Influence College Students Research Articles

On the Influence of College Students’ Reading Online Literature

On the Influence of College Students’ Reading Online Literature

大学生心理资本对专业认同的影响研究

大学生心理资本对专业认同的影响研究

大学生性开放态度对拒绝使用安全套的影响研究

大学生性开放态度对拒绝使用安全套的影响研究

基于行为视角的高校学生“校园贷”意愿影响因素研究——以贵州师范大学为例

基于行为视角的高校学生“校园贷”意愿影响因素研究——以贵州师范大学为例

Anticipated work-family conflict in Brazilian university students

Career development and work-family conflict are two areas of research with extreme theoretical and practical relevance, especially when focusing on job and non-job related life dimensions. With the intent to contribute to this debate, especially to career counseling practices with young adults, the present study investigated how the perception of interactions between roles and demands that arise from these two dimensions – family and work – influence university students’ perceptions of career success. The study was structured in two parts: 1) adaptation of a measure that evaluates work-family conflict anticipation in university students in the Brazilian context; and 2) proposal of a model to evaluate the anticipation of the work-family conflict construct and its relation with the variables success perception, career adaptability and attachment styles. Participants were 424 students enrolled in different majors of public and private institutions from a state in Southeast Brazil, who answered a survey. The results point to a psychological measure with favorable indicators of validity and precision for the evaluation of the work-family conflict anticipation dimensions. Additionally, the proposed model shows that career adaptability dimensions are positive predictors of career success, while insecure attachment dimensions are negative predictors.

Influencing college students’ normative perceptions of protective behavioral strategies: A pilot randomized trial

IntroductionPersonalized feedback interventions (PFIs) are associated with small but reliable decreases in alcohol consumption among college students. While they often include information regarding protective behavioral strategies (PBS), PFIs do not typically include feedback aimed to modify normative perceptions of PBS. This study aimed to enhance the efficacy of existing PFIs among college students by incorporating normative feedback on participants’ use of PBS. MethodsStudents enrolled in undergraduate courses (N = 268) completed baseline and 1-month follow-up assessments of past-month use of PBS, normative perceptions of PBS use, alcohol consumption, and alcohol-related consequences. Participants were randomized to one of three conditions: typical feedback on PBS (typical strategies PFI), descriptive normative feedback on PBS (strategy norms PFI), or assessment-only control (AOC). Participants in the typical strategies PFI and strategy norms PFI conditions received web-based personalized feedback profiles. ResultsCompared to AOC, both the strategy norms PFI and typical strategies PFI were effective in correcting participants’ perceptions of other students’ engagement in PBS (p = .01) but did not differ significantly from one another. No statistically significant differences were observed between conditions in terms of actual PBS use, alcohol consumption, or alcohol-related consequences at 1-month follow-up (p > .05). DiscussionThe strategy norms and typical strategies PFIs were both successful in increasing normative perceptions of PBS use, indicating that general (rather than normative) feedback regarding PBS use may be sufficient for changing perceptions of PBS use.

高铁建成后大学生交通出行方式影响研究——以昆明市呈贡大学城为例

高铁建成后大学生交通出行方式影响研究——以昆明市呈贡大学城为例

The Influence of College Students' Knowledge-based Network Community Participation Motivation on Their Active Behavior in the Community

[Background] College students are willing to join the online community, and many students participate in learning and learning in the knowledge-based network community. [Objective] By means of analyzing and studying the motivation of college students to participate in knowledge-based online community, to provide reference for better guiding college students' online learning. [Methods] Based on the classical motivation process self-determination theory of social psychology, the theoretical model of the influence of participation motivation on activity was constructed from the three dimensions of independent demand, relational demand and competency demand, and 128 questionnaires were used to test and analyze the hypothesis. [Results] The absolute fitness index of the model tested by hypothesis test was X2/df = 2.807 (P ≤ 0.000), RMSEA=0.. 080, GFI ≤ 0. 841, CFI = 0. 882, NFI = 0. 830, IFI = 0. 883, TLI = 0. 865, indicating that the model fits well. [Conclusion] Learning motivation, social motivation and achievement motivation have significant positive effects on the activity of college students in knowledge-based online communities. Interest motivation and reciprocity motivation do not directly affect the activity of college students in knowledge-based online communities, in which interest motivation indirectly affects the activity of college students through the intermediary role of learning motivation and reciprocity motivation through the intermediary role of social motivation and achievement motivation.

USING AN INTERGENERATIONAL RELATIONSHIP TEACHING STRATEGY AND REFLECTION IN ON-GROUND AND ONLINE COURSES

Contact or experiences with older adults by college-level students is varied in nature and duration but is often reported as minimal and negative. By pairing groups from different generations, these relationships may influence established attitudes, beliefs, and behaviors of the groups. Research has shown that intergenerational relationships between older adults and college students through interviews within gerontology courses may influence college students’ views on aging and older adults towards the more positive. Specific steps in the development of an intergenerational relationship teaching strategy begin with locating an elder to interview and guidance for how relationship development can change from beginning to end. Role play may help prepare for first interview. Interview questions correspond to course content. Reflections are represented via discussion board if online, and group process forums if on-ground. Intergenerational relationship strategies can be flexible in the amount of contact time with the elder and the student. Reflection strategies can be utilized in several ways: discussion board, journal entries, presentations to classmates, and a culminating paper/PowerPoint. The opportunity for students to tell stories of their own past experiences, relationships with their elders, care and concerns for their elders, and how personal views about older adults and aging may be changing supports the effectiveness of this teaching strategy. Further research into the amount of time needed for effective intergenerational relationship development between student and elder may assist in course planning. Need clearer understanding of the benefits for the elder mentors and if their views about young people have been altered.

Campus sustainability

PurposeProposing an integrated model based on multiple theoretical approaches, such as the theory of planned behavior, the model of goal-directed behavior and self-determination theory, the purpose of this paper is to examine factors influencing college students’ campus recycling intention and actual recycling behavior.Design/methodology/approachAn online survey method was used to test the proposed model with college students. A total of 434 students participated in the survey.FindingsThis study found that self-determined motivation, attitude toward recycling, perceived behavioral control and negative anticipated emotion had direct effects on campus recycling intention, while recycling intention and self-determined motivation influenced students’ actual campus recycling behavior.Research limitations/implicationsThe findings of the study may not be generalizable to the broader population. Respondents’ self-reported assessment of their recycling behaviors may also be a drawback of the study. However, the study provides statistical evidence testing the proposed model of campus recycling.Practical implicationsThe study’s findings provide communication planners for university recycling and sustainability departments with communication and message strategies to enhance college students’ recycling behavior.Originality/valueThe study proposes a more comprehensive, tailored model that integrates other compelling theoretical models, to address college students’ sustainability engagement on campus.

Research on the Influence of Weibo Opinion Leaders on College Students’ Consumption Decision

“Weibo opinion leaders, as creators and disseminators of information, influence college students' perceptions of products and services. This research model takes the consistency, influence and professionalism of Weibo opinion leaders as subdivision characteristics, and introduces perceived risk as a mediator variable and word of mouth as a regulatory variable to analyze the impact on college students' consumption decision-making. Through the construction of this research model, empirical research methods are used to explore the influence of Weibo opinion leaders on college students' consumption decisions. The study found that the consistency and professionalism of Weibo opinion leaders have a significant impact on college students' consumption decisions. The characteristics of Weibo opinion leaders have a significant role in achieving consumer trust and thus reducing perceived risk in consumption. Word-of-mouth plays a regulatory role between professional traits and consumer decision-making.”

Where do they learn violence? The roles of three forms of violent socialization in childhood

Early violent socialization in family and community contexts has consistently been found to affect individuals' attitudes toward interpersonal violence in adulthood. The specific sources and processes underlying children’s acquisition of attitudes toward violence, however, are poorly specified and unelaborated. The current study examined how three types of early violent socialization differently influenced college students’ (N = 3841) acceptance of interpersonal violence and how these influences differed according to gender. Findings from multiple linear regression analyses indicated that advised violence, witnessed violence, and victimized violence each contributed to college students’ acceptance of violence as a valid problem-solving strategy. However, each form of violence differently affected students’ acceptance of violence. Receiving verbal advice to be violent from family and community members had stronger associations with students’ acceptance of interpersonal violence than did witnessing or experiencing violence during childhood. These relationships were not significantly different between male and female students. Whereas existing studies on violent socialization have largely focused on the effects of witnessing and experiencing violence during childhood, our findings also highlight the significant impact of that receiving pro-violence messages from family and community members has on young college students’ acceptance of interpersonal violence. This connection suggests that educational programs targeting parents and community elders should focus on encouraging anti-violence attitudes and coaching children in nonviolent conflict-resolution skills. Our results might help inform college violence prevention practitioners in developing programs for college students to help change their pro-violence attitudes.

Story Sharing in a Digital Space to Counter Othering and Foster Belonging and Curiosity among College Students

The purpose of this exploratory qualitative study was to discover how a single, relational intervention in a digital space focused on civil, respectful conversation across difference might influence digital media literacy (DML) among college students, with the goal of increasing college students’ sense of belonging and level of curiosity. The researcher used a phenomenological approach, exploring and describing the lived experiences of students who participated in a micro-engagement with an other through interviews (Creswell, 2014). This study investigated the main question: (a) How does a semi-structured, relational micro-intervention focused on civil, respectful conversation across difference influence college students’ sense of belonging and level of curiosity? This research was guided by the Framework for Individual Diversity Development (Chavez, Guido-DiBrito, & Mallory, 2003), which provided a theoretical model for the process of moving from lack of awareness and othering to awareness and acceptance. Findings that emerged involved students’ recognition that a semi-structured micro-intervention with an other in a digital space enlightened them to the value of story sharing to navigate differences, find commonality, and establish small-scale relationships. These key findings indicate that the time and structure involved in a relational micro-interventions across difference in a digital space can influence DML, sense of belonging, and level of curiosity.

Opening the Minds’ Eye: The Pivotal Role of Sympathy in Depression Coverage Effectiveness

Depression is one of the most severe health threats to the college student population. Depression communication plays an essential role in reducing stigma and discrimination against sufferers. However, the effectiveness of such communication remains understudied, especially when it comes to the psychological process of connecting outcomes of depression messages and communication. To tackle this challenge, this study examined how and what depression coverage with a news framing strategy and attribution approach influenced college students’ affective and cognitive responses as well as their willingness to provide social support to depression sufferers. Key findings include first: controlling for issue involvement, depression coverage with episodic framing and societal responsibility attribution evoked the most sympathy among participants; and second: sympathy toward the depressed individual and efficacy in depression identification served as sequential mediators for the effects of the depression coverage with episodic framing and societal attribution on social support willingness. These insights suggest that health communication researchers and practitioners should use effective storytelling to evoke more sympathy, which then activates higher efficacy and leads to stronger social support willingness.

Analyzing the factors influencing university students' financial literacy

Financial literacy is necessary skill for life that could be improved through financial education. To enhance financial education, it is important to examine more deeply how students' financial knowledge and personal background affects their views on personal finance issues and financial decision making. This study analyzing the questionnaire survey results of 522 university students to assess the relationships between the financial literacy and students' financial opinions and choices; and the impact of educational and demographical characteristics to the participants' financial literacy, opinions and choices. Results of regression analyze show that statistically significant impact on the financial literacy have factors as gender, nationality, academic discipline, and financial choices and opinion, as holding a debit card, a bank loan, plan the financial affairs in advance on a daily basis and an interest to get more information about financial services and monetary affairs. Students studying in the science or mathematics oriented subjects have more knowledge in finance, especially male students. These results of study enable to develop financial education and give the direction for future research.

Can mindsets influence college students’ motivation to learn? Findings from the United States and the United Arab Emirates

Changing mindsets may influence college students’ motivation to learn, which in turn affects how they engage in learning activities. Based on mindset theory (Gollwitzer 1990; Gollwitzer 2012), this study explored the extent to which the concepts of the deliberative and implemental mindset are value-laden, and hence, might have different effects for individuals from different cultural backgrounds. More specifically, we investigated if these types of mindsets have a positive or negative effect on college students’ motivation to learn in the context of higher education in two different countries, the United States (US) and the United Arab Emirates (UAE). Participants were 327 college students: 205 from the UAE and 122 from the US. Students were randomly assigned to one of four conditions (neutral, deliberative or implemental mindset, or control). Questionnaires assessed their motivation to learn, defined as attitudes, values, and goals on academic tasks, and self-regulatory strategies to complete them. Results suggested that differences in the consequences of being in a deliberative mindset for college students’ motivation to learn for students from the US and the UAE; only students in the US sample were disadvantaged, whereas no such effect was found for students from the UAE. Being in an implemental mindset did not benefit students’ motivation to learn. Cultural factors that may explain the results are discussed. The findings reinforce the need to examine motivation and possible interventions aimed at strengthening motivation in the context of higher education across individuals from different cultural background.

A model of intention to provide mental health first aid in college students

Background Psychologically distressed college students’ peers are often the first line of mental health support. Mental health first aid (MHFA) focuses on the quality of early intervention provided by peers to those in psychological distress but has neglected what motivates college students to provide MHFA. Aims The current study used the MHFA framework and bystander theory as a foundation to examine factors influencing college students’ intention to provide MHFA. Methods Participants were 778 U.S. college students from a larger group of college students (N = 29,765) from the 2015–2016 Healthy Minds Study archival dataset. Secondary data analysis using path analysis modeling was used to test for both direct and indirect effects. Results The specified path analysis model demonstrated exact fit to the data, χ2(67) = 82.359, p = 0.098. Personal stigma decreased MHFA intention, whereas both perceived MHFA efficacy and personal responsibility increased MHFA intention. Of note, perceiving campus climate as supportive of helping others indirectly increased MHFA intention. Conclusions The current study supports a theory-driven framework rooted in the MHFA and bystander theory literature that could facilitate targeted interventions aimed at improving mental health prevention via college student prosocial behavior.

Using Interactive Nutrition Modules to Increase Critical Thinking Skills in College Courses

ObjectiveTo understand how the addition of an evidence-based framework to an online nutrition module influences college students’ critical thinking decision making (CT-DM). DesignStudents were individually randomized into an intervention group or a control group. The nutrition modules focused on 2 topics related to different types of eating behavior. Students completed a CT-DM activity to generate a score. ParticipantsCollege students, between 18 and 24 years old, recruited from introductory nutrition and agriculture science courses at 2 universities. InterventionIntervention and control received 2 nutrition modules. The intervention added a CT-DM framework that framed the topic as a problem, incorporated activities, and provided scaffolding. Main Outcome MeasuresCT-DM was scored using a validated rubric to assess the use of critical thinking skills when making a food-related decision. Green eating and critical thinking disposition were measured. AnalysisHierarchical linear regression and t tests were used to assess outcomes. ResultsA total of 431 students participated (intervention = 203; control = 228). After controlling for university, the intervention group scored significantly higher on CT-DM (18.1 ± 7.6) compared with the control (15.4 ± 8.4); F (3,428) = 14.58, P < .001. Conclusions and ImplicationsThe results show that an evidence-based framework using nutrition topics encourages CT-DM skills. Future higher-education nutrition interventions should use frameworks to enhance student learning.

Parental Death, Grief and Bereavement: A Qualitative Study of College Students Who Have a Parent with Cancer

Objective The loss of a parent with cancer is one of the most traumatic events a college student can face. The purpose of this study was to identify the main elements of bereavement experiences among college students in China who lost a parent with cancer. Methods A total of 18 college students volunteered to take part in three focus groups. Results Four themes were developed through content analysis: facing huge life&amp;rsquo;s changes, experiencing loss and suffering, challenges and coping strategies for facing parental death, and re-interpreting death. These four main themes were then divided into 15 sub-themes. Conclusions The analysis showed that parental death may negatively influence college students&amp;rsquo; bereavement processes. Bereavement should include screening to aid in the recognition of high-risk adolescents through screening survey and screening interviews.

College Student E-cigarette Use: A Reasoned Action Approach Measure Development.

Objectives: The purpose of this study was to develop and validate an instrument using the reasoned action approach (RAA) to measure recreational electronic cigarette (e-cigarette) use among college students. Methods: Using a multi-phase, cross-sectional design, a 32-item measure was developed, and the factor structure was explored and confirmed using an exploratory factor analysis (EFA; N = 369) and confirmatory factor analysis (CFA; N = 320), respectively. An exploratory structural equation model (ESEM) and SEM also were employed to examine the relationships between latent constructs and to test the application of the RAA. Results: After removing 9 items, the EFA identified 3 RAA constructs (intention, attitude, social norms), and the ESEM established moderate model fit. The CFA confirmed the 3 factors; however, acceptable model fit was not met until a global social norm variable was loaded onto injunctive and descriptive norms. Based on this 5-factor solution, attitudes (β = .35, p < .001) and social norms (β = .50, p <.001) significantly predicted intention to use e-cigarettes. Conclusions: Attitudes and social norms influence college students' intention to use e-cigarettes and should be addressed via health education messaging and prevention programs.