College Student Outcomes Research Articles

A longitudinal investigation of racial discrimination, distress intolerance, and psychological well-being in African American college students.

The purpose of this study was to examine the longitudinal association between racial discrimination and psychological well-being (PWB), as well as the mediating role of distress intolerance. As part of a larger parent study, a sample of 105 African American first-year undergraduate students (mean age = 18.1) completed three surveys across 1 year. The RMediation program was used to test the indirect effect of racism on PWB through distress intolerance. There was a significant positive indirect effect of racism on PWB through distress intolerance, such that increased racism was associated with increased distress intolerance, which was thus associated with decreased PWB. Intervention efforts may be aimed at preventing racism for African American college students and providing clinical services that reduce distress intolerance.

The effects of male peers on the educational outcomes of female college students in STEM: Experimental evidence from partnerships in Chemistry courses.

A major concern among universities around the world is that female students face gender bias, discrimination and related barriers in male-dominated STEM fields. To investigate this concern, we conducted a novel large-scale experiment of interactions between female and male students in one of the most important gateway courses for the Sciences and a course in which students interact one-on-one extensively throughout the term. Over the past four years, at a large public research university, we randomly paired every student enrolled in an introductory Chemistry lab (3,902 students and total N = 5,537). Using precise estimates from the experiment, we provide novel evidence that female students are not negatively affected academically by male partners. When assigned a male partner, female students do not receive lower scores or grades, and they are no more likely to drop the course or not continue in Chemistry or a STEM field. We also find that academically weaker female students are not negatively affected by male students and that female students are not negatively affected when paired with academically stronger male students. Although previous studies have documented that female students self-report experiencing gender bias from male peers in STEM, importantly, we do not find evidence that female students are negatively affected by male peers in intensive, long-term pairwise interactions in their course grades or future STEM course taking. The findings provide hopeful news for future trends in female representation in STEM fields.

Pengembangan E-Learning dengan Metode Self Assessment Untuk Meningkatkan Hasil Belajar Matematika Mahasiswa Universitas Mahendradatta

This study is aimed to develop e-learning media with self-assessment methods to improve mathematics learning outcomes of college students. The model used in the development of e-learning was the ADDIE model. The sample of this study was 39 college students of the Industrial Engineering Program, Faculty of Engineering, Mahendradatta University. The data analyzed in this study were student’s mathematics learning outcomes obtained from the posttest scores after using e-learning with self assessment method. To determine the effectiveness of the implementation of e-learning, experimenation with one group pretest and posttest design was conducted. Data of learning outcomes obtained were analyzed by using the Paired T-Test. Based on the results of expert validation and product trials, e-learning was feasible to be implemented. Based on the results of the Paired T-Test, a significant value of less than 0.05 was obtained, so based on the hypothesis that there was a difference between the learning outcomes before and after e-learning was implemented. This was also supported by an increase in the average value of student mathematics learning outcomes, from the initial pretest score of 75,92 to 82,10. Student response value was 69,0 which indicated that the response to e-learning was positive. The increase in learning outcomes was due to e-learning learning with self-assessment methods which provided opportunities for students to increase their confidence in their mathematical skills.

A-31 Association Between Cognitive Activity and Recovery Outcomes in College Students Following Concussion

Abstract Objective To evaluate the relationship between self-reported cognitive activity and recovery outcomes (symptom reporting, recovery time) in college students following concussion. Method Cognitive activity was defined as self-reported minutes spent in class and studying during the first 5 days following concussion. Self-reported symptoms were reported at day 5 post-injury using the Post-Concussion Symptom Scale (PCSS). The PCSS evaluates 22 symptoms on a 7-point Likert Scale from 0 (none) to 6 (severe). Recovery time was defined as total days from injury to unrestricted medical clearance. Separate Spearman’s rank correlations assessed the relationship between total cognitive activity (minutes in class and studying) and recovery outcomes (symptom total (22), symptom severity (132), and recovery time). Alpha level set a priori at 0.05. Results Twenty-one participants (14 female, 7 male, 19.5 ± 1.3 years) averaged a total of 653[IQR = 348] minutes of cognitive activity during the first 5 days after concussion (334[IQR = 149] minutes in class, 273[IQR = 313] minutes studying). Five days after injury, participants self-reported 3[IQR = 8] total symptoms yielding a severity of 4[IQR = 12]. Participants took 15 [IQR = 8] days to reach unrestricted medical clearance. No associations were found between total cognitive load and any post-concussion recovery outcomes (symptom total: Rs = −.299, p = .19; symptom severity: Rs = −.230, p = .32; recovery time: Rs = −.041, p = .86). Conclusions Preliminary analyses suggest that concussed college students can be encouraged to gradually return to normal levels of cognitive activity, as it may not be associated with future symptom reporting or recovery time. Future research is needed to assess specific cognitive activities immediately influence on post-concussion symptom reporting.

Culture Moderates the Relationship between Family Obligation Values and the Outcomes of Korean and European American College Students.

Family obligation values have been described as an important element of collectivistic cultures that are related to the development of positive emotional well-being and motivation in high school and college students. The present study tested the hypothesis that culture moderates the relationship between family obligation values and the outcomes of Korean (n = 249) and European American (n = 251) college students. The results provided support for this hypothesis. Specifically, for Koreans, family obligation values were significantly and positively correlated with descriptions of parents as being more supportive of the self-determination of their children, which was found to mediate the relationship between family obligation values and student outcomes. Furthermore, family obligation values were more strongly associated with the motivation, self-esteem, and depression of Koreans than European Americans. European American students expressed lower family obligation values and the intensity of these values were unrelated to their emotional well-being. Family obligation values were positively correlated with reports of self-determined motivation for Korean students, and negatively correlated with reports of self-determined motivation for European American students. The results are discussed in terms of cultural moderation and self-determination theory.

Supplemental Material for Do Diversity Courses Improve College Student Outcomes? A Meta-Analysis

Supplemental Material for Do Diversity Courses Improve College Student Outcomes? A Meta-Analysis

Disordered eating attitudes among Iranian university students of medical sciences: The role of body image perception.

Disordered eating attitudes and behaviors have become an issue of worldwide concern. This research was designed to investigate the role of body image satisfaction in the relationship with eating attitudes among students of Qazvin University of Medical Sciences in Iran. In this cross-sectional study, 385 Qazvin university students of medical sciences were recruited by randomized stratified sampling in 2014. The students completed a three-part questionnaire (socio-demographic, Eating Attitudes Test and Body Shape Questionnaire) in their classrooms. We used hierarchical generalized linear models to identify variables significantly associated with Eating Attitudes Test scores. The mean age of the students was 21.80 ± 2.98 years. Mean scores for the Eating Attitudes Test and Body Shape Questionnaire were 66.75 ± 29.8 and 11.86 ± 10.97 respectively; 18.5% of students had a score of 20 and above (≥ 20) that indicated disordered eating attitudes or as being at risk of eating disorders. In the multiple regression model, the Eating Attitudes Test was related to screening body image dissatisfaction (β = 0.122, P < 0.001). Body mass index was negatively related to the Eating Attitudes Test score (β= -0.488, P < 0.016), and diet was significantly correlated with an increased Eating Attitudes Test score (β = 5.803, P < 0.001). The risk of eating disorders is relatively high among Iranian university students. It can be a warning to health policy makers and should be the focus of special attention. In the present study, the most important factor related to abnormal eating attitudes was body image dissatisfaction. Regarding the complexity of the causes of eating disorders, various preventive and therapeutic interventions are necessary to avoid the dissemination in society of an idealized view of excessive thinness and further unfavorable outcomes in college students.

Application of the Modified College Impact Model to Understand Chinese Engineering Undergraduates’ Sustainability Consciousness

The college impact model provides a valuable framework for explaining various college student learning outcomes. However, few quantitative studies have examined the effectiveness of college impact model in explaining engineering undergraduates’ sustainability consciousness, a critical learning outcome in engineering education. This study proposes a modified college impact model to test the structural links among curriculum experiences, sustainable agency beliefs, and engineering undergraduates’ sustainability consciousness, and to explore the moderating effect of gender on the structural model. Data are collected from 1804 senior engineering students enrolled in five traditional engineering disciplines at 14 first-class engineering universities in China. Structural equation modeling was used for testing the research model. The results demonstrate that (1) curricular emphasis has a significant direct impact on all three dimensions of students’ sustainability consciousness, while instructional practice has a significant direct influence on the sustainability knowingness dimension; (2) both curricular emphasis and instructional practice have a significant indirect influence on sustainability consciousness through the full or partial mediation of sustainable agency beliefs; and (3) gender moderates several paths in the structural model. Theoretical and practical implications are provided, and suggestions for future research are offered.

Intercultural Effectiveness and Leadership: Exploring the Intersection of Two College Student Outcomes

This qualitative study drew data from the Wabash National Study of Liberal Arts Education, examining how two liberal arts outcomes, intercultural effectiveness and leadership, functioned together in the context of students’ experiences. Our findings illuminated three patterns of interactions among these outcomes: (a) intercultural effectiveness learning was foregrounded, (b) leadership learning was foregrounded, and (c) intercultural effectiveness and leadership emerged simultaneously. These findings can inform educators’ efforts to cultivate culturally competent and critically conscious citizens.

Profiles of perfectionism and their relations to educational outcomes in college students: The moderating role of achievement goals

The main aim of the present study was to identify different subgroups of perfectionists and how perfectionism group-membership is related to achievement goals and to five educational outcomes (i.e., school satisfaction, positive affect, negative affect, school burnout and academic achievement). The sample comprised 667 undergraduate students (63.3% female, 36.6% male, and 0.1% gender unidentified). Results of a latent profile analysis indicated that a four-group model of perfectionists provided the best fitting model; the four groups represented: adaptive perfectionists, maladaptive perfectionists, mixed perfectionists, and non-perfectionists. Hierarchical linear regression analyses were performed to examine the relations between membership in the subgroups of perfectionism and achievement goals, in predicting educational outcomes. Interactions of perfectionism group-membership by achievement goals also were examined. The findings showed that the interaction of membership in the mixed perfectionist group with mastery-avoidance goals predicted compensation, and the interaction of membership in the mixed perfectionist group with performance-approach goals predicted exhaustion. This study highlights the importance of considering both students' perfectionism and achievement goals when designing programs to increase their well-being and academic success during their time at college.

Social Support and Stress-Related Acculturative Experiences of an English-speaking Afro-Caribbean Female Student in U.S. Higher Education

This two-year qualitative single critical case study research investigated the stress-related adjustment experiences and academic progression of a female English-speaking Afro-Caribbean collegian in an American postsecondary institution through the lens of the “triple bind” phenomenon and the stress buffer hypothesis. Student development theory and research on college student outcomes have largely focused on Black students’ experiences and achievement outcomes through a homogeneous African American cultural lens. Minimal existing research has shown differences in the lived experiences and achievement outcomes between Afro-Caribbean students and domestic African American students in U.S. postsecondary education.

Impact of Wearable Technology on Physical Activity, Fitness, and Health Outcomes in College Students with Disabilities

Physical activity (PA) in the United States progressively continues to decline despite research highlighting the importance of an active lifestyle. Particularly, recommended levels of PA are associated with reduced risk for a large number of negative, yet preventable health conditions in apparently healthy populations. Unfortunately, individuals who report having one or more disabilities perform far less PA than their apparently healthy counterparts. While technological advancements such as wearable devices to monitor PA have become popular, few studies have evaluated the effectiveness of wearable technology-based interventions on increasing PA levels and improving health outcomes in college students and individuals with disabilities. Thus, the purposes of this investigation were (1) to evaluate if providing a Fitbit PA tracking device to college students with disabilities would increase PA and improve health outcomes such as cardiovascular (CV) fitness and body composition, and (2) to investigate whether the addition of health education sessions would provide additional benefits. A total of 24 participants (27 ± 7 years) were given a Fitbit and had their PA monitored over twelve weeks. Group randomization was conducted where one group received only the Fitbit (FO) and a second group where participants also received health education sessions (E+F). Pre and post physiological assessments were also conducted. No significant group*time interactions were observed. Significant increases in mean treadmill duration and VO2peak occurred from pre to post. Mean daily steps in the E+F group were significantly higher than the FO group (8134 ± 441 vs. 7581 ± 577, respectively). Twelve weeks of Fitbit usage was effective in increasing CV fitness in individuals who identified as having one or more disabilities. Considering the lack of a significant improvement in health outcomes by the addition of educational programming the use of a Fitbit alone may be sufficient to improve CV fitness in this population.

Studying the Relationships Between the Number of APs, AP Performance, and College Outcomes

AbstractHigh school students enroll in Advanced Placement (AP) courses and take AP exams for a variety of reasons. However, a lack of information about the extent to which there are incremental benefits associated with taking multiple AP exams has fostered a perception that students must take many APs to be prepared for college. Conversely, many American students graduate from high school without even one AP, raising questions about whether such experiences should have been more strongly encouraged. Our article investigates the incremental gains in college student outcomes that are associated with taking and performing well on numerous AP exams. Using postsecondary transcript records, we examine the relationships between college outcomes (first‐year grades and bachelor's degree attainment) and AP (number of AP exams taken and number of AP exams with passing scores of 3 or higher). After controlling for achievement, demographic characteristics, and other factors, we find that the biggest predicted boost in first‐year grades and on‐time bachelor's degree attainment are associated with AP participation changing from zero to one AP exam and from one to two AP exams. Taking and performing well on more than four to six AP exams does not markedly alter predicted first‐year college grades and on‐time bachelor's degree attainment rates.

Self-Authorship Capacity and Its Relationship with College Student Experiences and Outcomes

To achieve many outcomes promoted by student affairs educators, students need the internal capacity to author their knowledge, identities, and relationships. This study examined the link between students’ entering self-authorship capacity and their experiences and outcomes in their first and fourth years. Findings from 214 participants indicate that self-authorship capacity is positively and significantly associated with subsequent academic challenge, diversity experiences, and faculty/staff interactions, which then predict increased psychological well-being, leadership skills, and intercultural competence.

Exploring Gender Differences in Moral Intelligence and its Effects on the Learning Outcomes of Second Year College Students

The current study was undertaken with the primary objectives of exploring differences in moral intelligence due to gender and determining moral intelligences effect on the learning performance of second-year students. The population of the study consisted of all second year college students of Skardu, Pakistan. However, data were collected from 445 students within the entire population by using the simple random sampling technique. Female students were found more intelligent than male ones in this study. The results depict that moral intelligence significantly affects the academic performance of students. So, it is suggested that subjects and contents related to moral intelligence may be included in the syllabus of second-year college students, as far as students practical involvement of students in social and moral activities may also helpful in increasing moral intelligence; it may also be developed and increased by motivational speakers, who may deliver speeches and lectures on moral intelligence topic.

Perfectionism and alcohol use outcomes in college students: the moderating role of alcohol protective behavioral strategies

Purpose: The purpose of this study was to evaluate the moderating role of alcohol protective behavioral strategy (PBS) types (stopping/limiting drinking – SLD; manner of drinking – MOD; serious harm reduction – SHR) on the relationships adaptive and maladaptive perfectionism have with alcohol use and alcohol-related negative consequences (ARNC).Materials and methods: Participants included 526 traditional-aged college students (Mage = 19.77, 80.7% female, 60.2% White non-Hispanic) who reported alcohol consumption in the past thirty days and completed measures of perfectionism, typical weekly drinking, ARNC, and PBS use.Results: PBS-SHR moderated the relationships between adaptive perfectionism and typical weekly drinking such that the negative association between adaptive perfectionism and typical weekly drinking was weakest for those reporting more PBS-SHR use. Additionally, PBS-SHR moderated the relationship between adaptive perfectionism and ARNC such that the negative association between adaptive perfectionism and ARNC was weakened for those using more PBS-SHR.Conclusions: These results suggest the protective value of adaptive perfectionism and PBS-SHR for college students who tend to engage in frequent alcohol consumption. Therefore, alcohol prevention and intervention efforts may consider targeting personality variables, such as perfectionism, in relation to alcohol use behaviors.

Alcohol and marijuana consumption in college and non-college emerging adults: Association with vulnerability factors

The present study examined alcohol and marijuana outcomes in college students and non-college emerging adults. Additionally, it examines the relationship between vulnerability factors (i.e., impulsiveness, risk perception and prescriptive and descriptive social norms) and alcohol/marijuana outcomes, separately for college and non-college emerging adults. These associations were examined at the bivariate and multivariate level. A sample of 394 participants (70.8 % college students, 72.8 % women) completed an online survey. Alcohol and marijuana were highly prevalent in this population and similarly distributed across sub-populations. Impulsiveness and social norms significantly influenced substance use behaviors in college and non-college participants. However, these associations exhibited unique characteristics across sub-samples. The information from the present study sug-gests the design of prevention and intervention strategies for alcohol/marijuana should be different for college and non-college students.

Development and Validation of the Spiritual Impact Rating Scale for Women (SIRSW): A Tool for Assessing College Women&#39;s Spirituality

Spirituality impacts college student outcomes in the United States such as mental health, physical health, academic success, and healthy behaviors. Numerous studies consistently show gender differences on spirituality measures. The wealth of empirical evidence demonstrating gender differences in spirituality warranted the development of a tool for measuring college women&amp;#39;s spirituality. The purpose of this study was to develop and examine the psychometric properties of the SIRSW, including its content validity, factorial structure, and internal consistency using a college women sample. A sample of 667 undergraduates (ages 18-26) at an all-women&amp;rsquo;s Catholic University in the upper Midwest completed the spirituality survey in Spring 2018. Demographic characteristics were analyzed using descriptive statistics. Demographic differences in spirituality score were assessed using t-test and one-way ANOVA. Psychometric characteristics of the SIRSW were assessed by evaluating variability, internal consistency reliability, and overall scale structure. There were no significant demographic differences in total spirituality score. Internal consistency was high (Cronbach alpha = 0.97). Item-scale coefficients were above the minimum criteria. Factor analysis revealed that the 16-items measuring spirituality fell under the one-factor component and accounted for 82% of the variance. The SIRSW was found to be a valid and reliable tool for assessing the spiritual well-being of college women. Understanding college women&amp;rsquo;s spirituality can inform the development of a spiritually oriented intervention that is consistent with their values enhancing their psychological, mental, and physical well-being.

Effects of Online Course Load on Degree Completion, Transfer, and Dropout among Community College Students of the State University of New York

Past research suggests that some students are at risk of lower levels of academic performance when studying online compared to students who take coursework only in the classroom. Community college students appear to be among those that struggle in online settings. In this paper, we hypothesize that online course load may influence outcomes for such students, especially those at risk for lower levels of degree attainment. To examine this, we conducted a state-wide study using data from the 30 community colleges (n = 45,557) of the State University of New York, to understand online course-load effects on degree completion, transfer, and dropout. We conclude that when controlling for covariates known to impact degree completion, community college students who successfully complete online courses nearly double their chances (odds ratio = 1.72) of earning a degree or transferring to a 4 year college. However, racial minorities had reduced outcomes and additional research is warranted.Post-secondary completion is a significant predictor of a host of individual and societal benefits. Online education has increased access to post-secondary credentials for millions of people. (Allen Siemen, 2016). Community colleges enrol a higher proportion of online students than other institution types (NCES, 2017). However, concerns exist about outcomes for community college students who take online coursework, especially the effect of higher online course loads. The next section briefly summarizes relevant literature reflecting those concerns.

Relationship Between Duration and Quality of Sleep on College Student Health Behaviors and Outcomes

Lack of sleep among college students is currently a massive epidemic affecting millions. Sleep duration and quality is an important determinant of overall health, and is related to health behaviors (physical activity (PA) & diet) and outcomes (mental health). But little is known about these relationships among college students. PURPOSE: Examine how PA, depression, body mass index (BMI), fruit and vegetable consumption (FVC), and academic performance differed based on sleep quality and duration. METHODS: Students completed an online survey, self-reporting their sex, height, weight, grade-point average (GPA), PA levels, FVC, and also responded to questions regarding mental health and sleep. Participants were grouped into those who reported less <4 or ≥4 nights of restful sleep/week. Paired samples t-tests examined differences in the aforementioned PA, FVC, BMI, and GPA between groups. Chi-square tests for independence examined differences in mental health (depression and stress) based between groups. RESULTS: 4380 participants responded to the sleep question, the majority of whom were women (59.2%) and non-Hispanic white (76.1%). For all participants, those who reported better sleep reported significantly higher moderate PA (p = .045), vigorous PA (p < .001), weekly MET-min (p < .001), and GPA (p < .001), whereas BMI (p = .627) and FVC (p = .107) did not differ between groups. When split by sex, the same results were revealed for women, but among men the only significant differences were in GPA (p = .042) and vigorous PA (p = .019). Those who reported better sleep also reported significantly less symptoms of depression regardless of sex (p < .001). CONCLUSION: A positive relationship between sleep and PA was found for women. In men, only vigorous PA was found to have a positive relationship with sleep. Though, a positive relationship between sleep and academic performance was evident for both sexes. In addition, better sleep was associated with better mental health regardless of sex. In summary, findings highlight the importance of more education on the importance in the relationship of sleep and better academic performance and mental health. Further research is required to examine the relationship, in particular directionality, between the amount PA and the duration of sleep in college students.