An investigation of resurgence of reinforced behavioral variability in humans.

Food Insecurity on College and University Campuses: A Context and Rationale for Solutions

Research on climate has been explored from multiple perspectives over the years. It is generally agreed that global climate (the mean value of the climate ratings of individual members) is positively related to many important individual and organizational outcomes. However, having a positive global climate is not enough. The level of variability in climate dimensions ratings also matters as it could influence how employees appraise their work environment. In this study, we explored the different roles of climate variability, defined as the level of dispersion across climate dimensions, to explain collective turnover. Drawing on signalling theory, we tested the direct and moderating effects of climate variability on collective turnover using a large and heterogeneous database composed of 25,288 individuals from 150 small‐sized to large organizations in different industries. After controlling for global climate, we found that climate variability had a curvilinear association with collective turnover. Although lower levels of climate variability had milder effects on collective turnover, moderate to higher levels of climate variability were associated with higher collective turnover rates. Moreover, climate variability also played a moderating role in the relationship between global climate and collective turnover such that a higher level of climate variability impaired the beneficial effects of a positive global climate on collective turnover. Implications for theory, practice and future research are discussed.

Effects of conditioning history on selective stimulus control by elements of compound discriminative stimuli

This research aims to explore the effectiveness of a Chinese classical dance therapy group on college students’ self-awareness and emotion regulation. A pretest and quasi-experimental design was used for this study, with 172 college students in China as the research object. The experimental group underwent Chinese classical dance therapy twice every week, three hours every time, until eighteen hours later; meanwhile, the control group did not handle or train. Members of the two groups were tested before and after the "Introspection Scale", "Body Awareness Scale" and "Emotional Regulation Scale", and statistical tests were performed by single-factor covariate analysis (ANOVA) to evaluate the effectiveness of experimental processing. The study found the following: 1. College students participating in the study of Chinese classical dance therapy groups are generally satisfied with or agree with the content of the Chinese classical dance therapy group scheme designed in this study. 2. The Chinese classical dance therapy group can enhance the daily life awareness of college students. 3. The Chinese classical dance therapy group can improve the overall physical awareness, physical use, muscle tension, and physical control of university students. 4. The Chinese classical dance therapy group can increase the awareness of college students that breathing can help relax the body. 5. The Chinese classical dance therapy group can improve the overall emotional regulation and emotional reflection of college students. 6. The Chinese classical dance therapy group can improve college students' emotion adjustment strategies and has a tracking effect on emotional awareness and emotional efficacy. The research results can provide references and suggestions for psychological counseling practitioners and future research.

In visual search, responses are slowed, from one trial to the next, both when the target dimension changes (e.g., from a color target to a size target) and when the target feature changes (e.g., from a red target to a green target) relative to being repeated across trials. The present study examined whether such feature and dimension switch costs can be attributed to the same underlying mechanism(s). Contrary to this contention, an EEG study showed that feature changes influenced visual selection of the target (i.e., delayed N2pc onset), whereas dimension changes influenced the later process of response selection (i.e., delayed s-LRP onset). An fMRI study provided convergent evidence for the two-system view: Compared with repetitions, feature changes led to increased activation in the occipital cortex, and superior and inferior parietal lobules, which have been implicated in spatial attention. By contrast, dimension changes led to activation of a fronto-posterior network that is primarily linked with response selection (i.e., pre-motor cortex, supplementary motor area and frontal areas). Taken together, the results suggest that feature and dimension switch costs are based on different processes. Specifically, whereas target feature changes delay attention shifts to the target, target dimension changes interfere with later response selection operations.

BackgroundThe “post millennials” in the millennium have gradually become the leaders and protagonists of university campuses. They have distinct personalities and are deeply influenced by the development of network and information technology. Therefore, their aggressive behavior is more likely to be infinitely magnified by the magnifying glass, which has become a hot and focus issue of general concern in the society. Research shows that college students' aggressive behavior is affected by many psychological factors. Therefore, this study analyzes the psychological factors affecting the aggressive behavior of post-90s college students, combined with the research results and the group characteristics of post-90s college students. At the same time, this paper also focuses on the anxiety sensitivity behind college students' aggressive behavior, so as to provide educational enlightenment for College Ideological and Political Education under the background of media integration.Subjects and MethodsThis study used a questionnaire composed of cognitive emotion regulation scale, Chinese version of interpersonal response index scale, active response aggression scale, WSAP hostility scale and Chinese version of adolescent apathy and ruthlessness quality scale. The research subjects include 1698 college students from three universities in Guangxi, two higher vocational colleges and one university in Tianjin. Mplus 8.0 was used for deviation analysis of common methods, and spss24 was used. 0 software was used for descriptive statistics, independent sample t-test and multiple regression analysis to investigate the current situation and psychological influencing factors of college students after 00. Combined with the Interaction Anxiety Scale (IAS) compiled by Leary, there are 15 questions in total, with a single dimension and a 5-level score. From 1 to 5, it means “very inconsistent” to “very consistent”. The higher the score, the greater the degree of social anxiety. 1.2.2 the emotion regulation self-efficacy scale adopts the emotion regulation self-efficacy scale (RES) revised by Caprara, with 12 questions, which is divided into three dimensions: expressing positive emotions, managing depression / pain emotions and managing anger / anger emotions, with 4 questions in each dimension. A 5-level score is adopted, from 1 to 5, which means “very inconsistent” to “very consistent”. The higher the score, the higher the degree of self-confidence in regulating their emotions. In this study, Cronbach's α The coefficient is 0.80.Research Results(1) Most college students show a certain degree of aggressive behavior, but some college students have higher aggressive behavior; (2) There are significant differences in gender, educational background and grade. There is a significant difference between the total score of aggressive behavior and the total score of active aggressive behavior. There were significant differences in the total scores of aggressive behavior, active aggressive behavior and reactive aggressive behavior, while there were significant differences in the total scores of aggressive behavior, active aggressive behavior and reactive aggressive behavior in grades; (3) Coldness, emotion regulation and empathy can significantly predict aggressive behavior. Specifically, ruthlessness, emotion regulation and empathy can significantly predict the total score of aggressive behavior. Cold trait, positive emotion regulation and negative emotion regulation in emotion regulation can significantly predict active aggressive behavior, while cold trait, emotion regulation and empathy can significantly predict reactive aggressive behavior. (4) Social anxiety was significantly negatively correlated with emotional regulation self-efficacy, social anxiety was significantly positively correlated with aggression and depression, emotional regulation self-efficacy was significantly negatively correlated with aggression and depression, and aggression was significantly positively correlated with depressionResearch ConclusionMost college students show aggressive behavior, but the degree is not serious. Ruthlessness, emotion regulation and empathy all play an important role in the process of aggressive behavior. However, there are still some deficiencies in this study, such as the lack of longitudinal research data and physiological data. However, this study deeply analyzes the current situation and influencing factors of College Students' aggressive behavior after the millennium, as well as the opportunities and challenges brought to college ideological and political education, so as to further explore the effective strategies to prevent and reduce college students' aggressive behavior. The relevant research can also help to analyze the three special factors of social attention, cognitive attention and physical attention.AcknowledgementsThis paper is the special subject of 2020 student funding research in the 13th five year plan of Guangxi Education Science, “Research on the effectiveness of precise funding needs of poor college students in ethnic minority areas under the background of big data” (2020ZJY121); 2022 Nanning Normal University Student Work Project: Research on Labor Education for “Post-00” College Students in the New Era (2022XG01).

In the era of rapid technological transformation, college students are acutely aware of employment risks. This study primarily investigates the influence of awareness of the impact of artificial intelligence on college students' perception of employment risks. By conducting an empirical analysis of 1558 samples, a moderated mediation model is established to explore how the awareness of the impact of artificial intelligence affects college students' perception of employment risks. The findings reveal that the awareness of the impact of artificial intelligence has a positive correlation with college students' perception of employment risks. Employment anxiety serves as a mediator in the relationship between the awareness of the impact of artificial intelligence and college students' perception of employment risks. Moreover, learning goal orientation negatively moderates the effect of employment anxiety on college students' perception of employment risks. Specifically, learning goal orientation negatively moderates the mediating role of employment anxiety between the awareness of the impact of artificial intelligence and college students' perception of employment risks. These research results can assist organizations in formulating policies to intervene in college students' perception of employment risks arising from the awareness of the impact of artificial intelligence, thereby enhancing the effectiveness of artificial - intelligence - related reforms.

T he purpose of this research to improve learning activeness and critical thinking ability of college student in Learning History Courses in South Asia 1 by implementing Problem Based Learning Model with variations of environmental conditioning (seating) at History Education Program FKIP UNS Year 2019 . T his research is a classroom action research (CAR). The research is conducted in two cycles which each cycle consists of planning, acting, observing, and reflecting. The subject of this research is college taking South Asia History Courses that consists of 42 college students. The data sources from lecturer, college students, learning process, and document. Data collection techniques are conducted by using observation, documentation, and interviews. Validity test technique uses triangulation which are triangulation of data or source and triangulation method. Data analysis uses interactive analysis. The research procedure uses a spiral model. T he results show that: 1) the implementation of Problem Based Learning Model with variations of environmental conditioning (seating) can improve college student learning activeness. College students' learning activeness through pre- cycle observation is 28% or 12 college students, increase into 52% or 22 college students the cycle 1 and in the cycle II increases into 78% or 33 college students. This result has exceeded the set target which is minimum 75%. 2) the implementation of Problem Based Learning Model with variations of environmental conditioning (seating) can improve critical thinking ability of college student in Learning History Courses in South Asia 1 at History Education Program FKIP UNS Year 2019 . Critical thinking ability of college student through pre-cycle observation is 61,4% or 26 college students, increases into 78,2 % or 33 college students in the cycle I and in the cycle II increases into 84,1% or 35 college students. This result has exceeded the set target which is minimum 80%. Based on the results of research, it can be concluded by implementing Problem Based Learning Model with variations of environmental conditioning (seating) can improve learning activeness and critical thinking ability of college student in Learning History Courses in South Asia 1 at History Education Program FKIP UNS Year 2019 .

INFLUENCE OF LIFE VALUES EDUCATION ON COLLEGE STUDENTS WITH ANXIETY AND DEPRESSION DURING MAJOR EPIDEMIC

The purpose of this study is to examine the relationship between college students' major satisfaction, stress, and resilience, and to determine whether college students' major satisfaction and stress affect their resilience. For this purpose, major satisfaction, stress, and resilience tests were conducted on 221 students at K University and the results were analyzed. Data analysis included descriptive statistics, frequency analysis, correlation analysis, multiple regression analysis, and reliability analysis using the SPSS program. As a result of the study, college students' major satisfaction and stress showed a negative correlation, and the negative correlation was especially high with academic stress and future problem stress. In terms of stress and resilience of college students, the correlation between positive resilience and stress was particularly high. College students' major satisfaction and resilience were found to be positively correlated, and resilience's interpersonal skills were found to be highly positively correlated with major satisfaction. Factors that affect the resilience of college students are both major satisfaction and stress. It was found that the higher the major satisfaction and the lower the stress, the higher the resilience. The relative influence of major satisfaction and stress showed that major satisfaction had a greater impact on resilience than stress. In future research, qualitative research such as FGI (Focus Group Interview) will be needed in addition to research to improve college students' stress management ability and resilience and quantitative research on major satisfaction, stress, and resilience targeting more diverse groups.

We examined how maternal and paternal parental control (helicopter parenting, behavioral control, and psychological control) among college students are related to their depressive symptoms. We collected data from college students who attended a private university in Upstate New York (n = 455) and analyzed it using three-step latent class analysis. Latent class analysis identified four parental control latent classes: weak parental control, strong psychological control, strong helicopter parenting, and strong parental control. College students in the weak parental control class reported lower depressive symptoms than those in strong psychological control and strong parental control classes. In addition, college students in the strong helicopter parenting class reported lower depressive symptoms than those in strong psychological control and strong parental control classes. College students' depressive symptoms were not significantly different between weak parental control and strong helicopter parenting classes. Future researchers are encouraged to continue to acknowledge the characteristics of different forms of parental control and their influence on college students' quality of life in the transition to adulthood, considering the unique approaches of both parents.

Human papillomavirus (HPV) can cause cancers in men and women. Despite the availability of an effective vaccine, HPV vaccination coverage remains suboptimal among college students. Literature showed that hesitancy for HPV vaccination is a leading barrier to the uptake in this group. However, prior interventions have shown limitations in reducing HPV vaccine hesitancy in college students. Thus, this study examined a conventional educational approach using a vaccine information statement (VIS), and subsequently explored college students' HPV vaccine hesitancy and the potential of virtual reality (VR) technology to overcoming the limitations of interventional efforts. We employed a mixed-methods design along with convenience sampling, constituting a one-way pre- and post-intervention (HPV VIS) survey (Study A) and individual interviews (Study B). All data collections occurred with 44 college students at an urban public university at the mid-south region of the U.S. between October 2022 and April 2023. Study A assessed changes in HPV vaccination outcomes including knowledge, beliefs/attitudes, vaccine hesitancy, and intentions. Study B measured college students' primary reasons for HPV vaccine hesitancy and preferred strategies for the vaccination promotion including VR-based education. We conducted paired t-test and Wilcoxon signed ranks test for quantitative data and framework analysis for qualitative data. Participants reported significant improvements in knowledge [t(43) = 6.68, p < 0.001] regarding HPV vaccination between before and after reading the HPV VIS. No change was observed in beliefs/attitudes, vaccine hesitancy, and intentions. The framework analysis revealed college students' reasons for HPV vaccine hesitancy, needed information, and preferred strategies along with the potential of VR technology for future HPV vaccination education. The findings provided essential information on designing HPV vaccination information focused on vaccine hesitancy among college students. Future research should consider these findings in developing interventions including VR to increasing HPV vaccine acceptance among college students.

Why Do I Have to Write That?: Compositionists Identify Disconnects between Student and Instructor Conceptions of Research Writing that Can Inform Teaching

The ideological and political instruction of college students is an important teaching content in colleges and universities. Entrepreneurial mental quality refers to the psychological personality characteristics that play a motivating role in entrepreneurial practice activities. It is the foundation of individual entrepreneurial quality and the core content of entrepreneurial instruction. Therefore, this paper explores the entrepreneurial psychology of college students from entrepreneurial motivation, entrepreneurial ability, entrepreneurial personality, and entrepreneurial skills based on deep learning and back propagation neural networks under the ideological and political instruction threshold. The questionnaire analysis method is used to collect data on the entrepreneurial psychology of college students in XX City. The results indicate that: (1) College students pay much attention to personal economic independence and early return to their parents in entrepreneurship, with scores of 3.65990 and 0.95135, respectively. (2) The low scores of entrepreneurial ability are “unless the task is very complex, I rarely accept the advice of others” and “more extensive market development marketing knowledge.” The coefficients are 2.6633 and 2.9377, respectively, indicating that college students lack actual exercise and are not integrated into the entrepreneurial process. (3) College students and entrepreneurs have strong responsibility and openness in their entrepreneurial personality traits. The average value of thinking that they can determine the success or failure of the enterprise is relatively low. (4) The power of the role models of successful entrepreneurs in society and the influence of local entrepreneurial culture both give entrepreneurial college students substantial achievement and life-oriented motivation. The research results can help colleges and universities carry out entrepreneurship instruction and provide a reference for shaping an entrepreneurial instruction model suitable for China’s colleges and universities. In addition, it provides suggestions for domestic universities to formulate corresponding career guidance and career planning counseling measures for college students and develops possible training models. In this way, it will cultivate and improve college students’ awareness of entrepreneurial motivation, innovation ability, entrepreneurial personality, knowledge, and skills related to entrepreneurship. Also, it will promote employment with college students’ independent entrepreneurship.

Procrastination is prevalent in the study and life of the college student population. There is evidence suggesting that procrastination can have a negative impact on mood and behavior. However, in the field of exercise, the effects and mechanisms of procrastination on exercise have not been widely studied. Therefore, this study investigates the relationship between procrastination and exercise volume of college students, and discusses the mediation effect of time efficiency. The sample comprised 910 university students from 5 provinces（female: 509, male: 401）who completed inventories assessing their procrastination, time efficiency and exercise volume, and the relationships between these variables were examined using a model of mediation. In the present study, the appropriate IRB approval has been obtained from East China Normal University. There are significant differences in procrastination (t = 2.43, p &lt; 0.05) and exercise volume (t = 7.42, p &lt; 0.01) among college students of different genders and no difference in the sense of time efficiency. The body mass index is classified as lean (BMI &lt; 18.5), normal (18.5 ≤ BMI ≤ 23.9), overweight (24.0 ≤ BMI ≤ 27.9) and obese (BMI ≥ 28) by standard, and there are significant differences between body mass index and exercise volume (F = 7.51, p &lt; 0.01). Procrastination was negatively correlated with time efficiency (r = -0.525, p &lt; 0.01) and exercise volume (r = -0.159, p &lt; 0.01), and there was a significant positive correlation between time efficiency and exercise volume (r = 0.164, p &lt; 0.01). Mediating effect test shows that the time efficiency has a certain intermediary effect between procrastination and exercise volume (indirect effect = -0.090, LLCI = -0.163, ULCI = -0.012). Findings provide support that procrastination affects college students' physical exercise through time efficiency. We can start with improving college students' time efficiency to promote the participation of physical activities. Future research needs more attention to overweight and obese college students.