Student Services Research Articles

Implications Of Counseling Guidance On Teenager’s Hanging Out Lifestyles

The aim of this mini research is to find out interaction patterns and interactional dynamics, adolescent lifestyles and the implications of guidance services for high school students. This research method uses symbolic interactionism, sampling informants using purposive sampling and collaborating with snowball. The research results showed that the group of high school teenagers that the researchers observed had a habit of hanging out in this group not as a place to show off on social media, indeed some uploaded it to social media but not to show their orders or the appearance of the clothes they were wearing. Groups also make their activities meaningful by exchanging ideas and the latest information. The final result is that this group has great potential in supporting guidance and counseling services, group guidance which is very similar to problem solving techniques and group counseling.

The Association of Sleep Disturbance, Depression, and Kin Social Support With the College Adjustment of African American Students: A Moderated Mediation Model

This investigation examined whether the indirect association of sleep disturbance with college adjustment through depression was moderated by kin social support among African American college students. The study was grounded in the Integrative Model for the Study of Developmental Competencies in Minority Children (IM), which maintains that kin support promotes adaptive functioning of ethnic minority children and adults and moderates the effects of stressful experiences on adjustment. The hypotheses were assessed with online questionnaires administered to 152 African American college students (83% female, Mage = 21.7, SDage = 4.6). The findings revealed a significant indirect effect of sleep disturbance on college adjustment through depressive symptoms. Kin support moderated indirect effect, such that sleep disturbance was significantly associated with college adjustment through depressive symptoms, at low and moderate, but not high levels of kin support. The results suggest that it may be beneficial to incorporate sleep education among the student services administered on campuses. Developing mechanisms to link family and other sources of support with students’ campus life may be important for African American college students’ adjustment.

Enrollment Management in Dynamic Times: Strategies from the Pandemic Era to Improve Community College Recruitment, Enrollment, and Retention

ABSTRACT The onset of the COVID-19 pandemic was followed by steep declines in community college enrollment in the United States, requiring institutions to quickly adapt to changing economic conditions and student needs. Through interviews and focus groups with 11 enrollment management leaders from community colleges across the country, this paper explores the strategies that community colleges employed to try to increase enrollment and retention during the first two years of the pandemic. We found that participants instituted a wide variety of targeted recruitment and enrollment tactics, while their institutions also made changes to academic programs and student support services to improve enrollment and retention. These strategies were often dependent on their institution’s local context and were in many cases only possible with the support of pandemic relief funding, leaving open questions about the long-term sustainability of pandemic-era enrollment management practices.

Adults who learn online: Exploring the online learning readiness of nontraditional undergraduate students in a Ghanaian university

Despite the growing population of non-traditional (mature) students in online learning programmes in universities across the world, less is known about the online learning readiness of this unique category of students. Drawing on qualitative online survey with 128 non-traditional students enrolled in distance education programmes at the University of Ghana, this paper investigates their online learning readiness and solicits their perspectives on ways of improvement. The findings reveal that while mature students exhibit lower levels of online learning self-efficacy, they demonstrate a strong sense of self-directedness in their studies. Furthermore, poor internet infrastructure and network connectivity, a lack of social engagement in the online learning environment, and limited knowledge on digital tools impacted on students' online learning readiness. In response, students recommended enhanced technical support and training, improved peer and tutor interactions, increased student support services, and better management of work-life balance. The study recommends for universities to address these specific needs to optimize the online learning experience and outcomes for mature students.

Implementation of Student Affairs and Services: An Evaluation

Implementation of Student Affairs and Services: An Evaluation

Online Management System for Universities Based on A Website

The management of university operations has become increasingly complex with the growing demand for efficient administrative processes and student services. Traditional methods often lead to inefficiencies, errors, and delays. This study focuses on the development of an online management system for universities, utilizing a website-based platform to streamline various university operations. The system integrates features such as course registration, attendance tracking, grade management, and communication tools, providing a centralized solution to enhance administrative efficiency. By leveraging web technologies such as HTML, CSS, JavaScript, and backend frameworks, the proposed system offers a user-friendly interface that is accessible to students, faculty, and administrators. The platform’s flexibility allows for easy access from any location with internet connectivity, improving workflow and overall user experience. The research demonstrates the effectiveness of a web-based system in improving university management processes and contributing to the digital transformation in higher education.

Effectiveness of Administrative Services at SMK Negeri 6 Makassar

The effectiveness of administrative services has the ability to provide efficient, responsive, and quality administrative services to all students in the school environment. This includes various aspects, such as student administration management, financial data management, new student admissions, school inventory management, and other administrative support. This study aims to determine the effectiveness of administrative services at SMK Negeri 6 Makassar. This research is qualitative. focusing on service procedures, service time, service costs, service products, facilities and infrastructure, and service officer competence. Based on the results of this study, it is shown that the effectiveness of administrative services at SMK Negeri 6 Makassar is categorized as Good. This can be seen from a number of factors or indicators that describe administrative services. Service procedures in schools are categorized as good because they have provided satisfactory services for students, as shown by effective communication between students and administrative staff, as well as the implementation of structured procedures, which are key factors in the success of the service. Service time is categorized as poor because students feel that despite efforts to improve service time efficiency, there are still various obstacles in implementation in the field. The main obstacles include the willingness of the principal's signature and the absence of service staff. Administrative service fees are categorized as good because the fees have been regulated according to school policy. Not all services are charged, school administration is categorized as good because the administration has tried to provide comprehensive and efficient services to meet various needs of students. Adequate facilities are categorized as good because they not only help in administrative services, but also support student learning as a whole, even though the facilities and infrastructure in the administration are quite good, there is a need for improvement and updating of equipment to further increase the effectiveness of administrative services and support student learning. The competence of Service Officers is categorized as good because they have technical and non-technical competence, service officers can carry out their duties more effectively and efficiently, and provide optimal service to students and all parties involved in the school.

Diversifying the Workforce Through Focused Support of Nursing Students With Socioeconomic Challenges.

Diversifying the nursing workforce entails concerted efforts to recruit and retain students from under-represented racial and socioeconomic groups who are especially vulnerable to barriers hindering academic success. This article describes faculty strategies for retaining and supporting students toward program completion and first-time National Council Licensure Examination for Registered Nurses (NCLEXRN) passage at a mission-driven school in rural Appalachia where most of the students have socioeconomically disadvantaged backgrounds. Independent samples t tests were used to compare academic variables between students who passed the NCLEX-RN on their first attempt and students who did not. Qualitative data were elicited from interviews and surveys. Data analysis informed policy change and student support services. An action plan supported under-represented students' success in first-time NCLEX-RN passage with an average rate of 96% for the past decade. Focused multimodal support can promote the success of students with socioeconomic challenges who will enrich the nursing workforce with the diversity that the profession seeks. [J Nurs Educ. 2024;63(12):844-849.].

Improving School Mental Health via National Learning Collaboratives With State and Local Teams: Components, Feasibility, and Initial Impacts.

School systems need practical and effective quality improvement strategies to advance school mental health promotion, prevention, and treatment services. Collectively, these efforts can be used to promote child and adolescent mental health, well-being, and academic success. The current study reports on the feasibility, initial impacts of, and recommendations from a national, multi-level learning collaborative conducted by the National Center for School Mental Health, University of Maryland School of Medicine and administered throughout the United States. The mixed-methods evaluation results support the feasibility of a learning collaborative and reinforce its positive initial impact on comprehensive school mental health system change. Participants indicated comprehensive school mental health quality improvements such as collaboration across diverse partners and spread of evidence-informed best practices that support high-quality services for students. The multi-level learning collaborative model is promising for future efforts to advance the dissemination of comprehensive school mental health systems and other state and local system change efforts. School mental health learning collaboratives may help address the ongoing youth mental health crisis by promoting high-quality mental health supports and services for youth.

Chatbots in the service of university students: A review

Chatbots in the service of university students: A review

The Planning and Design of Digital Smart Campus

Under the background of “Digital Liaoning, Smart Province,” as the application of a new generation of network information technology in colleges and universities, the digital smart campus is an important part of digital Liaoning education informationization. Combined with the overall actual situation of the university campus, in line with the principle of “People-oriented, Service-oriented, Information Interoperability and Data Sharing,” through the idea of “management + service,” the traditional application system with management as the core to the service as the core is realized. On the basis of digital information and networks, a new digital smart campus is built based on several information technologies. From the aspects of architecture design, platform and application integration, systematic overall design and scientific and reasonable deployment, to create an efficient one-stop digital intelligent information service platform to fully optimize the use of digital information resources, to provide timely, accurate and efficient campus information services for teachers, students and staff, and to provide cross-departmental business management and convenient information services for the whole school users through the virtual digital means for display and publicity. The overall planning of the campus is carried out step by step, and the campus network, digitalization, virtualization and intelligence are gradually realized. Expand the time and space dimension of the real campus, improve the overall operation efficiency, and then improve the quality of talent training, management level and management efficiency.

Research on the Application of Artificial Intelligence in Mental Health Literacy Service for Middle School Students

Artificial Intelligence (AI) is applied to improve the mental health literacy of middle school students. It can effectively improve the efficiency, effectiveness and feasibility of this service. Through the current big data analysis and machine autonomous learning technology, AI can analyze the characteristics of students' behavior patterns and physiological data by training the model used. This paper examines how artificial intelligence can improve the mental health literacy of middle school students. It begins by analyzing and interpreting three key factors that influence their understanding of mental health. Firstly, it analyzes and interprets the three factors that affect the mental health literacy of middle school students. Then from these three factors, the author discusses how artificial intelligence can be applied to enhance the mental health literacy of middle school students. That is to say, it puts forward the new application of artificial intelligence technology in mental health counseling, emotional recognition, mental health assessment, media publicity and education. For example, the use of artificial intelligence to develop virtual psychological teachers, through language processing analysis and emotional recognition to provide online counseling services; It develops emotion recognition function through video and speech analysis of artificial intelligence, and uses digital signal processing means. Through the comprehensive analysis of a large number of data, the mental health evaluation system is gradually intellectualized, so that the evaluation model standard is more targeted.

An Online Knowledge-Based Support System

Technology advances have touched all the fields of human life, and the educational system is not an exception. Students in Nigerian universities experience challenges in their early or later stages of school due to a lack of a knowledge-based support system. This results in massive failure and confusion in later days in school. A knowledge-based online support system has been developed and implemented in this paper to improve academic support services for students and faculty members in the university. The need for such a support system stems from the various academic problems that the students often experience, including a lack of answers to certain questions, which can result in academic failure, taking too long to graduate, or dropping out of the university altogether. The system is web-based; therefore, users can access the necessary information when needed, and, in most cases, it solves common academic issues in a short time using the web. Following the Agile software development methodology and employing a client-server architecture, the system was designed in a user-friendly and efficient manner. Highlights of the system include an extensive database of FAQs, real-time interactive services, and multi-typed query handling. Testing phases were performed and integrated, and modular testing showed that the system worked as intended, providing valid inputs and also flagging any invalid inputs without causing the system failures, and performing provisions for user corrections. The results suggest that the online support system could enhance the academic environment at AE-FUNAI and therefore would benefit students and staff members alike. Nevertheless, certain limitations still prevail, such as poor internet access, which calls for constant enhancement and provision of support to the system.

Teachers’ Insights on Cultivating Inclusive Education for Students with Complex Support Needs

Background/Context: This qualitative study investigates teachers’ perspectives on providing inclusive services for students with complex support needs. Using a Disability Studies in Education (DSE) framework, the research focuses on understanding the challenges and strategies associated with promoting inclusive education, with attention to issues of social justice and equity. The study draws on the experiences of 11 teachers enrolled in a master’s program, exploring the relationship between teacher agency and its potential to foster inclusive educational environments for students with complex support needs. Purpose/Objective/Research Question/Focus of Study: The primary focus of the study is to explore teachers’ beliefs and practices related to inclusive education for students with complex support needs. The research seeks to answer the following questions: How do teachers navigate the cultural and systemic challenges in schools while promoting inclusive education? What strategies do they use, and how do their beliefs evolve within the context of promoting equity and social justice? Research Design: This study used narrative inquiry and thematic analysis to analyze data from focus group interviews with 11 teachers. A DSE lens guided the analysis, taking into account social justice and equity issues. Thematic analysis yielded two key themes: (1) beliefs and practices of school culture and (2) shifting perspectives within school systems Conclusions/Recommendations: Findings revealed challenges related to ingrained beliefs hindering inclusive practices, emphasizing the need for teacher education programs to prepare teachers to navigate contextual factors within schools and districts and address underlying beliefs about disability while promoting an understanding of and actions toward social justice in education. Overall, complexities were revealed surrounding inclusive education and the importance of teachers’ understanding of their beliefs and agency in promoting inclusive education for students with complex support needs. Implications for future practice and research included the need for systemic change, teacher education addressing ableism, and authentic partnerships between teacher preparation programs and schools.

Understanding the University Students’ Outcome Expectations by Using a Professional Networking Site: The Theory of Social Cognitive

Recently, many university students have utilized LinkedIn to their advantage and launched their professional careers. This research attempts to ascertain the relationship between university students’ attitudes, intentions, self-efficacy (independent variables), and outcome expectation (dependent variable). There were 157 respondents in the sample, but only 144 replies were valid. An online survey was used to obtain the data for this cross-sectional research. The survey data were calculated and analyzed using the Statistical Package for Social Science (SPSS). Results show that self-efficacy and intention significantly influence outcome expectations. Specifically, self-efficacy had a strong positive effect (β = 0.503, p < 0.001), while intention also positively impacted outcome expectations (β = 0.316, p < 0.001). However, students' attitudes toward LinkedIn did not significantly affect outcome expectations (β = 0.141, p > 0.05), leading to the rejection of the hypothesis regarding attitude. These findings indicate that students' confidence in their abilities and their purposeful engagement with LinkedIn are more influential in shaping positive outcomes than their general attitudes toward the platform. To improve student outcomes, universities, and career services should focus on developing students' self-efficacy and LinkedIn skills

Overview of Self Adjustment Students Based On Personality Types

The research is motivated by the phenomenon of many students struggling to adapt to the school environment. Self-adjustment is crucial for students, particularly in the 10th grade. Personality is one of the factors that influences self-adjustment. The research sample consisted of 187 X grade students from SMAN 1 Kubung, selected using the Simple Random Sampling technique. The research instruments included self-adjustment questionnaires and personality type questionnaires. The data were analyzed using descriptive statistical techniques and the t-test. The research results show: (1) the self-adjustment level of X grade students at SMAN 1 Kubung is in the high category, (2) the self-adjustment level of students with an introverted personality type is in the high category, (3) the self-adjustment level of students with an extroverted personality type is in the high category, and (4) Ha is rejected, there is no significant difference between the adjustment of students with the Introvert and Extrovert personality types at SMAN 1 Kubung. In an effort to help alleviate student adjustment problems, guidance and counseling services that can be provided include orientation services, informational services, and group counseling services.

Exploring Artificial Intelligence Implications for Higher Education Student Affairs

ABSTRACT Artificial intelligence (AI) could transform the nature of work in higher education. Despite promising opportunities, scholars have not interrogated the implications of AI use within student affairs. To address this gap, 26 semi-structured interviews were conducted with student affairs professionals to explore their perceptions about AI and its impact on student services in higher education. Findings reveal a mix of curiosity and concerns that will likely affect any proposed adoption and use.

Implementation trial II: Clinical outcomes and acceptability of an internet-delivered intervention for anxiety and depression delivered as part of routine care for university students in Australia

BackgroundUniversity students report high levels of psychological distress, which is a contributor to poorer academic, social and health outcomes. There is increasing interest in the use of internet-delivered psychological treatments in student counselling services as a strategy improving access to psychological care at scale. However, to date, few large-scale prospective effectiveness trials of internet-delivered psychological treatment have been conducted in “real world” settings with university student populations. AimTo investigate the effectiveness and acceptability of a brief transdiagnostic internet-delivered cognitive behavioural therapy (iCBT) intervention for anxiety and depression when delivered as part of routine care by the counselling service of an Australian university. DesignA large, prospective, single-group Phase IV clinical trial. MethodStudents engaging with the university counselling service between 2018 and 2023 (N = 845; 8.5% of those presenting to the service) were given the option to receive the intervention based on their clinical needs and preferences. Students completed standardised measures of depression and anxiety severity at pre-treatment, each week of the intervention, and post-treatment. A subsample (n = 426) also completed the measures at 3-month follow-up. ResultsOver a 5-year period, 700 students participated in the intervention and 489 provided data at post-treatment. Significant reductions in depression symptoms (% reduction = 27%, Hedges' g = 0.35) and anxiety (% reduction = 37%, Hedges' g = 0.61) were observed, alongside high levels of satisfaction (>70%) and adherence (68%). Over 50% of students had clinically significant improvements in symptom severity, and symptom deterioration was observed in <15% of students. ConclusionThe results of the current trial provide support for the effectiveness and acceptability of internet-delivered psychological interventions provided as part of routine care to university students with symptoms of anxiety and depression.

COVID-19 in California Community Colleges: College Responses, College Resources, and Student Outcomes

In Spring 2020, colleges across the nation swiftly transitioned their operations—including both classes and student support services—to remote delivery on an emergency basis in response to the crisis posed by the COVID-19 pandemic. While prior research has documented that the transition was associated with decrements in student outcomes, there remains limited understanding of the organizational factors that might have mitigated these negative associations during the pandemic. Drawing on administrative data from the California Community College system, along with a novel survey conducted among distance education leaders, our study reveals that the degree of declines in course completion and course passing rates varied based on pre-COVID online education resources (such as the ratio of distance education personnel to students and the availability of pre-COVID professional development programs in online learning): Colleges with greater pre-COVID online resources experienced more modest declines in student performance. To a lesser extent, we also found that declines in student performance during the onset of the pandemic varied depending on the responses implemented in reaction to the pandemic, such as the extent of technology delivery to students. The implications of our findings extend to the realm of planning for the continuity of operations in potential future crises.

Language development vs language support: a critical discourse analysis of two Australian universities’ policies on student linguistic capabilities

ABSTRACT Universities in anglophone countries responded to soaring numbers of non-traditional enrolments by expanding student support services. They have done so without being able to guarantee that international students will develop in their English language during a university degree (Humphreys, 2022, The need for English language development in Anglophone higher education settings: A case study from Australia. Journal of English for Academic Purposes, 59, 101156, https://doi.org/10.1016/j.jeap.2022.101156). Some universities have addressed the need to formalise language improvement by formulating English language policies. This article assesses the effectiveness of two Australian university English language policies – one focusing on language support, and the other focusing on language development. By synthesising the capability approach with critical discourse analysis (CDA), the article presents a qualitative evaluation of the linguistic capabilities and practical argumentation of these policies. The article argues that the development-focused policy appears more likely to maximise English improvement since its larger set of linguistic capabilities stands a greater chance of fostering freedom of choice, and its coherent practical argument could establish a clearer understanding among all policy stakeholders. The article considers the implications of this finding for university policy making.