Family background, romantic experience and college students’ realistic attitudes toward love in China

During the period that COVID-19 pandemic outbreak, Chinese universities have adopted a new teaching method combining online and offline and banned students from entering and leaving campus at will in line with the epidemic prevention policy. As a result, college students’ learning and life styles have been greatly changed. In order to explore how the epidemic and specific prevention policies have influenced the psychology and behavior of Chinese college students, this study used three questionnaires of college students’ subjective well-being, interpersonal relationship and love forgiveness to collect the data after the epidemic and compared with the data of college students before the epidemic. The result showed that before and after the epidemic, college students had obvious changes in their level of interpersonal relationship, subjective well-being and love forgiveness. Relationships among the three variables had changed. Meanwhile, the demographic variables of college students had certain changes in the three questionnaires. College students with and without romantic experience also had significant differences in the three questionnaires. It can be seen that the epidemic and specific prevention policies have a certain impact on the physical and mental health of college students, and there is also a gap in the forgiveness level of college students with and without romantic experience. These findings remind relevant departments that it should give greater consideration to the physical and mental health of college students, provide some references for dealing with new outbreaks and formulating the epidemic prevention policies subsequently, and suggest psychological counselors to change the way of dealing with the intimate relationship of college students.

College is a significant transition in the growth of individuals, and romantic relationships play an important role in the future development of individuals. Understanding young people’s attitudes toward love is helpful for formulating strategies to guide them to form correct attitudes toward love, promote the formation of positive and healthy attitudes toward marriage and life. This study aimed to explore the trajectories of college students’ attitudes toward love, reveal the development law of their attitudes toward love, and identify the influencing factors that lead to changes in their attitudes toward love. Descriptive and correlation analyses were performed on participants’ attitudes toward love, followed by utilization of a growth mixture model to explore latent trajectory classes and a multinomial logistic regression model to analyze influencing factors across trajectories.The results indicated that romantic attitudes could be divided into three groups: “high-increasing”, “low-decreasing” and “low-increasing”, and realistic attitudes could be divided into three groups: “high-increasing”, “low-increasing” and “high-decreasing”. Gender, major, extroversion, and hometown location were factors influencing whether students fell into different trajectory classes. Overall, society and colleges should pay more attention to changes in college students’ attitudes toward love, provide timely intervention and guidance, and prevent them from suffering from behavioral, physical, and psychological problems.

Objective: The objective of the study is to investigate awareness of COVID-19 and the psychological health of college students who were quarantined in dormitories due to the outbreak of COVID-19 and to provide guidance for schools and education departments when publicizing remoting knowledge of epidemic prevention and control and providing psychological counseling for students. Subjects and Methods: From January 9 to 12, 2022, 780 questionnaires, asking about transmission routes and protective measures against COVID-19, were collected from college students who were quarantined in the dormitory of Yan'an University due to the impact of the epidemic. Moreover, the Depression Anxiety Stress Scales 21 scale and Pittsburgh Sleep Quality Index scale were used to evaluate college students' stress, anxiety, depression, and sleep quality. Results: (1) The awareness level and knowledge of epidemic prevention and control among college students from different degree courses were equivalent. College students with urban household residency had a higher awareness of epidemic prevention and control than those living in rural areas. (2) Among the 780 college students, 170 (21.79%) felt stressed; 194 (24.87%) were anxious; 150 (19.23%) people showed depression. (3) Correlation analysis found: (1) Family background: Students with urban household residency are more likely to experience depression (r = −0.090, P < 0.05). (2) Learning status: Anxiety and depression are related to academic performance (r = 0.081, 0.121, P < 0.05). (3) Daily schedule: Sleep quality and schedule are associated with stress, anxiety, and depression (r-sleep = 0.196, 0.204, 0.226, P < 0.05; r-rest = 0.491, 0.458, 0.431, P < 0.05). Conclusion: During the COVID-19 epidemic, college students who were isolated in dormitories had different perceptions of the epidemic due to their different family backgrounds. At the same time, psychological problems such as stress, anxiety, and depression in the isolation period were related to family background, study status, and daily work and rest patterns.

The purpose of this study was to determine the possible association between positive family background of alcohol abuse (having a parent or grandparent who sometimes or often drank too much) and the amount of alcohol consumed per week among college students. It was additionally to determine the possible differences between students with positive, compared to students with negative, family backgrounds of alcohol abuse in regards to drinking patterns, using a survey instrument that indirectly measures family background for alcohol abuse. For this cross-sectional study, a quota sample of 971 college students from all four regions of the United States was selected. Results revealed no association between family history and mean amount of alcohol consumed per week for the total sample (r = .007), or for men (r = .04) or women (r = .02). Curve analysis indicated a slightly positively skewed curve for the total group and also for male and female students. A t test and chi-square analysis found no significant difference between positive and negative family backgrounds and mean amount of alcohol consumed or drinking patterns. Among those with positive family backgrounds there was no clustering on a scatter plot for either heavy or light amounts of alcohol consumed. The results showed remarkable similarity in alcohol consumption and drinking patterns between students who were classified as having a positive, as opposed to negative, family background. It was concluded that having a positive family background for heavy drinking was not associated with either light or heavy alcohol consumption among this national sample of college students.

An analysis of nationwide multi-year data from the "China College Student Survey" (CCSS) found: compared to Han college students, minority college students around China had lower graduate education expectations, but the gap mostly came from ethnicities with lower average years of education and college students who come from areas with concentrated minority populations. There is a significant correlation between family background and educational experience and the domestic graduate education expectations of Han and minority college students. Educational experience is a dominant factor in the domestic graduate education expectations of Han and nationwide minority college students, but family background has a greater impact on minority college students. After comprehensive payment reforms, the domestic graduate education expectations of college students of all ethnicities fell precipitously, but compared to international graduate education expectations, comprehensive payment reforms were not the only factor that led to the fall in domestic graduate education expectations. For all minorities nationwide and minorities in some instances, comprehensive payment reforms enlarged the corresponding effect of family background on domestic graduate education expectations, which may cause college students with worse family conditions to give up on earning a graduate education.

Self-esteem, generally refers to an evaluation made and usually held by individuals, which is one of the important factors affecting individual mental health. Nowadays, society pays more and more attention to college students' mental health. As an important index, self-esteem is of great significance to promote college students' psychological development and improve their self-esteem. Some researchers have pointed out that an individual's self-esteem level is affected by the family environment in which he grew up. As a system, the total body function of the family has a great influence on the level of individual self-esteem. In recent years, more and more researchers have found that there are certain limitations in the research paradigm of examining one or some family factors alone, so they turn to the family as a system, put forward the concept of family function, and investigate the influence of family as a system on individuals. This review selects the special group of college students as the research object, focuses on the impact of family factors on College Students' self-esteem, and discusses the relationship between College Students' self-esteem and family factors such as family background and family relations.

The primary purpose of this study was to determine the differences in the levels of social engagement between first-generation and other college students enrolled in a STEM discipline at a Historically Black College and University. A two-group ex post facto research design using a single questionnaire was used for the study. A stratified sample of 90 college students participated in the study. The data for the research questions were analyzed using descriptive and inferential statistics based upon the subscales of the College Student Experiences Questionnaire. These findings indicated that there were significant differences among first-generation and other college students who were enrolled in a STEM discipline at an HBCU. Statistically significant differences between first-generation and other college students were found for three items in the social integration category: “met other students,” (p = .017, η2 = .063); “used campus recreational facilities,” (p = .050, η2 = .043); and “became acquainted with students,” (p = .035, η2 = .050). Both groups felt that meeting others would happen “often.” Both groups differ for using campus recreational facilities and becoming acquainted with students whose family backgrounds were different. Firstgeneration students reported that “occasionally” and “often”; and the other college students felt “often” and “very often” that using campus recreational facilities and becoming acquainted with students whose family background was different would happen. The study documented the impact of the nurturing environment that exists at an HBCU and focused on the social engagement aspects of attending college. The study findings provide clues to ways that college administrators and researchers can assist first-generation college students enrolled in a STEM discipline at an HBCU. Implications for future research and policymakers are discussed.

College students are the new force of entrepreneurship, and their entrepreneurial ability has been deeply concerned and researched by all walks of life. Colleges and universities attach great importance to the education of college students' entrepreneurial beliefs and the cultivation of entrepreneurial opportunities in the "Internet +" era. Scientific and effective entrepreneurial belief education is an important guarantee for improving the entrepreneurial ability of college students. According to the results of the survey and interviews, college students generally have the problem of insufficient ability to realize entrepreneurial opportunities, which is manifested in the lack of firm belief in entrepreneurship, weak entrepreneurial spirit, weak entrepreneurial will, and lack of recognition of entrepreneurship education. On the basis of the data from the survey and interviews, the research on the relationship between college students' entrepreneurial belief education and the ability to realize entrepreneurial opportunities is carried out. The results show that colleges and universities scientifically and flexibly carry out entrepreneurial belief education based on the individual characteristics of college students such as major, gender, family background and personal quality, which has a direct effect on improving college students' ability to realize entrepreneurial opportunities.

This study explored the relationships between college students’ indecisiveness, anxiety, and career decision-making ability. Using the convenience sampling method, 1072 college students at a college in Hunan Province, China completed a questionnaire online that included the Indecisiveness Scale, Career Exploration and Decision Self-Efficacy Scale, and Generalized Anxiety Scale-7. Participants reported their gender and place of origin (rural or city). They indicated whether they were an only child, were left behind, and liked the major they were studying. The t-test was used to identify differences in indecisiveness, career decision-making ability, and anxiety according to demographic characteristics. Correlations were calculated between the main variables of interest. Regression analysis was conducted to test the mediation model. Participants who liked their major were significantly more indecisive than those who did not like their major. Career decision-making ability was significantly higher among men than women, participants from urban areas than those from rural areas, participants who were an only child than those with siblings, and among non-left-behind participants than those who were left behind. Anxiety was significantly lower in participants who liked their major than those who did not like their major. In addition, anxiety partially mediated the relationship between indecisiveness and career decision-making ability. College students’ indecisiveness and career decision-making ability are affected by sociocultural background, gender, family background, and career interest. Anxiety partially mediates the relationship between indecisiveness and career decision-making ability. Implications of the findings for counseling college students are discussed.

To explore the relationship between college students' adventure, family business environment and entrepreneurial intention, Taking the risk, family entrepreneurial background questionnaire and college students' entrepreneurial intention scale, we surveyed 95 students from grade 1 to grade 4. Conclusion: 1) Male college students are significantly more entrepreneurial than female college students. 2) Adventure and family background can directly predict entrepreneurial intention. 3) The family business environment plays a regulatory role in the relationship between adventure and entrepreneurial intention.

As a socially sensitive group, college students have a higher risk of mental health problems. However, because of the COVID-19 pandemic, many nonlocal college students were isolated locally and were not able to attend classes as usual. This series of protective measures to avoid the spread of the disease may bring an additional mental impact on college students’ lives. As an important aspect of the sustainable development goals of quality education, education plays a central role in shaping personal and social change towards sustainability. The COVID-19 environment poses a great challenge to the education of university students. The purpose of this study is to propose a strategy to use an intelligent online learning system based on content recommendation and electronic questionnaires in the field of education. We invited 3000 isolated college students (47.6% male and 52.4% female) to participate in an internet trial. It proved to be effective in helping us intervene quickly, objectively, effectively, and in real-time in students’ psychological problems. In addition, according to the data analysis collected by the intelligent online learning system, we found that the degree of isolation regarding college students’ psychological problems was closely related to their grade, family background, professional category, and computer proficiency. This study shows that, during the period of isolation, the mental health of college students should be well monitored. Targeted psychosocial guidance is more needed for students with higher grades, those with low-income families, liberal arts majors, and those with weak computer skills in order to reduce the emotional impact of isolation on students.

Exploring the critical influential factors of creativity for college students: A multiple criteria decision-making approach

Using the Panel Survey of Chinese University Students, this paper systematically analyzes the effect of family background on the human capital accumulation of college students. This study finds that family background has little influence in elite universities, where the selective elimination effect is a determinant. In nonelite universities, however, family background and cultural reproduction mechanisms have significant influence, although individual efforts also factor in the process. In vocational colleges, neither cultural reproduction nor meritocracy is significantly effective. The universalization of higher education has caused divergence in different types of institutions, sorting college students into different competitive fields with different rules. Both the cultural reproduction mechanism and the selective elimination hypothesis can be identified in all kinds of colleges, but their effect varies in relation to institutional types.

This paper studied the correlation between college students’ family backgrounds and the attainments of their organizational status through the questionnaires and comparative analysis in H University. Results show that under different family backgrounds, the college students’ organizational status exist significant differences. More specifically, when the family background is better, the quantity of college students’ status attained in the organization is more and the quality of which is also better. Furthermore, cultural habits, economic conditions and comprehensive quality of good family to a certain extent are helpful for college students to attain organizational status.

This study aimed to identify some tendencies when college students got to making a decision on socioscientific issues. The guiding research questions were as follows. First, what are college students' tendencies in terms of their moral reactions and attitudes toward SSI when they get to making a decision? And second, how do their own circumstances, personalities, and values play a role in shaping their stance on SSI? Data was collected by individual interviews with thirty college students. The results indicated that most participants immediately brought in their own values, worldviews, and feelings in implicit or explicit ways when talking about SSI. Their reactions were influenced by their backgrounds such as religion, and family background, personality, past experiences, personal interests, and prior knowledge. In addition, the responses of the participants presented some tendencies in their decision-making process. The tendencies can be categorized into 1) bringing in personal values without further engagement, 2) being confused with incompatible values, 3) being overwhelmed by too many aspects to consider, and 4) trying to be detached from the issues.