4-year College Students Research Articles

Trends in Driving Under the Influence of Alcohol and Cannabis Among Young Adults in Washington State From Before to During the COVID-19 Pandemic.

Objectives. To examine trends in young adult self-reported driving under the influence of alcohol (DUI-A), cannabis (DUI-C), and simultaneous alcohol and cannabis use (DUI-AC) in a state with legalized nonmedical cannabis use from before to during the COVID-19 pandemic. Methods. We used logistic regression and annual statewide data from the Washington Young Adult Health Survey to assess DUI behaviors from 2016 to 2021. Results. Both prepandemic yearly changes in prevalence and deviations from those trends during the pandemic years were small and not statistically significant. However, prevalence estimates were alarming: 12.0% of participants reported DUI-A, 12.5% reported DUI-C, and 2.7% reported DUI-AC. Exploratory moderation analyses indicated a relative increase in DUI-A during 2020 among 4-year college students relative to young adults not attending 4-year colleges. Conclusions. Young adults in Washington State continued to engage in risky DUI behaviors during the pandemic. College students may have increased their likelihood of DUI-A during COVID-19. Public Health Implications. Young adults, for whom vehicle crashes remain a leading cause of death, showed little change in DUI behaviors during the COVID-19 pandemic. There is continued need for young adult DUI prevention efforts. (Am J Public Health. 2024;114(S8):S698-S701. https://doi.org/10.2105/AJPH.2024.307767).

What High-Impact Practices Work for Minoritized Students? Institutional Inequities in College Learning Opportunities and Outcomes

This mixed-methods study examines what high-impact practices (HIPs) help improve the chances of college and career success among minoritized students. Building on transformative and ecological perspectives of HIPs, the study tracks U.S. 4-year college students’ learning opportunities towards bachelor’s degree completion followed by job employment or graduate/professional school enrollment. It explores a more comprehensive and diverse set of HIPs: academic and sociocultural engagement, study abroad, foreign language, co-op/internship, student teaching, advanced math and writing courses, research, and volunteer activities. Statistical analyses of the Beginning Postsecondary Students (BPS) data reveal racial and socioeconomic inequities in HIP participation among different types of institutions, with relatively favorable opportunities and outcomes in private or research (doctorate-granting) universities. The qualitative analyses of college student interviews offer insights into the questions of why and how HIPs work (or not) for minoritized students. The study gives evidence-based policy guidelines for improving minoritized students’ college and career success by tackling institutional inequities in high-impact practices and learning opportunities.

Behavioral economic and wellness-based approaches for reducing alcohol use and consequences among diverse non-student emerging adults: study protocol for Project BLUE, a randomized controlled trial

BackgroundEmerging adults (EAs) who are not 4-year college students nor graduates are at elevated risk for lifetime alcohol use disorder, comorbid drug use, and mental health symptoms, compared to college graduates. There is a need for tailored brief alcohol intervention (BAI) approaches to reduce alcohol risk and to facilitate healthy development in this high-risk population. Most BAIs include a single session focused on discussing risks associated with drinking and correcting normative beliefs about drinking rates. EAs may benefit from additional elements that enhance general wellness. The substance-free activity session (SFAS) aims to clarify life goals and values and increase goal-directed activities that provide alternatives to alcohol use, and the relaxation training (RT) session teaches relaxation and stress reduction skills.MethodsThe present study is a randomized 3-group (BAI + SFAS vs. RT + SFAS vs. education control) trial with 525 EAs (175 per group; estimated 50% women and 50% African American) who report recent risky drinking and who are not students or graduates of 4-year colleges. Participants will have the option of completing the intervention sessions in person or via a secure video teleconference. Levels of drinking and alcohol-related problems will be evaluated at baseline and 1, 3, 6, and 12 months post-intervention. The primary hypothesis is that both BAI + SFAS and RT + SFAS participants will report significantly greater reductions in alcohol use and problems relative to education control participants, with no differences in outcomes between the two active treatment conditions.DiscussionThe results of this study will inform alcohol prevention efforts for high-risk community dwelling emerging adults.Trial registrationClinicalTrials.gov Identifier: NCT04776278.

An Expanded Daily Alcohol Expectancies Measure: Results on the Multilevel Factor Structure and Psychometric Properties.

Alcohol expectancies are beliefs people have about the likelihood of experiencing various positive or negative consequences related to alcohol use. Expectancies have most commonly been treated as traitlike characteristics of individuals, but some researchers have assessed expectancies as state-level characteristics that vary within persons across days. Previous work developed a 13-item daily alcohol expectancies measure. This study evaluated an expanded version of that measure that includes 10 additional expectancy items. Participants were 2- and 4-year college students (N = 201; 63.7% female; 55.2% White non-Hispanic; 75.1% 4-year students) randomized to the control group of a longitudinal study designed to test the efficacy of a just-in-time adaptive intervention delivered via mobile app to reduce high-risk alcohol use. Multilevel exploratory factor analysis was used to determine the factor structure at the daily and person levels. Multilevel models were used to evaluate the convergent validity of the resulting subscales. Two factors, broadly representing positive and negative alcohol expectancies, were retained at the daily and person levels. Composite reliability (omega) estimates ranged from .85 to .96 and suggested that the reliability of the resulting subscales was good to strong. Associations between the daily expectancy subscales and baseline scores on an established expectancies measure provided preliminary evidence of convergent validity. Findings indicate that this expanded 23-item daily alcohol expectancies measure is psychometrically sound. This measure is appropriate for use in daily or just-in-time expectancy challenge interventions. It is suitable for use among 2- and 4-year college students who drink alcohol regularly and occasionally in heavy quantities and who experience alcohol-related negative consequences.

대학생의 부모애착이 사회적 지지와 정서지능을 매개로 역기능적 진로사고에 미치는 영향

Objectives This study aimed to identify the impact the parental attachment of 4-year college students has on their dysfunctional career thoughts through social support and emotional intelligence to provide primary data that can be used for education and counseling for college students' career choice and preparation.
 Methods In order to verify the research question, an online survey was conducted on students currently attending universities in Korea by selecting a total of 17 regions, including Seoul, Sejong, Jeonnam, Ulsan, and Jeju. A total of 300 questionnaires were used for the final analysis, and a structural equation model was used to investigate the relationship among latent variables and to verify the significance of model goodness of fit, and single- and dou-ble-mediated effects.
 Results First, a single-mediated impact of social support was identified in terms of the relationship between pa-rental attachment and emotional intelligence, while emotional intelligence was determined as a single-mediated effect for social support and dysfunctional career thoughts. Second, the fully double-mediated effect of social support and emotional intelligence was identified in parental attachment and dysfunctional career thoughts.
 Conclusions This demonstrates that in the short term, interventions focusing on social support and emotional in-telligence rather than parental attachment are expected to have a direct and short-term effect. In a fundamental aspect, this means that counseling strategies and interventions are needed to help recognize and understand cli-ent problems, considering mediation for parental attachment.

뷰티학과 전공 대학생의 뷰티디지털 그래픽 융합프로그램에 대한 인식 연구

This study attempted to investigate differences in perception of graphics convergence education programs against 4-year college students from beauty-related departments across the country in 2023. For this, a questionnaire survey was performed, and the difference were analyzed by respondents’ general characteristics, their perception of graphics programs, number of the programs they know, the programs they used before, experience of participating in graphics education, experience of learning graphics programs in places other than their school and a computer graphics-related course attendance period. The results found that students felt that such graphics convergence courses are needed in beauty-related departments when i) they are aware of graphics programs, ii) they had such graphics education in a place other than their school before, iii) they attended such graphics program for more than 3 months, iv) there are at least two graphics programs they know of, v) they have used at least 2 graphics programs so far and vi) they attended or experienced such graphics programs more. This study confirmed that graphics convergence education programs are essential for 4-year college students from beauty-related departments. It is anticipated that there would be further studies on such graphics programs in beauty sectors, making a contribution to the growth and development of beauty industry.

국내 대학생의 진로개발역량에 관한 연구동향 분석

The purpose of this study was to analyze research trends on the career development competencies of college students in South Korea. A total of 25 papers were analyzed, selected from the Academic Information Service (RISS) using keywords 'undergraduate' or ‘college’ and 'career development competencies'. Key findings are as follows. First, studies on career development competencies of college students have been consistently published since 2002, peaking in 2015, primarily in education-related journals. Second, the majority of research subjects were 4-year college students. Third, most studies focused on enhancing career education by exploring the relationship between career development competencies and related variables. Fourth, in terms of research method, it was found that quantitative research conducted as cross-sectional studies were the most. Fifth, the measures of Heejin Sung and Seung-il Na(2012) were the mostly used to measure the career development competencies. In addition, the sub-factors were self-understanding, major and occupational knowledge, career decision certainty, decision-making efficacy, relationship utilization efficacy, and job search skills. Sixth, career development competencies of college students were most often used as a dependent variable and had a positive relationship with employment support service experience, career exploration behavior, employment possibility, major satisfaction, and career decision-making. Based on the research findings, several future research directions in the area of the career development competencies are provided.

Trade-Offs Faced by 2-and 4-Year College Students Experiencing Food Insecurity: An Analysis of Qualitative Data.

To understand the trade-offs, defined as compromises or decisions students must make to prioritize one important need over another, as a result of economic constraints, food insecure (FI) college students experience and the perceived impact of these challenges on health, well-being, and academic achievement. 8 Semi-structured focus groups. Seven 2- and 4-year Minnesota colleges. 53 students initially screening positive for FI. The focus groups were audio-recorded and transcribed verbatim. Thematic analysis, a systematic approach for identifying and analyzing patterns across qualitative data, was used through four analysis phases to identify themes and categories. We identified five themes within trade-offs: sacrificing food, missing out on relationships, sacrificing academic studies, choosing between basic needs, and maintaining physical and mental well-being. The trade-offs students described were multifaceted, caused notable stress and worry, and presented challenges to students' well-being. This study provides evidence on the complexities of FI among students and details on what students may be sacrificing as a result of making trade-offs. Understanding the trade-offs students are experiencing can help college staff to prioritize which issues to focus on to improve student health and academic performance.

대학의 뷰티 전공 교육서비스품질이 진로성숙도에 미치는 영향

This study attempted to investigate the mediating effects of satisfaction with college major in the influence of quality of education service on career maturity. For this, a total of 410 junior and 2-year, 4-year college students majoring in beauty in Seoul and Gyeonggi-do were examined. Research models were set according to the analysis of the results of a pilot study, and then 4 research hypotheses were formulated. The collected data were analyzed by descriptive statistics, confirmatory factor analysis, correlation analysis and structural equation model analysis, and the results found the followings: First, the quality of educational services had a positive influence on satisfaction with academic major with statistical significance. Second, the quality of educational services revealed a positive effect on career maturity with statistical significance. Third, satisfaction with academic major showed a positive influence on career maturity with statistical significance. Fourth, satisfaction with academic major revealed a partial mediating effect in the effects of the quality of educational services on career maturity. According to the above results, four hypotheses were all supported. It is anticipated that the study results would be available as the empirical data needed to improve the quality of college education services. They would also be useful in developing an efficient career development and employment plan for college students majoring in beauty.

Contraceptive Access and Use Among Undergraduate and Graduate Students During COVID-19: Online Survey Study.

The COVID-19 pandemic led to widespread college campus closures in the months of March to June 2020, endangering students' access to on-campus health resources, including reproductive health services. To assess contraceptive access and use among undergraduate and graduate students in North Carolina during the COVID-19 pandemic. We conducted a cross-sectional web-based survey of undergraduate and graduate students enrolled at degree-granting institutions in North Carolina. Participants were recruited using targeted Instagram advertisements. The survey queried several aspects of participants' sexual behavior, including sex drive, level of sexual experience, number of sexual partners, digital sexual experience, dating patterns, and types of contraception used. Participants were asked to compare many of these behaviors before and after the pandemic. The survey also assessed several sociodemographic factors that we hypothesized would be associated with contraceptive use based on prior data, including educational background, sexual orientation and gender minority status (ie, lesbian, gay, bisexual, transgender, queer), health insurance status, race, ethnicity, degree of sensation seeking, religiosity, and desire to become pregnant. Over 10 days, 2035 Instagram users began our survey, of whom 1002 met eligibility criteria. Of these 1002 eligible participants, 934 completed the survey, for a 93% completion rate. Our respondents were mostly female (665/934, 71%), cisgender (877/934, 94%), heterosexual (592/934, 64%), white (695/934 75%), not Hispanic (835/934, 89%), and enrolled at a 4-year college (618/934, 66%). Over 95% (895/934) of respondents reported that they maintained access to their preferred contraception during the COVID-19 pandemic. In a multivariable analysis, participants who were enrolled in a 4-year college or graduate program were less likely to lose contraceptive access when compared to participants enrolled in a 2-year college (risk ratio [RR] 0.34, 95% CI 0.16-0.71); in addition, when compared to cisgender participants, nonbinary and transgender participants were more likely to lose contraceptive access (RR 2.43, 95% CI 1.01-5.87). Respondents reported that they were more interested in using telehealth to access contraception during the pandemic. The contraceptive methods most commonly used by our participants were, in order, condoms (331/934, 35.4%), oral contraception (303/934, 32.4%), and long-acting reversible contraception (LARC; 221/934, 23.7%). The rate of LARC use among our participants was higher than the national average for this age group (14%). Emergency contraception was uncommonly used (25/934, 2.7%). Undergraduate and graduate students in North Carolina overwhelmingly reported that they maintained access to their preferred contraceptive methods during the COVID-19 pandemic and through changing patterns of health care access, including telehealth. Gender nonbinary and transgender students and 2-year college students may have been at greater risk of losing access to contraception during the first year of the COVID-19 pandemic.

An experimental study of the effects of scaffolding and context in training graphical literacy among 2- and 4-year college students.

An experimental study of the effects of scaffolding and context in training graphical literacy among 2- and 4-year college students.

Supplemental Material for An Experimental Study of the Effects of Scaffolding and Context in Training Graphical Literacy Among 2- and 4-Year College Students

Supplemental Material for An Experimental Study of the Effects of Scaffolding and Context in Training Graphical Literacy Among 2- and 4-Year College Students

Leveraging the Power of Systemness to Improve the Success of Students and Society

In Short Public college and university systems are a major component of the nation’s higher education ecosystem. They are the predominant form of organization used by the states (44 out of 50) to govern, manage, coordinate, and resource the provision of higher education in the states. Of the nation’s public 4-year college and university students, 75 percent are enrolled in a system institution. These systems use “systemness,” collective impact, and the leverage of innovation at scale to add value to students and states greater than the sum of their parts. The National Association of System Heads has led an inclusive process to develop a transformation agenda for the nation’s systems. This article summarizes our recently published report, Power of Systems: Advancing Prosperity for the Nation. This compelling agenda includes goals, metrics, and strategies that will be pursued at system, state, and national levels to increase credential attainment, expand social and economic mobility, and reduce the burden of student debt.

Integrated Academic, Research, and Professional Experiences for 2-Year College Students Lowered Barriers in STEM Engagement: A Case Study in Geosciences

Two-year community college (CC) students face many barriers for recruitment and retention into Science, Technology, Engineering, and Math (STEM) fields and vertical transfer to 4-year universities (4YUs). Experiential learning, mentoring, and cohort building are effective mechanisms for increasing STEM recruitment and retention, and close collaborations between CCs and 4YUs leverage complementary opportunities, supporting vertical transfer. We present a case study incorporating these concepts for a year-long Geoscience Education and Outreach Program (GEOP), a collaboration among a CC, a 4YU, and a non-profit science center, where 20 CC students participated in integrated academic, research, and internship components over three years. We present program design, implementation, revision, and outcomes for both students and institutions. Cohort-building activities encouraged professional conversations and built peer connections that addressed imposter syndrome, cultural divides, and other personal barriers to vertical transfer. The academic component had the highest completion rate, and a majority of respondents in exit interviews reported the internship as the most valuable experience, with half naming research or aspects thereof as most valuable. The vertical transfer exceeded typical CC rates, with 70% of GEOP students transferring to a 4YU, all in STEM disciplines. Successful implementation of GEOP required multi-institutional coordination, effective mentor-mentor and mentor-student communication, and continued program flexibility. Based upon our experiences, we provide several recommendations for implementations of similar programs.

Despite challenges, 2-year college students benefit from faculty-mentored geoscience research at a 4-year university during an extracurricular program

This study details the mentored research component of a program intended to recruit, retain, and transfer students attending a two-year college (2YC) to four-year geosciences programs. Eighteen of 20 students who started the program were from minoritized backgrounds: 12 women, six racial/ethnic minorities, 12 low-income, and 13 first-generation college attendees. During a calendar year, students engaged in faculty-mentored research at a 4-year university (4YU), coursework at the 2YC, and a paid six-week internship in geoscience education. Students were to spend at least five hours weekly on research February-June and make a public presentation of results in December. Of 11 students who completed their research projects, 10 were minoritized students. Eight of 11 transferred into a science major. Students progressed the most in research when working together on a project designed for them and regularly meeting in-person with their mentors. Student exit interviews indicated that they valued the research experience and the skills gained. However, less progress occurred in the summer than planned, and students cited challenges in commuting to the 4YU due to jobs and personal commitments. Mentor-student matching produced mixed success. Based on the findings, we recommend incorporating a mini-internship with each mentor into the spring course, then pairing the students with one project and mentor for the summer and fall. Funding the research hours in addition to the internship would help alleviate financial burdens on students. Finally, all mentors would benefit from training together to better understand the mindsets of 2YC students and effectively accommodate individual needs.

EHealth Literacy of 2-Year and 4-Year College Students: Implications for Health Education in a Post-Truth Era

The COVID-19 pandemic and simultaneous “infodemic” have amplified the need for electronic health (eHealth) literacy, one’s ability to find, evaluate, and apply online health information to make health decisions. To date, only a few studies have examined eHealth literacy among U.S. college students. The purpose of this study was to assess and compare the eHealth literacy of students attending 4-year and 2-year colleges in the Pacific Northwest. A purposeful sample of 781 college students enrolled in nonhealth- and health-related programs completed an electronic version of the eHealth Literacy Scale (eHEALS). Descriptive, bivariate, and logistical regression were used in the data analyses. Results showed that while there were no significant differences in composite scores by the demographic variables explored, differences on individual eHEALS items emerged between 2-year and 4-year college students, by the first-generation status, and by gender. First-generation students’ mean scores were lower in all areas of eHealth literacy when compared with non-first-generation students. Chi-square tests revealed significant differences in first-generation students’ perceived ability to know how (χ2 = 5.4, p = .020) and where (χ2 = 6.7, p = .010) to find health resources on the internet, as well as how to tell high-quality from low-quality health resources (χ2 = 5.0, p = .025). Students who identified as male were more likely than females to agree that they are “confident in using information from the internet to make health decisions” ( p = .028). Our findings underscore the need to strengthen higher education curricula and pedagogy to improve students’ eHealth literacy.

Toward a Nuanced and Contextualized Understanding of Undocumented College Students: Lessons from a California Survey

ABSTRACT Prior research has established that undocumented immigrant experiences are dynamic, reflecting the complex web of immigration-related policies that create legal vulnerability. As such, undocumented college students’ experiences must be situated in their current policy context. Drawing on descriptive analyses of a survey of 1,277 undocumented 4-year college students in California, we examine how undocumented students are faring in a relatively inclusive policy context. Results demonstrate the heterogeneity of undocumented student experiences and unpack the challenges they confront while also demonstrating the ways they thrive. We document how respondents are performing across a variety of academic, well-being, and civic and political engagement outcomes. We also show that undocumented students’ perceptions of legal vulnerability are complex and varied, taking into account family-level legal vulnerability and individual protections. Further, students perceive campuses as fairly welcoming spaces, with some differences arising across the two university systems. Ultimately, we argue that undocumented college students’ experiences merit more nuanced and contextualized analysis.

Concerns About the Cost of Contraception Among Young Women Attending Community College.

Contraceptive use is lower among students attending community college than 4-year college students, which may be due to financial barriers to accessing contraceptives. This study examined insurance coverage, access to free or low-cost birth control, and concerns about contraceptive costs among women in community college. We analyzed data from a study conducted at five community colleges in California and Oregon, which have expanded Medicaid coverage of family planning services for low-income individuals. Participants were students aged 18-25years who self-identified as female, had vaginal sex, and were not pregnant or trying to become pregnant (N=389). Multivariate analyses were conducted to examine concerns about the cost of contraception among these young women and how cost concerns varied by insurance coverage and access to free or low-cost birth control. Nearly one-half of participants (49%) were concerned about the cost of contraception. In multivariate models, privately insured women had lower odds of being concerned about the cost of birth control than the uninsured (adjusted odds ratio, 0.42; 95% confidence interval, 0.22-0.83), yet women with public insurance had cost concerns similar to those of women without insurance. Women who reported they knew where to get free or low-cost birth control had lower odds of reporting cost concerns (adjusted odds ratio, 0.42; 95% confidence interval, 0.24-0.75), as did the few women enrolled in a state family planning program (adjusted odds ratio, 0.56; 95% confidence interval, 0.32-1.00). Even in states with publicly funded services for young people, concerns about the affordability of contraception were common among women, particularly the uninsured or publicly insured. Addressing students' cost concerns is an important aspect of ensuring access to contraception during their pursuit of higher education.

Calendar Month Variation in Alcohol and Marijuana Use in a Community Sample of Young Adults

Alcohol use among adults varies by season, and drinking among 4-year college students has been linked to holidays and the academic calendar. Little research has assessed calendar-related variation in marijuana use. We examined calendar month variation in alcohol and marijuana use among a sample of young adults that was diverse with respect to college status and educational attainment. Data were drawn from a community sample of 761 individuals (57% female; ages 18-23 at enrollment). Participants were surveyed monthly for 24 consecutive months. Multilevel models accounted for nesting of monthly data within individuals. All measures of substance use showed evidence of variation by calendar month, with the exception of hours high in months when marijuana was used. Drinks per week and peak number of drinks were relatively elevated in summer months and in October and December; the prevalence of heavy episodic drinking was also elevated in October and December. Attending a 4-year college was associated with more drinking than not being enrolled in a 4-year college, regardless of whether a 4-year degree had been obtained. Students in a 4-year college reported more drinks per week than those not in a 4-year college in September and October, whereas the peak number of drinks converged across educational status in the summer months and in December. Across educational statuses, marijuana use was highest in April and December. Findings may guide the targeting and timing of substance use prevention programs by focusing efforts before and during higher risk months.

An investigation of under-represented MOOC populations: motivation, self-regulation and grit among 2-year college students in Korea

Educators have raised concerns that massive open online courses (MOOCs) mainly serve the interests of advantaged groups. In response, this study examined underrepresented MOOC learners; namely, 2-year college students in South Korea in terms of their perceptions of MOOCs and learning readiness for MOOCs. A total of 119 Korean 2-year college students participated in the survey and their responses were analyzed. Research findings revealed that approximately 90% of participants were unaware of MOOCs, and few students had previously taken a MOOC. These results indicate that it is necessary to advertise MOOCs effectively to underrepresented learners. Importantly, most participants were optimistic about the effects of MOOCs for individual development. Some learners, however, were concerned about their lack of commitment or low self-regulation to complete MOOCs. In terms of intrinsic and extrinsic motivation, grit, and self-regulation, the learning readiness of 2-year college students for MOOCs was moderate. Additionally, 2-year college students preferred MOOCs with practical content offered in short study periods, and they emphasized extrinsic motivators over intrinsic ones.