Experiences Of College Students Research Articles

The Double Mediating Effects of Gratitude and Meaning in life on the Relationship Between College bullying experience and Depression

본 연구는 대학생의 따돌림 경험이 우울에 어떠한 영향을 미치는지 그리고 따돌림 경험이 우울에 영향을 미치는 과정에서감사와 삶의 의미가 매개하는지 알아보고자 하였다. 이를 위하여 경상도와 전라도에 소재한 4년제 대학교에서 대학생330명에게 따돌림 경험, 우울, 감사, 삶의 의미에 관한 설문을 실시하여 분석하였다. 이중매개효과를 검증하기 위해 기술통계 및 상관분석, SPSS Macro 부트스트래핑(bootstrapping) 방법을 적용하였다. 연구결과, 첫째, 대학생의 따돌림 경험이 높을수록 우울이 높았다. 둘째, 대학생의 따돌림 경험과 우울의 관계에서 감사가 부분매개하였다. 셋째, 대학생의 따돌림 경험과 우울의 관계에서 삶의 의미의 매개효과는 없었다. 넷째, 대학생의 따돌림 경험은 감사와 삶의 의미의 이중매개 경로를 거쳐 우울에 영향을 미쳤다. 이러한 결과를 중심으로 대학생의 따돌림 경험이 우울에 미치는 영향을 감소시키기 위해서는 감사와 삶의 의미의 보호요인이 중요함을 논의하였다.The purpose of this study was to examine the double mediating effects of gratitude and meaning in life on the relationships between bullying experience and depression in college students. For this study, 330 college students were surved on bullying experience, depression(CESD), gratitude, and meaning in life at four-year universities located in Gyeongsang-do and Jeolla-do. Descriptive statistics, correlation analysis, regression, SPSS Macros, and bootstrapping methods were applied to verify the double mediating effects. The results of this study were as follows. First, the higher the bullying experience of college students, the higher the depression. Second, gratitude partially mediated in the relationship between bullying experience and depression of college students. Third, there was no mediating effect of the meaning of life in the relationship between bullying experience and depression of college students. Lastly, the bullying experience indirectly influenced depression through the double mediation effect of gratitude and meaning in life. Focusing on these results, it was discussed that the protective factors of gratitude and meaning of life are important to reduce the effects of college students' bullying experiences on depression.

자폐성장애(ASD) 대학생들의 수업참여에 대한 경험

Objectives In this study, we listened to the experiences and specific stories of ASD students' participation in classes during college life, and based on this, we tried to find out the meaning of ASD college students' participation in classes. Methods For this purpose, five ASD students enrolled in a four-year university in Daegu Metropolitan City were individually interviewed from the perspective of the person concerned about their participation in class during their school life experiences. The collected data were analyzed and categorized according to the qualitative interview analysis procedure, and their inner story was derived. Results Through this study, the following key themes were derived. 1) To solve on my own, 2) A desire to do better, 3) Help that suits me, 4) A stepping stone for difficult growth, 5) A group task that is sometimes alone together, 6) A situation that is contrary to the motivational situation. Conclusions The results of this study suggest that many improvements are required for class participation by ASD college students, and it was found that ASD college students especially need support from close colleagues, direct seniors, and professors as well as systemic support.

Orthodontic retention experience of university students: A qualitative study.

To explore university students' experience of retention and identify potential barriers and facilitators to long-term adherence. Cross-sectional qualitative study using virtual focus groups. University of Leeds. Dental and non-dental students from the University of Leeds, who had previously undergone orthodontic treatment and had received removable retainers. Students were invited to participate via email. Virtual focus groups were undertaken using Microsoft Teams. A topic guide was used to explore the experience of orthodontic retention including factors that influence long-term retainer wear. Focus groups were recorded and analysed using an inductive thematic approach. In total, 23 students participated in four focus groups, including 13 dental students. The period since the end of orthodontic treatment varied from 9 months to 10 years. Of the 23 participants, 8 (35%) were no longer wearing their retainers. Four themes were identified: (1) experience of orthodontic treatment including knowledge of relapse; (2) experience of retainer wear, including motivators and barriers; (3) role of others; and (4) increasing adherence. Key factors influencing use of retainers were the importance placed on maintaining treatment outcomes, awareness of unwanted tooth movement and understanding of the role of the retainer, access to replacement retainers, and ongoing support to encourage retainer wear. Greater knowledge and dental awareness reported by dental students did not necessarily increase adherence. Adherence to removable retainer wear is an important aspect of orthodontic treatment but it is recognised that long-term retainer wear is highly variable. The understanding of relapse and retention is variable. Challenges in gaining access to replacement retainers are a common cause of cessation of retainer wear. Dental professionals are perceived to be important in encouraging and supporting retainer wear and individuals reported they would like more follow-up.

COVID and Me: Taiwan University Student Experience during the 2020-2021 COVID Pandemic

This paper examines university student experience during the COVID epidemic in 2020 and 2021 in two universities in Taiwan. The paper’s content is based on a questionnaire with 17 questions distributed to 35 students at National Taipei University of Business and National Taiwan University of Science and Technology in the fall 2021 semester. After an introduction that describes my experience teaching online in Taiwan in 2021, I allow students provide initial comments about their experience at school, home, and in normal life in the city of Taipei during the epidemic. From there I moved into methodology and theoretical background on the meaning and impact of the crisis. I then Provide additional information, including a look at behavior, emotions and practical measures taken during the epidemic. I then comment on the Taiwan government response to the epidemic, and the measures taken to ensure safety in Taiwan. There is then student evaluation of the broader view of the international impact of COVID. The paper then concludes with comments from teachers, and a look at the present and into the future, possibly post-COVID.

"Trying to be positive in the face of the storm": The experiences of independent college students during the COVID-19 pandemic.

The COVID-19 pandemic created multiple stressors for college students, particularly for young adults experiencing multiple forms of disadvantage. Little is known about the pandemic experiences of independent college students, many of whom are emancipated minors, former wards of the state, and other students who lack familial financial and practical support as they pursue higher education. Twenty-three independent students, ages 18-23, from one northeastern university were interviewed to understand how independent students were affected by the COVID-19 pandemic, and their needs for support from the university during this time. Most participants were identified as Black or Latinx, and two thirds were first-generation college students. Participants reported an overall lack of support from their families prior to the pandemic. During the pandemic, they experienced compounding academic, economic, and mental health-related stressors. Students responded to these stressors in resilient and resourceful ways, by adapting to their new realities, expressing gratitude, and finding opportunities for self-growth. Participants recommend that institutions of higher education support independent students during periods of emergency through providing financial assistance, offering opportunities for connection with both adults and peers, and demonstrating administrative flexibility and understanding of their unique needs.

Gender divergent effect of COMT gene rs4680 polymorphism on the association between executive dysfunction and psychotic-like experiences

AimPremorbid cognitive impairments are observed prior to the onset of schizophrenia. Catechol-O-methyltransferase (COMT) rs4680 is associated with psychosis and plays a crucial role in the development of the executive function. In addition, genetic COMT variations and gender affect its enzymatic activity. Therefore, the aim of this study was to evaluate the impact of COMT rs4680 on the relationship between executive dysfunction and psychotic-like experiences (PLEs) in college students, with the additional investigation of the gender difference. MethodsA total of 463 students provided biological samples for DNA analysis and the COMT gene rs4680 polymorphism was discriminated by the improved multiplex ligase detection reaction method. They also completed the Prodromal Questionnaire and the Dysexecutive Questionnaire. ResultsExecutive dysfunction significantly predicted positive PLEs in the total, male and female population (β = 0.515, 0.508 and 0.512, p < 0.001). The results of moderated analysis revealed that COMT rs4680 recessive genetic model (‘AA genotype’ versus ‘G carrier’) moderated the relationship between executive dysfunction and psychotic-like experience in the total and females (p = 0.002 and p <0.001, respectively), but not in males. ConclusionThese findings revealed a female-specific effect of COMT rs4680 on the relationship between executive dysfunction and PLEs in young adults.

Quality of effort in college activities and learning gains: A case study in China.

This study investigated the mechanism between Chinese undergraduates' quality of effort in college activities and learning gains, using the Chinese College Student Experiences Questionnaire (CCSEQ). 2,990 undergraduates were recruited at a case Chinese university. Gender, grade, and type of high school differences were found in Chinese undergraduates' quality of effort in college activities and learning gains. Compared with data from American Norms, Chinese undergraduates have less interaction with teachers, lower classroom participation, and lower intellectual skills gains. Quality of effort in college activities contributed more to learning gains than demographics, with different influences based on the types of college activities. This research verifies the applicability of the CSEQ in the Chinese context and reveals the characteristics of the learning experiences of Chinese undergraduates and the underlying reasons. Recommendations for programme designers, university faculty, and undergraduates themselves were suggested.

Through the Gate: Mapping the Transfer Landscape and Understanding What Students Say Builds Their Capacity for Transfer

ABSTRACT Educational practitioners, researchers, and policymakers have focused on increasing community college transfer rates as an equity strategy for improving social and economic mobility among historically underserved populations. While there is a vast amount of research on students who have successfully transferred, there is limited evidence base on the experience of community college students who are on the verge of this transition. This study employed a mixed-methods design to map California’s transfer landscape and understand what factors facilitate or hinder students’ capacity to transfer to a university successfully. Findings reveal a missed opportunity: between 2010 and 2015, over one-third (N = 292,556) of California community college students did not make it “through the gate” to a university within six years – even though they had met most or all of their transfer requirements. Subsequent student surveys and interviews revealed four critical factors for building students’ transfer capacity and helping them reach their goals of a baccalaureate degree and economic and social mobility for themselves and their families: university affordability, school-life balance, pathway navigation, and support network. This article discusses implications and future research considerations for leveraging these findings to support equity and transfer success efforts.

How college experiences impact student learning outcomes: Insights from Chinese undergraduate students.

In recent years, student development and learning outcomes have become a central focus of quality higher education research. Identifying factors associated with student learning outcomes is the key to continuous quality improvement. The purpose of this study was to explore the impact of college experiences on student learning outcomes. A sample of 17,609 undergraduates from 23 Chinese colleges/universities were selected for the study and asked to complete the Chinese version of the College Student Experiences Questionnaire. Structural equation modeling analyses suggested academic and social activity involvement was an important factor influencing student learning outcomes. Campus facilities and the college environment also predicted student learning outcomes. Family background, on the other hand, exerted minimal influence on student learning outcomes. Students' involvement in academic and social activities served as strong mediators between campus facilities/environment and student learning outcomes. The results highlighted the significance of providing high-quality college experiences. They also informed policymakers and practitioners of possible pathways to support student learning outcomes by enhancing students' involvement in social and academic activities.

College students’ sense of belonging in times of disruption: prospective changes from before to during the COVID-19 pandemic

ABSTRACT The current study examined whether college students’ sense of belonging changed following the onset of the COVID-19 pandemic. Participants were 252 (66.7% female) first- and second-year college students at a large public university in the United States. It was hypothesized that students would report a decrease in their sense of belonging from before to during the pandemic. It was also hypothesized that female students and racial-ethnic minority students, respectively, would report steeper declines in their sense of belonging compared to their male peers and to their White, non-Hispanic peers. Repeated-measures data were analyzed using a multilevel modeling framework to test for mean differences in students’ levels of belonging from pre-COVID to during-COVID periods. No direct change in students’ sense of belonging was detected. Moderation results indicated that sense of belonging decreased significantly over time for racial-ethnic minority students but not for White, non-Hispanic students. The findings encourage higher education researchers and practitioners to consider the unique experiences of racial-ethnic minority college students during the COVID-19 pandemic and beyond.

대학생의 마음챙김 교양수업 참여 경험에 관한 연구

The purpose of this study is to explore the experience and meaning of university students who participated in the mindfulness liberal arts class. The analysis was based on reflection notes and meditation experience journals submitted by 50 university students who participated in the mindfulness class opened as a liberal arts course at K University. Looking at the research results, first, university students experienced a paradigm shift in the perspective of acceptance and observation, not avoidance and response to the stress experienced in daily life. Second, as the internalization of introspection took place, they were sensitively aware of the inner changes and experienced self-care. Third, They experienced various senses that they did not normally experience. Fourth, the sense of connection with others increased and the sentiment of gratitude increased. This study is meaningful in that it presents the possibility and significance of mindfulness in higher education in the future through the process of designing mindfulness meditation as a subject in liberal arts education and analyzing learners' experiences.

글로벌 서비스러닝에서 학습자의 경험과 변화 탐색

The purpose of this study is to analyze the service-learning experiences of college students who participated in English subjects applying service-learning and explore the effects. A total of 26 Korean students participated in this study, and assisted Australian university students in learning learn Korean language and culture. Qualitative research methods were used to analyze the data collected from weekly reflection logs, journals submitted at the end of the semester, mid-term/final-term evaluation meeting. According to the findings, students were motivated participate in the service-learning because they wanted to improve English proficiency, communicate with people from other cultures and earn an additional credit. Plus, it was found that students engaged in preparing, implementing, developing strategies, and reflecting. Suggestions were made for future global service learning at higher education settings.

Higher Prevalence of Food Insecurity and Psychological Distress among International University Students during the COVID-19 Pandemic: An Australian Perspective.

The COVID-19 pandemic and related disruptions have not only affected university students' learning and academic outcomes, but also other issues, such as food security status, mental health and employment. In Australia, international students faced additional pressures due to sudden border closures and lack of eligibility for government-provided financial support. This study explored the experiences of domestic and international university students residing in Australia during the early stages of the COVID-19 pandemic across a range of outcomes. A cross-sectional online survey was conducted between July and September 2020 at Macquarie University in Sydney, Australia. The online survey included food insecurity status, mental health (psychological distress), disruptions to study, employment and sleep. A total of 105 students (n = 66 domestic and n = 39 international) completed the survey. Respondents reported having food insecurity (41.9%) and psychological distress (52.2%, with high and very high levels), with international students reporting significantly higher food insecurity (OR = 9.86 (95% CI 3.9-24.8), p < 0.001) and psychological distress scores (t(90) = 2.68, 95% CI: 1.30 to 8.81, p = 0.009) than domestic students. About one quarter of all respondents reported disruptions to study and employment status around the time of the survey. When asked what government support should be provided for international students, 'financial aid' was the most frequently suggested form of support. This research may help governments and educational institutions design appropriate support, particularly financial and psychological, for both international and domestic university students.

Application of the PERMA Model of Well-being in Undergraduate Students.

The PERMA model was introduced by Seligman in 2011 to increase and measure well-being. This model defines well-being in terms of Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA). Mental health concerns are common in undergraduate students and may prevent them from obtaining optimal well-being. The purpose of this study was to test whether all five PERMA elements of well-being could be constructed from items within the 2018 Purdue University Student Experience at a Research University (SERU) survey. Using confirmatory factor analysis, all five PERMA constructs were supported and demonstrated good model fit statistics. A second order PERMA well-being construct was built and demonstrated adequate model fit with RMSEA = 0.04. All five constructs were significant at p < .001. Accomplishment had the highest factor loading (0.76) and Meaning had the lowest factor loading (0.25). Results for this study support use of well-being theory in the context of undergraduate students and provides enhanced understanding of well-being characteristics in this population.

Mediating role of impaired wisdom in the relation between childhood trauma and psychotic-like experiences in Chinese college students: a nationwide cross-sectional study

Background:The association between childhood trauma (CT) and psychotic-like experiences (PLEs) is well-established. Many previous studies have recognized wisdom as a protective factor for mental health, but its role in the relation between CT and PLEs remains unknown. We aimed to investigate the mediating effect of wisdom in the above association among Chinese college students.Methods:We conducted a nationwide survey covering 9 colleges across China and recruited a total of 5873 students using online questionnaires between September 14 and October 18, 2021. Convenience sampling was adopted. We employed the San Diego Wisdom Scale (SD-WISE), the Childhood Trauma Questionnaire (CTQ-28), and the 15-item Positive Subscale of the Community Assessment of Psychic Experiences (CAPE-15) to measure the wisdom, CT and PLEs, respectively. Descriptive, correlation, and mediation analysis were utilized.Results:The positive correlation between CT and PLEs was well-replicated among college students (Pearson’s r = 0.30, p < 0.001). Wisdom was negatively associated with CT (Pearson’s r = − 0.46, p < 0.001) and frequency of PLEs (Pearson’s r = − 0.25, p < 0.001). Total wisdom scores partially mediated the relationship between cumulative childhood trauma, neglect, abuse and PLEs, separately. The mediated model respectively explained 21.9%, 42.54% and 18.27% of the effect of CT on PLEs. Our model further suggested that childhood trauma could be related to PLEs through decreasing the following wisdom components: decisiveness, emotional regulation and prosocial behavior.Conclusion:For the first time, our results suggested that impaired wisdom played a role in the translation from childhood adversity to subclinical psychotic symptoms, implicating wisdom as a possible target for early intervention for psychosis among young individuals. Longitudinal work is warranted to verify the clinical implications.

Stacy Ulbig. Angry Politics: Partisan Hatred and Political Polarization among College Students

In Angry Politics, Stacy Ulbig analyzes how college students engage with the political world. Through an analysis of novel data, Ulbig demonstrates that partisan animosity and anger can be found in ample amounts on college campuses. Accordingly, her main argument is that the vitriol exhibited in American politics today is attributable to the socializing experiences of college students. As “tomorrow’s activists, voters, and officeholders” who “might be expected to hold less crystallized political values” (p. 4), Ulbig argues that this oft-overlooked segment of the population is crucial to understanding our angry style of politics. Ulbig begins her study by giving an overview of the growth of partisan hostility in the United States. Her account in chapter 1 is rich in detail, weaving together both historical and contemporary examples of partisan hostility. Quotes from elected officials are used throughout the chapter to skillfully illustrate her points. Subsequent chapters then examine the correlates of partisan antipathy in university settings, patterns of media consumption, and the political and social consequences of college students’ anger. The book is sweeping in nature and is a most welcome contribution to the growing literature on anger and negativity in American politics.

UNVEILING THE LIVED EXPERIENCES OF COLLEGE STUDENTS IN TEACHING DEMONSTRATION THROUGH ONLINE PLATFORM: A PHENOMENOLOGICAL STUDY

Online teaching is an introduced platform due to the pandemic brought by COVID-19. College practitioners teaching elementary students are engaged in challenging situations, teaching through the use of online platform. The online technology is an effective learning tool that enhances the preservice teachers’ capabilities to teach through the online program. Specifically, this pandemic can cause pressure towards the BEED college students upon to their teaching demonstration and every institution is abruptly shift to online class due to the global health issues. Using a qualitative research design study, this paper aims to explore and to unveil the lived experiences of Bachelor of Elementary Education college students in teaching demonstration through online platform. It is used to describe how college students experience a certain phenomenon. In the study, 8 first year to fourth year college students from the education department were purposely selected to participate. The researcher gathered information from the participants through in-depth interviews. There were seven major themes revealed in this study: boost confidence; build communication skills; difficulty in delivering lesson; unstable internet connection; ask others help; finding alternative ways and back to face to face. Moreover, the study found that unstable internet connection was the major problem encountered by the college students to perform their teaching demonstration through online platform. But the lived experience of the college students in online class should be understood and provide a lending ear and to be heard a voice for building a strong understanding about their learning journey in this pandemic crisis. KEYWORDS: lived experiences, teaching demonstration, online platforms, college students, internet problems, Philippines

LGBTQ college students’ lived experiences and perceptions of support on a conservative campus

LGBTQ college students have historically experienced hostile campus climates during their time in higher education. While there has been advancement in LGBTQ inclusion, many universities and colleges still do not provide adequate support and services for LGBTQ students. This paper used the results from 14 qualitative interviews that explored the lived experiences of LGBTQ college students’ experiences of campus support and resources at a public university. Despite the presence of a student organization and the university’s commitment to inclusion, I found students wanted more LGBTQ representation and community; experienced homophobia, transphobia, and discrimination; and had mixed feelings about the Safe Zone program. Based on these findings, the paper concludes with proposals for increasing LGBTQ representation, facilitating campus education, and creating inclusive policies.

The relationship between family functioning and psychotic-like experiences of college students: Chain multiple mediating effects.

To explore the mechanism of the relationship between college students' family functioning and psychotic-like experiences, a chain multi-intermediary model is constructed to investigate the multiple mediating effects of interpersonal adaptation, sleep quality and loneliness on college students' family functioning and psychotic-like experiences. Seven hundred seven college students in China were surveyed by using the Family Care Index Questionnaire, Loneliness Scale, Pittsburgh Sleep Quality Index Questionnaire, College Students' Interpersonal Adaptability Subscale and Community Assessment of Psychiatric Experiences. (a) The detection rate of psychotic-like experiences among college students is 72.14%, of which 6.93% reported frequent psychotic-like experiences; (b) There is a significant correlation between family functioning, sleep quality, loneliness, interpersonal adaptation and psychotic-like experiences of college students; (c) Interpersonal adaptation, loneliness and sleep quality of college students have chain multiple mediating effect in the relationship between family functioning and psychotic-like experiences. The results reveal the mechanism of the relationship between family functioning and psychotic-like experiences, which helps us to better understand how family functioning affects the occurrence and development of college students' psychotic-like experiences.

Intrapersonal Experiences and Suicide Ideation of University Students: The Case of Kwame Nkrumah University of Science and Technology, Ghana

There have been rising global reported cases of suicidal behaviors in schools and universities. In this qualitative study, the authors sought to explore how self-directed thoughts and emotions of intrapersonal experience that come from school performance precipitate suicide ideation among university students. Semi-structured interviews were conducted to solicit self-reported information on self-directed thoughts and emotions of intrapersonal experience among 40 students from Kwame Nkrumah University of Science and Technology (KNUST), Kumasi-Ghana. Two counselors from the Guidance and Counseling unit of the same institution were also interviewed. Theoretically, the paper employed Weiner’s motivational theory. This study used a six-phase thematic analysis. The study noted that intrapersonal experiences of self-directed thoughts, particularly unachieved expectancy of success and self-directed emotions of pride, guilt, and shame emanated from poor academic performance. From the data, the authors discovered that prayer, institutional support, for instance, the Guidance and Counseling Unit of KNUST and off-campus extracurricular activities mediated in curtailing or reducing the burden of suicide ideation with the eventual act of suicide. In conclusion, this paper has established that intrapersonal experience is complementary to the interpersonal experience of university students in the study of suicide ideation to holistically comprehend the internal and external factors that generate suicide ideation. This study recommends that the judicial system of Ghana should rethink decriminalizing suicide and attempted suicide if students are to acknowledge their state of suicide ideation for the necessary intervention. Keywords – Intrapersonal experience, suicide ideation, university students, Ghana, academic performance