Non-military Students Research Articles

Demographic and Emotional Support Predictors of Academic Distress Among U.S. Military and Non-Military Students in Counseling

ABSTRACT This study analyzed secondary data of U.S. military students (N = 3,318) and non-military college students (N = 3,318) who received counseling during 2016–2018 to determine predictors of academic distress. In the military student group, demographic variables explained 5% of the variance in academic distress. Previously taking medications for mental health concerns and experiencing trauma also predicted higher levels of academic distress for military students. In the non-military student group, demographic variables explained 3% of the variance in academic distress. Previously taking medications for mental health concerns also predicted higher levels of academic distress for non-military students. Emotional support from family and friends explained additional variance in academic distress for both groups. When combining the groups, predictors related to higher levels of academic distress were previously taking medications for mental health concerns and disability status. Adding interactions between military status and all other predictors explained 8% of the variance in academic distress. The military status and race/ethnicity interaction was also significant.

Examining the Perception of Military Culture in the Undergraduate University Classroom

The purpose of this study was to examine how college students perceive and experience learning with military student peers in traditional undergraduate college classrooms. A mixed method approach was selected, using an online survey that included the nine-item questionnaire Military Culture Certificate Program (MCCP) assessment scale survey. Data were collected from 255 students who took part in the survey, which assessed nonmilitary students’ knowledge of the unique military culture and environment, deployment dynamics, family dynamics, military ethics, behavioral and physical health issues, and combat experiences. A follow-up focus group solicited qualitative data from six nonmilitary affiliated students pertaining to their individual lived experiences and classroom interactions with their military student peers. Qualitative data from the focus group suggested that almost half of the students respected the experience of being deployed, based on the self-observations of family members. They also reported an understanding of the impact military life has on family members. Several qualitative themes emerged in the focus group responses, all of which have implications for improving cultural competence in the classroom.

Predictors of Academic Distress Among Military and Nonmilitary College Students

This study assessed the mental health predictors of academic distress using the Counseling Center Assessment of Psychological Symptoms–34 (Locke et al., 2011) across matched pairs (N = 2,836) of military and nonmilitary students accessing counseling services between 2014 and 2016. Findings suggested the predictors of academic distress did not differ across the two groups. Practical suggestions for counselors working with military and nonmilitary students are discussed based on the findings.

Military Background and Gender Identity in Psychological Assessment Among College Students: Factorial Invariance of the Counseling Center Assessment of Psychological Symptoms-62 (CCAPS-62).

The purpose of this study was to examine the factorial invariance of the Counseling Center Assessment of Psychological Symptoms-62 (CCAPS-62) across military background and gender identity. A sample of 2,208 military students and 2,208 nonmilitary students were chosen from a large database of university and college counseling centers. Using exploratory structural equation modeling, findings suggested the CCAPS-62 is mostly invariant across military background and gender identity. Only three item thresholds appeared to be noninvariant across groups. These results suggest comparisons of scores across military background and gender can be made. Latent mean differences across groups were also examined. After controlling for several background variables, there were some differences between males and females on subscales measuring depression, eating concerns, and generalized anxiety, but no differences between military and nonmilitary students. Implications for practice and future research are discussed.

Military-Connected Adolescents’ Emotional and Behavioral Risk Status: Comparisons of Universal Screening Data and National Norms

Differences in risk for social, emotional, and behavioral problems in the military dependent and non-military population across gender and age group, were examined using an instrument with established psychometric properties. Schools with an average of 25% military students (two elementary schools and two high schools) were selected based on their student population and absence of tier one or two intervention programming. A total of 3111 students were sampled; data for 2852 participants were available for analysis. Proportion differences across categories of risk indicate no statistically significant difference in risk between military and non-military students within the district overall but differences were found by age and gender. Statistically significant differences were also identified between military-student population national norms. Implications include the use of universal screening to identify sub-groups for targeted programming.

Assessing Veteran Student Impact on Academic Performance of Non-Veteran Students

Veteran students are highly regarded for their professionalism, maturity, and for setting the example both inside the classroom and out. This study discusses the positive, quantitative impact on the academic performance of non-veteran mechanical engineering students when veterans are in their classes. This paper will highlight the successful results of a yearlong study of junior-level students after the completion of a two-semester course sequence in control systems. These results show the influence veterans have and how their military experience can benefit non-military students in their pursuit of an engineering degree.

Investigating Factorial Invariance of the Counseling Center Assessment of Psychological Symptoms - 34 (CCAPS-34) With Military and Nonmilitary Students

This study assessed factorial invariance of scores from the Counseling Center Assessment of Psychological Symptoms − 34 (CCAPS-34) across military (n = 2,836) and nonmilitary (n = 2,836) students accessing counseling services between 2014 and 2016. Based on factorial invariance tests, findings suggest the CCAPS-34 measures the same constructs across both groups.

An examination of student veteran education pathways at an American university

Military veterans are enrolling in higher education at the highest rates since the Second World War. This research seeks to examine how military experiences related to student experiences within the discipline of Geography. We use a survey instrument to measure student motivations, attitudes, and aspirations for declared Geography majors. Given a high presence of military connected students, we then examine the similarities and differences in motivations, attitudes, and aspirations between military connected and non-military students. Findings suggest that there are similarities between military and non-military students with regard to motivating factors for selecting Geography as a major, there are differences with regards to attitudes towards cultural geography, and differences in how students perceive their future interactions with the environment. Differences in demographics and travel experiences also are identified and likely contribute to shaping undergraduate geography experiences. The results offer useful insight on current Geography student needs, and assist faculty and departments in tailoring learning based on student experience.

Military and Veteran Families and Children: Policies and Programs for Health Maintenance and Positive Development and commentaries

Military and Veteran Families and Children: Policies and Programs for Health Maintenance and Positive Development and commentaries

An Analysis of Supports for Persistence for the Military Student Population

This study sought to describe the correlation of academic, financial, and social supports to the persistence of a military student population: veterans, active duty, and their families. The study also contrasted these relationships with non-military students and looked at the results of the overall group to persistence. Results confirmed the emphasis in the persistence literature on the importance of academic support mechanisms and noted its positive relationship to the military student population. Financial supports varied for the military student population, nonmilitary population, and the overall group with the military student population negatively impacted by loans, nonmilitary by university scholarships, and the overall group by government grants and aid. As an additional finding for this study, institutional support emerged as a key support mechanism. This study recommends enhancing academic and institutional support for the military student population to reinforce their persistence.

School Climate Perceptions Among Students in Military-Connected Schools: A Comparison of Military and Nonmilitary Students in the Same Schools

Studies have found that, when compared with civilian children, military children have more negative social, emotional, and psychological outcomes. The social and emotional climate of public schools could potentially protect military children and adolescents from negative outcomes. Recent studies have found that civilian-operated public schools are struggling to respond to the social and emotional challenges of military students. This study uses a population sample to examine the school climate perceptions of students in military-connected schools. Overall, results show that military-connected students have more negative school climate perceptions than nonmilitary students.

Arms and the University: Military Presence and the Civic Education of Non-Military Students

Arms and the University: Military Presence and the Civic Education of Non-Military Students

Arms and the University: Military Presence and the Civic Education of Non-Military Students. By Donald Alexander Downs and Ilia Murtazashvili. New York: Cambridge University Press, 2012. 456p. $34.99.

Arms and the University: Military Presence and the Civic Education of Non-Military Students. By Donald Alexander Downs and Ilia Murtazashvili. New York: Cambridge University Press, 2012. 456p. $34.99. - Volume 11 Issue 1

Donald Alexander Downs and Ilia Murtazashvili: Arms and the University: Military Presence and the Civic Education of Non-military Students. (Cambridge: Cambridge University Press, 2012. Pp. xiii, 441.)

Donald Alexander Downs and Ilia Murtazashvili: Arms and the University: Military Presence and the Civic Education of Non-military Students. (Cambridge: Cambridge University Press, 2012. Pp. xiii, 441.)

Arms and the university: military presence and the civic education of non-military students

Part I. A Normative and Pedagogical Framework: 1. The closing of the university mind: the military/university gap and the problem of civic and liberal education 2. Education in the regime: how a military presence can enhance civic and liberal education Part II. ROTC and the University: 3. ROTC and the university: an introduction 4. ROTC and the Ivies: before the storm 5. ROTC and the Ivies: the divorce 6. ROTC, Columbia, and the Ivy League: Sisyphus renews his quest to renew a troubled relationship 7. Post-DADT: Sisyphus nears the top of the mountain 8. Pedagogy and military presence: the educational influence of student-soldiers in their own words 9. Winning hearts and minds?: The consequences of military presence for non-military students Part III. Military History Examined: 10. Military history: an endangered or protected species? 11. Half empty or half full?: Military historians' perspectives on the status of military history and the leading departments 12. Military presence in security studies: political realism (re)considered 13. Security studies in the wake of the Cold War university: paragons of productive fiction, or throwing the baby out with the bathwater? Part IV. Concluding Thoughts: 14. Conclusion: placing the military in the university.

Communities of Practice and Their Influence on Improved Academic Performance among Active-Service Military Personnel in Online Education

The purpose of this study is to analyze to what extent communities of practice influence improved academic performance as well as faster adaptability to online classroom settings among U.S. active military students. The study is related to college-level business education courses that were conducted in hybrid online/in-class environment. It provides general insights into how different elements of communities of practice, such as use of collaborative tools, project/time management, knowledge base access, and participation in various student-based organizations at universities are used among military online students to achieve improved overall academic performance in terms of better final grades and course assessment results compared to traditional, non-military students in similar online classrooms.

Study of Educational Adjustment and Educational Motivation in Military and Non-Military Students

Students abilities to transfer from the community colleges into baccalaureate granting colleges and universities have become a global issue. The rise in students’ college attendance has brought about new challenges in the area of academic motivation depriving them from educational pursuit despite proper qualifications. This comparative-descriptive study has been designed in order to compare between military and non-military students in terms of educational adjustment and motivation power and their related subscales. Subjects were selected from four colleges in Tehran.100 students from each college were selected through random sampling, subsequently the total sample were 400 college students. Half of whom were military college students and the other half was non-military college students. In order to collect data the Bell’s adjustment questionnaire and the questionnaire of educational motivation were used. Comparison between military and non-military students in terms of various aspects of adjustment showed that there is a meaningful difference between military and nonmilitary students in terms of familial adjustment, hygienic adjustment and total adjustment (p≤0.01). Comparison between military and non-military students in terms of educational motivation power showed that there is meaningful difference in the level of p≤0.01 and was higher in military college students. Unlike non-military students, military students will definitely be working in areas relevant to their field of study. On one hand the motive to serve their country is stronger and that is why military students’ academic motive in meaningfully stronger than non-military students, maybe we need to increase motivation in non-military students with providing them job relevant to their field of study. The women Army population is not too high in IRAN so the problem related to this issue is not very serious at the moment. In order to prevent the upcoming problems in this issue we need a thorough studies in this field.