Subpopulations Of Students Research Articles

Impostorism in third-year medical students: an item analysis using the Clance impostor phenomenon scale.

IntroductionImpostorism, feelings of distrust in one’s abilities and accomplishments despite evidence to the contrary, is frequent in medical students and negatively affects student wellness.MethodsThe aspects of impostorism that were most prevalent in medical students during the transition from the preclinical to clinical phases of their training were assessed using an anonymous, voluntary 60-item survey that included the Clance Impostor Phenomenon Scale (CIPS) and a 2-item burnout assessment administered in October-November 2018. Ratings of individual CIPS items were compared between items for the entire sample and in subpopulations of students. The correlation of individual CIPS items with CIPS total score was also determined.ResultsA total of 127 of 215 (59%) surveyed students responded, with 112 completing the CIPS with mean score of 63.0 ± 14.6 (moderate-to-frequent impostor feelings). Ratings of individual CIPS items differed significantly between items. Responses also differed depending on gender and perceived burnout or depersonalization.DiscussionThird-year medical students identified most strongly with items related to unfounded fear of failure, hesitance to share recognition before it is announced, remembering failures rather than successes, believing themselves less capable than others, and worrying about succeeding. In contrast, attribution of accomplishments to luck was not prominent for these students. Responses to certain items also differed depending on gender and perceived burnout or depersonalization, but not self-reported under-represented minority status. This observation may inform the development of interventions tailored to foster wellness as students negotiate the transition from the preclinical to clinical phases of their training.Electronic supplementary materialThe online version of this article (10.1007/s40037-020-00562-8) contains supplementary material, which is available to authorized users.

An Underpinning of School Inequities: Asthma Absences and Lost Revenue in California Schools.

Asthma is epidemic in many locations in the United States. Asthma exacerbations pose serious health and education risks for students through school absences, school dropout, and introduction to the juvenile justice system. Accurate school district-level asthma data, currently in short supply, would enable early interventions that focus on specific geographic areas and racial and ethnic subgroups that have higher asthma prevalence. To support the development of better local level data systems, we used two California student databases, as well as state education and financial databases, to develop two models to estimate school absences and to extrapolate their economic impact in lost school revenue. Analysis demonstrated subpopulations that are appropriate for early intervention: African American elementary school boys have 9.4 average absences per year, higher than other primary racial and ethnic groups. Students who miss ≥3 school days due to asthma account for $26 million of lost revenue. Accurate local level asthma data can identify subpopulations of students for whom environmental and treatment programs can be employed to reduce asthma absences and other related outcomes, and to reduce currently lost school revenues. Such programs also may diminish other asthma-related school inequities.

Serving Those Who Have Served: How Educators from a Non-Traditional Institution are Best Supporting Undergraduate Online Military Students

Serving Those Who Have Served: How Educators from a Non-Traditional Institution are Best Supporting Undergraduate Online Military Students Dr. Anant Deshpande Abstract Military students are a critical subpopulation of adult students. Military students seek higher education to develop meaningful careers and financial independence. Evidence suggests that military students face numerous challenges during their academic endeavors and need a great deal of support to achieve academic success. The goal of the research is to investigate how faculty in a non-traditional US institution best support the needs of military students and help them be successful. Full Text: PDF DOI: 10.15640/jehd.v9n4a4

Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context

Recent studies indicate that heritage language speakers have professional opportunities in translation and interpreting (e.g., Carreira, 2014a) because of their unique linguistic and cultural background. In addition, heritage language speakers’ unique background and previous experiences as language brokers or non-professional interpreters or translators have also been suggested as an advantage in the context of translation and interpreting pedagogy (e.g., Valdes, 2003). The field of interpreting pedagogy, initially modeled and taught by professionals in the field based on their experience, has favored a more research-based interpreting pedagogy that draws on empirically-grounded studies focusing on interpreting competence and instructional strategies (e.g., Colina & Angelelli, 2015a). Despite the recent growth in research-based pedagogy, there is limited reflection on the challenges and opportunities heritage language speakers face in interpreting courses. Research has shown that heritage language and second language speakers exhibit a number of differences that have a direct impact on heritage language education (e.g., Potowski & Lynch, 2014; Carreira, 2016b); however, these differences have not been fully explored in the context of interpreter education. The present article contributes to this gap and encourages further work in this area by investigating the underexplored relationships among language for specific purposes, heritage language education, and translation and interpreting. In doing so, this work aims to understand the role and profile of heritage language learners in interpreting courses and how existing skillsets may be better exploited to guide interpreter education. First, the literature on heritage language learners and education is reviewed in conjunction with interpreting pedagogy. Then, challenges and opportunities for this subpopulation of students are discussed while identifying potential avenues for additional investigation.

Students’ Need Satisfaction Profiles: Similarity and Change over the Course of a University Semester

Self‐determination theory positions the satisfaction of students’ needs for autonomy, competence, and relatedness as important determinants of various educational outcomes. In this study, we identify subpopulations of students characterized by distinct configurations of need satisfaction in the educational context, and assess the extent to which the nature of these configurations, and students’ individual profiles, remain stable over the course of a university semester. We also examine the role of perfectionism in the prediction of profile membership, and how these profiles relate to a variety of educational outcomes. A total of 521 first‐year undergraduate university students completed our measures at the beginning and end of a university semester. We identified five need satisfaction profiles, which remained unchanged over the course of the study. Students characterized by higher levels of self‐oriented perfectionism were more likely to be a member of a profile characterized by high levels of relatedness and global needs satisfaction associated with average levels of competence need satisfaction (“Globally Satisfied and Highly Connected” profile) relative to the other ones, and into the “Globally Satisfied” profile relative to the “Globally Dissatisfied, Highly Connected, and Competence Deficient” profile. Finally, the “Globally Dissatisfied, Highly Connected, and Competence Deficient” profile was associated with the least desirable outcomes (the lowest levels of students’ interest toward their studies, satisfaction, and attendance, and the highest levels of dropout intentions).

Challenges, Opportunities, and Motivators for Developing and Applying Food Literacy in a University Setting: A Qualitative Study

BackgroundEvolving norms and complex food environments may require new skill sets and mind-sets to maintain a healthy diet. Food literacy acknowledges the influence of external factors in shaping a person’s development and application of the knowledge, skills, and behaviors required for healthy eating. Food literacy among college students is not well understood; however, higher education presents a unique opportunity for promoting food literacy. ObjectiveThis study aimed to identify a range of challenges, opportunities, and motivators for students to develop and apply food literacy in a university setting. DesignEleven focus groups were conducted with four student subpopulations: three with residential undergraduates, three with off-campus undergraduates, three with graduate students, and two with students using food security resources. Participants/settingEighty-two students enrolled at a large, diverse, public university in an urban setting in California. AnalysisGuided by an ecological perspective, transcripts were analyzed using an integrated approach. This involved an inductive development of themes and deductive organization of themes according to research aims. ResultsWe developed a novel model as a starting point for understanding and addressing the dynamic challenges, opportunities, and motivators for students to develop and apply food literacy. Challenges include the physical food environment, confusing information, capacity and resource constraints, and social tensions. Opportunities include media and the Internet, academic courses, peer learning, campus resources, and dining halls. Motivators include health, social responsibility, personal development, and enjoyment and bonding. ConclusionsStudents view college as an appropriate time to develop food literacy and the university as a trusted partner. However, efforts to promote food literacy should acknowledge perceived challenges and varying motivations for engaging with food.

Investigating Student Engagement in First-Year Biology Education: A Comparison of Major and Non-Major Perception of Engagement Across Different Active Learning Activities

Educational techniques that improve student engagement have repeatedly been shown to improve performance at the class level at many institutions and in multiple disciplines. However, knowledge of engagement in individual activities in large first-year classes, where there may be several sub-populations of students in different programs reflecting varied interests, is limited. In this study, we examined two large, lecture-based, introductory first-year biology classes to determine whether there were any relationships between specific learning activities and student engagement and performance, both at the class level and as broken down by program of study. Surveys were used to quantify the level of student engagement through four activities: (a) student response systems (clickers), (b) in-class discussions and activities, (c) lab and seminar activities, and (d) interdisciplinary learning. Engagement scores were then compared to students’ final grades. Students in all majors who reported higher levels of participation in most activities studied also reported feeling more engaged overall and achieved higher grades than their less-engaged peers; however, students in non-biology majors demonstrated notably weaker relationships between their engagement and performance in biology courses, where such relationships existed at all. In this paper, we discuss the learning activities which are associated with the greatest performance increases in both biology and non-biology majors and suggest how these results may be used to inform instructional techniques to benefit all students, regardless of major, in future course offerings.

Purposeful delay and academic achievement. A critical review of the Active Procrastination Scale

A plethora of studies have shown that procrastination is associated with deleterious consequences. Recently, some authors argued that for some students, purposefully delaying tasks might be a beneficial strategy that is positively related with desired outcomes. To measure purposeful delay, the Active Procrastination Scale (APS), developed by Choi and Moran (2009), discriminates between four subcomponents (i.e., outcome satisfaction, preference for pressure, intentional decision and ability to meet deadlines). The objective of the present study is threefold: (1) to corroborate the factor structure of the original APS instrument; (2) to empirically examine whether purposeful delay is associated with better achievement; and (3) to identify a subpopulation of students for whom purposefully delaying tasks is an effective strategy. Using a large sample of 1605 science and engineering students, exploratory factor analysis (EFA) supported a three-factor rather than a four-factor structure of the APS. Furthermore, results of the regression analyses showed no evidence for the beneficial effect of purposeful delay on student achievement. Finally, we were unable to identify a particular type of student for whom purposefully delaying tasks resulted in increased achievement. Critical considerations on the construct validity of the APS are discussed in greater detail.

Response to intervention: Empirical demonstration of a dual-discrepancy population via random effects mixture models

Response to Intervention (RtI) is a commonly used framework to identify students in need of additional or specialized instruction. Special education eligibility decisions within RtI rely on the assumption that there are subpopulations of students: those who demonstrate appropriate growth and those who do not demonstrate appropriate growth, when provided specialized instruction. The purpose of the present study was to illustrate the use of random-effects mixture models (RMMs) to estimate the likely number of (unobserved) subpopulations within one curriculum-based measurement of oral reading (CBM-R) progress monitoring dataset. The dataset comprised second grade students' CBM-R data collected weekly over 20 weeks. RMMs were fit with several numbers of classes, and a two-class model best fit the data. Results suggest that RMMs are useful to understand subpopulations of students who need specialized instruction. Results also provide empirical support to some extent for the use of a dual-discrepancy model of learning disability identification within RtI.

Access to the School Breakfast Program Is Associated with Higher Attendance and Test Scores among Elementary School Students

The School Breakfast Program (SBP) has grown and evolved substantially since its inception, yet relatively little is known about its impact on school engagement and academic outcomes. The purpose of this study is to estimate the impact of the SBP on school attendance and standardized test scores, as well as how impacts differ among student subpopulations and between traditional and nontraditional program models. The study uses administrative data from ∼1000 Wisconsin elementary schools during 2009-2014, including almost all public elementary schools in the state except those in Milwaukee Public School District. Over the 5-y period, 168 schools in our sample introduced a new SBP and/or changed the location of breakfast (classroom or cafeteria) or the payment structure. The impact of breakfast availability and type was evaluated using multivariable regression models with school fixed effects and extensive demographic controls, leveraging within-school changes in SBP availability and type. Implementing the SBP was associated with a 3.5-percentage-point reduction in the percentage of students with low attendance and an increase of 0.08 SD in normalized reading scores among likely-participant boys (P=0.015), with no impact among girls. When breakfast was offered free to all students, the probability of low attendance was 3.5 percentage points lower than with traditional SBP for a broad cross-section of students (P<0.001), and math and reading scores were 0.07 and 0.04 SD higher among the higher-income sample, respectively (P=0.001 and P=0.035, respectively). When breakfast was offered in the classroom, neither attendance nor reading scores differed relative to cafeteria-based SBP, whereas math scores among likely-participant boys were 0.05 SD lower (P=0.045). Offering breakfast at school can modestly improve educational engagement and performance, but benefits differ across children and by program structure. Universally free breakfast appears particularly beneficial to both attendance and test scores.

Abnormal Weight Among University Students in the Kingdom of Bahrain (2018): Prevalence, Factors, Predictions, and Recommendations

Over the past two decades, the Kingdom of Bahrain has seen an increase in weight in a growing number of people. Experts in the field determined that it is due to a lack of exercise and poor dietary habits. The problem has reached extremely high records of obesity; 37% for females and 30% for males. The statistics were based on a cross-sectional study of 414 volunteers at a local shopping mall. The goal of this primary data analysis was to determine the current prevalence of weight abnormalities. The findings were used to predict the trend of such abnormalities among the sub-population of university students in the Kingdom of Bahrain. The analysis, done in 2018, was based on 1,100 surveys collected from subjects in the central universities in the Kingdom of Bahrain including the University of Bahrain, Ahlia University, University of Bahrain, Arabian Gulf University, Applied Science University, AMM International University, Arab Open University, and Bahrain Polytechnic. The research was conducted over a period of several months. The authors developed surveys in both Arabic and English and randomly selected participants aged between eighteen and twenty-five among full-time students from major universities in the Kingdom of Bahrain. The standards of these weight issues, including obesity, overweight and underweight issues were determined with the use of the International Classification Index, a diagnostic tool used for health management. It is managed and prescribed by the World Health Organization. Based on the Chi-square test, the results strongly depended on the gender, age, and the extent of exercise performed on a weekly basis. As a result, a multinomial logistic regression involving these factors was used to compare the trends and predict the highest and lowest probabilities of each abnormal weight. For example, the male students, aged twenty-two or older who exercise less than one hour a week, were the most likely to be obese and overweight; about 20% and 42% chance, respectively. However, the students most probable to be underweight (about 11%) were those females; aged eighteen or nineteen who exercise less than one hour a week.

Anxiety in Rural Chinese Children and Adolescents: Comparisons across Provinces and among Subgroups

China’s competitive education system has produced notably high learning outcomes, but they may be costly. One potential cost is high levels of anxiety. China has launched several initiatives aimed at improving student mental health. However, little is known about how effective these programs and policies are. The goal of this paper was to examine anxiety levels among children and adolescents in rural China, and to identify which subpopulations were particularly vulnerable to anxiety. Data were aggregated from 10 different school-level surveys conducted in rural areas of five provinces between 2008 and 2015. In total, 50,361 students were evaluated using the 100-item, nine-subcategory Mental Health Test (a variation of the Children’s Manifest Anxiety Scale). Seven percent of students were at risk for overall anxiety. However, over half of students were at risk for at least one subcategory of anxiety. Students at higher risk for anxiety included students from poorer counties and families, female students, secondary school students, and students with lower levels of academic performance. Many students in rural China are at risk for anxiety, and certain student subpopulations are particularly vulnerable. We suggest that China’s government review and update student mental health programs and policies.

Predicting academic performance by considering student heterogeneity

The capacity to predict student academic outcomes is of value for any educational institution aiming to improve student performance and persistence. Based on the generated predictions, students identified as being at risk of academic retention or performance can be provided support in a more timely manner. This study creates different classification models for predicting student performance, using data collected from an Australian university. The data include student enrolment details as well as the activity data generated from the university learning management system (LMS). The enrolment data contain student information such as socio-demographic features, university admission basis (e.g. via entry exam or past experience) and attendance type (e.g. full-time vs. part-time). The LMS data record student engagement with their online learning activities. An important contribution of this study is the consideration of student heterogeneity in constructing the predictive models. This is based on the observation that students with different socio-demographic features or study modes may exhibit varying learning motivations. The experiments validated the hypothesis that the models trained with instances in student sub-populations outperform those constructed using all data instances. Furthermore, the experiments revealed that considering both enrolment and course activity features aids in identifying vulnerable students more precisely. The experiments determined that no individual method exhibits superior performance in all aspects. However, the rule-based and tree-based methods generate models with higher interpretability, making them more useful for designing effective student support.

A Preliminary Study of Health Literacy in an Ethnically Diverse University Sample.

There is a considerable body of research on health literacy in adult healthcare settings, mostly among at-risk clinical populations. However, much less is known about health literacy among youth transitioning to adulthood, including college students. Despite the protective effects of higher levels of education, some college students might have other risk factors for low health literacy (i.e., minority status). Hence, the purpose of the present study was to explore health literacy in an ethnically diverse public urban university. Although a majority of the students performed within the adequate range, we observed a subset of Hispanic and foreign students with lower health literacy, particularly in the domain of numeracy. Our preliminary results suggest that, contrary to common belief, there exists a vulnerable subpopulation of college students that have difficulty understanding and using health-related information. Health professionals should be alert to possible low health literacy among college students that may interfere with communication of vital health-related information and decision-making.

Screening of Three Different Alleles of mtDNA (G709A, G3496T, A3537G) in Subpopulation of UKM Students

Human DNA consists of nucleus DNA (nDNA) and mitochondrial DNA (mtDNA). Both are valuable in medicine and forensic genetics but in this project, single nucleotide polymorphisms (SNPs) in mtDNA are used to trace the mutation occurred. Mutations in the sequence of alleles can lead to haplogroup variation and also certain diseases. The purpose of this study is to screen of mutations on alleles G709A, G3496T, and A3537G in Malay population of The National University of Malaysia (UKM) students. These SNPs lie in the ND1 (nitrogen dehydrogenase subunit 1) coding region, and the reports state that these three alleles are prone to mutate. From MitoMap Web site, the mutations of these alleles are reported to have potential in causing several diseases with the collaboration of other SNPs mutation. Allele G709A is reported to have an association with hearing loss and Leber Hereditary Optic Neuropathy (LHON) while allele G3496T is associated to LHON only. Allele A3537G is related to diabetes. A total of 100 DNA samples were collected from Malay students of UKM and preserved on FTA card to be purified later. The concentration of the DNA on the purified FTA card was between 10μM to 20μM. An attempt was made by amplifying those three loci from the genomic DNA. The amplified product was detected and separated using 1% gel electrophoresis. Before sequencing, the PCR products were visualized under UV light using gel documentation system. All PCR products were sequenced to detect the mutation on every single position chosen. From the alignment of sequencing results, allele G709A and allele G3496T showed no mutation. Meanwhile four samples from alleles A3537G has the mutation. From the results obtained, it seems that mutations are rare in all selected alleles. It is recommended to increase the sample size and alleles selected in the future to increase the strength of the study. This study also should be applied to other populations in Malaysia such as Chinese and Indian.&#x0D;

Youth Risk Behavior Surveillance - United States, 2017.

Youth Risk Behavior Surveillance - United States, 2017.

Students With Intellectual Disabilities and Career and Technical Education Opportunities: A Systematic Literature Review

Career and Technical Education (CTE) offers the potential for disadvantaged student subpopulations to utilize high school toward preparation for the workforce by encouraging specific career pathways. Yet, to date, very little is known about the intersection of CTE programs and disability. In this study, we conducted a systematic literature review of the vocational education and career readiness literatures, with a particular focus on students with disabilities and, specifically, intellectual disabilities, to identify best practices. Results show that few studies differentiate programs on the basis of disability type, and of those that do, intellectual disability was one of multiple disability types represented in studies. Moreover, the majority of studies focused on preparation of students with disabilities for low wage work, and very few focused on a more sophisticated career pathway and/or postsecondary education and training. Given the current policy climate that focuses on college and career readiness, the paucity of CTE and disability-focused studies in the literature is troublesome, and calls for more targeted research studies to be conducted to inform policy and practice.

Quectures: Personalised constructive learning in lectures

Active learning exercises engage students during lectures, but often fail to take account of the individual learning position of each student. The ‘quecture’ is a partially flipped lecture that incorporates students posing their own questions (quecture questions), discussing them during lectures and revisiting them later. These interactive learning events are designed to personalise students’ construction of learning during lectures. Quectures were trialled in direct comparison with both fully flipped and traditional lectures, providing information on student attitudes, experiences and engagement with the learning strategy. Quectures were favoured by participants over the two other lecture formats and were found to be helpful both in increasing learning and in improving study habits, although some students had difficulty adjusting to, or disliked, the new mode of learning. The student-posed questions were also perceived by students to improve enquiry skills and to personalise learning. Although many chose not to engage with the strategy, those who did felt more engaged with, and more responsible for their own learning during quectures than in traditional lectures. Future work will be required to generalise the effectiveness of this strategy as well as to fine tune for optimum benefit. It will also be important to investigate which subpopulations of students preferentially engage or disengage with the strategy, and to unpick any relationship between this engagement and academic performance.

Mental health treatment-related stigma and professional help seeking among student veterans.

Record numbers of military veterans are enrolling at colleges/universities across the United States. Although a substantive subset might suffer from mental health problems, the majority of these students might not be amenable to utilizing services. The purpose of this study was to examine the role of treatment-related stigma in intentions to seek professional help among undergraduate student veterans at a university on the U.S. Gulf Coast. Focusing on 251 veterans and a gender-matched comparison group of 251 nonveterans, student veterans endorsed higher probabilities of seeking care from physicians (d = .77) and psychologists or other professionals (d = .67). In addition, nonveteran students had greater self-stigma about seeking help (d = -.27) but veterans had more negative beliefs about treatment efficacy (d = 1.07). When compared with veterans who did not exceed clinical thresholds, those with a probable need for treatment had more stigma (ds = .63). Multivariate analyses also revealed an inverse main effect of self-stigma on intentions to seek help from both professional categories. However, military experience differentially moderated associations between treatment-related beliefs and intentions to seek mental health services. Finally, exploratory analyses identified that student veterans were most likely to engage in therapy/counseling at a Veterans Affairs Medical Center or Clinic, Vet Center, or other noninstitutionally sponsored settings in the community (e.g., private practices, faith-based organizations). Looking ahead, these findings will inform research and the provision of services for addressing the mental health needs of this substantive subpopulation of college students in the United States. (PsycINFO Database Record

College students identify university support for basic needs and life skills as key ingredient in addressing food insecurity on campus

A recent University of California (UC) systemwide survey showed that 42% of UC college students experience food insecurity, consistent with other studies among U.S. college students. As part of UC's efforts to understand and address student food insecurity, we conducted 11 focus group interviews across four student subpopulations at UC Los Angeles (n = 82). We explored student experiences, perceptions and concerns related to both food insecurity and food literacy, which may help protect students against food insecurity. Themes around food insecurity included student awareness about food insecurity, cost of university attendance, food insecurity consequences, and coping strategies. Themes around food literacy included existing knowledge and skills, enjoyment and social cohesion, and learning in the dining halls. Unifying themes included the campus food environment not meeting student needs, a desire for practical financial and food literacy “life skills” training, and skepticism about the university's commitment to adequately address student basic needs. The results of this study broadly suggest there is opportunity for the university to address student food insecurity through providing food literacy training, among other strategies.