College Student Outcomes Research Articles

A Comparative Study on AI-Based Learning Behaviors: Evidence from Vietnam

AI-based learning systems are transforming education in academic and corporate settings, with global spending on AI-enabled training expected to exceed $200 billion by 2025. This study examines how these systems enhance learning outcomes for college students and employees, focusing on system functionality, self-efficacy, familiarity, and social influence. Using structural equation modeling with data from 598 participants (258 students, 340 employees), findings reveal that familiarity positively impacts self-efficacy and learning outcomes across both groups, while social influence varies. Students benefit from media-rich environments, while employees gain from job-relevant content and supervisor influence. System functionality enhances self-efficacy and participation motivation, but self-efficacy's direct effect on learning outcomes is significant only for employees. These results highlight the need to tailor AI-based systems to user profiles. Limitations include reliance on self-reported data and specific learning contexts. Future research should incorporate objective measures of learning outcomes and explore additional factors like teaching strategies.

Exploring religiosity, perceived mental health, and coping behaviors of undergraduate African American college students in the South

Objective: The current study explored the relationships of religiosity and coping behaviors on the perceived mental health of undergraduate African American (AA) college students enrolled at a large public university in the Southern United States. Methods: We used a cross-sectional survey design. AA and/or African descent adult college participants (n = 131) were recruited from an online chat group (ie, GroupMe) and completed the Brief-COPE, a demographic questionnaire, and a single-item mental health tool. Data analyses employing descriptive statistics and correlational analyses examined relationships between variables. Results: There was a positive correlation between increased religious activity and overall mental health. Those who specified their religion as “other” had a lower total mental health score than those with an identified religion. Conclusions: Findings underscore the importance of supportive interventions that account for religious beliefs and activities on overall mental health outcomes for undergraduate AA college students in the South.

Biomechanical factors influencing mental health in college students and the role of physical activity in cognitive resilience

The Mental Health (MH) of college students is increasingly becoming a public health concern, with rising rates of depression, anxiety, and stress. This study aims to explore the relationship between Biomechanical Factors (BF), Physical Activity (PA), and MH outcomes in college students, addressing gaps in current research that frequently overlook the biomechanical features of physical well-being. A cross-sectional observational design was employed, involving 200 college students aged 18–24. SP underwent comprehensive assessments, including postural analysis, movement pattern evaluation, and MH screening. Physical activity levels and cognitive resilience were also measured to evaluate their roles in mediating and moderating the relationships between BF and MH. Key findings revealed that poor biomechanical alignment, such as forward head posture and movement asymmetry, were significantly associated with higher levels of depression, anxiety, and stress. Correlation analysis showed that forward head posture correlated positively with depression (r = 0.52, p < 0.01) and anxiety (r = 0.47, p < 0.01). Movement asymmetry was also associated with MH disturbances (depression: r = 0.45, p < 0.01). PA mediated the relationship between BF and MH, with significant indirect effects via PA for forward head posture (0.18, p < 0.05). Cognitive resilience emerged as a significant moderator, buffering the negative impact of biomechanical inefficiencies on MH outcomes. Within-subject comparisons indicated improvements in BF and MH scores over a one-month follow-up, with decreases in forward head posture (−2.2 ± 1.5 degrees, p < 0.05) and depression scores (−1.5 ± 1.2, p < 0.01).

Interconnectedness of mindfulness facets and their impact on mental health outcomes in Asian American and European American college students: A network approach.

Despite extensive research supporting the effectiveness of mindfulness-based interventions, the understanding of the dynamic connections between various mindfulness facets, particularly across diverse cultures, remained limited. This study aimed to investigate the networks among mindfulness aspects across different cultural backgrounds and their individual associations with mental health and well-being. Using the data collected from 710 undergraduate students in Hawaii (445 Asian Americans, 265 European Americans), we constructed sparse networks for each group to investigate their centrality index. To compare the overall structures of these networks, we utilized permutation-based tests. In addition, we used relative weight analysis to evaluate the distinct contributions of each mindfulness facet to positive and negative mental health outcomes. The results indicated similar trends in both racial groups, emphasizing the importance of specific mindfulness aspects like describing and acting with awareness within the mindfulness construct. However, notable variations were observed, particularly in how observing and nonjudging facets related among Asian Americans. In addition, acting with awareness and nonjudging showed substantial inverse associations with negative mental health outcomes across groups, whereas the observing aspect displayed positive connections with anxiety and stress among Asian Americans. The findings suggest which aspects are fundamental to mindfulness, aiding in a nuanced understanding of the construct. They also emphasize the importance of acknowledging cultural diversity in both mindfulness research and its clinical applications. Practical implications and directions for future research were discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Assessing predictors of successful transition services for students with disabilities in Saudi Arabia

This study examines the factors that predict successful transition outcomes for college students with impairments in Saudi Arabia. A stratified random sample method was employed to survey 500 people across various educational levels and disability categories. The efficacy of Individualized Education Plans (IEPs), cultural variables, and perceptions of transition services have been investigated using Structural Equation Modeling (SEM). The study revealed significant positive correlations between the efficacy of Individualized Education Programs (IEPs) and favourable impressions of transition services. Additionally, it highlighted the impact of cultural variables on transition results. The assessment of indirect effects confirmed that cultural variables partially mitigate the connection between IEPs and transition assistance. The document provides practical suggestions for enhancing the efficiency of Individualized Education Programs (IEPs), improving cultural proficiency among educators, facilitating collaboration among stakeholders, and guiding policies. These findings contribute to ongoing efforts to develop inclusive and culturally appropriate transition programs for students with impairments in Saudi Arabia.

Acute Effects Of Immersive Virtual Reality Exercise On Physiological And Psychological Outcomes Of College Students With Anxiety Or Depression: A Pilot Study

Acute Effects Of Immersive Virtual Reality Exercise On Physiological And Psychological Outcomes Of College Students With Anxiety Or Depression: A Pilot Study

Flying under the radar: Gender, violence and grade point average

Sexual assaults continue to be a prevalent issue on college campuses. Research has shown that being sexually assaulted is associated with adverse outcomes in college students' grade point average (GPA). However, self-reported history of sexual violence perpetration and its associations with GPA has not been studied at the college level. A history of sexual violence as either perpetrator or victim has not been extensively explored, particularly in individuals at Historically Black Colleges and Universities (HBCUs). Questionnaire data were collected on 2068 students attending an HBCU who self-identified as men and women on various demographic and academic outcomes. The experience of sexual violence (perpetrator or victim) in the past year, age, and self-identified gender were evaluated as predictors of GPA. Results indicated that women and older individuals had higher GPAs (p <0.001), and these factors accounted for about 1% of the variance in GPA. In comparison, the addition of being a perpetrator of sexual violence augmented the variance and accounted for 2.3% (p < 0.001). These effects are small but significant predictors and open a new line of research into the traits of those who commit sexual assault on college campuses.

In what environment can female college students excel? An analysis of gender differences in learning of Chinese college students

With the expansion of higher education in China, gender equity has been largely improved at the entrance to undergraduate education. Yet, whether male and female students developed equally during college is still under debate. Using data from a Chinese national college student survey in 2021, this study explores gender differences in learning behaviors and outcomes of college students and examines whether they are influenced differently by educational environmental factors. Employing multiple regression models, we find that though female students outperformed males on active learning behaviors and academic scores, they were less active in higher-order learning behaviors, resource-intensive high-impact educational practice, and student-faculty interactions and reported lower educational gains than their male counterparts. Environmental and educational factors, including institute type, gender composition, academic challenges, and student support, influence the gender gaps in different ways. Overall, most female college students behave under the gender expectations of society and are less responsive to educational factors than their male counterparts. Collectively, these findings underscore the need for heightened awareness of gender gaps in the learning process in different learning environments and advocate for a more tailored collegiate environment that optimally supports female students’ educational pursuits.

Goal Setting Moderates Behavior Change Outcomes in College Students After an Online Health Coaching Intervention

ABSTRACT Background Health coaching sessions that incorporate goal setting may help improve college students' health behaviors. Purpose This study examined whether specific goal-setting practices moderated changes in health behaviors during an online wellness intervention in college students. Methods Participants were 90 college students recruited from one US university. The intervention was a one-hour virtual one-on-one health coaching session where participants set two goals for either physical activity (Metabolic Equivalent Task (MET)-minutes or MET-minutes), nutrition, sleep, or stress management. Self-reported baseline behaviors were collected, and follow-up surveys were completed at 6- and 12-weeks. Mixed effects models examined behavior change outcomes across the follow-up timepoints while testing the moderating effect of goal setting using interactions. Results The Goal×Time interaction was significant for moderate MET-minutes at 1st follow-up (b = 443, p = .003), and for total MET-minutes at the 2nd follow-up (b = 717, p = .047). The Goal×Time interaction was also significant for stress management at 1st follow-up (Odds Ratio = 7.3, p = .042). Discussion Participants who set physical activity and stress management goals had significantly higher physical activity and utilized more stress management techniques. Translation to Health Education Practice The use of specific goal-setting strategies for physical activity and stress management is recommended during online health coaching sessions. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars.

A Study on the Effects of Learning Motivation and Boredom on English Learning Outcomes of Chinese College Students

In recent years, boredom has become a research hotspot in the field of second language acquisition. Whats more, the effects of boredom on learning outcomes and motivation on learning outcomes have been widely discussed by scholars. However, it is a rare study on the effects of motivation and boredom on English learning outcomes. There is a gap in the research. The aim of this study is to explore the relationship between the three projects. After that, this study will provide better strategies to achieve the best learning results for educators and learners. The results show that there is a significant correlation between boredom and learning motivation, and boredom also has an effect on learning outcomes. However, there is no correlation between learning motivation and learning outcomes. Based on this result, the educators and learners can reduce boredom to develop learning outcomes by many approaches, such as reward system, interest in learning and so on.

Language Learning Outcomes in on Ground Vs. Online Settings: Comparison and Correlation

ABSTRACT While the effectiveness of online instruction has been well established, there remains a limited understanding of the correlation between language skills and performance across various instructional sections. This study investigates the language proficiency outcomes of college students in online and on-ground language instruction, focusing on four essential language skills: Reading, Writing, Listening, and Speaking. Data were collected from students enrolled in third-semester language courses in French, German, Italian, and Spanish during the Spring semesters of 2019 and 2021 with on-ground and online instruction respectively in a public university in the United States. Descriptive statistics, the Kruskal-Wallis test, and pairwise correlation analysis were used to analyze the students’ performance in both modalities. The results indicate that students generally outperformed in the online modality, demonstrating a significantly higher positive correlation range compared to on-ground instruction. This finding suggests that multi-modality language instruction has the potential to foster more integrated and cohesive language proficiency development. The implications firstly show the positive correlation range in the online modality indicates that college instructors may be more capable of implementing effective online teaching methods due to various reasons. Secondly, college students’ potential for self-directed learning in the online setting may contribute to their enhanced outcomes. However, the study also reveals challenges for less taught languages, such as the need for additional support in terms of resource curation and networking opportunities for instructors.

Exploring The Relationship Between Physical Activity and Mental Health in College Students

This study explores how physical activity impacts mental health outcomes in college students. By examining data on exercise frequency, stress levels, and academic performance, the research identifies a positive correlation between regular physical activity and improved mental health, including reductions in stress and anxiety. The findings suggest that promoting physical activity could enhance mental well-being among students and improve academic performance.

Navigating New Normal: Evaluating the Effects of Blended Learning Models on College Student Outcomes in Southwest China Post-Epidemic

Navigating New Normal: Evaluating the Effects of Blended Learning Models on College Student Outcomes in Southwest China Post-Epidemic

A Conceptual Framework for Integrating Mental Rotation and 3D Animation Pedagogy

This conceptual paper introduces a framework exploring the emotive dimensions of spatial learning in college students, employing a quantitative research approach. Integrating the mental rotation method with 3D animation pedagogy, the research aims to elucidate the interplay between emotional learning and spatial visualization enhancement. Quantitative data analysis includes descriptive statistics, independent samples t-tests, and analysis of variance (ANOVA). The framework proposes that this combination can evoke positive emotions, such as engagement and enjoyment, contributing to a more effective spatial learning experience. Findings emphasize the mediating role of emotional engagement in the relationship between pedagogical methods and spatial learning outcomes. Educators are encouraged to consider students' emotional responses, recognizing the potential of positive emotions to enhance mental rotation training within the context of 3D animation. In conclusion, this conceptual framework provides a foundation for further research and practical applications, aiming to optimize spatial learning outcomes in college students.

Academic self-handicapping as a mediator of the relation between imposterism and academic goal orientation: testing invariance by gender and underrepresented status

Objective: Imposterism and academic self-handicapping (ASH) are related to negative outcomes in college students. We examined whether the relationship between imposterism and academic goal orientations is mediated by ASH across men and women and for students who are underrepresented on campus. Participants: Participants were 852 undergraduates (29.1% men, 26.1% first-generation, and 22.1% from underrepresented racial/ethnic groups at the predominantly white institution (PWI) where data was gathered). Methods: Participants completed self-report scales assessing imposterism, ASH, and academic goal orientation. Results: ASH partially mediated the relationship of imposterism to mastery and performance approach academic goal orientations. High imposterism was directly related to high performance-avoidance orientation. Our model was invariant to gender; while it did not appear to be invariant to underrepresented status, this was accounted for by first-generation student status. Conclusions: Results have implications for the classroom and creation of interventions to minimize ASH and imposterism and their impact on student success.

Language and Postsecondary Trajectories: How “Ever-English Learner” Status Predicts College Student Pathways and Outcomes

Although students who have ever been identified as English learners (ever-ELs) during K-12 comprise a significant and growing share of the population, the transient nature of K-12 EL status and services makes it difficult for researchers to follow ever-ELs throughout their educational pipeline and into college. We use longitudinal state administrative data with repeated measures of EL status to examine the college entrance, college type, and early, intermediate, and long-term college outcomes of ever- and never-EL students who attended public colleges and universities in Texas. Our results offer new insights into the postsecondary trajectories of ever- and never-EL high-school seniors.

The influence of gratitude and personality traits on career resilience and career success among college students.

The study examines the interplay between gratitude and career success, with career resilience as the mediating mechanism and personality traits, i.e., conscientiousness and extraversion, as moderating factors. The overarching goal is to enhance our understanding of the complex dynamics that influence career outcomes of college students in China. Data are gathered through a survey-based technique, capturing responses from a diverse sample of participants. The analysis employs Structural Equation Modeling (SEM) to explore the relationships among gratitude, career resilience, personality traits, and career success. The results reveal that gratitude impacts students' career success through the mediating mechanism of career resilience. In addition, conscientiousness and extraversion are found to positively intervene the direct effect between gratitude and career resilience and the indirect effect between gratitude and career success through career resilience. The findings offer valuable insights for individuals, organizations, and career development practitioners, emphasizing the importance of cultivating gratitude and recognizing the differential impact of personality traits on this process. As organizations seek to foster resilient and successful career paths, acknowledging these nuanced dynamics can inform targeted interventions and strategies.

Students in Team-Based Learning Classes Report Greater Belongingness

Background: Belongingness is an important predictor of academic and psychological outcomes in college students. Team-based learning (TBL) includes a number of explicit structures that should increase students’ perceived belongingness (compared to other teaching approaches), including permanent team membership, and activities that encourage team interactions. Objective: In two studies, we compared perceived belongingness reported by students taught using TBL and non-TBL methods to determine whether students taught using TBL reported greater perceived belongingness. Method: In study 1, we measured perceived belongingness at the end of four different semesters of TBL and non-TBL sections of Introduction to Psychology. In study 2, we measured belongingness in a pre–post design, again in TBL and non-TBL sections of Introduction to Psychology. Results: In both studies, TBL students reported significantly greater belongingness than non-TBL students. Teaching Implications: These data contribute to a growing body of literature indicating that TBL has social and emotional benefits in addition to the previously established academic benefits. As such, instructors should consider adopting TBL.

Research on the Psychological Growth Path of College Students from the Perspective of Discontinuity and Balance Theory

Mental health education is an integral component of ideological and political education, serving as a cornerstone in promoting campus harmony and stability. From the discontinuity and balance theory perspective, the agenda setting is closely intertwined with pertinent psychological policies, implementation strategies, and pathways for psychological growth. By attending to the psychological growth issues and information of college students sequentially, ideological and political workers collaborate with psychology experts, we-media platforms, as well as relevant psychological organizations and associations to collectively influence policy-making processes while promoting policy development changes and enhancing the effectiveness of policy implementation. Empirical research findings systematically demonstrate that the mental growth status of college students exhibits positive correlations with variables such as their emotional difficulties, carriers for disseminating psychological work propaganda, peer counselors’ working modes, ripple effects from network hot events, and learning outcomes from online courses. This paper explores practical endeavours and innovative attempts towards constructing an atmosphere conducive to mental health education, promoting equilibrium within psychological educational policies, and enhancing educational outcomes for college students.

Social media addiction and academic engagement as serial mediators between social anxiety and academic performance among college students

BackgroundSocial anxiety has been shown to affect college students’ academic performance. However, the role of social media addiction and academic engagement in this association is unclear.MethodsA total 2661 college students completed a self-report questionnaire including Liebowitz Social Anxiety Scale, the Bergen Social Media Addiction Scale, the Utrecht Student Work Engagement Scale for Students, and the grade point average. Hayes’ PROCESS macro for SPSS was employed to test the serial mediation effect.ResultsResults indicated that social anxiety was negatively related to academic performance, only academic engagement played a single mediating role in the relationship between social anxiety and academic performance, meanwhile social media addiction and academic engagement acted as serial mediators between social anxiety on academic performance.ConclusionsSocial media addiction and academic engagement can explain the potential mechanisms of the association between social anxiety and academic performance, which have implications for devising intervention strategies to enhance the mental health and academic outcomes of college students.