Differences In College Students Research Articles

The Impact of Parenting Styles of University Students' Parents on Parent-Child Relationships, and The Mediating Role of Neurotic Personality Traits

This paper aims to explore the influence of college students' parenting style on parent-child relationship and neurotic peopleWhether the lattice plays an intermediary role in it. Methods: Simple parenting style scale and parent-child relationship quantity were used. The questionnaire and the Big Five Personality Scale were used to investigate college students. Results: (1) Parental rearing of college students. There was a significant positive correlation between style and parent-child relationship (p<0.01). Neurotic personality and parent-child relationship There was a significant positive correlation (p<0.01) .Neurotic personality and parenting style existed A significant positive correlation. (4) There were gender differences in college students' parenting styles (t=2.351, p<0.05). The score of male students' parenting style is slightly higher than that of college students' (5) Parenting style does not exist in the grade (6) The neurotic personality of college students is partly related to the parenting style and personal relationship Mediating effect.

Examining Gender and Major Differences in College Students’ Metacognitive Awareness of ESP Writing Skills

Examining Gender and Major Differences in College Students’ Metacognitive Awareness of ESP Writing Skills

Bridging the Gender Gap in Academic Engagement among Young Adults: The Role of Anticipated Future Sex Discrimination and Gender-role Orientation.

Academic engagement is vital for college students, yet existing studies reveal inconsistencies in how gender influences academic engagement. Building upon the statistical discrimination theory and identity-based motivation theory, this study develops an integrated model to examine gender differences in college students' academic engagement. Further, the role that gender-role orientation in influencing academic engagement was investigated. Using a sample of 524 college students (Mage = 21.11, SD = 1.98; 47.7% women) from a large university collected in two time periods, the findings indicate that in the Chinese context, women anticipate higher future sex discrimination than men. However, gender-role orientation restores parity between men and women through a moderated mediation: egalitarian gender-role orientation has a stronger effect on women's anticipated future sex discrimination than on men's, resulting in increased academic engagement of women. The findings highlight the need to consider female students' egalitarian beliefs in gender-related academic research.

Preventing Sexual Violence Within the Continuum: Differences in Bystander Intervention Engagement Among College Students.

Sexual violence is framed along a continuum that includes (but is not limited to) sexual harassment and sexual assault. While a few studies have evaluated students' predispositions and orientations around engaging in bystander intervention (BI) to prevent sexual assault, little has been done for preventing sexual harassment. The purpose of this study was to evaluate theory-based differences in college students' willingness to engage in BI for preventing either sexual assault or sexual harassment. Students were surveyed at two time points. At T1, intentions, attitudes, perceived norms, and perceived behavioral control (PBC) for BI to prevent sexual assault were evaluated, and the same variables were evaluated at T2 for sexual harassment. Independent t-tests evaluated differences between groups. Linear regression analyses were used to evaluate determinants of intentions for BI for both groups. Students' attitudes toward BI/sexual assault were significantly higher than students' attitudes toward BI/sexual harassment (p = .019; d = .22). Conversely, students' PBC toward BI/sexual harassment was significantly higher than students' PBC for BI/sexual assault (p ≤.001; d = .49). Attitudes (p < .001) and PBC (p < .001) explained 45.9% of the variance of intentions for BI/sexual assault, while perceived norms (p < .001) and attitudes (p < .001) explained 28.4% of the variance of intentions for BI/sexual harassment. Sexual violence, encompassing both sexual assault and sexual harassment, is a pervasive issue on college campuses. More attention should be focused on preventing sexual harassment, as it can create a downstream effect. Furthermore, specific BI practices should be investigated to understand which are more effective at preventing sexual harassment and sexual assault.

A Study on the Impact of on Learning Satisfaction Among University Students from the Perspective of Online Aerobics Courses — Focusing on the Mediating Effect of Learning Motivation and Learning Engagement

The purpose of this paper is to analyse the effect that on aerobics online courses will have on university students’ learning satisfaction, and the mediating role that learning engagement and learning motivation will play between aerobics online courses and university students. 1,000 university students majoring in “aerobics” were used as the research subjects. Afterwards, the explanatory variable was “aerobics”, the explanatory variable was “university student learning satisfaction”, and the mediating variables were “learning engagement” and “learning motivation”. The data obtained from the questionnaire survey were analyzed empirically using descriptive statistics, reliability test, analysis of variance, correlation analysis, regression analysis and validation analysis of mediating variables. Based on the results, first, there are significant gender and grade differences in college students, college students’ learning satisfaction, college students’ learning engagement and college students’ motivation. Second, there are negative correlations between college students’ and college students’ learning satisfaction, college students’ learning satisfaction, college students’ learning engagement and college students’ learning motivation. Third, the regression results showed that the stress of the online aerobics course has a negative impact on the satisfaction of the students, and the higher the stress felt by the students in the online aerobics course, the lower the learning engagement and learning motivation of the students and the lower the learning satisfaction of the students. As the conclusion, universities should focus on improving the teaching format of aerobics online courses to relieve the stress of university students, improve their commitment, motivate them to learn and achieve an increase in their satisfaction.

Study on College Students’ Acceptance of Their Parents Having A Second Child and Their Money View

A questionnaire survey was conducted on 432 college students using the Scale of College Students` Money Views and the Questionnaire on College Students’ Acceptance of Their Parents Having a Second Child. It was found that there are significant differences in gender, whether they are an only child and grade in college students’ acceptance of their parents having a second child; there are gender and grade differences in college students' money view; the simple correlation between college students' acceptance of parents having a second child and their money view reaches a significant level, but the partial correlation is not significant. The conclusion is: among college students, boys, non-only children, freshmen, sophomores, and juniors are more accepting of their parents having a second child.

Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning

Gender becomes one of the essential factors that are always considered in the various relationships among variables in the educational field. The purpose of this study is to examine the involvement of gender differences in the enhancement of college students’ English achievement using inquiry-based learning. A quasi-experimental two-way factorial design among groups was applied to carry out this study. 300 Indonesian EFL (English for Foreign Language) college students were randomly allocated to one of two groups. The experimental group (N = 150) consisted of 85 females and 65 males who were given inquiry-based learning. Meanwhile, the control group (N = 150) contained 75 males and 75 females who were given direct learning. An achievement English test containing 50 multiple choice problems was administered to them before and after their involvement. The data was analyzed using some tests such as the independent sample t-test, paired sample t-test and factorial between two groups ANCOVA (Analysis of Covariance) and SPSS v.29 was used to promote these analyses. The results of this recent study showed that the intervention of inquiry-based learning has a significant and positive effect on enhancing college students’ EFL achievement. Moreover, there is significant evidence that gender differences are involved in the enhancement of college students’ English achievement in inquiry-based learning. There is a statistically significant relationship between gender and inquiry-based learning. This study implies that inquiry-based learning can be applied to enhance students’ achievement in Indonesian EFL colleges.

College Students&amp;apos; Self-directed English Learning Ability in Non-face-to-face and Face-to-face Classes

The purpose of this study is to explore the difference in self-directed English learning ability between college students taking General English courses in non-face-to-face and face-to-face formats. Additionally, the study aims to examine whether there are variations in self-directed English learning ability based on individual variables among students in both types of classes. A survey was conducted to measure self-directed English learning ability, covering cognitive, affective, and behavioral aspects. Data from 284 freshmen were analyzed using IBM SPSS 27.0. The findings are as follows. First, a difference in self-directed English learning ability was observed between college students taking non-face-to-face and face-to-face General English courses. Notably, the difference in learning when it comes to motivation, continuity of learning activities, and learning about the factors involved in resource interest management was statistically significant. In all seven sub-factors, the average score of college students taking non-face-to-face classes was higher than that of their face-to-face counterparts. Second, the self-directed English learning ability of college students who took non-face-to-face classes differed based on individual variables such as gender, English vocabulary level, interest in English, and average learning time per day. In particular, the difference in average scores by gender showed a certain pattern. Third, the self-directed English learning ability of college students who took face-to-face classes varied depending on individual variables such as gender, English vocabulary level, interest in English, and average learning time per day. Depending on some individual variables, certain patterns were also shown. Based on these findings, similarities and differences in college students' self-directed English learning ability between non-face-to-face and face-to-face classes were identified. Also, educational suggestions to enhance learners' self-directed English learning ability in both settings were provided.

The New Normal: Amotivation, Sense of Purpose, and Associated Factors Among College Students During the COVID-19 Pandemic.

This study examines differences in college students' responses to COVID-19-related stress over time, beginning in fall 2019 before the pandemic and continuing through fall 2022. A total of 957 students completed measures of motivation, sense of purpose, academic adjustment, grit, and COVID-related stress across 7 semesters. Results indicated that motivation stayed steady throughout much of the pandemic as compared to the fall 2019 semester, with the exception of the spring 2022 semester. Academic adjustment, grit, and sense of purpose all fluctuated during the pandemic. After the onset of COVID-19, students reported high levels of stress and reported that they were experiencing higher than usual levels of stress. However, as the pandemic continued, students continued to report high stress levels, but no longer reported that the stress was unusual. That is, over time, high levels of stress and anxiety related to COVID-19 became viewed as normal. This pattern of results suggests that the student response to the pandemic has differed over time and, since COVID-19 remains prevalent, highlights the need for colleges to continue to be prepared to address students' COVID-related adjustment and well-being.

Sex differences in college students' knowledge of concussion and concussion education sources.

To understand sex differences and sources of concussion education for college students. The literature for college students primarily focuses on sports concussions and general knowledge. Understanding how non-students-athletes learn is critical to developing interventions to improve concussion knowledge. A random sample of 208 students from four-year institutions. A 22-question online survey explored postsecondary students' current knowledge and education regarding concussions. Findings indicated that sex differences emerged with concussion knowledge and sources of concussion knowledge (e.g., leaflets, pamphlets, parents, and television). The top choices for where they wanted to learn about concussions were health educators, health centers, and campus peer educators. This study provides an initial evaluation and implications for future research on providing concussion education.

How do mandated college student drinkers characterize binge drinking?

ABSTRACT Background Within the past 30 days, a quarter of U.S. college students reported binge drinking (i.e., consuming ≥ five drinks (male) or ≥ four drinks (female), in about 2 hours). While scholars have refined binge drinking parameters/definitions over time, determining college students’ personal characterization of binge drinking is important as misperceptions can directly impact students’ alcohol use and associated consequences. Objective This study explored differences in college students’ characterization of binge drinking and the effect of overestimating standardized parameters. Methodology This study was conducted at a large public university in the Southeast U.S. among college students who violated campus alcohol-use policies (n = 816). Respondents anonymously completed measures of alcohol frequency and quantity, and binge drinking characterization. Analyses explored the relationship between binge drinking parameters and personal alcohol use. Results Statistically significant differences existed for alcohol consumption between students who underestimated/accurately characterized binge drinking parameters and those who overestimated. Moreover, students who overestimated participated in binge drinking more frequently (p < .001) and were nearly 3.5 times more likely to binge drink than their counterparts. Conclusions Correcting misperceptions, establishing clear and accurate understandings, and eliminating ambiguity associated with alcohol behaviors and norms should be a priority for college health practitioners and administrators.

Motivational Determinants of College Students’ Engagement in Physical Activity: Examination of the Role of Enjoyment, Perceived Competence, and Persistence

ABSTRACT The purpose of this study was (a) to examine gender and age differences in college students’ perceived competence, enjoyment, persistence, and leisure time moderate-to-vigorous physical activity (MVPA), and (b) to utilize a structural equation modeling (SEM) to assess the direct and indirect effects of enjoyment and perceived competence on MVPA through the mediator of persistence. A total of 440 college students participated in this study. Multivariate analysis of variance and univariate analysis of variance revealed that male students scored significantly higher on enjoyment, perceived competence, and MVPA. The SEM showed that both enjoyment and perceived competence had a significant direct impact on students’ MVPA. However, persistence did not mediate the path between MVPA and the two exogenous variables (enjoyment and perceived competence). The findings not only advance understanding of the motivational determinants on college students’ MVPA, but also highlight the role gender plays in enhancing college students’ participation in MVPA.

College students' underlying perceptions of COVID-19 threat, healthcare discrimination, and healthcare system inequities associated with self-rated health across racial/ethnic groups in the U.S.

COVID-19-related health perceptions may differentially impact college students' stress, and in turn, their mental and physical health. This study examined racial/ethnic differences in college students' underlying perceptions of COVID-19 threat, healthcare discrimination, and U.S. healthcare system inequities and their associations with self-rated mental and physical health. Four-hundred-thirty-two university students completed an online survey (December 2020-December 2021). Latent class analyses identified classes of perceived COVID-19 threat (i.e., severity, susceptibility), healthcare discrimination, and U.S. healthcare system inequities. Regression analyses examined whether class membership varied by race/ethnicity and was associated with self-rated mental and physical health. Class 1 members (27.3% of the sample) were more likely to identify as Hispanic or Latino, Non-Hispanic Asian, Non-Hispanic Black or African American, and Non-Hispanic Multiracial vs. Non-Hispanic White (vs. Class 4). Class 1 had high perceived COVID-19 threat, medium perceived healthcare discrimination, and high perceived U.S. healthcare system inequities, as well as higher odds of poorer mental and physical health (vs. Class 4). College students' underlying perceptions of COVID-19 threat, healthcare discrimination, and U.S. healthcare system inequities were associated with poorer health. Given that students with these perceptions were more likely to belong to minoritized racial/ethnic groups, concerns over COVID-19 risk and healthcare may partially explain racial/ethnic disparities in college students' health. This study contributes to a limited body of evidence on college students' perceptions of the U.S. healthcare system and suggests important ways that structural inequalities and racial/ethnic disparities in COVID-19 risk, healthcare discrimination, and concerns over U.S. healthcare system inequity may affect college students' health.

Assessment of College Students' Attitude towards Physical Activity in District Bannu

The aim of this study was to look at students' attitudes about physical activity (ATPA) in government colleges in District Bannu. The relevant data was collected using a modified version of the Kenyon Attitude towards Physical Activity (Kenyon ATPA) validated by Khan al, (2012). The results of this study revealed that there were significant differences in college students' overall attitudes and five perceived meanings toward physical exercise (p &lt; 05). However, age, discipline, and year of enrollment all had a substantial impact on their overall attitude toward physical activity (p &lt; 05). Male students were more likely to participate in physical exercise for the purpose of social connection than female students were for sake of health and fitness. So, gender has a big impact on the types of physical activity program. The results of this study also indicated that studying sport science could influence attitudes towards physical activity.

The impact of self-regulated learning strategies on academic performance for online learning during COVID-19.

The COVID-19 pandemic led higher education institutions to transition to online learning. The present study was designed to investigate students' self-regulated learning strategies on academic performance in online learning. We analyzed the differences in college students' self-regulated learning (SRL) strategies according to their grade point average (GPA). The study included 1,163 students at a distance education university in China. Two online questionnaires were used to determine online SRL strategies. GPA scores were obtained from the university exam database to determine academic performance. The analysis showed that there are great differences between different self-regulated strategies and between different students when accepting the online learning. The analysis also showed that self-evaluation, metacognitive self-regulation, and effort regulation were positive predictors of academic progress, besides, self-evaluation and effort regulation had mutual influence effect on the improvement of GPA in online learning. These data will help teachers, education policymakers, and education administrators adopt and implement online learning services to improve students' academic performance.

Mitigating the Spread of COVID-19: Differential Perceptions of Midwestern University Students.

Racially minoritized groups have disproportionately borne the impacts of the COVID-19 pandemic in America. We draw on Public Health Critical Race Praxis to investigate racial differences in college students' attitudes about mitigation efforts to limit the spread of COVID-19 and concerns about one's own and others' actions in these efforts. We used survey data from a random sample of Midwestern undergraduates (n = 620) who participated in a fall 2020 COVID-19 study; chi-square tests and logistic regression modeling were employed. Students of color were more likely than white students to report mitigation strategies as not sufficiently restrictive and that communities ought to prioritize limiting the spread of COVID-19. Students of color were also more likely to be concerned that the actions of others were spreading COVID-19. Universities need to continuously ask how their policies and practices acknowledge the broader racial context and seek the perspectives of diverse students.

Regional Differences in Experiences of Online Learning Among Chinese College Students and Influencing Factors—Based on Analysis of the Survey Data of 334 Institutions of Higher Education

Online learning has now become a prominent characteristic of global higher education, and students’ experiences of online learning have become a focal issue in research on online learning. This is not only the premise for assessing the quality of online learning but also the key to promoting regional equity in higher education. This study drew upon the theoretical framework for experiences of online learning, adopting the methods of analysis of variance, multivariable linear regression, Shapley value decomposition, and so on to examine regional differences in college students’ experiences of online learning and influencing factors on the basis of a survey of 226,679 students at 334 institutions of higher education across the country during the pandemic. The study found that both students’ online learning outcomes and their satisfaction exhibited characteristics whereby Eastern China was the best, followed by Central China, and Western China was the worst. Although the regional expression of each factor influencing experiences of online learning also exhibited the aforementioned characteristics, comparatively speaking, technological platforms had the biggest regional differences. Furthermore, social interactions, technological platforms, and environments were the most important factors influencing experiences of online learning among students at institutions of higher education in Eastern, Central, and Western China, and they were also important explanatory factors resulting in regional differences in learning experiences. The most important influencing factors with respect to learning satisfaction were course content and design, while the most important influencing factor with respect to learning outcomes was the learners themselves. This conclusion points to an avenue for improvement of online learning at institutions of higher education in different regions.

A survey of differences in college students' perceptions, attitudes and behaviours towards COVID-19——Based on a comparative study of medical students and non-medical students

Objective: To understand the differences between medical college students and non-medical college students in terms of cognition, attitude and prevention and control behavior of COVID-19 virus during the normal epidemic prevention and control stage.Methods: Questionnaires were issued to students of Chongqing Medical University and other colleges and universities across the country and data were collected powered by www.wjx.cn.Later, SPSS26.0 and Excel were used for statistical analysis and processing of the survey data.Results: A total of 333 valid questionnaires were collected in this survey, including 210 valid questionnaires for medical college students (63.1%) and 123 valid questionnaires for non-medical college students (36.1%). There are statistically significant differences between the two types of college students in cognitive level, school closure policy and government management policy (P&lt;0.05).In terms of cognition, when students majoring in medicine and students majoring in non-medicine are asked whether asymptomatic infected persons can become the source of infection (P=0.019), and when COVID-19 is exposed to high concentration of aerosol in a relatively closed environment for a long time, There were significant differences in the answers to questions such as whether aerosol transmission is possible (P=0.001), whether N95 and surgical masks can effectively isolate COVID-19 virus (P=0.001); In terms of attitude, there was a significant difference between the two types of students only on whether the school closure policy and the government's policy of "no visiting and no gathering" was necessary (P=0.01).In terms of prevention and control behavior, there was no statistical significance between medical college students and non-medical college students (P&gt;0.05).Conclusion: College students have a higher level of awareness of the COVID-19 epidemic, but the level of awareness of medical students is significantly higher than that of non-medical students; non-medical students have a higher degree of recognition of COVID-19-related policies than medical students; there is no difference in behavior between the two.College students need to improve their awareness, attitudes and behaviors about the epidemic through various methods, and universities and the government should cooperate with each other to establish and improve the epidemic prevention and control system, and promote college students to become a firm group fighting against the epidemic.

Differences in young adults’ perceptions of e-cigarettes by history of use

Objective: The current study examined group differences in college students’ views on e-cigarettes in terms of safety, popularity, health risks, social acceptability, efficacy as a cessation aid, and promoting combustible cigarette use. Participants: 337 undergraduates (Mage = 20.84, SD = 3.79; 72.1% female; 68.5% White) divided into three groups: Never Users (n = 178), Ever Users (n = 108), and Current Users (n = 51). Methods: Participants completed questionnaires for course credit. Results: Compared to Ever and Never Users, Current Users believed e-cigarettes were safer, healthier, a useful tool to quit smoking, did not lead to combustible cigarette smoking, and that nicotine was less dangerous. Current Users also were less likely to endorse boosting social image as a motive for use. Conclusions: Public health campaigns could benefit from targeting current users’ positive beliefs about e-cigarettes to reduce the prevalence of e-cigarette use among college students.

P075 Differences in Diet Quality and College Students’ Health-Related Quality of Life

<h3>Background</h3> Health-related quality of life (HRQOL) describes one's overall perception of well-being. Research has shown the impact of fruit and vegetable intake on HRQOL among college students, but the relationship between diet quality and HRQOL is unclear. <h3>Objective</h3> The objective was to assess the influence of diet quality on HRQOL among college students. <h3>Study Design, Setting, Participants</h3> A cross-sectional convenience sample of undergraduate students completed an online survey to capture health behaviors. <h3>Measurable Outcomes/Analysis</h3> Diet quality was measured using the short Healthy Eating Index (sHEI). HRQOL was assessed using the Center for Disease Control's Healthy Days modules. A MANOVA was used to assess group differences in HRQOL between students who scored above average sHEI and students who scored the average sHEI and below. <h3>Results</h3> The sample (n = 753) was mostly White (87.7%), female (69.8%), and an average of 20.90 ± 2.34 y/o. Average sHEI was 48.99 ± 10.37, indicating poor diet quality. On average, students reported 4.05 ± 6.31 days per month (d/m) with poor physical health, 11.81 ± 9.20 d/m with poor mental health, and 9.99 ± 8.00 d/m feeling healthy and full of energy. There was a significant difference in HRQOL between those who had above average sHEI and those who scored the average and below (F (3,711) = 6.19, <i>P <</i> 0.001, Wilk's Λ = .98, partial η 2 = .025). Students who had above average sHEI (51.3%) reported significantly more d/m feeling healthy and full of energy (11.27 ± 8.41 vs. 8.78 ± 7.4, p < 0.001) and less d/m with poor mental health (10.78 ± 8.91 vs. 12.69 ± 9.37, <i>P</i> < 0.01) compared to students who scored average and below. There were no significant difference for d/m with poor physical health. <h3>Conclusions</h3> Diet quality significantly differed in college students' HRQOL. These findings provide justification for wellness-aimed interventions that address college-specific barriers of diet quality to improve HRQOL. <h3>Funding</h3> USDA National Institute of Food and Agriculture, Hatch project number #ME013054538 through the Maine Agricultural & Forest Experiment Station