Accommodation Strategies of College Students with Disabilities

Reviewed by: College Rules: How to Study, Survive and Succeed in College(2nd edition) Wilfred M. Manyango College Rules: How to Study, Survive and Succeed in College (2nd edition) Sherrie Nist-Olejink and Jodi Patrick Holschuh Berkeley, CA: Ten Speed Press, 2007, 304 pages, $14.95 (softcover). A great deal has been written from different perspectives about student success and survival in college. Kuh, Kinzie, Schuh, Whitt, and Associates (2005) explore the roles of the institution in helping student succeed, in Student Success in College: Creating Conditions that Matters. In The C Student Guide to Success, Ron Bliwas (2007) addresses strategies to help underachieving students succeed. Donna Goldberg and Jennifer Zwiebel (2005) take this even further. In their book, The Organized Student: Teaching Children the Skills for Success in School and Beyond, they explore strategies that will take students through K-12 and college. Cal Newport (2005) provides testimonials of top students on succeeding in college in is book, How to Win at College: Surprising Secrets for Success from the Country's Top Students. There is no doubt about it—student success is crucial to institutional success. If a student succeeds in college, the institution and society benefit. More important is the academic success of the student. An academically successful student not only increases his or her potential for a good job, but the college dropout rate decreases and institutional stakeholders are happy. Academic success, however, is not automatic. Students have to develop certain habits, change attitudes, and perform tasks that will help them become academically successful. Research (e.g., Pascarella & Terenzini, 2005) has shown that students who utilize campus resources are the most likely to have academic success. To aid in this endeavor, institutions have created tutoring programs, learning centers, and other activities to enhance students' academic success. A major component, however, of student success is the student himself or herself. The student will have to be engaged in order to succeed. It takes a concerted effort on the part of the student who wants to succeed. In high school, many students are surrounded by a safety net of teachers and counselors who readily provide the needed assistance to enable the student to succeed (Nist-Olejink & Holschuh, 2007). However, in college students are often expected to be more independent and to develop the skills needed to be successful. Many students, however, do not know how to proceed. A new addition to current literature on student success in college is College Rules! How to Study, Survive and Succeed in College, 2nd edition, by Sherrie Nist-Olejnik and Jodi P. Holschuh. This book seeks to educate students in a "thorough and humorous way" about surviving in college. Nist-Olejink and Holschuh provide insights on how to deal with homework, study for tests and exams, reading and remembering, writing research papers, etc. Basically, it is a manual of how to survive in college, written in a language to which students can relate. The book has some unique features and sidebars. Besides addressing the different issues students face in college (studying, writing papers, etc.), the book is organized using short chapters, each with an easy to read format. Each chapter begins with a question to stimulate the thinking of the reader. The reader has an opportunity to relate the contents of each chapter to famous quotes, humorous highlights, and true stories. At the end of each chapter, the authors summarize the contents in few sentences. The book, containing 24 chapters, addresses every aspect of the college student's life. In [End Page 157] sections on selecting classes, deciding on a major, making an appointment to speak with a professor, time management, developing study habits, writing research papers, and avoiding plagiarism, the authors attempt to provide the student with a road map to succeeding in college. This book appears to be specifically geared towards the undergraduate college student, though professors, graduate students, and others might benefit. It could also serve as a great resource for parents. It might give them a glimpse of what their children are going through and that might help them as they seek to offer pieces of advice to their students. Students in every stage of their academic career can...

College students with disabilities need to transition from pediatric-centered care to adult care. However, they may become overwhelmed by multiple responsibilities, such as academic activities, peer relationships, career preparation, job seeking, independent living, as well as managing their health and promoting healthy behaviors. As the use of smartphones and wearable devices for collecting personal health data becomes popular, this study aimed to compare the characteristics of self-tracking health practices between college students with disabilities and their counterparts. In addition, this study examined the relationships between disability status, self-tracking health practices, eHealth literacy, and subjective well-being among college students. The web-based questionnaire was designed using Qualtrics for the cross-sectional online survey. The survey data were collected from February 2023 to April 2023 and included responses from 702 participants. More than 80% (563/702, 80.2%) of the respondents participated voluntarily in self-tracking health practices. College students with disabilities (n=83) showed significantly lower levels of eHealth literacy and subjective well-being compared with college students without disabilities (n=619). The group with disabilities reported significantly lower satisfaction (t411=-5.97, P<.001) and perceived efficacy (t411=-4.85, P<.001) when using smartphone health apps and wearable devices. Finally, the study identified a significant correlation between subjective well-being in college students and disability status (β=3.81, P<.001), self-tracking health practices (β=2.22, P=.03), and eHealth literacy (β=24.29, P<.001). Given the significant relationships among disability status, self-tracking health practices, eHealth literacy, and subjective well-being in college students, it is recommended to examine their ability to leverage digital technology for self-care. Offering learning opportunities to enhance eHealth literacy and self-tracking health strategies within campus environments could be a strategic approach to improve the quality of life and well-being of college students.

Correlates of Psychotherapy Use Among Ethnically Diverse College Students Erlanger A. Turner (bio), Jillian Camarillo (bio), Stevanna Daniel (bio), Jonathan Otero (bio), and Angela Parker (bio) College student mental health is a public health concern. Mental health disorders that are diagnosed early in life have been found to predict educational attainment, employment and productivity, and interpersonal relationships (Byrd & McKinney, 2012; Eisenberg, Speer, & Hunt, 2012; Hunt & Eisenberg, 2010). Mental health issues among college students are usually related to adjustment and developmental challenges. Throughout the years, mental health problems in college students have grown in complexity and severity. The literature and news media have reported several incidents related to mental health issues among college students that have led to tragic events (e.g., Castillo & Schwartz, 2013; Hunt & Eisenberg, 2010). Furthermore, the National Survey of Counseling Center Directors indicated that in the past decade there has been an increase in the number of students with more severe psychological problems such as substance-use disorders, problems associated with sexual assault, and self-injury (Castillo & Schwartz, 2013). Therefore, it is important that we continue to understand variables that contribute to psychotherapy use among college students. Scholars of mental health literature have noted that college students are among those who underutilize services when necessary (Cheng, Kwan, & Sevig, 2013; Joyce, Ross, Vander Wal, & Austin, 2009). Correlates of psychotherapy use include help-seeking attitudes (Corrigan, Morris, Michaels, Rafacz, & Rüsch, 2012), mental health stigma (Cheng et al., 2013; Corrigan, Watson, Warpinski, & Gracia, 2004), and psychological distress (Arria et al., 2011; Downs & Eisenberg, 2012). In addition, some authors have highlighted the importance of intersecting identities on mental health services use (e.g., Castillo & Schwartz, 2013; Donovan et al., 2013). Given the increasing diversity on college campuses, attention needs to be given to better understand the variables that impact the use of psychological services among college students from diverse backgrounds. According to Marsh and Wilcoxon (2015), data indicate that anywhere from 30% to 45% of college students in nonclinical samples report some form of mental health problem. Factors that impact college students’ mental health may include coping with educational demands, academic self-confidence, and forming new social relationships (Watkins, Hunt, & Eisenberg, 2011). Furthermore, research notes that some individuals report not completing college as a result of early onset mental health issues (Marsh & Wilcoxon, 2015). Given the impact of mental health on an individual’s functioning and the potential negative impact on the success of college students, it is imperative [End Page 300] that we better understand this lack of service use among this population. Scholars have reported that levels of psychological distress or symptomatology predict help-seeking behaviors (Cepeda-Benito & Short, 1998). However, some researchers have reported that although students may experience mental health issues that interfere with their functioning, few seek treatment (e.g., Castillo & Schwartz, 2013; Conley, Travers, & Bryant, 2013). Some note that college counseling centers’ primary function is to provide direct counseling and interventions to students whose personal problems interfere with their ability to be successful in college course work (Marsh & Wilcoxon, 2015). However, if students do not utilize the services, they are unable to reap the benefit of the services to help them be successful in college. In examining the mental health literature among college students, numerous studies have identified person-related and system-related barriers (e.g., Arria et al., 2011; Castillo & Schwartz, 2013; Marsh & Wilcoxon, 2015) that predict help seeking. Consistent with the mental health literature, studies with college students indicate that negative attitudes and perceptions decrease the likelihood of seeking psychotherapy (Marsh & Wilcoxon, 2015; Martin, 2010). In addition, Czyz, Horwitz, Eisenberg, Kramer, and King (2013) conducted a qualitative study among college students to examine the use of psychological services on campus. Findings indicated that students reported that having a lack of time and feeling that their depression symptoms were minor were the primary reasons for not seeking treatment. Other researchers have also reported that system barriers such as lack of awareness about the availability of services on campus impact the likelihood of college students seeking mental health services (Marsh & Wilcoxon, 2015). Numerous scholars have found that demographic variables influence help seeking (McLean, Asnaani, Litz, & Hofmann, 2011; Vogel, Heimerdinger-Edwards, Hammer, & Hubbard, 2011; Vogel...

The current study examined the relationships among parenting styles experienced in childhood, anxiety, motivation, and academic success in college students. Results suggested that fathers' authoritative parenting was related to decreases, whereas mothers' authoritarian parenting was related to increases, in college students' anxiety. Further, mothers' and fathers' authoritative parenting, mothers' authoritarian parenting, and college students' anxiety and motivation were related to college students' grade point averages. In addition, college students' motivation served a mediational role in the relationship between their anxiety and grade point averages. Results suggested that college students may be more likely to experience improvements in their academic performance with interventions that address college students' perceptions of the parenting that they received during their childhood, their anxiety, and their motivation to do well academically. The role of such interventions deserves to be studied further.

Academic success in early childhood teacher education is important because it provides a foundation for occupational development in terms of professional competence, the quality of educational practices, as well as career success. Consequently, identifying factors that can explain differences in academic success is an important research task. Previous research has indicated that the Big Five personality traits can predict academic success in tertiary education even when other predictors have been accounted for. However, there is a lack of research regarding students in early childhood education. Therefore, this study investigated the effects of the Big Five on the academic success of college and university students in Germany who were studying early childhood education. Data from 567 college students and 270 university students were used. Several socio-demographic variables and the school-leaving Grade Point Average (GPA) served as controls. As hypothesised, students with higher conscientiousness also had better college and university GPAs. Furthermore, higher conscientiousness was associated with higher study satisfaction but only for college students. Unexpectedly, neuroticism was not negatively related to study satisfaction. In addition, there were exploratory findings concerning the effects of agreeableness, extraversion, neuroticism and openness. The findings are discussed with respect to implications for research and practice. In particular, the consequences with regard to the preparation of students in early childhood education are discussed.

What Should the Age Range Be for AYA Oncology?

The development of college students’ entrepreneurship in the context of the Internet and the current situation of social development are inextricably linked. The TF-IDF algorithm and literature combined to extract the influencing factors for college students’ innovation and entrepreneurship program development from four dimensions. The combination of the DEMATEL method and ISM method is used to quantitatively analyze the overall role relationship and the recursive hierarchical structure of the system elements and then identify the key elements affecting the development of college students’ innovation and entrepreneurship programs. Then, the qualitative comparative analysis method is used to summarize the common characteristics and combinations of conditions that lead to success in college students’ dual entrepreneurship projects driven by Internet technology in multiple cases. The results show that four factors at the school level occupy 3/5 of the explanatory position of the centrality degree, three factors at the national level are important outcome factors, and innovation and entrepreneurship team cultivation are the fundamental factors. There are a total of five paths, namely, environment-influenced (A1), experience-supported (A2), ideal-driven (B1), multiple-assisted (B2), and demand-oriented (B3), which contribute to the success of promoting college students’ innovative entrepreneurship programs under the Internet technology.

Expanding Agency:Centering Gender Identity in College and University Student Records Systems Jodi L. Linley (bio) and Cindy Ann Kilgo (bio) For many years, I felt that my gender identity did not quite reflect who I was; however, I was not able to verbalize or even completely conceptualize this feeling until my third year of doctoral study. At the 2015 ACPA Convention, I attended an educational session where space was held for trans folx in the audience. After attending this session, I felt empowered to share my gender identity as genderqueer with a small group of friends and colleagues at the Convention. Upon return to the University of Iowa (UI), I shared my gender identity with friends and colleagues at my institution. I started asking people, including faculty whose courses I was taking, to refer to me with genderneutral pronouns. I realized that UI had no policies or procedures in place for students to share their pronouns with faculty or staff, so I decided to contact all of my professors to let them know about my pronouns in the hopes that they would accurately use them. Despite being a doctoral student in a program where I knew all the program faculty, I still felt nervous contacting each person. Unfortunately, most trans* students must repeatedly share their name and pronouns each semester with a new set of faculty, a situation that can range from uncomfortable to dangerous (Beemyn, Curtis, Davis, & Tubbs, 2005). Upon realizing that UI lacked policies and procedures for students to share their gender identity and pronouns with faculty and staff, I started inquiring about how to create gender-expansive policies. This article details the process we—a doctoral student at the time, and a faculty member—engaged in to change the ways the university asks for and reports student name, gender pronouns, sex, and gender identity. One year after we initiated the process to create new policy, changes were actualized in the University student records systems and admission applications. CONTEXTS FOR INITIATING CHANGE There is a burgeoning body of literature on the experiences of trans* collegians that tells a coherent story: the campus climate for trans* students is not supportive or affirming and is often hostile and unwelcoming (see Beemyn & Brauer, 2015; McKinney, 2005; Nicolazzo, 2016; Rankin, Weber, Blumenfeld, & Frazer, 2010). Trans* students face messages and practices that promote compulsory heterogenderism (Nicolazzo, 2017) at all important junctures of the college-going process, from high school guidance counseling to the admission application process, from college [End Page 359] transition to college engagement (Marine, 2017). Trans* students are emotionally and physically exhausted from having to constantly face the gender binary discourse on campus (Nicolazzo, 2016). Despite overall negative climates in educational contexts, another emerging body of literature illustrates the ways trans* college students engage kinship networks as pathways to successfully navigate oppressive collegiate contexts (Nicolazzo, 2016). More specifically, trans* college students have found and have created kinship networks in material, virtual, and affective domains (Nicolazzo, Pitcher, Renn, & Woodford, 2017). While trans* students have mobilized resiliency in environments where their gender identities are not recognized and affirmed, "education efforts to improve understanding and acceptance of transgender people are crucial" (National Center for Transgender Equality, 2016, p. 5). College student educators have the potential to assuage the burden faced by trans* students in college, including faculty whose central role in fostering college student success has long been established in the higher education literature (see Pascarella & Terenzini, 2005). For trans* college students in one study, students whose faculty used their name and pronouns correctly perceived their faculty as supportive of their success (Linley et al., 2016). But how do faculty know students' names and pronouns? And once they know, how will they use them? Beemyn and Brauer (2015) recommended that collegiate student records systems have fields in place for faculty and staff to be able to easily access students' names and gender pronouns. At UI, we sought opportunities to facilitate faculty and staff access to trans* students' names and pronouns of reference as well as opportunities to educate the campus community about trans* identities. The outcome we ultimately pursue is eradication of systemic oppression of trans* people in higher education; the initiative described...

Students mental health problems directly related to the chance of success in college students, so the university attaches great importance to college students' psychological health education, and the establishment of college students is one of the important work of mental file strengthen mental health education colleges. With the rapid spread of information technology and the rapid development of computer networks, to bring a new way for college students' psychological records management work. This paper analyzes the current situation and problems of college students' psychological records management, and proposed the full use of computer network technology and mobile communications technology, and efficient records management college students to carry out the work.

College students with and without disabilities completed measures of Planned Happenstance Skills (PHS) and reported their demographic attributes (i.e., age, year of study, gender, race/ethnicity, SES, disability status). In general, the result shows that disability status, gender, race/ethnicity, and year of study were significant predictors of PHS levels. We also examined the magnitude of differences in PHS in each dimension (i.e., curiosity, flexibility, persistence, optimism, and risk-taking) between college students with and without disabilities after controlling for the key covariates. The result shows that college students with disabilities generally exhibited similar and slightly higher PHS levels compared to their counterparts without disabilities. Possible explanations of the results and limitations are discussed, along with implications for research and practice.

Objective: College students with attention-deficit/hyperactivity disorder (ADHD) and/or a learning disorder (LD) are at higher risk for not attaining a bachelor’s degree. The purpose is to identify the predictors of academic success in college for students with ADHD and/or LD using a systematic review of the literature. Method: Academic Search Premier, Education Full Text, Education Source, Education Resources Information Center, Teacher Reference Center, PsycINFO, PsycArticles, and Primary Search and relevant journals were searched using PRISMA guidelines. Studies were screened based on the following inclusion criteria: college students with ADHD and/or LD, student characteristics as predictors, and GPA and/or retention as outcomes. Results: Twenty-one studies were included (20 quantitative studies and 1 randomized control trial). Academic regulation, academic self-efficacy, emotional regulation, ADHD symptoms, and academic and social integration predicted college success. Conclusion: Incorporating these components into interventions with students with ADHD and/or LD may enhance their success in college.

A Review of Basic Needs (Food Security, Housing Security, and Homelessness) of US College Students’ During the COVID-19 Pandemic

Research purpose: To understand the behavioral factors affecting the success of college students’ Entrepreneurship. Research tools: the College Students’ Daily Success Behavior Scale (CSDSB) and the College Students’ Entrepreneurship Scale (CSES). Research methods: Psychometric method and Interview method. Research objects or samples: 32 college students in Guangdong Province who are starting their own businesses. Results: (1) The total score of college students’ daily success behavior and its five dimensions are positively correlated with the total score of college students’ entrepreneurship and its four dimensions. (2) The total score of college students’ daily success behavior and the dimension of “Excelsior (Ex)” have significant positive predictive effects on their entrepreneurial ability (F = 32.375, P &lt; 0.001). (3) Successful entrepreneurs possess behavioral quality consistent with the dimensions of the college students’ daily behavior scale. Conclusion: Daily behavioral factors have a significant positive predictive effect on college students’ entrepreneurship.

Among 68 students with attention deficit hyperactivity disorder, academic success was positively correlated with time management skills and freedom from financial stress. As a group, students with higher grade point averages reported fewer coping resources than did academically lower achieving students. Less academically successful students likely spend more time using coping mechanisms and therefore may have less time to study. Implications for professional practice and suggestions for future research are discussed. The purpose of the current study was to identify factors associated with academic success among a sample of college students with attention deficit hyperactivity disorder (ADHD). Of particular interest were students' resources for coping with stress and their descriptions of strategies used to manage their ADHD symptoms. First, however, we review the literature on ADHD and examine the obstacles faced by students with ADHD. It was once widely believed that ADHD was common only in childhood, with the symptoms gradually disappearing through adolescence. Although the prevalence of ADHD symptoms does decline with age among clinic-referred samples (Biederman et al., 1996; Cantwell, 1996), longitudinal studies indicate a continuance of the disorder beyond childhood for a significant proportion of those affected (Barkley, Fischer, Edelbrock, & Smallish, 1991; Cadoret & Stewart, 1991; Weiss & Hechtman, 1993). In fact, 30% to 80% of ADHD children still meet the full diagnostic criteria for the disorder in adolescence (Biederman, 1991; Klein & Mannuzza, 1991). Investigations of college students also provide evidence of continuing ADHD symptoms beyond childhood (Ramirez et al., 1997; Turnock, Rosen, & Kaminski, 1998). The attention-related demands of academic environments that cause difficulty for children with ADHD can also be a challenge for ADHD adults (e.g., Barkley, Murphy, & Kwasnik, 1996; Biederman et al., 1993; Mannuzza, Klein, Bessler, Malloy, & LaPadula, 1993; Turnock et al., 1998). Furthermore, recent discussions of the deficits in executive functions seen in ADHD (e.g., goal setting, organizing, time management) suggest that a college environment, which demands such skills, may pose new challenges for ADHD adults, even those who fared well in high school (Wolf, 2001). Throughout their schooling, and independent of differences in IQ, ADHD individuals tend to have more academic problems than other students (Hectman, 1991; Lambert, 1988). Problems include lower grades, more failed or repeated grades, and fewer years of education completed (Hechtman, Weiss, & Perlman, 1984; Mannuzza, Klein, Bessler, Malloy, & Hynes, 1997; Slomkowski, Klein, & Mannuzza, 1995; Wilson & Marcotte, 1996). In fact, Mannuzza et al. (1993) found that approximately 25% of ADHD participants (vs. 2% of controls) never completed high school. Although little is known about the prevalence or effect of ADHD in the university setting, clinicians suggest a positive educational outcome for a subset of ADHD college students (Hallowell & Ratey, 1994; Nadeau, 1994; Quinn, 1993). For example, in separate longitudinal studies, Mannuzza et al. (1997; 1993) found that 12% and 15% of their ADHD samples, respectively, had completed a bachelor's degree. Some investigators have hypothesized that academically successful ADHD college students are better able to cope with their symptoms than are their academically lower achieving peers (Faigel, 1995; Hallowell & Ratey, 1994; Kaplan & Schachter, 1991; Nadeau, 1994; Quinn, 1993). Although the use of symptom-specific coping strategies among ADHD students has not received empirical support (Turnock et al., 1998), it may be that academically successful ADHD students rely on a number of coping resources (i.e., factors that are present and available even before stressors occur that lessen the costs of dealing with stressors; Curlette, Aycock, Matheny, Puch, & Taylor, 1990) to prevent or endure stresses that overwhelm less-resilient ADHD individuals (Wheaton, 1983). …

Online learning has gradually become the new mainstream learning norm during the post-epidemic era. To ensure college students’ online learning effectiveness, they need to be proactively engaged in their online learning, which means that they need to maintain a high level of agentic engagement. However, it is not clear what factors influence college students’ agentic engagement in online learning environments. According to self-determination theory (SDT), the teacher, as an important external factor, can influence students’ learning engagement and learning effectiveness. Meanwhile, self-regulated learning (SRL) ability is important for college students in online learning. Based on existing theoretical foundations, therefore, the current study attempts to explore the following research questions: Are there relationships between teachers’ motivating styles (including autonomy-supportive style and controlling style), college students’ online SRL ability, and college students’ online learning agentic engagement? If yes, how does the former influence college students’ online learning agentic engagement? To respond to these research questions, random sampling was used to collect a total of 681 valid data from college students with experience in online learning. Then, a pilot test, exploratory factor analysis, and confirmatory factor analysis were first conducted to confirm the reliability and validity of the data. Correlational and mediating analyses were then conducted using SPSS 21.0. According to the results, firstly, teachers’ motivating styles (autonomy-supportive style and controlling style) and college students’ online SRL ability were positively correlated with college students’ online agentic engagement. Secondly, teachers’ autonomy-supportive style was positively correlated with college students’ online SRL ability, but the controlling style was negatively correlated with their online SRL ability. What’s more, college students’ online SRL ability, as a mediating factor, acted as a partial mediation between autonomy-supportive style and college students’ online agentic engagement, and there was a suppressing effect of college students’ SRL ability between teachers’ controlling style and college students’ agentic engagement. The results imply that teachers should choose motivating styles appropriately based on students’ online learning characteristics and content, and college students should develop online SRL ability to improve their agentic engagement and ultimately achieve good online learning effectiveness.