College Student Outcomes Research Articles

How Accurately Can Short-Term Outcomes Approximate Long-Term Outcomes? Examining the Predictive Power of Early Momentum Metrics for Community College Credential Completion Using Machine Learning

Objective: This study examines how accurately a small set of short-term academic indicators can approximate long-term outcomes of community college students so that decision-makers can take informed actions based on those indicators to evaluate the current progress of large-scale reform efforts on long-term outcomes, which in practice will not be observed until several years later. Method: Using transcript-level data of approximately 50,000 students at over 30 institutions in two states, I compare the out-of-sample predictive power of the early momentum metrics (EMMs), 13 short-term academic indicators suggested in the literature, to that of more complex, Machine Learning (ML)-based models that employ 497 predictors. Results: This study found that EMMs accurately predict credential completion for 75% to 77% of students in an out-of-sample dataset, with a predictive power largely comparable to that of ML-based models. This study also found similar results among the gender and race/ethnicity groups. However, the predictive power for certificate completion is lower than that for associate and bachelor’s degrees by 5 percentage points, implying that this set of EMMs are likely to be less relevant to certificate completion. Contribution: This study validates EMMs as informative predictors of credential completion, confirming that decision makers can use them to understand the probable long-term impact of current reforms on credential outcomes. However, room for continued research and refinement of EMMs remains, especially for certificate.

Effects of mindfulness-based interventions on psychological outcomes in college and university students during COVID-19 pandemics: A systematic review and meta-analysis.

We synthesized the effects of mindfulness-based interventions (MBIs) on psychological outcomes in college and university students during the COVID-19 pandemic. Ten electronic databases were searched from inception to December 2021. We reviewed studies with college and university students receiving MBIswith psychological outcomes. We only reviewed studies written in English. A random-effects model was used to compute the effect size. Overall, MBIsshowed a significantly moderate improvement in anxiety (g = 0.612, 95%CI: 0.288-0.936, I2 = 77%); depression (g = 0.372, 95%CI: 0.032-0.713, I2 = 72%); and mindfulness (g = 0.392, 95% CI:0.102-0.695, I2 = 64%) compared with control groups, while these interventions had a small effect in reducing stress, but not a significant one (g = 0.295, 95%CI: -0.088 to0.676, I2 = 77%) compared with control groups. MBIssignificantly improved psychological outcomes among college and university students during the COVID-19 pandemic. Clinicians and health providers should consider using MBIs as alternative complementary treatment for improving and preventing anxiety and depression in college and university students during COVID-19. The use of MBIs for college and university students is an effective method to decrease anxiety, depressive symptoms, and increase mindfulness. MBIs would become a very useful means of alternative complementary treatment in mental health and clinical psychiatry.

Counseling Center and Therapist Effects on Changes in Suicidal Ideation among College Students Receiving Services on Campus: Comparisons across International Status, Race, Gender, and Sexual Orientation

Objective Examine center- and therapist-level factors that may impact suicide ideation outcomes for college students with minoritized identities. Method Data were drawn from a 2015–2017 data set collected from 136 university counseling centers that were part of the Center for Collegiate Mental Health. This study used a three-level model in hierarchical linear modeling with clients (Level 1; N = 122,212), clients nested in therapists (Level 2; N = 2,574), and therapists nested in counseling centers (Level 3; N = 120). Results Racially/ethnically minoritized students were 20%, LGBQ + students were 100% more likely, and women students were 20% less likely to have suicidal ideation at the first session, compared to White, male, heterosexual domestic students. LGBQ + students were 20%, and international students were 50% more likely to have suicidal ideation in the last session, compared to White, male, heterosexual domestic students. Cross-level interactions revealed that when therapists had a higher percentage of international students on their caseload, international students had decreased suicidal ideation. Similarly, when therapists had a higher percentage of male students on their caseload, their male students had decreased suicidal ideation. Conclusions Findings from this study support the importance of experience and competence in working with minoritized students, as therapists who had more international and men students on their caseload fared better in decreasing the suicide ideation of respective students. This suggests that continued exposure to the unique challenges faced by particular minoritized groups of college students can enhance the quality of care delivered by therapists.

Empowering TNBGE and QTBIPOC Students through Clinical Group Practice in University Settings

Increasing visibility of transgender, nonbinary, and gender expansive (TNBGE) people in the United States and in higher education has coincided with a call for more affirming and appropriate mental health services. Group therapy has been connected to positive outcomes for college students, but appears less available to or less popular among TNBGE students. This article will summarize the history of feminist, queer, and trans theories, feminist group therapy, and therapeutic groups for TNBGE people. Recommendations for facilitating TNBGE groups will be presented, drawing from the work of three queer university counseling clinicians with collective experience in facilitating LGBTQ + and exclusively TNBGE groups using queer, trans, and multicultural feminist theories. Considerations for facilitating LGBTQ + groups for Black, Indigenous, People of Color (BIPOC) will also be included, based on relevant literature and clinical experience. Limitations of the authors’ perspectives and recommendations will be outlined, as well as future directions for research and practice.

From if-then to here and now: Using personalized counterfactuals from past negative experiences to reduce future alcohol consequences.

College students are at an increased risk for problematic alcohol use. To address this health concern, several interventions have used protective behavioral strategies (PBS). However, interventions promoting PBS remain underdeveloped and underutilized. Counterfactual thinking is a type of postmortem cognitive strategy that highlights causal links between a behavior and a negative outcome. Recent research demonstrates the effectiveness of applying counterfactuals for increasing PBS use intentions. The present study examines the effect of a brief counterfactual-based intervention for increasing PBS use and decreasing adverse alcohol outcomes. Undergraduate students (n = 73) completed an online multiweek (baseline and five weekly follow-ups) intervention. At baseline, participants completed demographics, PBS use, and alcohol use and consequences. They were then randomly assigned to one of three conditions: a control (negative event only), sham (negative event with detailed description), or counterfactual (If only … then …) condition. At weekly follow-up sessions, participants completed PBS use and alcohol use and consequences from the previous week. The counterfactual condition was presented with their counterfactuals generated at baseline. Relative to the active control, the counterfactual condition reported greater use of PBS across the five-week follow-ups. This in turn resulted in decreases in alcohol consumed and alcohol-related consequences. This study highlights the effectiveness of counterfactual thinking as a relevant harm-reduction strategy for alcohol-related outcomes in college students. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Predicting community college astronomy performance through logistic regression

The present study examined demographic and academic predictors of astronomy performance of community college students enrolled in astronomy courses in a large suburban community college. The theoretical framework was based upon a deconstructive approach for predicting community college performance whereby students academic pathways through higher education institutions are examined to understand their dynamic interaction with institutional integration and progress towards academic goals. Transcript data analysis was employed to elicit student demographics and longitudinal academic coursework and performance. A logistic regression model was generated to identify significant predictors of astronomy performance which included mathematics achievement enrollment in remedial mathematics and enrollment in multiple astronomy courses. The results imply a greater focus on mathematics preparation and performance may mediate astronomy outcomes for community college students. Notably demographic variables including ethnicity socioeconomic status gender and age were not significant predictors of astronomy performance in the multivariable model suggesting the course is a potential gateway for diversifying STEM access. Also astronomy interest as measured by enrollment in multiple astronomy courses was related to performance. Further implications for practice are discussed.

The Impact of Education Abroad Participation on College Student Success Among First-Generation Students

ABSTRACT This study utilized the large-scale, multi-institutional CASSIE dataset to examine the impact of education abroad participation on academic outcomes for first-generation college students. Using robust multivariate matching methodology that effectively minimized self-selection bias, results showed the magnitude of benefit offered by studying abroad was greater for first-generation students than for continuing-generation students. Even after matching on a variety of background and prior achievement variables, first-generation students who studied abroad had higher 4- and 6-year graduation rates, had higher cumulative GPA scores, and took less time to graduate—relative to first-generation students who did not study abroad. These findings suggest that education abroad programming can be leveraged as a high-impact educational practice to promote college completion rates among first-generation students.

역할극을 통한 학습인식이 항공서비스전공 대학생의 대인관계능력, 학습만족, 학습성과에 미치는 영향에 관한 연구

This study aimed to analyze the relationship between the learning perception of aviation service subjects using role play on the interpersonal competence, learning satisfaction, and learning outcomes of college students majoring in aviation service. A survey was conducted targeting 217 university students majoring in aviation service who are enrolled in universities in the metropolitan area and Chungcheong area and have experience in class using role play. In addition, the hypothesis is verified using the structural equation model. Among the perceptions of role play classes experienced by university students majoring in aviation service, ‘interdependency’ was found to have a positive (+) effect on all sub-factors of interpersonal competence. And ‘usefulness’ confirmed the positive (+) influence relationship with ‘temperament for others’ and ‘communication’ except for ‘relationship promotion’ of interpersonal ability. Among sub-factor of interpersonal competence, it is confirmed that only the factors of ‘temperament for others’ and ‘communication’ had an effect on learning satisfaction. And it is proved that learning satisfaction is an important determinant of learning outcomes. Therefore, this study is expected to serve as a basis for deriving an efficient and optimal learning method for practical subjects in aviation service majors.

Differential Impact of Social Cohesion in the Lens of U.S. College Students with different Sexual and Gender Identities on their Mental Health during the COVID-19 Pandemic

IntroductionSexual and gender minority (SGM) college students endorsed higher psychological distress and worsened mental health outcomes than their cisgender heterosexual peers. Such disparity is exacerbated during the COVID-19 pandemic, during which SGM youth may be sent home to unaccepting environments or presented with fewer healthcare options. The “Black lives matter (BLM)” and “Anti-Asian Hate” also exposed college students disproportionally to more witnessed discrimination and poorer social cohesion, which in turn, might negatively affect the mental health outcomes.ObjectivesThe present study aims to explore the mental health outcome profile within SGM college students by (1) identify mental health disparities across different sexual and gender identities and (2) evaluating the impacts of discrimination, social cohesion and other factors on mental health outcomes of college students with different sexual and gender identities.MethodsThe study utilizes the 2020-2021 Healthy Minds Study data with 139,470 college students across 60 U.S. campuses. Multivariable regression models are built with minority status to predict mental health outcome (depression, anxiety, and suicidal ideation).ResultsSGM students reported higher symptoms of depression, anxiety, and suicidal ideation. Besides, SGM individuals having experienced or witnessed discrimination or hostile behaviors due to their race/ethnicity also showed worse mental health outcomes. Noted, perceived stronger social cohesion is a protective factor for lower depression (OR: 0.59; 95%CI: 0.45, 0.78) and anxiety (OR: 0.69; 95%CI: 0.51, 0.93) symptoms in SGM, while perceived weaker social cohesion is a risk factor for depression (OR: 1.37; 95%CI: 1.14, 1.64) and anxiety symptoms (OR:1.32; 95%CI:1.09-1.59) in cisgender heterosexual individuals.ConclusionsThese findings acknowledge the negative impact of discrimination on mental health, highlight the importance of recognizing social cohesion affect differently in SGM and their peers, and enhance the understanding of differential impact of social cohesion to inform public policy and early intervention in vulnerable populations during COVID-19 pandemic.Disclosure of InterestNone Declared

코로나19 시기 대학생의 학습경험 유형 및 특징 분석

Objectives This study explore whether latent classes with similar characteristics are derived according to the learning experiences of college students and their changes, focusing on 2020 and 2021, when involuntary distance classes were conducted due to COVID-19.
 Methods For this purpose, the results of the K-NSSE survey conducted in 2020 and 2021 targeting the first to fourth graders of two universities located in Gyeonggi-do and Jeolla-namdo were used. Finally, latent profile analysis was conducted based on the results of self-directed learning strategies, meaningful learning, academic self-efficacy, and learning motivation for 327 people in 2020 and 461 people in 2021. Also, one-way ANOVA analysis was performed to test the differences in educational outcomes between groups.
 Results The result are as follows. First, self-directed learning strategies, meaningful learning, academic self-efficacy, learning motivation, and core competencies and major skills, which are learning outcomes, all showed significant correlations in the learning situation of college students. Second, three latent groups were derived in 2020 and 2021 years : an ‘high-level learning experience’, a ‘medium-level learning experience’, and a ‘low-level learning experience’. Third, It was found that cognitive difficulties were shown in 2020 in the low-level learning experience type, while motivation and academic self-efficacy were lowered in 2021. Finally, as a result of examining the differences in learning outcomes between groups derived in 2020 and 2021, it was confirmed that there were significant differences in both core competencies and major skills.
 Conclusions Based on the results, it was confirmed that self-directed learning strategies, learning techniques, and learning motivation are important variables in improving students' learning outcomes even in the remote learning environment that has continued due to COVID-19. Also, it was suggested that various educational supports are needed to improve the learning recovery and learning outcomes of college students.

Understanding the cultivation mechanism for mental health education of college students in campus culture construction from the perspective of deep learning.

Nowadays, there is an increase in attention to the college student's mental health, and to enhance the awareness related to college students' mental health, colleges and universities have executed an immense range of mental health publicity activities. In order to better combine deep learning with classroom teaching, this paper puts forward a deep learning algorithm formulated on convolutional neural networks. The purpose of this research is to investigate the development and use of a cultivation mechanism for mental health education of college students in campus culture creation from the perspective of deep learning. The study's primary goal is to comprehend college students' mental health training in campus culture creation. The study's objective is to develop experimental outcomes of college students utilizing mental health education courses as an optional or mandatory course. Finally, investigations related to college students' mental health from the current situation in China, the investigation, statistics and analysis related to the college students in China are carried out in this situation. The experimental results of this study show that 62 of the 156 schools and universities assessed provide courses on mental health education for college students that are both obligatory and optional. According to the students questionnaire survey, 86.7% of respondents believe that it is critical to establish mental health related educational courses, 61.9% believe that compulsory courses should be established, and students want to add group guidance or activities to the teaching process to improve their experience and participation.

Understanding the Role of CalFresh Participation and Food Insecurity on Academic Outcomes among College Students during the COVID-19 Pandemic.

Food insecurity (FI) is associated with many adverse outcomes in college students. The Supplemental Nutrition Assistance Program (SNAP, known as CalFresh in California) has been observed to alleviate FI; however, on college campuses, the benefits of food assistance programs are not well understood. This study investigated whether college students benefit from CalFresh participation. It was hypothesized that students would experience increased FI over time and that CalFresh participation would moderate the effect of FI on grade point average (GPA). A comprehensive FI and CalFresh questionnaires were distributed during the 2020-2021 academic year to 849 students. The chi-square test of independence assessed differences between FI and student factors. A Friedman test assessed differences in FI during the three quarters. Moderation analysis assessed whether CalFresh participation moderated FI's effect on GPA. Differences were observed among food security scores in Winter 2021 (median = 1.69) and Fall 2020 (median = 2.14; p = 0.013) and Spring 2020 (median = 2.17; p = 0.009). In the moderation model, the interaction of FI score and CalFresh participation was positively correlated with GPA (B = 0.11; p = 0.002). These results indicate that SNAP/CalFresh participation was particularly beneficial for mitigating the negative effects of FI on GPA. Given these benefits, encouraging SNAP/CalFresh enrollment should be a priority for university administrators.

Food Insecurity on a College Campus: Implications for Academic Success

This study sought to understand the scope of food insecurity at one four-year public institution and whether there were implications on academic outcomes for college students who face it. Data collection consisted of administering a questionnaire to a random sample of 2,700 undergraduate students. In total, 314 students participated. Overall, 47.9% of survey respondents scored in the category of experiencing food insecurity within the past 12 months. Students who experienced food insecurity had lower GPAs, were twice as likely to fail and withdraw from a course and were four times more likely to take an incomplete grade in a course.

Heading in the Right Direction? Examining the Relationship of Transfer Patterns and Income Status on College Student Outcomes.

Given the prevalence of transfer activity, education stakeholders must understand how transfer may be associated with student outcomes. Such knowledge is critical, as the COVID-19 pandemic and economic downturn have impacted college enrollment and student transfer behavior. Relying on a sample of 6510 undergraduate students from BPS:12/17 data, we conducted analyses using multiple regression to examine the relationship between student transfer direction and two student outcomes: time to degree and cumulative loan debt. Further, we analyzed whether these relationships varied by income status, using adjusted gross income (AGI) as a proxy. We found that transferring from one postsecondary institution to another may extend time to degree by one academic semester and result in increased student loan debt, with these findings varying by income level.

Impact of Online-Delivered eHealth Literacy Intervention on eHealth Literacy and Health Behavior Outcomes among Female College Students during COVID-19.

This study examined the effects of a novel online-delivered eHealth literacy intervention to improve eHealth literacy and positive health behaviors among female college students during COVID-19. Female college students taking a physical education class were allocated to either an online-based eHealth literacy intervention group (n = 62) or a physical education class (n = 58). Weekly two-hour sessions were implemented through Zoom videoconferencing over six weeks. We measured eHealth literacy, exercise self-schemata, and health behavior outcomes (eating, sleep, and exercise) before and after the intervention. A two-way repeated measures ANOVA was conducted to examine within- and between-group differences in all outcomes. The ANOVA (2 × 2) for the interaction effect of group and time showed a statistical significance in eHealth literacy and cognitive-emotional exercise self-schemata. There was a marginally significant interaction effect for exercise but none for eating and sleep. This was the first trial to examine the impact of the online eHealth literacy intervention on eHealth literacy and health behavior outcomes for college students during COVID-19. Preliminary findings indicated that the intervention showed promising effectiveness for improving eHealth literacy and promoting health behaviors among female college students.

Metabolic Syndrome Risk Factors in US College Students: A Pre-post Test Pilot Study

Purpose: Concerning rises in obesity and type 2 diabetes in college students warrants the investigation of potential mechanisms. The aim of this study was to (1) assess the association between Metabolic Syndrome (MetS) knowledge, perceived stress, and coping resources with changes in MetS risk factors in college students, and (2) examine differences between first-time on-campus and final-year college students. Methods: A pre-post study design over a 16-week semester examined changes in BMI and blood pressure of 43 undergraduate students (mean age 20.5 yrs. old, 86% female, 77% ethnic/racial minority). The MetS Questionnaire, Perceived Stress Scale, and Coping Resources Inventory were administered at baseline. Mixed-effects linear regression and independent samples t-tests were computed. Results/findings: There were no significant associations between changes in MetS risk factors and MetS knowledge, perceived stress, and coping resources. Students on campus for the first time had higher increases in BMI and gained more weight compared to students in their final years of college ( P < .05). Conclusions: Findings from this preliminary study suggest that students attending college for the first time demonstrate poorer MetS risk factors compared to peers. Additional studies are needed to explore the causal mechanism driving poor health outcomes in first time college students.

Self-control, coping styles, and alcohol outcomes in college students

Objective: Research indicates that coping styles mediate self-control and health outcomes. Emotion- and problem-focused coping strategies (eg, getting advice or planning) are used to address stressors. In contrast, avoidance-focused strategies (eg, substance use) are used to escape distress and are associated with greater alcohol problems. The purpose of this study was to examine associations between college students’ levels of self-control, coping styles, and alcohol use and problems. Participants and Methods: 183 undergraduates completed questionnaires regarding self-control, coping styles, and alcohol consumption and problems. We hypothesized that self-control would be associated with alcohol problems through avoidance-focused coping, but not emotion- or problem-focused coping. Results: Our results were consistent with our hypothesis with and without controlling for alcohol consumption. Undergraduates lower in self-control who engage in avoidance-focused coping may experience greater alcohol problems. Conclusions: University programs dedicated to addressing substance use among undergraduates may develop workshops that promote problem- or emotion-focused coping strategies as alternatives to avoidance-focused strategies.

Does the Implementation of Flipped Classroom Model Improve the Learning Outcomes of Medical College Students? A Single Centre Analysis.

To assess the perspectives of the first year and second year MBBS students of College, regarding the effectiveness of flipped classroom learning as compared to the traditional mode of teaching. A descriptive study. Shifa College of Medicine, Islamabad, Pakistan, from August to September 2021. This descriptive study was conducted on all first and second year MBBS students in College after informed consent. A self-developed questionnaire formulated after a thorough literature search, with 16 questions was given. Quantitative data was collected after ethical approval and was analysed using SPSS version 22. Percentages and mean were calculated for descriptive analysis whereas qualitative data was analysed through thematic analysis Results: Out of the 156 responders, 61% students believed that flipped classroom buttressed a better understanding of study objectives, 24% stated that it didn't make much of a difference whereas 15% had a negative response in this respect. The majority (90%) reckoned that learning beforehand fostered better discussions and made the whole learning process much easier. Seventy-five percent believed that it has improved their grades. Although, some students did point out that sometimes meandering through various study sources consumed a lot of their time but overall they held a satisfactory opinion of flipped pedagogy (85%). The students enrolled in the study asserted the usage of flipped classrooms as a likeable and preferable teaching method in medical institutions. Not only it engaged students in active learning and helped them improve their grades but also enabled them to sharpen cognitive and presentation skills, which are the prime objects of undergraduate pedagogy. Flipped classroom, Medical education, Medical students, e-learning.

The Effectiveness of Developing Learning Media Based-Lectora Inspire in English Course

The research’s aim is to determine to find out the increase in college student learning outcomes using learning media based-Lectora Inspire developed in English courses. The Dick and Carey's ADDIE model is being used in this research and development. The college students' cognitive learning outcomes can be improved through the development of learning media based-Lectora Inspire because the gain score obtained is 0.307 which is included in the medium category.

The Effects of Mindfulness and Buddhist Meditation Coaching on Mental Health Outcomes in College Students.

College students are vulnerable to diverse mental health disorders. We aimed to investigate whether a meditation class would be an effective means to address students' mental health challenges. Among the college students who registered for the meditation course, 256 participants were enrolled. The meditation course was a 15-week program incorporating mindfulness meditation and Ganhwa Seon (a traditional Buddhist meditation). A questionnaire was administered twice, on the first and last class of the course, collecting information on personal characteristics and six mental health indicators. A paired t-test was used to examine whether the meditation course conferred benefit on the mental health indicators, and logistic regression analyses were run to identify factors associated with mental health outcomes. After completing the meditation course, there were significant improvements for the adult ADHD score (p < 0.01) and ego identity (p = 0.02) but not for the other outcomes. Among college students, meditation practice may have positive effects on the adult ADHD score and ego identity.