarians interviewed experienced many traumatic events in their lives and still they did not know the feeling of loneliness. The cases researched were diverse with respect to social and economic status, health condition, and family status but the common aspect was their lifetime activity and their high level of optimism. The lifelong activity of the respondents allowed them to build social relationships and establish new acquaintanceships, both intra- and intergenerationally. Promoting examples of “positive long-livers” may play preventive role and contribute to the quality of life in late old age, and as societies are ageing, the results are also important for public health.  相似文献   

17.
The study examined the relations between reciprocal nominations, reciprocal rejections and loneliness among children with learning disorders. The sample consisted of 238 Israeli students: 110 students with learning disorders (LD) and 128 students with no LD (NLD) drawn from 2nd to 6th Grades (ages: M = 9.83 years, SD = 1.35). Participants were assessed on: loneliness, sense of coherence, friendship quality, reciprocal friendship and reciprocal rejection nominations. Hierarchical multiple regression analysis revealed that loneliness experience was significantly predicted by sense of coherence, peer reciprocal rejection and conception of friendship qualities. Students with LD who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did their NLD peers. Within the LD group, those children who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did LD children who had no reciprocal rejection. Such significant within‐group differences were not found in the NLD group. The discussion emphasises the importance of the examination of intra‐ and interpersonal variables in the understanding the loneliness experience among LD children, with special focus on the role of reciprocal negative nominations.  相似文献   

18.
The reported study in this paper examined the continuing viability of Florida's 2+2 articulation agreement by comparing academic success and persistence among Florida public community college graduates (n = 1,738) and native (n = 874) juniors at three universities. Discriminant analysis yielded statistically significant differences. Transfer students graduated with fewer lower level courses in upper division and fewer cumulative credit hours than native students. Discriminant analysis did not yield appreciable differences in the final grade point averages of student graduates, indicating that community college transfer students performed just as well academically as native students. Chi-square tests of independence indicated that a greater percentage of transfers dropped out prior to graduation. These findings support the conclusion that community college transfers are academically competitive, but they may benefit from retention services and programs that engender student engagement.  相似文献   

19.
Scholars have noted the need to examine the psychometric properties of measures that can be used in evaluating moral education programs. The present study was designed to examine the best‐fitting factor model of a commonly‐used measure of prosocial moral reasoning (PROM) across samples from Brazil and the USA, gender and adolescent age groups. The samples consisted of 619 college students (M age = 20.59 years, SD = 4.08; 41% men, 59% women) and 239 middle and high school students (M age = 14.02 years, SD = 3.04; 45% boys, 55% girls) from the USA. There were 114 college students (M age = 21.81, SD = 4.33; 35% men, 65% women) and 136 middle and high school students (M age = 14.93 years, SD = 1.55; 42% boys, 58% girls) from Brazil. A series of (multigroup) confirmatory factor analyses were conducted to test the best fitting factor structure of the PROM and the invariance of this factor structure across culture, gender and age groups. Evidence for measurement invariance was found such that a four‐factor model was a slightly better fitting model than the five‐factor model across all groups. Discussion focuses on theoretical and methodological implications of the findings.  相似文献   

20.
The authors examined the relationship between meaning in life and college adjustment in a sample of 96 college students. In line with previous research on meaning in life and positive psychosocial functioning measures, presence of meaning was positively correlated with adjustment, whereas searching for meaning was negatively correlated with adjustment. However, the degree to which students were actively searching for meaning moderated the relationship between presence of meaning and adjustment. Recommendations for college counseling services are discussed.  相似文献   

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