Semester Of College Research Articles

Impact of first-generation status, living in an LCC, and campus club involvement on sense of belonging in the first semester

To determine if first-generation status, living in an LLC, and campus club involvement affect students’ sense of belonging in their first semester of college, the researchers surveyed first-year college students enrolled at a large, public research institution during their first semester. Multiple regression analyses found campus club involvement to be a significant predictor of sense of belonging on all four subscales of the Sense of Belonging Scale: perceived peer support, perceived classroom comfort, perceived isolation, and perceived faculty support. Living in an LLC was also found to be a significant predictor of perceived peer support, but not in perceived classroom comfort, perceived isolation, or perceived faculty support. First-generation status did not emerge as a significant predictor for any of the four areas of sense of belonging. Findings revealed the significant role campus involvement has on college students’ sense of belonging in the first semester.

“Am I Even Going to Be Well-Liked in Person?”: First-Year Students’ Social Media Use, Sense of Belonging, and Mental Health

Evidence suggests that rising mental health concerns represent a critical issue in higher education. This issue takes on particular importance among first-year students as they transition to college and attempt to form meaningful relationships with their new peers. Social media interaction now represents a primary means of communication for students, and researchers must understand the effects of social media on college students’ sense of belonging, identity, and mental health. This study explores the intersection of social media use, mental health, and sense of belonging among first-year students at a large, public university. Using a Giorgian phenomenological approach, we analyzed 26 qualitative interviews with first-year students during their first semester of college. Three main themes are explored: seeking belonging through in-person interactions; seeking belonging through social media use; and experiencing negative mental health impacts of social media. Findings illuminate the role of social media in the transition to college and the potential impacts on sense of belonging and mental health. Implications for practice, policy, and research are discussed.

THE EFFECT OF USING QUESTION-ANSWER RELATIONSHIP STRATEGY ON STUDENTS’ READING COMPREHENSION AT THE FIRST SEMESTER OF ENGLISH STUDY PROGRAM UNIVERSITY OF PASIR PENGARAIAN

The purpose of this study is to find out whether there is or no significant effect of using Question-Answer Relationship Strategy on students’ Reading Comprehension at first semester students of English Study Program University of Pasir Pengaraian. This research was experimental research with a control group design. It involved 42 students in the first semester of the English Study Program University of Pasir Pengaraian. The data were collected using multiple-choice tests and two classes as the sample in this research. One class served as an experimental class and the other one as a control class. Both classes will give a pre-test and a post-test.The data was calculated by using Statistical Package for Social Science (SPSS) formula. The data were analyzed by Independent T-test with t-values was 6.156 with sig. p-value is 0.000 compare with t-table 5% (0.05) = 2.021. The finding showed that t-value6.156 ≥ t-table 5% (0.05) = 2.021. It meant the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. It could be concluded that there was a significant effect of using Question Answer Relationship strategy. QARs could improve students reading comprehension and it could be applied in teaching reading comprehension at first semester students of English Study Program University of Pasir Pengaraian

Implementation of 5E Plus Learning Model on Energy Subject Matter to Improve Students’ Argumentation Skills

Argumentation skills consist of 2 elements: skills to construct arguments and implement them. However, some studies show that students’ argumentation skills were low. This study proposed the 5E Plus learning model to improve students’ argumentation skills. The model consists of an element named Enliven and six syntaxes: Orientation, Engagement, Exploration, Explanation, Elaboration, and Evaluation. This study aimed to investigate the effectiveness of the 5E Plus learning model in improving students’ argumentation skills. This study used Energy subject matter (which consisted of 3 topics, Mechanical, Heat, and Electrical Energy). The study’s sample consisted of 40 1st semester college students from the Natural Science department and was taken randomly. We used One-Group Pretest-Posttest as a research design and collected data using an argumentation skills test. The data was examined using an Independent sample t-test to determine the effectiveness of the 5E Plus learning model. The results were: 1) the 5E Plus learning model was effective for improving students’ argumentation skills, 2) All components of students’ argumentation skills were successfully improved, which warrant experienced the highest improvement, 3) Students’ argumentation skills in all three topics were successfully improved, which in Mechanical Energy topic the skills experienced the highest improvement.

Bicultural competence and academic adjustment across Latino youth adaptation from high school to college.

This study investigated the association between bicultural competence and academic adjustment (i.e., engagement, efficacy, achievement) among 193 Latino youth (65.3% female; 89.1% U.S.-born) followed from their senior high school year (Mage =17.58 years, SD=0.53) to their fifth college semester (2016-2019). Latent growth analyses revealed that youth's overall bicultural competence trajectory was moderately high and stable across this period. Youth who maintained or increased bicultural competence levels over time (slopes) demonstrated greater self-efficacy. Youth with greater high school bicultural competence (intercepts) demonstrated higher engagement but lower achievement. No other associations emerged. This study highlights that the promoting influence of bicultural competence may not extend to all indicators of academic adjustment but may depend upon the contexts and demands they navigate.

Probiotics for Reduction of Examination Stress in Students (PRESS) study: A randomized, double-blind, placebo-controlled trial of the probiotic Lacticaseibacillus rhamnosus HN001.

Studies suggest that bioactive compounds such as probiotics may positively influence psychological health. This study aimed to determine whether supplementation with the probiotic Lacticaseibacillus rhamnosus HN001 reduced stress and improve psychological wellbeing in university students sitting examinations. In this randomized, double-blind, placebo-controlled study, 483 undergraduate students received either the probiotic L. rhamnosus HN001, or placebo, daily during a university semester. Students completed measures of stress, anxiety, and psychological wellbeing at baseline and post-intervention before examinations. Mann Whitney U tests compared the change in psychological outcomes between groups. Of the 483 students, 391 (81.0%) completed the post-intervention questions. There was no significant difference between the probiotic and placebo supplemented groups in psychological health outcomes. The COVID19 pandemic restrictions may have influenced the typical trajectory of stress leading up to examinations. We found no evidence of significant benefit of probiotics on the psychological health of university students. These findings highlight the challenges of conducting probiotic trials in human populations where the potential for contextual factors such as COVID19 response, and participant adherence to the intervention may influence results.

GURINDAM 12 SEBAGAI WADAH PENGUATAN MORAL BAGI MAHASISWA DI ERA GLOBAL

<em><span>Character and morals in students need to be grown to the maximum, so that students not only excel in the academic field, but also excel in the non-academic field to support their identity in the midst of globalization. Therefore, the role of Gurindam 12 as a life poem plays a very important role in fostering a noble character for Indonesian students and is quite an important thing and must be done. Through this research, it is hoped that ideas or strategies for growing noble character among Indonesian students will be obtained through the verse Gurindam 12. The focus of this paper is to briefly describe how the academic community strives to maintain morals and ethics in the era of globalization. And through the example taught by lecturers in the academic environment, students will carry out the process of imitation and tend to make lecturers as role models in acting with Gurindam 12 as their point of view. Postgraduate of the Masters Study Program in History Education, Faculty of Teacher Training and Education, Sebelas Maret University (FKIP UNS) semester 1 of 2022.</span></em>

The Influence of Attributional Beliefs On Indonesian EFL Learners’ Reading Comprehension

This research investigated how Indonesian EFL learners attributed their successes and failures in reading comprehension and whether or not there was any correlation between attributional beliefs and EFL learners’ monitoring strategies in reading. The researchers distributed Attributional Beliefs Questionnaire (ABQ) and Reading Monitoring Strategies Questionnaire (RMSQ) to undergraduate students in the third semester (n=36) of a private university in Kupang, the capital city of East Nusa Tenggara (NTT) Province. The data were analyzed using Pearson Correlation scale. Six students were selected to be interviewed to obtain qualitative data. Based on the results, 56% of students attributed their successes and failures in reading to the internal factors (efforts and strategies) rather than the external ones (reading text and learning environment). There was a moderate and insignificant correlation between attributional beliefs and reading monitoring strategies with r=0.51. It indicated that students need to regulate themselves and navigate their learning based on their attributional beliefs or they would experience learned helplessness. This research offered two implications for the teaching of reading among Indonesian EFL learners. In order to gain a greater opportunity to experience more reading success, language teachers were recommended to introduce attribution concepts and implement all reading strategies to their students.

The Influence of Attributional Beliefs On Indonesian EFL Learners’ Reading Comprehension

This research investigated how Indonesian EFL learners attributed their successes and failures in reading comprehension and whether or not there was any correlation between attributional beliefs and EFL learners’ monitoring strategies in reading. The researchers distributed Attributional Beliefs Questionnaire (ABQ) and Reading Monitoring Strategies Questionnaire (RMSQ) to undergraduate students in the third semester (n=36) of a private university in Kupang, the capital city of East Nusa Tenggara (NTT) Province. The data were analyzed using Pearson Correlation scale. Six students were selected to be interviewed to obtain qualitative data. Based on the results, 56% of students attributed their successes and failures in reading to the internal factors (efforts and strategies) rather than the external ones (reading text and learning environment). There was a moderate and insignificant correlation between attributional beliefs and reading monitoring strategies with r=0.51. It indicated that students need to regulate themselves and navigate their learning based on their attributional beliefs or they would experience learned helplessness. This research offered two implications for the teaching of reading among Indonesian EFL learners. In order to gain a greater opportunity to experience more reading success, language teachers were recommended to introduce attribution concepts and implement all reading strategies to their students.

Movement quantity and quality: How do they relate to pain and disability in dancers?

This field-based study aimed to determine the association between pre-professional student dancers' movement quantity and quality with (i) pain severity and (ii) pain related disability. Pre-professional female ballet and contemporary dance students (n = 52) participated in 4 time points of data collection over a 12-week university semester. At each time point dancers provided self-reported pain outcomes (Numerical Rating Scale as a measure of pain severity and Patient Specific Functional Scale as a measure of pain related disability) and wore a wearable sensor system. This system combined wearable sensors with previously developed machine learning models capable of capturing movement quantity and quality outcomes. A series of linear mixed models were applied to determine if there was an association between dancers' movement quantity and quality over the 4 time points with pain severity and pain related disability. Almost all dancers (n = 50) experienced pain, and half of the dancers experienced disabling pain (n = 26). Significant associations were evident for pain related disability and movement quantity and quality variables. Specifically, greater pain related disability was associated with more light activity, fewer leg lifts to the front, a shorter average duration of leg lifts to the front and fewer total leg lifts. Greater pain related disability was also associated with higher thigh elevation angles to the side. There was no evidence for associations between movement quantity and quality variables and pain severity. Despite a high prevalence of musculoskeletal pain, dancers' levels of pain severity and disability were generally low. Between-person level associations were identified between dancers' movement quantity and quality, and pain related disability. These findings may reflect dancers' adaptations to pain related disability, while they continue to dance. This proof-of-concept research provides a compelling model for future work exploring dancers' pain using field-based, serial data collection.

Behavior change versus stability during the college-to-work transition: Life course and the "stickiness" of alcohol misuse at career entry.

To what extent and under what conditions do college graduates disengage from employment-incompatible behaviors during the college-to-work transition? Drawing from the life course perspective, we proposed a model highlighting considerable stability of employment-incompatible behaviors during initial months of organizational socialization. Our model predicted that maturing out of such behaviors, which is expected by employers and beneficial to career adjustment, would be more likely to occur given a conducive transition context. Using a large dataset tracking graduates from their last semester in college to up to approximately 1.5 years after graduation and with alcohol use as our empirical referent, we demonstrated that a pattern of high-risk drinking behavior may remain even after the transition into full-time employment. We further showed that lower levels of perceived cohort drinking norms and higher levels of mentoring were associated with a higher probability of maturing out, manifesting in a transition from a high-risk drinking profile before graduation to a moderate drinking profile after starting full-time employment. Finally, we found that maturing out was associated with lagged outcomes including lower levels of sleep problems and depression and fewer work days lost to absenteeism, thus underscoring the consequential nature of behavior profile shifts during the college-to-work transition.

TEACHING EXTENSIVE LISTENING IN EFL CLASSROOM USING WEBSITE WWW.ER-CENTRAL.COM

The COVID 19 pandemic has affected living systems around the world; one of them is in the education system. It has led to the complete closure of schools, universities and colleges around the world. In response to this situation, many schools, universities and colleges are encouraged to use distance learning programs and open education applications and platforms in which schools and teachers can use these platforms to reach students remotely and limit educational interruptions. In this research, the website (www.er-central.com) was used as one of the distance learning programs for extensive listening by EFL students. This research aims to determine whether there is an effect of websites used by English language learners on the global spread of the COVID 19 pandemic. In this research, the reserchers used quantitative research in pre-experimental method design using one group of pre-tests and post-tests.. In pre-experimental research design, the researcher used concept one group Pre-test and Post-test for the third semester in university. The result of the data analysis indicated that there was significant difference of student’ test before and after being taught by using website. It can be said that there is a significant difference of student’s score after the treatment. It means that the website used is effective and can be used as a distance learning program for extensive listening in pandemic situations.

A longitudinal investigation of relational turbulence during the transition to college

ABSTRACT As emerging adults transition to college, they must adapt to new circumstances, both academic and personal. For partners involved in a romantic relationship prior to attending college, this transition has important relational implications, including potential fluctuations in relational uncertainty and interdependence. Guided by relational turbulence theory (RTT), we conducted the present study to model growth trajectories of first-semester students’ relationship parameters and experiences of relational turbulence during their transition to college (i.e., during the first eight weeks). Results of latent growth curve modeling revealed that students experienced higher levels of relational uncertainty, interference from a partner, and facilitation from a partner at the very beginning of their first semester in college, but each of these relationship parameters decreased over the first two months of the semester. Additionally, relational turbulence remained stable and did not change throughout the semester but correlated with contemporaneous relationship parameters as RTT predicts.

The influence of pre-college behaviors and parenting practices on alcohol misuse, sexual risk-taking, and adverse outcomes among first-year college women

Objective Although numerous reports document college students’ risk-taking behaviors, few examine these behaviors in a developmental context. The purpose of this study was to examine female freshmen college students’ pre-college experiences and parenting influences on first semester experiences with alcohol misuse, sexual risk-taking, and adverse outcomes, including violence. Methods We surveyed 229 female freshman residential college students at the end of their first semester in college. Results Participants who drank frequently in high school were more likely to binge drink in college and regret doing something while drinking. Mother–daughter closeness and parental discussions of sexual risks, personal safety and danger avoidance were associated with a reduced likelihood of regretting doing something while drinking, experiencing sexual violence, and having sex without a condom. Parental provision of alcohol was associated with alcohol misuse. Conclusion These findings provide a life course perspective on the development of risk behaviors and adverse outcomes during emerging adulthood.

20-Year-Old Man With Elevated Liver Tests

20-Year-Old Man With Elevated Liver Tests

HORTATORY AND ANALYTICAL EXPOSITION ANALYSIS ON STUDENT’S WRITING

This research aims to identify how students at second semester in University of Serang Raya can differentiate between hortatory and Analytical Expositions. The method used is descriptive study. The sample of this research are 7 classes of second semester in University of Serang Raya. The tool for data collecting was a written text that students wrote in two kinds of text, Hortatory and Analytical Exposition in a side by side form (2 columns) and a quiz in a google forms. It is hope that by analysing the students’ writing, they are able to comprehend and differentiate the structure and the content of Hortatory and Analytical Exposition

Prevalence of Premenstrual Syndrome and Associated Factors Among Academics of a University in Midwest Brazil.

To investigate the prevalence of premenstrual syndrome (PMS) and premenstrual dysphoric disorder (PMDD) in university students, the factors associated with PMS, the most prevalent symptoms, and the interference of symptoms in academic, family, social, and work activities. This cross-sectional study included 1,115 university students aged ≥ 18 years from the University of Rio Verde, Goiás. Premenstrual syndrome and PMDD were identified using the Premenstrual Symptoms Screening Tool. Associations with sociodemographic, behavioral, reproductive, nutritional, and health factors were investigated using the Poisson regression. The prevalence of PMS was 46.9% (95% confidence interval [CI] 44.0-49.8), and of PMDD, 11.1% (95% CI 9.3-13.0). The most prevalent symptoms were physical, such as breast tenderness, bloating, e weight gain (73%); followed by psychological ones such as overeating/food cravings, tearful/more sensitive to rejection (> 60%). More than 30% of the patients reported that the symptoms interfered in a moderate-to-severe way in their social and academic activities. After adjusted analysis, PMS was more prevalent in those who were attending the 1st/2nd semester of college (prevalence ratio [PR] 1.44; 95% CI 1.14-1.80), those who consumed alcohol in the last 30 days (PR 1.23; 95% CI 1.04-1.47), and those who had depression (PR 1.49; 95% CI 1.30-1.71). Almost half of the university students had PMS and ∼ 11%, PMDD. Physical symptoms were the most common and interfered in a moderate-to-severe way in various aspects of life. Attending the first semesters, consuming alcohol, and having depression were risk factors for PMS. The identification of risk factors for PMS is essential to prevent symptoms and reduce the impact of the syndrome.

Projecting Quarantine Utilization During a Pandemic.

Objectives. To develop an approach to project quarantine needs during an outbreak, particularly for communally housed individuals who interact with outside individuals. Methods. We developed a method that uses basic surveillance data to do short-term projections of future quarantine needs. The development of this method was rigorous, but it is conceptually simple and easy to implement and allows one to anticipate potential superspreading events. We demonstrate how this method can be used with data from the fall 2020 semester of a large urban university in Boston, Massachusetts, that provided quarantine housing for students living on campus in response to the COVID-19 pandemic. Our approach accounted for potentially infectious interactions between individuals living in university housing and those who did not. Results. Our approach was able to accurately project 10-day-ahead quarantine utilization for on-campus students in a large urban university. Our projections were most accurate when we anticipated weekend superspreading events around holidays. Conclusions. We provide an easy-to-use software tool to project quarantine utilization for institutions that can account for mixing with outside populations. This software tool has potential application for universities, corrections facilities, and the military. (Am J Public Health. 2022;112(2):277-283. https://doi.org/10.2105/AJPH.2021.306573).

Heightened false alarms of conditioned threat predict longitudinal increases in GAD and SAD symptoms over the first year of college

Lab-based fear-conditioning studies have repeatedly implicated exaggerated threat reactivity to benign (unreinforced) stimuli as concurrent markers of clinical anxiety, but little work has examined the strength of false alarms as a longitudinal predictor of anxiety problems. As such, we tested whether heightened false alarms of conditioned threat assessed in participants’ first semester of college predicted second-semester symptoms of generalized anxiety disorder (GAD) and social anxiety disorder (SAD) – two anxiety conditions that are common in college students, have been associated with excessive false alarms, and have yet to be assessed with longitudinal conditioning designs. Here, we focused on the predictive effects of behavioral threat responses (threat expectancy, subjective anxiety, avoidance) given their greater potential for translation to the clinic. Results implicate conditioning-related increases in anxiety to safe stimuli resembling the danger-cue as prospective predictors of GAD. In contrast, SAD was predicted by non-specific elevations in anxiety to a broad set of safe stimuli, as well as by increased threat expectancy toward cues least resembling the conditioned danger cue. These findings suggest that risk for GAD and SAD are captured by distinct, behavioral indicators of false-alarms that may be more feasibly collected in clinical settings compared to alternative experimental anxiety measures like psychophysiological responses.

Perceived Social Support and Stress: a Study of 1st Year Students in Ireland.

Social support is consistently associated with positive outcomes for students, in terms of wellbeing and academic achievement. For first year students, social support offers a way to deal with stressors associated with the challenge of transitioning to university. The current research was conducted with a range of first year students (n = 315) early in their first semester in university. Both male and female students reported moderate levels of social support and perceived stress, while those with higher levels of social support reported lower levels of stress. Gender differences were apparent in both the levels and sources of social support that students perceived as available to them. Female students reported higher levels of social support and stress than males, suggesting that university initiatives for enhancing social support and dealing with stress may require a gender-specific focus. The results are discussed in terms of recommendations for developing students’ social supports during first year, in order to mitigate for the experience of stress and to enhance student experience of their educational journey.