Traditional-age College Students Research Articles

FORETHOUGHT OR AFTERTHOUGHT? THE FUTURE OF GERONTOLOGICAL EDUCATION

Abstract The increasing population of older adults would suggest a comparable increase in the demand for gerontological education. The current workforce shortage and number of Gerontology programs that are struggling and/or closing, however, suggest this is not necessarily the case. Bass and Ferraro (2000) reported over 1,000 gerontology/aging or related programs in operation. Today, there are 537 programs in gerontology and/or aging including 31 Associate degrees; 185 Minors; 79 Undergraduate and 92 Graduate Certificates; 43 Majors; 57 Masters; and 16 doctoral programs (University of Nebraska Omaha, 2023). Many interrelated factors have been suggested to account for the decline. From an economic point of view, these factors are thought to include: decreasing enrollments in and revenue generation from gerontology programs; demographic shifts away from traditional age college students; and decreasing interest and value of higher education overall. From a pedagogical point of view, this might reflect a return to individual courses and programs ensconced in more traditional disciplinary approaches (e.g., family studies, psychology, and sociology). Pervasive ageism has also been thought to be an underlying societal factor. While none of these factors are easily remedied, understanding their impact is an important first step. GSA programming such as Ageism First Aid and Reframing Aging Initiative are taking the next Herculean step in tackling societal ageism. This presentation focuses on reframing the value of gerontological education to students, employers, and policymakers– moving it from an afterthought to a prioritized strategy for addressing the mounting demand for aging services and service providers.

Too Much Grit to Quit? An Examination of Grit in Two Separate Within-Institution Contexts

Although the grit narrative—the idea that individual success is as much a product of passion and perseverance as it is a result of intelligence and talent—has captured the public’s imagination, much of the empirical literature has focused almost exclusively on traditional-age college students attending more selective residential universities. The current investigation leveraged two distinct samples of students to explore the association between grit and a wide range of educational outcomes for location-bound and online adult college students. Regression results indicated that the perseverance subscale of grit tended to be a better predictor of persistence and graduation intentions, and social and academic integration, particularly for location-bound adult students, while the passion subscale was a better predictor of actual persistence. The results also suggest that the predictive utility of grit is weaker for online adult college students.

Protective Behavioral Strategies Mediate the Relationship between Overparenting and Alcohol-Related Consequences among College Students

Background The negative consequences associated with alcohol misuse remain a concern on college campuses nationwide. Alcohol protective behavioral strategies are important factors in mitigating college students’ experiences of alcohol-related negative consequences. Overparenting, or “helicopter parenting,” is a form of over-involved parenting which has been associated with a range of substance use concerns in college students. The mechanism by which overparenting is associated with alcohol use and/or consequences is unclear; however, it may be partially explained by failure to engage in the use of protective behavioral strategies. Purpose/objectives: The current study explored the degree to which alcohol protective behavioral strategies mediated the relationship between overparenting and alcohol-related negative consequences when accounting for alcohol consumption and if these associations were invariant across race and gender. Methods: Participants were 625 traditional age college students who consumed alcohol within the 30 days prior to completing measures of alcohol consumption, overparenting, alcohol-related negative consequences, and alcohol protective behavioral strategies. Results: Alcohol protective behavioral strategies, specifically manner of drinking, partially mediated the relationship between overparenting and alcohol-related negative consequences when accounting for alcohol misuse. There were no differences noted across gender, but the models were found to be invariant across White and African American participants in relation to the protective value of alcohol protective behavioral strategies. Conclusion/Importance: Overparenting may relate to negative alcohol outcomes in part through less use of harm reduction strategies. More investigation into the value of alcohol protective behavioral strategies across race is needed.

Post-traumatic stress and marijuana outcomes: The mediating role of marijuana protective behavioral strategies

Background: The present study investigated the mediating role of protective behavioral strategies for marijuana (PBSM) on the relationship between posttraumatic stress disorder (PTSD) and marijuana outcomes (i.e. marijuana use frequency, marijuana use quantity, cannabis use disorder (CUD) symptoms, and marijuana-related problems). Methods: Participants were 1,107 traditional age college students (Mage = 20.26, SD = 3.32; 66.5% White, non-Hispanic; 68.8% female), who reported consuming marijuana at least once in the last 30 days and completed measures of PTSD symptoms, PBSM, and marijuana-related outcomes. Results: PBSM significantly mediated the positive relationships between PTSD symptoms and both CUD symptoms and marijuana-related problems. More specifically, PTSD symptoms were negatively associated with PBSM, which in turn was negatively associated with marijuana use frequency and marijuana use quantity, which were in turn positively associated with CUD symptoms and marijuana-related problems. Conclusion: Taken together, the associations between higher PTSD symptoms and greater experience of CUD symptoms and marijuana-related problems may occur because students use fewer PBSM and thus engage in larger quantity and frequency of marijuana use. These findings lend support to the utility of targeting PBSM as a harm reduction effort for students with PTSD symptoms who use marijuana.

Academic Integrity in an Online Culture: Do McCabe’s Findings Hold True for Online, Adult Learners?

This study examines how the self-reported cheating behaviors of students from a single large institution serving primarily adult students in online courses differ from those previously reported in large-scale studies of academic integrity among traditional-age college students. Specifically, the research presented here demonstrates that students at a large online university are no more likely to engage in most forms of cheating than the traditional-age students in residential institutions studied by Donald McCabe in his seminal research on academic integrity. Relatedly, our study finds that students’ age decreases the likelihood of engaging in cheating behaviors. Moreover, traditional-age undergraduates in our study were no more likely to engage in cheating behaviors than the undergraduate students McCabe surveyed. Our study offers a unique contribution to the extant literature on academic integrity, as we believe this is the largest survey of student attitudes, beliefs, and behaviors from a single institution. The research presented here confounds the common (mis)perception that cheating is more prevalent and easier to accomplish in online learning and assessment.

Evaluating the positive drinking consequences questionnaire: Support for a four-factor structure and measurement invariance

ABSTRACTThe 14-item Positive Drinking Consequences Questionnaire (PDCQ) was developed to assess experienced positive drinking consequences. The present study sought to advance the psychometric evaluation of the PDCQ via exploratory and confirmatory factor analyses, measurement invariance, criterion-related validity, and internal consistency. Participants were 1,088 traditional-age college students (81% female) who reported drinking in the past month. Exploratory factor analysis supported a four-factor model (i.e. Sociability, Tension Reduction, Liquid Courage, and Sexual Enhancement), and the confirmatory factor analysis indicated the four factors loaded on a higher-order factor (“PDCQ”). Invariance testing supported invariance for the PDCQ across gender. The PDCQ was positively associated with alcohol use and alcohol-related negative consequences, and negatively associated with protective behavioral strategies. Finally, the four factors of the PDCQ were discriminant from positive expectancies. Collectively, positive drinking consequences appear to be more nuanced than originally conceptualized. Evaluation of specific types of positive drinking consequences may assist in more precise prevention and intervention efforts in the future.

Protection of Minors in Higher Education Programs: Emerging Programs, Policies, and Practices

To the surprise of many, American colleges and universities serve more minors (i.e., children under the age of 18), than adults and traditional-age college students. Higher education institutions p...

How data-driven partnerships can help resource-constrained marketing departments attract new students

Community colleges are losing enrollment at a faster pace than ever before in their history due to demographic and economic shifts. Facing competition from four-year colleges and universities, community colleges must get their message out on social media and digital platforms from which traditional-age college students (17–24) prefer to consume information. With multiple responsibilities and limited resources, however, community college marketing and communications departments must collaborate with digital marketing experts to strategically allocate time and advertising dollars. Macomb Community College in Michigan has found that these data-driven partnerships provide a tangible return on investment (ROI) and allow for wider bandwidth in reaching targeted audiences. Education marketing and communication professionals will learn how Macomb increased traffic to its website and strengthened its social media presence during a highly competitive era in educational marketing. Introduced to the various metrics the college uses to analyse and optimise their digital marketing efforts, the reader will gain insight into the types of data that can help a college effectively market to prospective students. Including an internal strategy for message clarity and continuity, the paper offers a model on which readers can build campaigns with a measurable ROI that reach their prospective students on the digital channels those students patronise.

Financial Literacy and Behavioral Biases among Traditional Age College Students

Financial literacy and planning are crucial for everyone. This is especially true for college students who as the decisions they make in this stage of their lives can haunt them throughout their income earning years and beyond. In this paper, we examine several financial literacy issues facing college students. We identify college students’ perceptions about their own financial situation, assess student financial literacy knowledge, as well as evaluate their awareness about the status of their savings and retirement positions. We find that basic financial literacy is not the only factor in making sound financial decisions. Our results show the majority of the college students surveyed are financially literate and have the ability to make informed decisions about their personal finances in the short-run. While our respondents appear confident in making short-run financial decisions, their behavior tends to suggest that their confidence is somewhat misguided. In addition, a large number of the students surveyed feel they do not have the requisite knowledge to make wise retirement planning choices. Furthermore, several respondents report a distrust of retirement plans offer by private companies, which may lead to suboptimal retirement savings.

Psychometric evaluation of the drinking refusal self-efficacy scale - revised with college students in the United States

Drinking refusal self-efficacy has recently emerged as a potential factor related to reduced alcohol consumption and alcohol-related negative consequences in college students. The Drinking Refusal Self-Efficacy Questionnaire-Revised (DRSEQ-R) has been commonly used to assess for drinking refusal self-efficacy. However, psychometric evaluation of the measure with college students from the United States is needed to enhance its research and clinical utility. The goal of the present study was to confirm the factor structure of the DRSEQ-R with a sample of traditional aged college students from the United States as well as assess the measurement invariance of the factor structure across sex and race and the measure's convergent validity with other common alcohol use measures. Traditional age college students (n = 1683, 73% women; 63% White, non-Hispanic) completed measures of drink refusal self-efficacy, protective behavioral strategies, weekly alcohol use, hazardous drinking, and alcohol-related negative consequences. Using exploratory factor analysis and multi-group confirmatory factor analyses, a three-factor structure was identified, but, unlike the DRSEQ-R, one item loaded onto the opportunistic relief factor instead of the social pressure factor. The proposed model registered more reliable internal consistencies across the subscales, was invariant across sex and race, and demonstrated acceptable convergent validity with other commonly used alcohol measures. The proposed model for the DRSE-R may be a more psychometrically sound way to assess for drinking refusal self-efficacy among college students in the United States. Implications, limitations, and future research directions are discussed.

The Effect of Education on Perceived Risk of Diabetes in Traditional-Age College Students

The Effect of Education on Perceived Risk of Diabetes in Traditional-Age College Students

Sleep behaviors in traditional-age college students: A state of the science review with implications for practice.

The purpose of this systematic review was to examine influences affecting sleep behavior in traditional-age college students and to advocate for improved sleep behavior assessments. A literature search of CINAHL, MEDLINE, and PubMed databases was performed using the search terms "college students" and "sleep" in the title that were published in English from 1978 to 2016. The circadian clock is reset in traditional-age college students leading to delayed sleep times. Newly realized autonomy and increased use of technology also prevent traditional-age college students from obtaining sufficient sleep. Insufficient sleep experienced by these students has been linked to insulin resistance, hypertension, diabetes, weight gain, and stress. Sleep insufficiency increases the risk for pedestrian, motor vehicle, and domestic and occupational injuries. Insufficient sleep may result in poor academic performance influencing subsequent health outcomes. Evidence supports the need for nurse practitioners and other healthcare providers to incorporate systematic sleep behavior assessments to improve health outcomes among traditional-age college students.

Depressive Symptoms and Drinking Outcomes: The Mediating Role of Drinking Motives and Protective Behavioral Strategies Among College Students

ABSTRACTBackground: College students with depressive symptoms tend to engage in more hazardous drinking and experience more alcohol-related consequences to cope with their symptoms. Given the perceived tension reducing effects of alcohol among these students, it is important to explore how protective factors, such as protective behavioral strategies, account for the relationships among depressive symptoms, drinking motives, and alcohol-related outcomes. Objective: To examine the mediating role of drinking motives and protective behavioral strategies on the associations that depressive symptoms have with typical weekly alcohol consumption, hazardous drinking, and alcohol-related negative consequences in a sample of college student drinkers. Methods: Traditional age college students (n = 566, 73% women; 58% White, non-Hispanic) completed measures of depression, drinking motives, protective behavioral strategies, weekly alcohol use, hazardous drinking, and alcohol-related negative consequences. Results: Coping with depression motives and controlled consumption PBS explained the association between depression and weekly alcohol consumption and hazardous drinking whereas coping with depression motives and serious harm reduction PBS explained the depression-negative consequences relationship. Conformity motives and serious harm reduction PBS explained the association between depression and hazardous drinking and alcohol-related negative consequences. Conclusions: Findings suggest that students with more depressive symptoms would benefit from clinical interventions tailored to address negative reinforcement drinking motives and, by extension, increase student utilization of PBS related to minimizing harm. Clinical and research implications are provided.

Are there social benefits? Exploring the role of positive consequences in the relationship between social anxiety symptoms and negative drinking consequences

Research has shown that college students with social anxiety experience more alcohol-related negative consequences, regardless of the amount of alcohol they consume. To better understand this relationship, it is important to examine social anxiety as a multidimensional construct, as well as explore the positive outcomes these students experience from drinking. The current study sought to examine the impact of positive drinking consequences on the relationship between behavioral (i.e. interaction and performance-type) and cognitive (i.e. fear of negative evaluation) social anxiety symptoms and alcohol-related negative consequences. Participants were 544 traditional age college students who reported consuming alcohol in the past month and completed measures of social anxiety symptoms, positive drinking consequences, and alcohol-related negative consequences. Positive drinking consequences moderated the relationship between social anxiety and alcohol-related negative consequences, such that students with more fear of negative evaluation and that experienced more positive drinking consequences reported more negative drinking consequences. Future directions and implications are discussed.

Back to School: Racial and Gender Differences in Adults' Participation in Formal Schooling, 1978-2013.

Trends and gaps in educational attainment by race and gender have received much attention in recent years, but reports of these trends have generally focused on traditional-age college students. Little is known about whether and how enrollment in formal schooling among older adults (between 29 and 61 years old) has changed over time. In this article, I draw on Current Population Survey data from 1978 to 2013 to provide the most comprehensive analysis of trends in adults' formal school enrollment by demographic group to date. Results indicate that adult black women in particular have seen relatively high growth rates in their enrollment. Black women were 85 % more likely to enroll in 2011 and 46 % more likely in 2013 than they were in 1978. Their growing advantage relative to other racial-gender groups owes largely to their increasing educational attainment rates overall, given the relationship between prior schooling and enrollment later in life. Taken together, this article's findings suggest that adult enrollment is at once equalizing and disequalizing. On the one hand, it has the potential to narrow the gaps between those with some college experience and those with a four-year degree. On the other hand, patterns of adults' participation in formal education are widening educational gaps between those with and without traditional-age college experience.

Development and Validation of a Multicultural Consciousness Instrument

Developing multiculturally competent citizens is at the forefront of the espoused mission of higher education. The purpose of this study was to develop and validate a self-report instrument to measure traditional-age (18-to 24-year-old) college students’ multicultural consciousness (e.g., awareness of self, knowledge of difference, and interpersonal disposition). Results validate the construct of multicultural consciousness and the instrument using confirmatory factor analysis.

Educational Expectations and Progress of Community College Students: Does Socialization Matter?

BackgroundWhile literature is abundant on factors associated with community college student outcomes, limited attention has been paid to what shapes educational expectations after students enroll, and how these expectations are linked to educational progress. To address this gap, Weidman's (1989) undergraduate socialization theory is particularly relevant, as this theory not only applies to traditional-age college students, but also to adults of varying ages who constantly adapt themselves to changing circumstances, which is characteristic of community college students.PurposeInformed by Weidman's theory, this study examines the following questions: First, what sources of socialization play a role in shaping students’ educational expectations after they enroll at a community college? Second, in what ways are educational expectations and sources of socialization related to students’ educational progress?Research DesignThe research involves an analytical sample of 979 students enrolled at a public two-year college in a Midwestern state in spring 2012. The study relies on survey data, collected using the Community College Survey of Student Engagement (CCSSE), along with students’ enrollment records. Factor analyses were first applied to extract a theoretically sound factor structure aligned with the study's conceptual underpinning, followed by a structural equation modeling analysis to answer the two research questions.FindingsThe undergraduate socialization model shows validity based on the study's sample. Results indicate that socialization processes underlying transfer expectations versus completion expectations are distinct from each other. While socialization that concentrates on the interpersonal, social domain tends to foster student expectations to complete a community college credential, these socialization sources do not matter much for promoting transfer expectations, which are largely subject to influences of socialization processes with a distinct academic focus. In addition, both completion and transfer expectations positively influenced educational progress. When educational expectations were accounted for, only a limited number of socialization sources exerted a direct influence on educational progress, as part of the socialization effect was conveyed indirectly through educational and, particularly, completion expectations.ConclusionsThis study reveals the value of understanding community college students’ educational expectations and progress through the lens of socialization. Findings from this research illuminate the critical need to differentiate among varieties of educational expectations and understand the different socialization processes shaping these expectations. In addition, community college leaders should focus on cultivating positive educational expectations and beliefs, as well as assisting students in finding the paths aligned with their expectations.

A Qualitative Examination of the Gendered and Racialized Lives of Latina College Students

In order to fill a gap identified in the literature (Cole in Am Psychol 64:170–180, 2009), the current study sought to explore how Latina college students experience their social identities and whether they would identify intersections of those identities. Data from in-person semi-structured interviews addressing ethnic background, gender, discrimination, and intersectionality with 12 Latina traditional age college students (M = 19.83 years, SD = 1.34 years) attending a Hispanic Serving Institution in Southern California were analyzed and coded using consensual qualitative research (CQR) (Hill et al. in Couns Psychol 25:517–572, 1997, in J Couns Psychol 52(2):196–205, 2005) methodology. Though intersectionality did not emerge as a central aspect of their experiences, CQR analysis revealed the following six domains: (a) gender role socialization; (b) stereotypes; (c) current gender role ideology; (d) ethnic discrimination; (e) sexism; (f) coping with discrimination. Cross-analyses of core ideas yielded categories that were labeled general, typical, or variant. Results are discussed in the context of culture and economic factors.

Voluntary Sleep Choice and Its Effects on Bayesian Decisions

This study examines whether voluntary sleep restriction at commonly experienced levels impacts decision making in a Bayesian choice task. Participants recruited were largely traditional age college students from a regional state university (n = 100) and a federal military academy (n = 99; n = 56 and 43, respectively, used in final analysis). Sleep was measured by actigraphy over a one-week period, followed by performance of a decision task. The task involved two sources of information, base rate odds and sample evidence, with subjects asked to make a probability judgment. Results found that subjects with nightly sleep < 6 hr (sleep deprived = SD), relative to those with > 7 hr, placed less decision weight on new evidence, relative to base rate information, in making difficult choices. This result is strongest among female subjects. For easier choices, voluntary SD did not affect relative decision weights placed on the two sources of available information.

Developmental Education in North Carolina Community Colleges

This article contributes to the empirical literature on remediation in community colleges by using policy variation across North Carolina’s community colleges to examine how remediation affects various outcomes for traditional-age college students. We find that being required to take a remedial course (as we define it in this article) either in math or in English significantly reduces a student’s probability of success in college and also the probability that a student ever passes a college-level math or English course. Among students who are required to take a remedial course in their first semester, however, we find no adverse effects on the probability of returning for another semester. We also find differential effects by a student’s prior achievement level, family income, and gender. Despite methodological differences, our main findings are generally consistent with, albeit somewhat more negative, than those from prior studies based on regression discontinuity designs.