Showing papers in "College student journal in 2013"

A Sense of Belonging: Improving Student Retention.

Abstract: The purpose of this paper is to explore the causes and potential solutions to, student attrition. With student attrition rates reaching between 30 and 50 per cent in the United States, and over 20 per cent in Australia, the inability of higher education institutions to retain their students is a significant issue. This paper cites key risk factors which place students at risk of non-completion, which include mental health issues, disability, socioeconomic status and ethnicity. Furthermore, first year students and higher degree by research students are susceptible to attrition. The capacity of a student to develop a sense of belonging within the higher education institution is recognised by this paper as a being a critical factor determining student retention. The creation of a caring, supportive and welcoming environment within the university is critical in creating a sense of belonging. This can be achieved by the development of positive student/faculty relationships, the presence of a well resourced counselling centre and the encouragement of diversity and difference.

Physical Activity Behaviors, Motivation, and Self-Efficacy among College Students.

Abstract: Despite the well documented benefits of an active lifestyle, lack of physical activity is a significant health problem in college students. The purpose of this descriptive study was to attain baseline physical activity behaviors, motivation factors, and self-efficacy levels to assist with developing tailored physical activity programs and interventions targeted for young adults on a college campus. Eight hundred and seventy-one undergraduate students completed the Godin Leisure-Time Exercise Questionnaire, Exercise Motivation Inventory-2, and an exercise self-efficacy questionnaire to assess physical activity behavior, motivation, and self-efficacy respectively. Males engaged in more minutes per session of vigorous and moderate intensity physical activity than females. Approximately 18% of the participants did not participate in any vigorous or moderate physical activity. Women were more motivated by weight management, appearance, nimbleness, positive health, and stress management, and men were motivated by performance and ego-oriented factors, such as challenge, strength and endurance, competition, affiliation, and social recognition. Males reported significantly higher levels of coping and scheduling self-efficacy for physical activity than females. The data suggests a continued need for physical activity promotion and practitioners may need to consider gender when developing physical activity interventions for college students. Keywords: physical activity, motivation, self-efficacy, college students ********** Physical activity has received considerable attention for its role in the prevention and treatment of disease. To maintain health the American College of Sports Medicine and the American Heart Association recommend engaging in at least 30 minutes of moderate-intensity aerobic physical activity on five or more days per week, or 20 minutes of vigorous-intensity aerobic physical activity three or more days per week, or a combination of the two (Haskell et al., 2007). The benefits of a physically active lifestyle are well documented and can lead to improvements of physiological and psychological health [United States Department of Health and Human Services (USDHHS), 1996]. For example, engaging in regular physical activity can lower the risk of early death, heart diseases, stroke, Type 2 diabetes, high blood pressure, adverse blood lipid profile, colon and breast cancer, prevention of weight gain, and the metabolic syndrome (USDHHS, 1996). In addition, physical activity provides positive effects on mental health and mood such as reduced depression and anxiety, positive well-being, enhanced vigor, and better cognitive function [USDHHS, 1996; Centers for Disease Control (CDC), 2011]. In summary, physical activity is considered by many national and global authorities to be one of the most important activities individuals can regularly do to improve health (National Physical Activity Plan, 2001). In spite of the well-establish benefits of physical activity, rates of everyday and planned physical activity have been on the decline (Caspersen, Pereira, & Curran, 2000; USDHHS, 2000). Research shows many American adults do not meet the recommended levels of physical activity (Caspersen et al., 2000; USDHHS, 2000). Data from the 2007 Behavioral Risk Factor Survey (BRFSS) indicated only 48.8% of the respondents met the Healthy People 2010 objectives for physical activity. Studies regarding the physical activity behaviors of college students found approximately 35% to 42% of students fail to obtain the recommended amount of physical activity (Miller, Staten, Rayens, & Nolan, 2005; Racette, Deusinger, Strube, Highstein, & Deusinger, 2005) Physical activity participation statistics indicate a significant decline in physical activity in the 18-24 year old age group (Caspersen et al., 2000). The physical activity rates of high school students appear to be higher than college students (Grunbaum et al. …

Working and Non-Working University Students: Anxiety, Depression, and Grade Point Average

Abstract: This study explored the differences between 110 working and non-working students in terms of mental health, academic achievement, and perceptions about student employment. Anxiety and depression were measured by the Beck Anxiety Inventory and the Beck Depression Inventory-II. Academic achievement was measured by grade point average. Perceptions of student employment were determined using a job questionnaire. Data analyses revealed no significant difference in depression between working and non-working students; however, working students displayed more anxiety than non-working counterparts and reported more stress and fewer buffers. Unlike previous research, there was no difference in the grade point averages of working and non-working students, nor differences in perception of the problems and benefits of work. ********** The student body of colleges and universities is changing as the traditional college student was once defined by the following characteristics: (a) enrolled in college directly after high school, (b) relied on parents for financial need, and (c) refrained from working or worked limited hours during a semester. Students were also much younger, ranging between 18 to 22 years old (Kohler, Munz, & Trares, 2007). Approximately ten years ago, only 27 percent of students fit this model, and the traditional student has fallen into the minority (Choy, 2002). Svanum and Bigatti (2006) referred to the students who do not fit traditional model as the "new majority" or nontraditional students. Nontraditional students are an eclectic group of people who are members of one or more of the following groups: (a) postpone entering college, (b) enroll part-time, (c) work full-time, (d) rely on selves financially, (e) financially support others, (f) single parent, (g) did not earn a high school diploma (may have pursued a GED or other equivalent), (h) received education from a 2-year program, and (i) is female (Choy, 2002; Kohler et al., 2007). Carney, McNeish, and McColl (2005) noted that older students (between the ages of 25-34) appeared to suffer from more distress related to emotions, social functioning, mental health, and lack of energy. Whether a person is a nontraditional or traditional student, problems arise in balancing both school and a personal life. How well they handle these problems may be determined by how much school the student has completed (Yum, Kember, & Siaw, 2005). Students are categorized as either experienced or novice. Experienced students may have a better idea of what the demands are when attempting both a college education and having other commitments, in contrast to novice students who may not have experienced balancing multiple roles before. Roles Swanson et al. (2006) defined roles as "norms and expectations of behaviour that are assigned by significant others to a specific position, and provide a method for the role incumbent to organize expectations by reference to a social structure" (pg. 897). Most students have other roles, including being parents, workers, significant others, citizens, etc. (Holies, 2008; Lowe & Gayle, 2007). Yum et al. (2005) argued that in each student's life, there was overlap in four domains. The four domains included the self, work, family, and social life. In the self domain, working students had to sacrifice time and finances while creating a schedule that would be suitable for studying. The work domain required students to accommodate employers by being available to work around or instead of studying and attending lectures. In the family domain, working students' other roles impacted how time spent with family was fulfilled. Finally, working students found it easiest to give up time spent with friends (social life domain) in favor of studying or spending time with family, which has been connected to increased depression (Mikolajczyk et al., 2008) Working Students The number of students who decide to attend a university and attempt outside employment has increased over the years, and now most students choose to work while attending school (Broadbridge & Swanson, 2005; Curtis, 2007; Holies, 2008; Swanson, Broadbridge, & Karatzias, 2006). …

High Expectations for Higher Education? Perceptions of College and Experiences of Stress Prior to and through the College Career.

Abstract: Increasing numbers of students are experiencing difficulty adjusting to college. Violated expectations of college may increase the stress experienced across the college careen Therefore, 36 college students were assessed prior to matriculation, during the first year and during the senior year. Expectations and experiences of academics, social life, family involvement, and satisfaction with the chosen college were compared. Students' experiences generally did not differ from their expectations, except regarding increased involvement with family. Violated expectations of academic demands predicted stress during the first and senior years. Violated expectations regarding social experiences predicted stress in the vulnerable first year. ********** Going to college represents a significant developmental milestone, requiring students to adjust to the academic challenges, increased levels of independence, separation from friends and family, and new role expectations. This transition can be a source of stress for many individuals, some of whom find the collegiate experience fails to meet their expectations (Stem, 1966; Tinto, 1987; Holmbeck & Wandrei, 1993; Gerdes & Mallinckrodt, 1994; Rickinson & Rutherford, 1996). Difficulty adjusting to the demands of college can lead to early withdrawal. Two decades ago, some estimates suggested 30-40% of college students could be expected to drop out before earning a degree (Tinto, 1987; Levitz & Noel, 1989). More recent data indicate that this number is increasing. Federal data show that 46% of students entering four-year colleges in 1997 had failed to earn a degree six years later (AP, 2005). In addition, reported stress levels of college students have increased (Altschuler, 2000). The number of first year students who report feeling 'overwhelmed' has almost doubled and some colleges are reporting that use of counseling and psychological services has gone up by one third (Shatkin, 2007). One potential source of stress that has been considered is the unrealistic or unrealized expectations of first year college students. Failing to meet their somewhat idealistic expectations has been associated with academic ambivalence, failure, and early withdrawal from college (Baker, McNeil, & Siryk, 1985; Jackson, Pancer, Pratt, & Hunsberger, 2000). Research in this area has focused largely on students' academic expectations (e.g., courses, level of preparation) and academic outcomes (e.g., failure, dropout). This longitudinal study aims to expand this research by comparing students' expectations and experiences of college in broader domains and examining the relationship between violated expectations and stress. Students' expectations prior to matriculation and their perceptions during the first and fourth years were compared. Students' perceptions of academics, social life, relationships with parents, and satisfaction with their chosen college were assessed. First Year Myth Many students have unrealistically optimistic expectations of college, identified by Stern as the Freshman Myth (1966). These idealistic expectations can rarely be met. Students who show higher discrepancies between expectations and actual experiences may become disillusioned and be more vulnerable to drop out (e.g., Baker, et al., 1985; Gerdes & Mallinckrodt, 1994). However, only about one third of the sample in a more recent study were found to have overly optimistic expectations (Jackson, et al., 2000). The First Year Myth may be less dramatic now as students have multiple sources of information about college life and the specific colleges they have chosen to attend. For example, it is not uncommon for students to visit colleges and speak with current students about their experiences. However, even if the difference between expectation and experience is small, it can have a meaningful impact on stress levels in an already vulnerable population. Also, the accuracy of students' expectations is likely to differ across domain. …

The effects of professors’ race and gender on student evaluations and performance

Abstract: This experimental study examined the effects of professor gender, professor race, and student gender on student ratings of teaching effectiveness and amount learned. After watching a three-minute engineering lecture presented by a computer-animated professor who varied by gender and race (African American, White), female and male undergraduates (N = 325) completed a 26-question student evaluation form and a 10-question true/false quiz on the lecture content. Contrary to predictions, male students gave significantly higher ratings than female students on most teaching factors and African American professors were rated higher than White professors on their hypothetical interactions with students. Quiz results, however, supported predictions: higher scores were obtained by students who had a White professor compared to those who had an African American professor, and by students who had a male professor compared to those who had a female professor. These results may be due to students paying more attention to the more normative professor. Thus, performance measures may be a more sensitive indication of race and gender biases than student ratings. The limited relationship between student ratings and student learning suggests caution in using the former to assess the latter. ********** Student ratings of professors play an extremely influential role in personnel decisions related to hiring, promotion, tenure, and salaries in the U.S. (Cashin, 1999). In a survey completed in 1998 by 4-year liberal arts colleges, 88.1% of schools reported "always using" student evaluations as a primary method to evaluate teacher performance, a percentage that has continued to increase in recent years (Seldin, 1999). Despite the important role that student ratings of professors play in employment decisions, there still is tremendous uncertainty about what exactly these ratings assess and whether they could reflect student gender and racial biases (Addison, Best, & Warrington, 2006; Basow & Martin, 2012; Reid, 2010; Sprague & Massoni, 2005). The current study examined the effects of professor gender and race on student ratings and performance using an experimental design. Social psychological research has documented how a rater's perception of and reaction to another person can be affected by bias, either consciously or unconsciously (Biernat, 2003; Eagly & Karau, 2002; Phelan, Moss-Racusin, & Rudman, 2008.) In particular, gender and race stereotypes may create different expectations for different individuals. For example, because women are expected to be nurturant and caring, a woman's interpersonal skills may be viewed more critically in a rater's overall evaluation than is the case when rating her male counterpart. Furthermore, women and minorities often must work harder to be perceived as equally competent as White men (the normative group), and it is far easier for them to "fall from grace" as well (Biernat, Fuegen, & Kobrynowicz, 2010; Foschi, 2000). That is, a mistake or negative quality is viewed more negatively when the person being rated is from a minority group than when the person is from the majority/normative group. Thus, the same behavior, such as grading harshly, might be perceived more negatively by students if the professor is a woman or African American or Hispanic (who "should" be "nice" and "caring") than if the professor is a White man (who has greater legitimacy due to both race and gender). Such indeed seems to be the case. For example, Sinclair and Kunda (2000) found that students responded differentially to negative feedback (low grades) from a professor depending upon whether the professor was a man or a woman. When students received negative feedback from a woman, they rated her as less competent than they did a man. In the student evaluation literature, there is more research on the effects of professor gender than professor race on student ratings, probably because non-White professors are such a minority in the professorate. …

The Relationship between Stress, Fatigue, and Cognitive Functioning.

Abstract: There is a plethora of research suggesting that daily stressors and fatigue can have a significant effect on learning and various cognitive functions in young adults. Little is known, however, about how these effects impact learning and other neurocognitive functions in students with learning challenges when compared to their counterparts without learning difficulties. In the present study, a total of 60 college-aged students completed an extensive battery of neurocognitive functioning and learning including measures of fatigue, stress, executive functioning, working memory, and scholastic ability. The results indicated that fatigue and perceived stress had significant negative effects on participants' learning and cognitive performance and that these two factors (i.e., fatigue and stress) remain underestimated factors in learning. Future directions and implications are discussed in the context of the current findings. Keywords: Stress, fatigue, learning, cognition ********** Daily stressors and fatigue can have a significant impact on learning and cognitive functioning in young adults (Beckner, Tucker, Delville, & Mohr, 2006; Beilock & DeCaro, 2007; Biondi & Picardi, 1999; Cohen, 1980; Lupien & Schramek, 2006; van der Linden & Eling, 2006). Cognitive resources are unevenly distributed across the population, and each student presents with their own unique set of cognitive abilities that likely here-to-fore served them sufficiently to be successful in the competition for a seat in the college classroom. However, the cognitive system during the secondary school years generally has the benefit from external structure, a better controlled sleep schedule, adequate nutrition, and general explicit structure inherent in high school. These external structures which serve the developing cortical structures across high school fade considerably to completely upon entering college--for most students (Arnsten, 1999). Typically developing students, as well as those with trauma histories or cognitive compromise, fare better with the appropriate degree of structure and support--and many flounder in its absence (Salmon, Pearce, Smith, Heys, Manyande, Peters, et al., 1988). Nutrition, sleep hygiene, structure and task management are often early victims of the new found freedom of college life -resulting in quickly accumulating physiological and psychological stress. The impact of this stress has not heretofore been effectively examined in non-learning disabled or learning-disabled college aged adults. This study evaluated the general impact of cumulative and recent stress on the cognitive functioning of the college age population. The relative contributions can then be extrapolated to explain the struggles of students with known forms of cognitive compromise (e.g., learning disabilities) as well as those experiencing histories of chronic stress, psychological trauma and documented posttraumatic stress disorders (PTSD). Impact of Stress on Learning The impact of stress on learning has been widely studied, and research has shown that cognitive abilities are affected by the physical and psychological manifestations of stress. However, there is limited consensus in the literature as to whether stress plays an inhibitory or facilitative role in the learning process (Joels, Pu, Wiegert, Oitzl, & Krugers, 2006). On the one hand, stress and the exposure to stressful events has been shown to have an inhibitory effect on cognitive functioning across a number of domains. Research has indicated that stressful environments, and associated elevations of stress-related hormones, may result in the impairment of logical reasoning, reaction time, and vigilance (Lieberman, Bathalon, Falco, Morgan, Niro, & Tharion, 2005). As well as limitations in spatial reasoning (Kirschbaum, Wolf, May, Wippich, & Hellhammer, 1996), language deficits, processing speed, hand-eye coordination, executive functioning, and visuoconstruction (Lee et al. …

The American College Student Cell Phone Survey.

Abstract: Have you ever been in a meeting and someone's cell phone started vibrating or ringing? Have you ever been behind a slow or swerving driver who was using their cell phone? In the U.S., and particularly on college campuses, a growing number of students fill the time between classes texting and talking on their cell phone or they are using their phone to listen to music, play a game, check their bank balance, or to use any number of other applications and features their phone provides. Increasingly, cell phone use is spilling into the library, the classroom and even the bathroom! Studying cell phone use among college students is particularly important because they tend to be among the first to try new technology, they are the group most likely to innovate new ways of using existing technology, and they are most vocal about what they need and/or want to see changed technologically. Everett Rogers' diffusion of innovations theory describes these people as early adopters (Rogers, 1995). "College students are more likely to be innovators or early adopters of new information technologies than the general population" (Nelson, 2006, p.6). Additionally, many college students act as change agents influencing others' use of and ideas about new technology. Generally, college students are in a phase of life that is a transition between high school and the world of full-time work. It is an environment ripe for exploration, discovery and learning. College campuses are concentrated populations of geographically diverse people who tend to take their new ideas and technology home with them during holidays and summers off from school. "Today's students are early adopters and adapters of new technologies, creating new uses for a myriad of technology products to meet their sophisticated needs. They serve as technology trend-setters for their peers and, increasingly, for their parents and educators" (Selected National Findings, 2009, p.1). With Institutional Review Board approval, undergraduate students* in a communication research methods course sought to assess how college students use and perceive cell phones. A survey of cell phone use and attitudes was constructed based on a review of relevant literature (Aoki & Downes, 2003; Campbell, 2006; Chen & Katz, 2009; Dean, 2010; Ellis et al., 2010; Hopke, 2009; Lee, Meszaros, & Colvin, 2009; Ransford, 2009; Storr, 2011; Totten, Lipscomb, Cook, & Lesch, 2005; Waldman, Sheets, Jones, & Nichols, 2005; Wright, 2011; Ziegler, 2010). Surveys were randomly distributed to undergraduate students at a public university in the Southeast during the fall semester 2011. Respondents voluntarily participated and received no extra-credit for doing so. Although demographic information was collected, respondents remained anonymous. The survey generally took 10-15 minutes to complete. The total undergraduate student population at the institution was about 4,746 fall semester 2011. A sample size of at least 357 is needed for a population of 4,001 to 5,000 to yield findings at a 95 percent confidence level (Krejcie & Morgan, 1970). A stratified sample of 403 usable surveys was obtained. The sample represents 8.5 percent of the total student population from which the sample was taken. The sample reflects the proportions in the student population in terms of gender (59 percent female; 41 percent male) and year in school (42 percent freshmen, 20 percent sophomores, 18 percent juniors, 21 percent seniors). Most (57 percent) of the students are not employed; less than one-third (31 percent) are employed part-time. Five different aspects of cell phone use were explored: ownership, general use, in-class use, perceived appropriate use, and general attitudes, feelings and opinions about cell phones. Ownership Only two respondents out of 403 indicated that they do not have a cell phone. Most have a cell phone with applications (85 percent) --that is, a smartphone. Almost all (91 percent) can connect to the Internet with their phone. …

Differences in Work, Levels of Involvement, and Academic Performance between Residential and Commuter Students.

Abstract: The purpose of this study was to investigate the relationship between work, levels of involvement and academic performance between residential and commuter students. One hundred and eight undergraduate students at a private college in the Northeast were surveyed. Surveys aimed at examining work and levels of involvement were administered to the participants. The results indicated no significant relationship between number of hours worked and GPA (r = .03, p > .05). There was an overall lack of involvement in school-sponsored activities, sports, and clubs among residential and commuter students. While residential and commuter students claimed they did feel like a part of the college community, they also reported a desire to participate more in school-sponsored activities. Implications of the results are discussed. Introduction Numerous studies have examined differences between students who live on campus and those that commute to college, with some studies suggesting that students who live on campus tend to have advantages over those who commute to campus (Peterson, 1975). Some of these differences include involvement in student activities on campus and greater levels of stress as a result of working and commuting. Peterson (1975) suggests that "residence hall dwellers are better off financially, educationally, and in other ways to begin with. Then, largely because of their greater involvement in various educational and developmental activities, they make significantly greater gains, particularly in nonacademic personal development" (p. 2). "Understanding group differences between the commuters and noncommuters is critical, as the commuter population nationwide continues to increase and universities are forced to compete for the patronage of these commuter students" (Newbold, Mehta, & Forbus, 2011, p. 142). This study investigates differences in working while in college, levels of involvement, and academic performance between students who live on campus and students who commute to campus. Literature Review Working in College and Academic Performance Many studies have been conducted examining the relationship between working in college and academic performance. Research indicates that "70 to 80 percent of students work while they are enrolled" (ACE Center for Policy Analysis, 2006; p. 1). Perna (2010) indicates that the trends in employment for full-time employed college students between the ages 16-24 increased from approximately 34% in 1970 to 49% in 2005, while the trend for part-time employed college students ages 16-24 has indicated a marginal increase of 3% from 1970 to 2005. However, research examining differences between residential and commuter students and working in college is scant. Newbold, Mehta, and Forbus (2011) examined demographic differences between 108 commuter students and 345 residential students at a mid-sized Southwestern state university in order to determine student attitudes, opinions, and reasons for being in a university, their level of involvement and participation in various studies, attitudes toward work, social life and relationships, time management strategies, attitudes toward stress and how they cope with it. The results indicated that 51% of commuter students reported working over 21 hours a week, while only 37% of residential students reported the same. Commuters were significantly less active in on-campus activities, and that "there were no significant differences between commuters and non-commuters when it came to whether or not they were working. Roughly, 80%-85% of noncommuters and commuters, respectively, report working while going to school" (p. 148). The Office of Institutional Research and Assessment at Bridgewater State College (2009) using the 2008 National Survey of Student Engagement (NSSE) conducted a survey with 190 commuter students and 190 residential students at a public, mid-sized, liberal arts college in Bridgewater, Massachusetts. …

Students' Motivation in Academic Service-Learning over the Course of the Semester.

Abstract: Academic service-learning (AS-L) pedagogy helps students translate theory into practice, understand issues facing their communities, and enhance personal development (Eyler & Giles, 1999; Hardy & Schaen, 2000; Simons & Clearly, 2006). Students' motivation in AS-L increases when students gain insight into their values and goals (Brody & Wright, 2004; Duffy & Raque-Bogdan, 2010). This study identifies factors that increase and decrease student motivation in AS-L and explores ways to support students throughout the semester. At the beginning, middle, and end of the semester, participants completed questionnaires that elicited their reasons for their changes in motivation. Quantitative analyses revealed a decrease in motivation over the course of the semester and interaction between gender and student motivation. Males' motivation peaked at mid-semester, while females' motivation started at high levels and declined over the course of the semester. Qualitative analysis found that motivation increased when students enjoyed the AS-L experience, were interested in helping people, formed relationships with clients and community partners, and felt responsible to community partners. Motivation decreased due to lack of communication with community partners, lack of integration between the course and the AS-L experience, transportation issues, and difficulty with the time demands on student schedules. Keywords: student motivation, academic service-learning ********** College students enroll in academic service-learning courses to gain applied disciplinary knowledge by engaging in a real-world experience in the local community. Kronick (2007) defined academic service-learning (AS-L) as "the process of integrating active assistance in the community into the learning that is occurring in the classroom" (p. 300). Research has shown that AS-L enables students to apply theory to practice, better understand issues facing the community, and enhance personal development (Eyler & Giles, 1999; Hardy & Schaen, 2000; Simons & Clearly, 2006). Students start the course with certain goals and expectations for the semester. As the semester proceeds, students experience successes and failures that influence their motivation and commitment to the AS-L experience. This study examines students' motivation for engaging in AS-L over the course of the semester. Chesbrough (2011) found that college students' initial reasons for participating in service opportunities are often external, such as enhancing their resume, but as time goes on they become more internally motivated. The reason for this shift in motivation comes from the students "feeling strongly about a cause and wanting to contribute" (p. 702). Student motivation in AS-L increases when students gain insight into their values and goals (Brody & Wright, 2004; Duffy & Raque-Bogdan, 2010). Students' exposure to real-world experience helps equip them for careers later on in life. As a result of such experiences, students indicated that they would recommend service-learning to their peers and that service-learning had been an ideal environment in which to explore multiple career paths (Overall, 2010). A major factor that influences student motivation throughout an AS-L course is gender. For example, female students tend to have significantly higher levels of both intrinsic and extrinsic motivation than males for college in general (Brouse, Basch, LeBlanc, McKnight, & Lei, 2010). Chesbrough (2011) found that male students are often reluctant to engage in service opportunities due to lack of awareness of these opportunities, lack of interest, concerns about time, and not being asked to participate. Male college students who do participate in AS-L courses describe their service roles as a "societal duty," while females participate for the relationships they form, which are "based in emotional and subjective personal commitment" (Chesbrough, 2011, p. …

The Relationship between Mentoring and Career Development of Higher Education Faculty Members.

Abstract: The recent growth of Jordanian higher education institutions has been dramatic, both in number and size of the institutions and in the complexity of their function The growth has brought with it problems of increasing concerns to the higher administrators and faculty The faculty are been recognized as valuable resource, and successful educational institutions are working to maximize their existing human resource In the present study, the roles of career motivation and career self-efficacy as explanatory factors were examined Career motivation mediated the relationship between career mentoring and performance effectiveness The last few years ,the concept of the "mentor" Mentoring has been the relationship of choice for professional development in education sectors for many years A mentoring relationship involves a more experienced professional serving as a supportive and guiding role model for another professional who is less experienced in the field Mentoring has also become a focus in the educational sphere Graduate students are encouraged to seek out a mentor The corporate world has been bombarded with literature emphasizing the value of people Popular books by Peters and Waterman (1982), Kanter (1983), Naisbitt (1982) and Naisbitt & Aburdene (1985) stress the importance of human resource development to organizational success The renewed interest in capitalizing on human resources has not escaped the academic world Baldwin and Blackburn (1983) emphasized that the effectiveness of a college or university is directly linked to the quality and vigor of its faculty members Today's conditions of limited resources and ever-increasing demand for accountability have made the optimum performance of a faculty a top priority in higher education Faculty career development is recognized as an important factor in maintaining faculty vitality (Hynes, 1984; Ruch, 1984; Braskamp et al, 1982; Baldwin and Blackbum, 1983) Career development and advancement are believed to be influenced by a variety of personal characteristics; however, evidence suggests that environmental and organizational factors also play a significant part in the academic career development process (Fowler, 1982) One such factor is that of mentoring "Today one can find mention of mentoring in almost every publication aimed at management, administrators, educators, human resource professionals, and the general public" (Murray, 1991 p xiii); however, its role in career development has received only limited study Examples of successful mentoring models are found more frequently in business than in education In higher education systems throughout the world, the need for diversity and differentiation is recognized The emergence of new professions, the expanded demands of the labor market, the extended social base from which higher education institutions draw their students, and the development of new disciplines and fields of study, are all drivers of greater diversity Nonetheless, in many systems the kind of institutional stratification that saw institutions distinguished from each other by clear mission differentiation often determined by the state, has largely been superseded by new forms of differentiation driven by different mechanisms (Scott, 2006 Mentoring is a developmental relationship between a younger, less experienced individual and an older, more experienced person (Ragins and Kram,2007) Statement of problem and questions The study sets out to examine the extent to which the career development of university education faculty has been influenced by mentors to assure quality higher education production at the University of Jordan, as perceived by the faculty, and to examine the study by answering the following questions: 1 To what extent to which the professional career development of educational faculty had been influenced by mentors? 2 …

Understanding Undergraduate Professional Development Engagement and Its Impact

Abstract: Professional Development Engagement (PDE) is defined as the level of undergraduate engagement in professional development. It reflects career-related work preparation for "life after college" and is a distinct externally-focused component of student engagement (SE). The increased college retention and subsequent job placement challenges faced by today's U.S. college graduate suggest the need to study PDE and its impact. Utilizing the SE literature, five different antecedent variable sets are proposed to increasingly affect PDE, i.e., student background; pre-college credentials; college-related; organization-related; and motivation-related. PDE is expected to positively impact two outcomes: timely graduation and appropriate job placement. The PDE model is adaptable for testing across a wide variety of current U.S. college and university environments. The latent construct definitions of variable sets allow for additional variable inclusion beyond the measurement examples given, contingent on the research setting characteristics and resources. The goal is to stimulate empirical testing of this model. (149 words) Keywords: professional development; student engagement; retention; persistence Introduction Of those full-time students beginning college in the United States (US), on average fewer than four in 10 will graduate within four years (Carey, 2005); and less than five in 10 will make it out in five years (Morrow & Ackermann, 2012). Boden (2011-2012) found more recent graduates were persisting longer to complete their degree. As Reason (2009) noted, retention is an institutional term while persistence towards graduating is student-focused. One important component driving graduation success is Student Engagement (SE), i.e., the effort and energy students devote to educationally purposeful activities such as learning, graduating, and acquiring knowledge to succeed in one's envisioned career (Astin, 1993; Carini, Kuh & Klein, 2006). Examples of these activities include time spent studying, development of oral and writing skills, interaction with peers and faculty, and utilization of institutional resources, such as the library and various information technologies (Astin, 1984; Reason, 2009). However, these SE activities are generally internally-focused within a college/university. The increased job placement challenges faced by today's U.S. college graduate (Kavoussi, 2012; Lipka, 2008) suggest that colleges and universities need to also increase their externally-focused SE efforts to help students find appropriate jobs, e.g., related to one's major, good pay, and career potential (Arcidiacono, 2004; Stone, Zukin & Van Horn, 2012). Stone et al. (2012) found that fewer than half of U.S. college graduates from 2009 to 2011 found their first job within 12 months of graduating, much less than the 73 percent of 2006-2008 graduates who found employment within that time period. An extended unemployment period for recent graduates can have a long-lasting negative impact on both their mental and physical health, as well as life time earnings (Blustein, Medvide & Wan, 2012). It is argued that much of this needed external focus for SE can be captured by looking at undergraduate Professional Development Engagement (PDE). In this paper PDE is defined as "the level of undergraduate engagement in professional development." Thus, PDE falls within the broader construct of SE, but has a more external focus, i.e., activities designed to help the student persist and successfully transition from college-to-work. Current measures of SE do not adequately measure PDE. It is also argued that greater PDE will enhance the likelihood of a student graduating in a timely manner and having an appropriate job upon graduation. Before proposing a conceptual model for studying PDE a brief literature review on undergraduate development, including distinguishing career development versus professional development, and examining the internally- focused SE literature will be provided. …

College Student Perceptions and Ideals of Advising: An Exploratory Analysis

Abstract: Student advising has been a staple of the college experience for decades. However, the importance of advising differs greatly through the lens of the observer. Students may feel that advising is a 'waste of time' or that they already know what they need to take to meet degree requirements. Conversely, other students may want the added security meeting with an advisor provides in the final semesters of course work to ensure a timely exit from college. The current study examines student perceptions of and preferences for academic advising. The researchers developed a survey to ascertain student perceptions and ideals (N=125) among graduate and undergraduate learners. Factor analysis was conducted to determine the conceptual fit of items within the survey. Demographic variable, correlation, and descriptive data analysis showed support for the researchers' hypothesis. Directions for future research and suggestions for improving the advising experience are presented. Introduction Student advising has been a staple of the college experience for decades (Crookston, 1972). However, the importance of advising differs greatly through the lens of the observer. Students may feel that advising is a 'waste of time' or that they already know what they need to take to meet degree requirements. Conversely, other students may want the added security meeting with an advisor provides in the final semesters of course work to ensure a timely exit from college. Faculty also hold these divergent views. In some universities, faculty must bear advising responsibilities in addition to teaching, research, other service, and even administrative duties, while other universities have designated entire offices for the sole purpose of advising students. Regardless of student and faculty personal feelings, academic advising is important for all parties involved (Sloan, Jefferson, Search, & Cox, 2005). Advising ensures students are enrolled in courses they need to graduate, that students are enrolled in courses they want to take for personal interest, professional interest, or enrichment, that faculty have the opportunity to indoctrinate students into the goals, objectives, and ethics of their chosen profession, and finally, quality advising increases student retention rates; an occurrence that is beneficial for the department and university as a whole (Crookston, 1972; Gerdes & Mallinckrodt, 1994; Wessell, Engle, & Smidchens, 1978; Corts, Loundsbury, Saudargas, & Tatum, 2000; Thompson, Orr, Thompson, & Grover, 2007; Hester, 2008). The goal of the current study is to determine student perceptions and ideals of advising. The authors developed an advising questionnaire to investigate the type of advising students currently receive, student ideals of advising, and the relationship between these two variables. Literature Despite the importance and prevalence of college student advising, little research has been conducted on the topic. Advising can be divided into two categories: prescriptive or developmental (Crookston, 1972; McArthur, 2005), also known as collaborative. In prescriptive advising, the faculty member tells the student which courses to take and when to take them. The faculty member is viewed as the authority and the student has little input into the advising process. Collaborative advising involves mutual discussion and decision-making about which courses to take, when to take those courses, and underscores the salience of faculty-student mentoring. The collaborative approach entails the student and faculty member developing an individual plan of study for the student together, rather than the limited student input present in the prescriptive model. In addition, the collaborative approach views students as educationally motivated by their desire for personal and/or professional growth instead of external motivators such as grades. While the current study is exploratory in nature, it is founded upon the principle of locus of control. …

Relations among Autonomy, Attribution Style, and Happiness in College Students.

Abstract: Research suggests that a personal sense of autonomy supports individuals' success in a variety of domains, but information regarding these processes remains unclear. This paper attempts to establish a link between personal autonomy and cognitive processes, in the form of attributions for success and failure, in establishing a sense of subjective well-being, or happiness. One hundred and forty-one, primarily white (57%), college students (69% female) ranging in age from 17-27 (M = 18.8) responded to a series of questionnaires. Using bootstrapping analysis, autonomy was revealed to mediate attribution styles related to happiness, CI = .05-.31; the reverse was also true, CI = .14-.86, suggesting that these two processes are bidirectional. It may be that happiness relies, at least in part, on both a sense of control and a positive explanatory style for events in one's life. Keywords: autonomy, happiness, subjective well-being, attribution style, emerging adulthood. ********** Happiness, or subjective well-being (SWB), has become a hot topic of research in recent years, particularly since the emergence of positive psychology. Two major schools of thought coexist: those who either believe happiness to be primarily affectively based (hedonic, e.g., I feel happy) and those who believe it to be primarily cognitively based (e.g., I am happy with my life; Lyubomirsky, King, & Diener, 2005). A third school, based in part on Headey and Wearing's (1989) dynamic equilibrium model, focuses on the interplay of cognitive processes regarding life events and affect in determining one's SWB. While no definitive definition exists, there is a general consensus that happiness is a balance of positive and negative affect, positive judgment about one's life satisfaction, and a sense of harmony (Chekola, 2007; Fave, Brdar, Freire, Vella-Brodrick, & Wissing, 2011; Headey & Wearing, 1989; Linley, Maltby, Wood, Osborn, & Hurling, 2009). Many studies have attempted to better understand the relations between positive events and happiness (Lyubomirsky, 2001; Lyubomirsky, et al., 2005; Myers & Diener, 1995). The term relations intentionally highlights a misleading trend in the research, which is to use the term effect, implying that happiness is a direct result of positive events or circumstances, such as financial stability or personal success. Rather, Lyubomirsky and colleagues found that while successful people do have a tendency to happy, it may in fact be characterological happiness which produces the behaviors and cognitions necessary to be successful. Thus, the relationship between happiness and positive outcomes should be seen as bidirectional, both emerging out of positive events but also aiding in leading to them. Lyubomirsky and her colleagues (2005) also found that happiness is related to a myriad of positive outcomes, aside from and in addition to success. Relationally, happier individuals have more fulfilling marriages and friendships, and are more involved in their communities. They are more likely to have higher incomes, greater work productivity, and better mental and physical health. Chronically happy people tend to be more sociable, optimistic, energetic, original, and altruistic (Norrish & Vella-Brodrick, 2008). Because of these benefits, Cummins, Mellor, and Stokes (2009) propose that, when people are happy, society as a whole benefits and functions better. Despite the typical focus on success and happiness, it has been found that, as long as one's basic needs are met, financial status and material wealth do not account for individuals' perceptions of happiness (Lyubomirsky, 2001; Norrish & Vella-Brodrick, 2008). So what does account for one's happiness? The construal theory of happiness provides a way to understand the weak links between life events and happiness. According to this theory, specific cognitive processes influence the impact of life circumstances on happiness, rather than a non-existent "objective" reality (Lyubomirsky, 2001). …

College Students' Cell Phone Use, Beliefs, and Effects on Their Learning.

Abstract: The purpose of this study is to explore college students' self-reported cell phone use and beliefs and investigate the effect on student learning Eighty-eight college students responded to a questionnaire about their use of cell phones during classes, studying, and driving and about their beliefs about how cell phones impact their schoolwork In addition, a subset (n= 34) participated in an experimental study in which half the students listened to a novel lecture without cell phones and half were told to use cell phones (eg play games, text) during the lecture Descriptive results indicated that there is an acceptance of use in class; students' beliefs were neutral about whether they felt distracted or if time spent using devices affected their study time Experimental results failed to indicate any difference in quiz scores between those using devices while listening to a lecture and those who did not Yet, those who used their cell phones did anticipate lower scores than students who did not, indicating students may intuit its distracting nature for learning ********** Cell phones have become a ubiquitous presence on college campuses and are arguably considered distractions Recent research has been devoted to better understanding the perceptions of cell phone use among college level faculty and students as well as the consequences of cell phones in classrooms This work along with related research has shed light on explaining how and why cell phones are distracting and thus potentially detrimental to students' learning Cell phones have become capable of and used as mobile devices to access internet, communicate with friends, and play games Instructors have questioned whether the effects of such frequent use pose potential harm to students This study aims to document students' beliefs about their use of phones and experimentally test the impact of using cell phones while listening to a lecture Recent work has sought to investigate beliefs about use of cell phones in classrooms In one study of students' perceptions, 65% of students report refraining from utilizing them in the classroom, yet 53% report using them for text purposes in courses (Burns & Lohenry, 2010) Perceptions of cell phone use among faculty are consistent with students' beliefs In one study of university faculty and students, both were equal in their reporting that cell phones were distracting (85%) and noticed that vibrating phones in a classroom (49%) were problematic (Burns & Lohenry, 2010) In addition, Campbell (2006) found that although students and faculty consider ringing phones highly distracting, the younger participants expressed attitudes that were more tolerant of a ringing cell phone in class and were less supportive of restrictive policies In fact, they found that age rather than faculty vs student status explained these attitudes Even though youth may be more accepting of cell phone use in class, studies regarding the distracting nature of simultaneous technology, such as that offered by cell phone use in courses, point to the detrimental nature of such activity The impact of a ringing cell phone during class activities (lecture, taking notes during a video) has been shown to be detrimental to later retention (Shelton, Elliot, Eaves, & Exner, 2009; End, Wothman, Mathews, & Wetterau, 2010) Furthermore, their negative impact has been acknowledged in other areas, such as driving In simulation experiments, drivers were slower to brake and had more traffic accidents while conversing on either handheld or hands-free cell phones compared to drivers not using a cell phone (Strayer, Drews, & Crouch, 2006) Additional work on fine motor tasks (related to driving skills) indicates the same pattern students using a cell phone were significantly slower in performing the task over those without it (Bourgeois, Dilks, Bartling, Libersat, White, Bourassa, Martin, & Dilks, 2007) …

Relationship Maintenance on Facebook: Development of a Measure, Relationship to General Maintenance, and Relationship Satisfaction

Abstract: Previous research indicates that the primary reason college students use Facebook is for relationship maintenance. The present study sought to determine the relationship between Facebook maintenance and general maintenance efforts in college student romantic relationships, as well as the impacts of such behaviors on the relationship. Survey data were collected from 189 individuals in romantic relationships. Based on previous research, scale items were developed to measure the use of positivity, assurances, and openness via Facebook. Results indicate that the scale items loaded onto the predicted factors, and that they demonstrated internal reliability. However, the correlations between the general versions of assurances and positivity and the online measures of those same behaviors were not strong, and the correlation between the general version of openness and the online version of that behavior was insignificant. Facebook positivity was moderately, positively correlated with relationship satisfaction, and Facebook assurances demonstrated a slight, positive correlation with relationship satisfaction. When controlling for more general maintenance behavior, Facebook positivity was the sole online behavior to predict satisfaction, contributing only three percent of the variance of relational satisfaction. ********** The booming of the Facebook era in everyday practice has corresponding with increased interest in the study of how the social networking site has influenced interpersonal relationships, especially among college students. A majority of these studies has indicated that the primary motive for individuals' use of Facebook is to maintain relationships (e.g., Craig & Wright, 2012; Sheldon, 2008; Ellison, Steinfield & Lampe, 2009). Yet, few studies to date have investigated the means by which Facebook allows for maintenance, nor has the relative impact of Facebook maintenance on the relationship been assessed. This study seeks to ameliorate that gap through a focus on the maintenance strategies used to sustain college student romantic relationships via Facebook. In addition, the relative impact of general maintenance activity and Facebook maintenance will be examined, with a particular focus on predicting relationship satisfaction. First, definitional issues need to be addressed. Relationship maintenance refers to the cognitions, behaviors, and interactions that individuals engage in to keep their relationship in a desired state (Dainton, 2003). Although there are numerous approaches to the study of maintenance, the operationalization of romantic relationship maintenance provided by Stafford, Canary and colleagues is used most frequently (Canary & Stafford, 1992; Stafford & Canary, 1991; Stafford, Dainton & Haas, 2000). The original relationship maintenance strategy measure (RMSM) includes five behaviors: positivity (being upbeat and cheerful around the partner), openness (disclosing what the individual wants or needs out of the relationship), assurances (reassuring the partner about the individual's commitment), networks (relying on common friends and family) and sharing tasks (performing instrumental activities that help the relationship to function). The revised RMSM measure developed by Stafford et al. (2000) also includes measures of advice (providing the partner with thoughts about situations s/he is dealing with) and integrative conflict management (that is, positive means of resolving conflict). As scholars of interpersonal communication have recognized the frequency with which interpersonal communication relies on mediated communication technologies, research has begun to examine how relationship maintenance might occur using mediated communication as well (e.g., Bryant & Marmo, 2009; Craig & Wright, 2012; Dainton & Aylor, 2002a; Ledbetter, 2009, 2010; Rabby, 2007). Scholars have struggled to keep up with the rapid changes in mediated communication technologies, however. …

Beyond Computer Literacy: Technology Integration and Curriculum Transformation

Abstract: Personal computers, the Internet, smartphones, and other forms of information and communication technology (ICT) have changed our world, our job, our personal lives, as well as how we manage our knowledge and time effectively and efficiently. Research findings in the past decades have acknowledged and affirmed that the content the ICT medium carries is as important as the ICT medium itself. These studies also added a third constituent to the structure of ICT usage and integration; that is the pedagogical approach of teaching and learning. One of the modern ICT trends of organizations involves the incorporation and integration of a blended approach of teaching and learning; which combines the traditional face-to-face instructor-led method with ICT-based online teaching and learning environment. This quasi-experimental research study was deployed to evaluate and identify the effect and usefulness of a blended pedagogical approach of teaching and learning on students' academic achievement, motivation, and attitudes. A total of 128 (i.e., 64 experimental group and 64 control group) undergraduate students in the College of Education (COE) at Kuwait University (KU) participated in this study. The results revealed that the students enrolled in the experimental group were significantly outscoring their counterparts in the control group. They submitted projects with better quality; earned higher final grades; attended more online training courses; took more ICDL tests; and the majority attended all classes. These findings imply that the potential of a blended approach of teaching and learning is endless. It can produce robust teaching and learning environments and experiences. It can also reveal that teaching and learning with such method or strategy, while integrating and incorporating ICT tools, can be fun. Keywords: Blended Learning/Teaching, Distance Learning/Teaching, Online Learning/Teaching, e-Learning/Teaching, Education, Higher Education Introduction Personal computers, the Internet, smartphones, and other forms of ICT have changed our world, our job, our personal lives, as well as how we manage our knowledge and time effectively and efficiently. With just few clicks we can: communicate with friends and colleagues all over the globe through e-mail or teleconferencing; organize our finances; study our curriculum; and even view the card catalog of a library for research purposes. If we think we know and understand what "ICT" is, then we should consider Marshall McLuhan's beliefs when he stated forty seven years ago in his well-known book, Understanding Media: The Extensions of Man, published in 1964, that "the medium is the message". He stressed that the form/type of a medium embeds itself within the message, causing the creation of a symbiotic correlation by which the medium affects how the message is recognized and understood. He believed and propositioned that the media themselves should be the core emphasis of the study, not the content they carry. Hence, McLuhan's insight was that our society is influenced by the characteristics of the media used, not by the content delivered over them. McLuhan is also known for coining the expression "the global village" and predicted the World Wide Web almost thirty years before it was invented (McLuhan & Gordon, 2003). However, McLuhan had no clue of knowing the paramount effect of ICT on humanity and our society as well. For that reason, McLuhan's vision is partially true, because research findings in the past decades have acknowledged and affirmed that the content the medium carries is as important as the medium itself. These studies also added a third constituent to the structure of ICT usage and integration; that is the pedagogical approach of teaching and learning. This element has been proven to play a remarkable role in the success of any initiative concerning ICT usage and integration into education. Therefore, there is no doubt that ICT tools, the content they carry, and the pedagogical methods all together become the extension of us. …

One-Minute Paper: Student Perception of Learning Gains

Abstract: The purpose of this study was to determine students' perceptions of learning gains when using the one-minute paper. Thirty-one students from the Physical Therapy (PT) and Nurse Anesthesia (NA) programs participated in this study. Students completed the one-minute paper in three classes. An email to students clarified the "muddy" points and included a link to the online survey. The Mann-Whitney Test was used to assess the significance of mean ranks of the survey question responses between the NA students and the PT students and to assess significance of age on the survey responses. Students reported less learning gains from the one-minute paper as compared to lectures and class discussions. However, students indicated that the one-minute paper enhanced their connection of key ideas with prior knowledge and application of concepts. Younger students reported less learning gains from group participation. Students appeared to value the use of the one-minute paper to make connections with other course material and for application of knowledge. Use of the one-minute paper to enhance learning is supported. Keywords: active learning, one-minute paper, student perceptions, learning gains ********** Actively engaging students remains a primary objective for faculty in healthcare programs. In order to determine the best methods to engage graduate students, faculty are propelled to explore options, try new techniques, and determine what works best for their students' learning. Assessment of student learning within a class session continues to be a challenge for faculty at all levels of education. The one-minute paper also known as the one-minute assessment provides a viable opportunity to both engage students and explore how deeply students learn (Angelo & Cross, 1993). The one-minute paper is an assessment and learning strategy that facilitates students, through writing, to address what they felt was the most important item or concept learned following class instruction. Students then address what item or concept remains confusing or 'muddy'. Using the one-minute paper, instructors learn what students think, what they require additional information about, points requiring clarification, and gaps in curricular content. Despite academician support of the one-minute paper, research is lacking on student perceptions of the effect of this method on learning. How do students view this activity which is now used widely in classrooms across disciplines? Significance and Purpose The purpose of this descriptive survey study was to determine students' perceptions of learning gains when using the one-minute paper in two healthcare programs: nurse anesthesia (NA) and physical therapy (PT). Exploring the two healthcare graduate programs offered the opportunity to determine if similarities or differences existed in student perception of learning when using the one-minute paper within different curriculums and disciplines. Literature Review One- Minute Paper Literature addressing the one-minute paper remains solid indicating a high value teaching-learning strategy. Variations on when to use the one-minute paper (beginning, middle, or end of class), how often to use this formative assessment strategy, and how to use the response data pose a plethora of opportunities for faculty. Based on one-minute paper results, Lucas (2010) offered personalized feedback to students using email. While time consuming, Lucas determined the investment fostered student understanding of difficult concepts. Student engagement via email offered just one means of providing timely feedback and resulted in clarification and student-faculty relationship building. Orr (2005) shared the benefits of using the one-minute assessment for an Introduction to Literature class. The one-minute assessment provided validation for concepts taught, offered the opportunity for students to share their views about the topics, and provided data for discussion in future classes. …

The Influence of Locus of Control on Student Financial Behavior

Abstract: Data on psychological influences of financial behaviors has not been well addressed in student populations, which is concerning given the high levels of general and financial stress experienced by college students. The findings of this study indicate that college students with an external locus of control exhibit the worst financial behaviors. Male students and students who grew up with wealthier parents exhibit better financial behaviors. Black and Hispanic students exhibit slightly worse financial behaviors than other students. Students who receive work study, do not receive military-based education assistance, never attend religious ceremonies, or feel that religion is not very important were more likely to report an external locus of control. Identification of financially at-risk students is imperative given the high dropout rates among college students. This study provides a profile of at-risk students that can be used in developing targeted financial services on college campuses. Keywords: Credit, spending, financial behaviors, locus of control, personality ********** Students must master numerous skills during the transition to college life. Some of these skills include preparing meals, cleaning house, living without immediate family, increased course work, and managing social activities on top of having to manage an independent (or more independent) financial budget. New financial behaviors that must be learned range from tracking receipts and spending, making debt payments on time, planning for a large purchase, repaying student loans, to saving for retirement. With college tuition rates at an all-time high (FinAid, 2011) the financial stress of students also continues to rise and financial well-being is on the decline (Norvilitis, Merwin, Osberg, Roehling, Young, & Kamas, 2006). The current study focuses on the inability to make ends meet as a measure of college students' financial well-being. A unique contribution to the literature is determining how college students' locus of control orientation influences financial behaviors. Another distinctive contribution is developing a profile of students who are most at risk for negative financial behaviors. Conceptual Framework and Related Literature According to social learning theory, past and current experience influences what is expected in the future (Rotter, 1954). In the financial arena, we have seen that financial knowledge (an indicator of past and current experience) is a strong predictor of future behavior where people with low financial knowledge exhibit lower levels of net worth and a general lack of preparedness for retirement (Lusardi & Mitchell, 2011). Another measure of past behavior not used extensively in financial studies is personality. This study incorporates the personality construct of locus of control in the prediction of college student financial behaviors. Locus of Control Locus of control is the degree to which individuals believe they are in control of their own future. Individuals who are internally driven believe that future events are determined by their own behavior, whereas individuals who are externally driven believe that future events are the result of luck, chance, fate, or due to the control of others. Individuals with a strong intemal locus of control are more likely to (a) be more alert to their environment, (b) take steps to improve their environment, (c) place greater value on skill and be more concerned with their ability, and (d) be more resistant to subtle attempts to influence them (Rotter, 1966). There are a few notable studies that have explored the connection between locus of control and financial behaviors. Joo, Grable, and Bagwell (2003) found that locus of control, among other factors, has a significant relationship with college students' attitude toward credit with those with higher external locus of control having more positive attitudes toward credit. …

Increasing Retention of Women in Engineering at WSU: A Model for a Women's Mentoring Program

Abstract: Concerns with the retention of women in engineering have led to the implementation of numerous programs to improve retention, including mentoring programs. The college of engineering at Washington State University (WSU) started a novel women's mentoring program in 2008, using professional engineers who graduated from WSU as mentors. The program is purely voluntary, and has grown from 30 mentors and 38 mentees in 2008 to 61 mentors and 90 mentees in 2011 (many mentors are willing to be paired up with more than one student). Preliminary results indicate that participants in the mentoring program are retained at a higher rate than students that do not participate; of the 42 freshmen entering WSU in the fall of 2010 and participating in the program, 74% have stayed in engineering compared to 68% for all 54 female freshman students. In past years (2003-2009), an average of 51% of female students are still in engineering at the end of their freshman year. This paper presents a model for a self-sustaining, effective women's mentoring program that has the potential to improve retention rates of women in engineering. The Need for a Women's Mentoring Program Enrollment of women in engineering programs has increased only by approximately 5% over the last 15 years (NCES, 2000). Retention is imperative; we must encourage the few women who choose engineering as a major in college to pursue it as a career. According to the Engineering Manpower Commission (1987), more women (35.6%) drop out of engineering before completing their sophomore year than men (16%). A study at the University of Washington showed that 30% of women leave engineering by their sophomore year and only 55% finish their degree (Brainard and Carlin, 1997), and Schaer et al (1991) found that only 44% of women who start engineering finish a degree compared to 54% of men. A more recent study found that gender is a predictor of retention (Zhang et al, 2002). To increase retention numbers for women in engineering, a program that helps retain freshman and gives them a sense of belonging is necessary. Many studies have looked at why women leave engineering, and what can be done to improve retention. In a survey by Graham (1997), women who stayed in engineering made decisions based on encouragement and structured opportunities, and those who left cited feeling intimidated, isolated, and had a lack of self-confidence. Women have reported lower confidence and less self-efficacy than males, and need more encouragement and mentoring (Vogt et al, 1997). A University of California at Davis study showed that women leave engineering due to isolation, not seeing the relevance of courses, a "chilly" classroom environment, and a lack of role models and mentors (Henes et al, 1995). Cohoon (2002) observed that without adequate support, women are likely to leave a program at higher rates than men, and recommended providing female role models to mentor undergraduate students. A seminal research study on attrition of students from engineering and the sciences found that women leave engineering in part because of the need to develop a sense of self-worth and identity, and the corresponding lack of opportunities for this in engineering disciplines (Seymour et al., 1997). Specifically, "... the socialization of most young women ... encourages the development of a more extrinsic sense of identity", and further that "the consequences of these patterns of socialization were clearly embedded in most women's accounts ..." (Seymour, et al., 1997, pg. 266). In their discussion of the need for support to develop a strong sense of identity, the authors indicate that finding alternative sources when faculty are not available and supportive is critical to retention, "... [female students] had learned to need the teacher-pupil relationship less, and/or had actively sought alternative sources of support ..." (Seymour, et al., 1997, pg. 268). These studies show that mentoring programs can help improve retention of women in engineering by providing an encouraging, supportive environment that helps them identify with the engineering field. …

The Influence of Attributional Style on Substance Use and Risky Sexual Behavior among College Students.

Abstract: HIV, AIDS, STIs, and unwanted pregnancy continue to impact young adults in the US at a disproportionate rate, particularly during the college years Attributional style (ie, locus of control) influences one's HIV risk Internal locus of control indicates a lower risk of HIV infection, whereas an external locus of control signals an increased risk of HIV A sample of 1,874 university students aged 16-54 years were surveyed to determine if sexually active males versus females with external, unstable, and specific causal attribution (ie, external locus of control) engaged in safer sexual practices (eg, condom use) and lesser alcohol and legal/illicit drug use Results indicated that male students with an external attributional style engaged in a greater number of unsafe sexual behaviors (eg, multiple partners) and higher amounts of alcohol and drug use than female students Additionally, for both males and females, an internal attributional style was associated with greater drug use and a greater likelihood to engage in HIV-related risk behavior Comprehensive sexual health and substance use education targeting college students should consider attributional style in relation to health promoting and protective behaviors Keywords: college, attributional style, substance use, health risk behaviors, HIV, STIs Introduction Viruses differ from infectious agents, such as bacteria, in their unrelenting need to infect and multiply within their host The body's immune system serves as a protective means from infectious agents, including viruses, bacteria, and fungi However, the goal of the human immunodeficiency virus (HIV) is to attack and destroy the host's CD4 or immune cells (TeachAIDS, 2010) Unlike other worldly viruses, HIV is an incurable disease that targets specific immune system cells, eventually destroying these cells and rendering the body incapable of warding off secondary infections HIV is easily transmittable and can infect anyone, as the virus does not discriminate based upon gender, sexual orientation/preference, race, socioeconomic status, or religion (International Olympic Committee, nd; News Medical, 2011; United Nations Population Fund, 2008) An estimated 12 million Americans are HIV-positive, one in five who do not know their HIV status, and approximately 50,000 new cases of HIV are reported each year Currently, young adults are becoming infected with HIV at increasing rates each year When it comes to the issue of HIV, not every university student is aware of the risks or means of transmission More specifically, in 2009, adolescents and young adults between the ages of 13 and 29 were tested for and constituted 39% of new HIV infections Those aged 20 to 24 years old accounted for the highest rate of newly HIV infected individuals (Centers for Disease Control and Prevention [CDC], 2011), supporting the hypothesis that those with the highest rate of new HIV diagnoses are college-aged students (Mecoli, 2011; Pablo, 2012) These recent statistics highlight the fact that this newly HIV-infected demographic was more than likely to have been infected during their college years College students are developing personal values, principles, independent thinking styles, and identity throughout their four years attending a university and are often not concerned with the possibility of becoming infected with an incurable disease In addition, students have been known to be promiscuous and experimental via engaging in risky sexual behaviors or experimenting with drugs, which is further perpetuated by their invincible mentality According to the American College Health Association's (ACHA) (2011) National College Health Assessment, 83% of the sample reported four or more sexual partners within the past 12 months, and 272% reported using drugs within the last 30 days (eg, smokeless tobacco, marijuana, or illicit drugs such as cocaine, methamphetamine, sedatives, hallucinogens, MDMA) …

The Effects and Predictor Value of In-Class Texting Behavior on Final Course Grades

Abstract: Cell phones have become a norm within the collegiate environment but little research has examined their impact on academic attainment The purpose of this study was to examine the effects that in-class texting behavior had on the final grade score in a freshmen level introductory social science course Students in three different sections were given three different texting policies to elicit a variety of in-class texting behaviors Students were given after-course-surveys examining in class texting behaviors Final exam scores and texting behaviors were subjected to a Pearson's correlation as well as a regression analysis Students GPA as well as ACT scores were also examined in the regression analysis The study showed there was a negative correlation in the relationship between in-class texting and final grade score In-class texting was significant in negatively impacting grades after GPA, ACT, and attendance were controlled While GPA and ACT were still the strongest predictor values, in-class texting behavior still contributed to 22% of the predictor value in final grade ********** As technology and information expands, so does their use Cell phones are quickly becoming one of the most used communications technologies in our culture with over 94% of college students using cell phones (Burns & Lohenry, 2010) Cell phones have begun to permeate every facet of the personal, professional, and academic world Understanding that cell phones have become a norm within the collegiate environment, it is important to examine the academic implications of cell phone usage within the college classroom and their impact on academic attainment Educational attainment is an important understudy due not only to the many stakeholders (families, individuals, institutions) but to society as a whole (lenders, economy, service) This study examined the effects of in-class cell phone texting on final grades in a freshmen level introductory social science course College Academic Attainment A significant amount of literature exists that uses standardized tests such as the SAT and ACT as predictors of successful academic attainment as measured by college grades (Munday, 1970; Betts & Morell, 1999; Stumph & Stanley, 2002; Cohn, et al, 2003; Cornwell, et al, 2005; Grove, et al, 2006) Munday (1970) explained that correlation of the ACT plus high school GPA showed to be strong predictors of the GPA of college freshmen Berry and Sackett (2009) argued that if college GPA is the criteria used for academic performance, standardized entrance exam (SAT and ACT) scores as well as high school GPAs are the best predictors By using SAT scores as well as entering course GPAs, researchers have presented impressive criterion related validity to account for more than half of the variance in college grades in freshmen level courses Berry and Sackett's (2009) use of both SAT or ACT scores and high school GPA are strong predictors for freshmen level courses A strong third predictive factor shown throughout the literature is class attendance (Jenne, 1973; Launius, 1997; Moore, 2003; Moore, et al, 2003; Newman-Ford, Fitzgibbon, Lloyd, & Thomas, 1999) Crede, Roch and Kieszczynka (2010) conducted a meta-analysis examining the relationship between college class attendance and grades The research showed that class attendance was positively correlated to grades of individual classes as well as overall GPA in college Moreover, Crede, Roch and Kieszczynka (2010) argued that class attendance was the strongest predictive factor of academic performance including both cognitive (ACT scores, high school GPA) and non-cognitive measures (self-efficacy, study habits, etc) Crede and Kuncel (2008) presented a meta-analytic review which highlighted that non-cognitive measures, such as study skills and study habits, were almost as predictable as those within the cognitive realm However, Crede, Roch and Kieszczynka (2010) maintained that classroom attendance should be mandatory as it reflects the strongest predictor for final individual course grades as well as overall college GPA …

Relationships between College Students' Credit Card Debt, Undesirable Academic Behaviors and Cognitions, and Academic Performance.

Abstract: The acquisition of credit card debt by college students has long been a topic of concern. This study explores relationships among debt, undesirable academic behaviors and cognitions, and academic performance, through surveys of 338 students in a public university, replicating two past measures of credit card debt and creating new measures of students' delinquency, undesirable academic cognitions or behaviors, and academic performance. This study suggests that students' financial woes are related to how they allocate time and energy in college, as well as how well they perform in their classes and presumably how much they learn. This area has not been studied extensively, particularly in relation to impact on college persistence and graduation rates. Data are cross-sectional, so inferences of causality cannot be made; however, suggestions for future research are discussed. Introduction Explosive increases in the cost of a college education continue to hamper the economic recovery of the United States, and the level of personal debt incurred by students during their college years imposes a burden that lasts for decades. Recent changes to the interest rates in college loan programs make headlines, and economists predict continued increases in tuition as the federal and state governments contribute less to the cost of higher education. Today's new college graduate is likely to enter the workforce with an average of $25,250 in student loan debt (The Project on Student Debt, 2011). This number is not inclusive of all debt students incur over their college years, but reflects primarily monies borrowed through formal educational loan programs, and not credit card debt, which poses its own risks to students' long term success. Credit card debt among undergraduate college students has become a major problem on university campuses in the U.S. A 2009 study by Sallie Mac, the nation's leading provider of saving- and paying-for-college programs, reported that student debt averaged $2200 (Sallie Mac, 2009). Eighty-four percent of undergraduates carried at least one card, and only 17% of students paid off all their cards each month. Nearly one-third put their tuition on their credit card, and 92% charge direct education expenses to credit cards. All of these numbers represent increases since Sallie Mae's 2004 study. While some research has attempted to address the question of what factors contribute to students' accumulation of debt, much less has been done to explore the possible relationships between debt and students' academic behaviors such as studying and missing classes. When students accumulate debt to a problematic level, they can respond in two ways: increasing income by getting jobs, working more hours, or borrowing; and/ or engaging in various forms of dysfunctional behaviors such as drinking. Either response could negatively impact study and attendance behaviors and, eventually, grade point average and learning, time in college, and dropping or "stopping" out of college. The purposes of this study were to (1) explore the relationships between students' financial situations and their academic behaviors and performance, as well as felt anxiety and coping behaviors; and (2) develop better measures of some concepts in this area, particularly students' perceptions of their levels of financial difficulty and the undesirable academic behaviors they may engage in. Better understanding in these areas could lead to improvements in student persistence and time to graduation and more effective guidance for universities, parents, and students. Background Predictors of Debt. A number of studies have explored the potential causes of student debt. First, most studies in this area have attempted to predict student debt based on various demographic characteristics. Generally, older students accumulate more debt (Hayhoe et al., 2005; Jones, 2005; Norvilitis et al., 2006); this is consistent with findings by Pinto et al. …

Business Students' Perceptions of Corporate Social Responsibility.

Abstract: Corporate social responsibility (CSR) is a key element of today's Business school curricula. Proponents of CSR have argued that a business has an obligation to balance the interests of its many stakeholders. Critics of CSR, however, have argued that a business has an obligation only to its owners--its shareholders. In this paper I examined the perceptions of CSR among a sample of today's Business students and investigated the relationship between gender, work experience, and spirituality and CSR perceptions. The results generally support the hypothesis that women exhibit greater sensitivity to CSR than men. Some results are consistent with the hypothesis that work experience is important in shaping perceptions of CSR. Finally, several results are consistent with the hypothesis that spirituality positively affects perceptions of CSR. Keywords: Corporate social responsibility; Business ethics Introduction Traditional finance theory argues that the only responsibility of managers "is to conduct the business in accordance with their (the owners') desires, which generally will be to make as much money as possible while conforming to the basic rules of the society, both those embodied in law and those embodied in ethical custom" (Friedman, 1970, p. 1). Others, however, advocate a "stakeholder" approach whereby firms have distinct responsibilities beyond shareholder wealth maximization. Indeed, there appears to be a recent shift in public opinion toward stakeholder theory. Stakeholder theory is the foundation of Corporate Social Responsibility (McWilliams and Siegel, 2001). While definitions of Corporate Social Responsibility (CSR) vary, its key argument is that business has an obligation "to use its resources in ways to benefit society, through committed participation as a member of society, taking into account the society at large ... independent of direct gains to the company" (Kok et al., 2001, p. 288). An increasing number of investors appear to share this view; the number of CSR-related shareholder proposals has significantly increased in recent years along with the number and dollar volume of socially responsible investment funds. According to the Interfaith Center on Corporate Responsibility, approximately 11 percent of assets under professional management in the United States are now involved in socially responsible investing. Mirroring these trends, CSR and business ethics are key elements of today's Business curricula. The American Assembly of Collegiate Schools of Business (AACSB) requires the inclusion of ethics in business curricula. Christensen et al. (2007) found that 42% of the top MBA programs worldwide now specifically require CSR in core curricula. Given these recent trends in the general public, the investing community, and academia, it is important to examine the perceptions of CSR and ethics among tomorrow's business leaders--today's Business students. Do students agree with the stakeholder view that business has social responsibility beyond making a profit? And, are gender, work experience, and spirituality related to student perceptions of CSR and ethics? Literature Review CSR Theory There are two primary theories of CSR. According to Friedman (1970), since a corporate executive is an employee of the owners of the business, he has direct responsibility to them. And, that responsibility is to make as much money as possible, subject to legal and ethical constraints. According to Friedman, only individuals (and not corporations) can have responsibilities and resources devoted to CSR are better spent on increasing firm efficiency. On the other hand, Freeman's (1984) "stakeholder theory" posits that managers should balance the interests of various stakeholders, including employees, suppliers, customers, the community, etc. More recently, Orlitzky and Benjamin (2001) and others have argued that corporations have a responsibility to various stakeholder groups beyond stock price maximization. …

An Association between College Students' Health Promotion Practices and Perceived Stress

Abstract: Purpose: This study was undertaken to gain a better understanding of health promotion practices among college students and the relationship of stress and the practice of various health behaviors. Method: In Fall 2008, 319 students from a mid-size university participated in a cross-sectional survey utilizing the Perceived Stress Scale (PSS) and the Health Promotion Lifestyle Profile II (HPLP II). Findings: This study identified a group of health-related behaviors and ways of thinking that may protect students from stress. In addition, a dose response was suggested. Specifically, lower stressed students (PSS mean = 16.96 S.D. = 4.05) were more likely than higher stressed students (PSS mean = 28.95, S.D. = 4.21) to routinely practice 14 of 52 health-promoting behaviors or ways of thinking. Keywords: health promotion practice, health behavior, stress, college students ********** College life presents a unique developmental period and a time during which many individuals adopt lasting health behavior patterns that are either associated with enhanced health status and longevity or increased long-term disease risks. By focusing on health practices initiated in college, health professionals can assist students in sustaining these behaviors over their lifetime. According to the research literature, there is unbalanced or narrowly focused attention paid to different aspects of health practices. For example, there is evidence indicating that religion and spirituality represent an understudied dimension in health-related research (Hill & Pargament, 2003). Likewise, studies tend to examine one or two practices at a time, such as exercise, dietary behaviors, or substance use, rather than address a wide range of factors that can influence health (Nguyen-Michel, Unger, Hamilton & Spruijt-Metz, 2006). Such limitations in previous research reflect a need to examine health promotion practices more holistically. Gender plays a role in health promotion practices among college students (Cress & Lampman, 2007; Nguyen-Michel, Unger, Hamilton & Spruijt-Metz, 2006; von Bothmer & Fridlund, 2005; Ulla Diez & Perez-Fortis, 2010). However, there are inconsistent results across studies in terms of health practices of males and females. For example, von Bothmer and Fridlund (2005) reported that females had healthier habits related to alcohol consumption and nutrition, but showed no difference from males in physical activity. Ulla Diez & Perez-Fortis (2010) reported that male students engaged in physical activities, stress management, and spiritual growth activities more than females. Stress interacts with college students' health promotion practices (Cress & Lampman, 2007; Hudd et al. 2000). Specifically, Hudd et al. (2000) reported that students with higher stress were less likely to exercise regularly and less likely to consume fruits and vegetables. Additionally, Wells and Graf (2011) found that males and females coped with stress differently. Of 16 lifestyle habits that were found to be protective, males and females shared only five. Similar to the aforementioned observations regarding the research that focuses on the relationship between gender and health promotion practice, there is insufficient research that examines the relationship between perceived stress levels across a wide range of health practices. Though it is challenging to establish the causal relationship between perceived stress levels and health promotion practices, it is important to understand how perceived stress levels interact with multiple and concurrent health promotion practices. Increasing this understanding is important if we are to assist students in learning to manage the inevitable stress that defines their daily lives. The present study examined the health promotion practices among college students using Health Promotion Lifestyle Profile II, an instrument that contains 52 items covering 6 cohorts or clusters of behavior. …

Exploring the Impact of Formal Education on the Moral Reasoning Abilities of College Students.

Abstract: The present study was to investigate the patterns of moral reasoning of a sample of college students at Kuwait University, and to examine the effect of education level upon their moral reasoning abilities. A sample of 90 college male students participated in this study .They ranged in age from 17-25. For the purpose of this study they were divided into four groups according to their level of education: Freshmen (n=30), sophomores (n=25), juniors (n=24), and seniors (n=11). All the participants were Muslims. The Defining Issues Test (DIT), which is based on Kohlberg's cognitive moral development theory, was used as the instrument of assessment of their moral reasoning. The DIT presents situational dilemmas requiring several decisions for each. From these responses, the decision-making process is evaluated, and a P score (principled moral reasoning) is formulated Results revealed that the participants operate predominantly at the conventional level of Kohlberg's moral judgment theory. Analysis of Variance also revealed that education did not seem to have affected the moral reasoning stages of the respondents. These findings are discussed in light of the previous related moral judgment literature. Keywords: College students, Moral Development, Moral Reasoning, Defining Issues Test, Kohlberg's moral judgment theory, P-score. Introduction and theoretical background Lawrence Kohlberg's theory of cognitive moral development is perhaps the most widely known theory of moral reasoning (Kohlberg, 1969, 1973, 1984), and it remains the most dominant and cited work in contemporary behavioral science (Trevino, 1992). It was developed based on Piaget's (1932) early work on moral development in children. Kohlberg (1969) in his theory of cognitive moral development emphasized the cognitive basis of moral judgment and its relationship to moral action. Kohlberg saw moralization as a process of internalization of cultural or parental norms (Kohlberg 1976). According to Kohlberg, the development of moral reasoning abilities can be divided into three major levels and six stages: (1) preconventional level (including stage one: obedience and punishment orientation; and stage two: instrumental purpose and exchange); (2) conventional level (including stage three: interpersonal accord and conformity, and stage four: social accord and system maintenance); and (3) postconventional level (including stage five: social contract, utility, individual rights, and stage six: universal ethical principles). Individuals respond differently to ethical issues in accordance with their stage of moral reasoning, and those who are at a higher moral stage are more likely to resist the pressure of conforming to the judgments of others. Kohlberg's theory has been used extensively to examine the levels of moral reasoning abilities of students and professionals (Jones, Massey, & Thorne, 2003). For more than 50 years, Kohlberg's theory has stimulated research and influenced thinking about morality and moral development (Cummings, Dyas, Maddux, & Kochman, 2001; Wygant & Williams, 1995). DIT as a Measurement of Moral Reasoning The Defining Issues Test (Rest, Narvaez, Bebeau, & Thoma, 1999) has been used extensively to measure moral reasoning. Rest's Defining Issues Test (DIT) is the instrument most widely used to assess moral development and place individuals within a Kohlberg level. The DIT assesses recognition, comprehension, and preference. The DIT presents several moral dilemmas to test-takers, who are asked to respond to questions about each dilemma. A P-Score, the percentage of Stage 5 and 6 principled reasoning people use in responding to the dilemmas, is calculated from the results and represents their current level of moral reasoning development. Research using DIT indicates that using certain educational methods such as volunteer service combined with reflection in journal writing, discussions, and readings can enhance moral judgment (Bebeau, 1991; Duckett & Ryden, 1994; Narvaez, 2001; Rest, et al. …

Improving Student's Understanding of Career Decision-Making through Service Learning.

Abstract: This study examines the impact of an experiential service-learning project designed to help high school students begin to choose a career path and increase college students' understanding about how to make career decisions. In the study, two groups of college students attended information sessions on career advising. The first group then helped provide career information to high school students as part of a service project in a college class. The second group did not help provide career information to high school students. Posttest comparisons of the two groups of college students indicated that college students who participated in the service project showed significantly more understanding of career decision-making than students who had not participated in the service project. ********** As technology and globalization progress, job opportunities are continually changing, and for college students, deciding on a career in this rapidly changing environment is a daunting task. As challenging as this task might be, it is one of the most influential decisions we make in our lives. Hacker and Betz (1995) noted, "There are few other decisions that exert as profound an influence on people's lives as the choice of a field of work or career" (p. 249). However, career decision-making skills needed to make informed career choices are not always self-evident to students, and students need to learn these skills in order to successfully choose career paths and transition between school and the work force (Kraus & Hughey, 1999). One way that career service programs at colleges and universities help students make career decisions is through the use of career interest inventories. A popular, empirically supported inventory is the Self-Directed Search (SDS) developed by John Holland and based on his theory of vocational personality and work environments (Spokane & Holland, 1995; Holland, Powell, & Fritzsche, 1997; Reardon & Lenz, 1998; Gottfredson & Johnstun, 2009). According to Holland's theory, people prefer work environments that are congruent with their personality types (Gottfredson & Johnstun, 2009). Holland's SDS is based on the RIASEC model, where RIASEC stands for Realistic, Investigative, Artistic, Social, Enterprising, Conventional personalities and work environments. A person's responses on the SDS yield a personality code type that can be used to determine the type of work environment the person may prefer (Gottfredson & Johnstun, 2009). Each personality combination can be matched with different types of occupations and interests (Reardon & Lenz, 1998). Some colleges and universities incorporate career support into their curriculum. Heffner Macera and Cohen (2006) described a one-credit course for psychology majors offered at West Virginia University developed to help students understand psychology-related careers and develop the knowledge needed to meet their career goals. Fouad, Cotter, and Kantamneni (2009) described the benefits of a college career course designed to help students choose a college major and future career path. Students participated in class discussions and completed trainings and career assessments as part of the course. Overall, results indicated that students in the class reported fewer career decision-making difficulties and greater career decision-making self-efficacy. However, their perception of barriers to career decision-making did not change. Experiential learning experiences like internships, cooperative education, practica, and service learning are another valuable way for students to learn more about potential careers (Aldas et al., 2010; Eyler, 2009). Eyler (2009) suggested that experiential learning is a practical avenue for students to "transform inert knowledge into knowledge-in-use" that will help them transition seamlessly from college to career (p. 24). She also noted that experiential learning is associated with academic achievements, such as deeper understanding of course material and greater ability to think critically and apply classroom knowledge in new contexts (Eyler, 2009). …

The Correlation between Anxiety and Money Management

Abstract: Finances are frequently cited by college administrators as a top cause of college student stress and drop out. Positive financial behaviors can help prevent financial stress and possibly help with college student retention rates. According to past research, financial behaviors can be predicted based on certain demographic characteristics, resource availability, and financial knowledge. One of the gaps in the literature revolves around the impact that anxiety plays in positive and negative financial behaviors. Students who are anxious are sure to be experiencing a high degree of stress. Using primary data collected from students attending a large Midwestern university, results indicate that anxiety has a significant effect on three financial behaviors. Implications suggest that college financial counseling and mental health programs collaborate to provide holistic services to students which may help to retain students due to financial stress and anxiety. Keywords: Mental Health Distress, Financial Therapy, Financial Behaviors Introduction According to McCormick (2009), an increasing number of financial stressors for individuals and families have been created due to the recession, such as rising fuel and food prices, mortgage and credit crises, increased unemployment, increased bankruptcy filings, and a reduction in savings. Financial distress has been described as an individual's reaction to the condition of their personal financial situation (Prawitz, Garman, Sorhaindo, O'Neill, Kim, & Drentea, 2006). Overdue notices from creditors, check writing with insufficient funds, late bill payments, family arguments about money, and lack of emergency preparedness are financial behaviors that may contribute to financial distress (O'Neill, Prawitz, Sorhaindo, Kim, & Garman, 2006). Furthermore, effects of financial distress have been found to include anxiety, insomnia, headaches, and depression (O'Neill, Sor haindo, Xiao, & Garman, 2005c). Prolonged financial stress has been shown to produce a negative impact on physical and mental health (Kim, Garman, & Sorhaindo, 2003) and general sense of financial well-being (Weisman, 2002). The purpose of this study was to determine how anxiety is related to financial behaviors. Results provide support for the need for financial therapy since anxiety was found to be highly related to the manner in which people handle their money. Literature Review and Conceptual Framework The themes that have emerged in the literature as known predictors of financial behavior include background characteristics, resource availability, and financial knowledge. The unique contribution of this study is to determine how anxiety influences financial behaviors. Positive and negative financial habits that form when individuals transition to adulthood are likely to continue throughout their adult years (Shim, Barber, Card, Xiao, & Serido, 2009). Since college is considered a transitional time where students face many challenges, including those regarding financial issues, this study concentrates on the impact anxiety might ultimately have on college students' financial behaviors. The extent of financial behaviors is far reaching. For purposes of this study, the following six behaviors were of interest due to their applicability to college students: (a) awareness of debt load, (b) spending more than is earned, (c) difficulty paying bills, (d) paying credit card bills on time, (e) reaching the maximum limit on credit cards, and (f) using cash advances. Anxiety According to Klontz and Klontz (2009), when individuals are stressed and feel anxiety, fear, or shame, they feel off-balance and the human brain will attempt to repair or rebalance it by seeking out substances or behaviors, which may include food, nicotine, alcohol or a wide range of human behaviors, including financial behaviors. Research shows a clear relationship between economic distress and reduced mental health status (Voydanoff & Donnelly, 1989; Irwin, LaGory, Ritchey, & Fitzpatrick, 2008), although surprisingly little research has been conducted on the relationship among anxiety and financial behaviors in more recent years. …

Obesity, Diet, and Physical Activity Behaviors of Students in Health- Related Professions.

Abstract: Few studies have examined incidence of obesity and healthy lifestyle behaviors in college students in health-related (HM) compared to other majors (NH). Since individuals are more likely to follow health promotion advice if the health care professional lives a healthy lifestyle, this information may be important in determining compliance of clients and patients. We hypothesized that the students in HM majors would be less likely to be overweight or obese, would be more physically active, and would be more likely to eat the recommended daily servings of fruits and vegetables than students in other majors. Ninety-six students completed body composition testing and a survey containing questions on diet and physical activity. There was a trend for NH to be overweight or obese compared to HM (38% vs. 21%, p=0.07). There was no difference in the percentage of HM and NH who participated in moderate aerobic exercise five or more days per week, but HM ate more servings of fruits and vegetables (3.8 [+ or -] 0.3 vs. 3.0 [+ or -] 0.3 per day) and were more likely to eat five or more servings daily (34% vs. 14%). These results emphasize the importance of health promotion education on campuses. Keywords: college students, physical activity, healthy lifestyle Introduction Recent evidence suggests that 30-35% of college students are overweight or obese, primarily as a result of physical inactivity and poor nutritional choices (Huang et al., 2003; Racette, Deusinger, Strube, Highstein & Deusinger, 2005; Lowry, Galuska, Fulton & Wechsler, 2000). While a number of studies have examined the incidence of obesity, physical activity and dietary behaviors in college students in health-related majors (Baloguin, 1987; Huddleston, Mertesdorf & Araki, 2002; Konen & Fromm, 1992; Najem, Passannante & Foster, 1995; Peterson, Degenhardt & Smith, 2003), few studies have compared students in these majors to students in other majors (Coe, Miller, Wolff, Prendergast & Pepper, 1982; Irazusta et al., 2006). Irazusta et al. (2006) compared body composition, physical activity, and dietary habits of female nursing students to female students in other majors. Although no differences were observed in body composition or nutritional intake, maximal exercise capacity was significantly lower in the nursing students compared to the other students. In addition, nursing students reported less participation in daily exercise compared to the other students, although this difference was not statistically significant. These results conflict with those of Coe et al. (1982), who observed no difference in physical activity patterns between medical and law students. It is important to determine if students in health professions maintain healthy behaviors, including regular physical activity and healthy eating, since patients are more likely to follow health promotion advice if the health care professional lives a healthy lifestyle (Abramson, Stain, Schaufele, Frates & Rogan, 2000; Crawford et al., 2004; Frank, Breyan & Elon, 2000; Hash, Munna, Vogel & Bason, 2003). The purpose of this study was to examine behaviors related to a healthy life-style in students in health-related compared to those in other majors. We hypothesized that the students in health-related majors would be less likely to be overweight or obese, would be more physically active, and would be more likely to eat the recommended daily servings of fruits and vegetables than students in other majors. Methods Ninety-six undergraduates (61 women and 35 men) volunteered to participate in the study. Prior to reporting for testing, participants were instructed to not drink excessive alcohol, exercise, or carry out any form of heavy physical activity for 24 hours before the test date. They were also instructed to not eat a heavy meal for five hours before the test appointment, and not smoke or drink any caffeinated drinks for one hour before the test appointment. …

The Effects of Muslim Praying Meditation and Transcendental Meditation Programs on Mindfulness among the University of Nizwa Students.

Abstract: The aim of this study was to investigate the Effects of Muslim Praying Meditation (MPM) and Transcendental Meditation (TM) Program on Mindfulness among the University of Nizwa students. The sample of the study consisted of (354) students. The questionnaires of MPM (Al-Kushooa) and Kentucky Inventory of Mindfulness Skills (KIMS) were applied before training to answer the first question, while the KIMS only was applied again as posttesting after 3 months of training on TM. The results showed that there is a relationship between MPM (Al-Kushooa) and KIMS which means that MPM can predicting the (KIMS) in prevalence of 0.61. The results also revealed an effect for (TM) in enhancing the level of KIMS after 3 months of training. Key words: Kentucky Inventory of Mindfulness Skills, Muslim Praying Meditation, Transcendental Meditation, students and Oman. Introduction Meditation has been widely adopted in the West and is increasingly being used worldwide for the alleviation of stress and for the treatment of common psychiatric disorders, such as depression and anxiety (Thachil, Mohan & Bhugra, 2007). The seemingly powerful effects of meditation are intriguing, and the potential health benefits have aroused particular interest, as individuals search for alternatives to modern-day medicines (Davidson, Kabat-Zinn & Schumacher, 2003). Since the 1970s, a majority of studies have focused on concentrative meditation techniques and transcendental meditation. Over the past decade, however, there has been a shift toward various types of mindfulness meditation and nondirective meditation, as these techniques have increasingly been embraced by psychologists and psychiatrists. This is evidenced by their integration with psychotherapeutic techniques for the treatment of medical and psychological problems (Germer, Siegel & Fulton, 2005; Ivanovski & Malhi, 2007). Mindfulness may be thought of as "focusing one's attention in a nonjudgmental or accepting way on the experience occurring in the present moment" (Baer, Smith, & Allen, 2004, p. 191). Several psychosocial interventions intended to increase mindfulness have been studied. Mindfulness-based stress reduction (Kabat-Zinn, 1982), for example, teaches patients to practice awareness and acceptance of their present experience. Mindfulness-based stress reduction practice is reported to improve various aspects of mental and physical health. Mindfulness is associated with low levels of neuroticism, anxiety, and depressive symptoms, as well as high levels of self-esteem and satisfaction with life (Brown & Ryan, 2003). The TM technique is described as a simple, natural, and effortless technique practiced for about 20 minutes, twice a day, while sitting comfortably with the eyes closed. Transcendental Meditation is intended to take the mind from active levels of thinking to the state of least mental activity. This experience of restful alertness full self-awareness devoid of customary mental content--is called transcendental consciousness (Travis & Pearson, 2000). The practice of TM is not intended simply as a relaxation method--it also promotes increased alertness (Tanner, Travis, Gaylord-King, and Haaga, 2009). MPM seems to be similar to the TM, it is refer to the Muslims rituals in praying. For Muslims, obligatory salah is prescribed at five periods of the day. These are measured according to the movement of the sun. These are: near dawn (fair), after midday has passed and the sun starts to tilt downwards / Noon (dhuhr or .zuhr), in the afternoon (asr), just after sunset (maghrib) and around nightfall ('isha') (Naasir-ud-Deen Al-Albani, 1993). Review of Literature Meditation is a mental process that traditionally has been used to achieve an altered state of awareness in both religious and non-religious practitioners. Recently, however, the interest in using different meditation techniques to alleviate symptoms such as anxiety, depression, and pain has increased in Western countries. …

A Meta-Analysis of Educational Data Mining on Improvements in Learning Outcomes.

Abstract: A meta-synthesis study was conducted of 60 research studies on educational data mining (EDM) and their impacts on and outcomes for improving learning outcomes. After an overview, an examination of these outcomes is provided (Romero, Ventura, Espejo, & Hervas, 2008; Romero, et al., 2011). Then, a review of other EDM-related research published after 2008 (88 studies) was completed. Thirty-nine of those studies also offered an overview of EDM's impact on learning outcomes. In addition, 12 of the 39 studies investigated the efficacy of EDM for learning outcomes. EDM characteristics (i.e., tools, techniques, models, procedures, measures, and results) were examined in each of the 12 studies. Ninety-four of the total 148 studies showed positive results for EDM. Directions for future research are discussed. Keywords: Educational data mining, learning outcomes, prediction, classification Introduction Recently, the concept of educational data mining (EDM) has witnessed dramatic worldwide growth in the field of education. EDM has gained increased attention as a process that provides useful data necessary for decision-making in education institutions (Kusiak, 2002). Specifically, teacher education programs are recognizing EDM as a useful analytical tool that may lead to improvements in learning outcomes. Also, research (i.e., Al-Shammari, 2011; Ogundokun, 2011) has been placing great emphasis on the improvement of learning outcomes. Several research studies (e.g., Barros & Verdejo, 2000; Chapman & Bloxham, 2004; Devine, Hossain, Harvey & Baur, 2011; Minaei-Bidgoli, Kortmeyer & Punch, 2004; Ranjan & Ranjan, 2010; Thai-Nghe, Drumond, Horvath & Schmidt-Thieme, 2011; Xiong, Pardos & Heffeman, 2011; Yudelson, Medvedeva, Legowski, Castine, Jukic & Crowley, 2006) have investigated the effects of EDM on learning outcomes. Other research (Delavari, Beikzadeh, & Phon-Ammuaisuk, 2008) has cited EDM as a useful tool in improving learning outcomes due to its ability to identify at-risk students and predict their future performance in learning settings. Sparks (2011) found that EDM provides answers to questions relating to student performance. Campbell, DeBlois, and Oblinger (2007) also stated that EDM can "answer the call for accountability through academic analytics, which is emerging as a new tool for a new era" (p. 40). This research has three purposes: to provide an overview of EDM; to offer a brief overview of research on EDM; and to investigate and then discuss how the use of EDM improves learning outcomes. Overview of EDM EDM is a new tool used in education to uncover useful information in or hidden relationships among large amounts of electronic data stored in a school's system (Baker, 2011). EDM uses reliable techniques in multiple analytic procedures that ultimately reveal hidden information that helps teachers, administrators, and others in improving learning outcomes (Ogor, 2007). According to Romero and Ventura (2010), EDM answers questions related to what a student actually knows and whether a student is learning. EDM works much like Learning Analytics, except that EDM basically addresses the development of new methods of making discoveries for data analysis while Learning Analytics addresses only the application of known methods (Baker, 2011). EDM methods differ from other methods used in general data mining due to the complexity of interrelationships among types of data and data sets. For example, there are multiple levels of hierarchy in educational data (Baker, 2011; Campbell, DeBlois & Oblinger, 2007; Romero & Ventura, 2010). EDM borrows many of its applications from machine learning and artificial intelligence (Baker, 2011). By the late 1990s, data mining had split off from artificial intelligence to stand on its own (Romero, Ventura, Espejo, & Hervas, 2008). In 2008, the field of education officially witnessed the growth of EDM at the First Annual Conference on Educational Data Mining, which was held in Montreal, Quebec, Canada in June 20-21, 2008 (Winters, 2006). …