Experiences Of College Students Research Articles

A Transcendental Phenomenological Exploration of Undergraduate University Students’ Lived Experiences with Spiritual Leadership

This article presents findings from a recent study conducted at a Christian university exploring the spiritual leadership encounters undergraduate students described having with faculty and staff members. University students today face a myriad of challenges ranging from aspects of mental health to finding purpose and meaning in life. As a result, many university decision-makers are seeking ways to improve campus experiences that help meet the needs of their students and increase student engagement, retention, and graduation rates. Spiritual leadership theory is a relatively new theory in leadership studies that has been validated in several studies in various fields. However, there is limited research exploring spiritual leadership in a university context. The purpose of this transcendental phenomenological research study was to explore the lived experience of undergraduate university students with spiritual leadership encounters while attending a university. The data revealed that the spiritual leadership encounters students in this study had with faculty and staff members resulted in several positive experiences, including feelings of being cared for, feeling supported, developing a sense of community, and increased academic motivation. Recommendations for the future include encouraging university decision-makers to explore the potential benefits of integrating the spiritual leadership framework into current pedagogical practices. The information presented here may help practitioners of the spiritual leadership model in classrooms, residential halls, and other university settings to potentially experience similar benefits with the undergraduate students they teach and lead.

Examining Varying Online Learning Experiences of College Students with Disabilities by Disability Type

ABSTRACT This study explored the varying online learning experiences of college students with disabilities, examining the relationship of disability types with accommodations, perceived usefulness of instructional methods, and online learning self-efficacy. A total of 143 undergraduate students with disabilities participated in the study. A contingency table was used to examine the relationship between the type of disability and accommodations granted. An independent sample t-test was utilized to identify significant differences in the perceived usefulness of instructional methods and online learning self-efficacy across different types of disabilities. The results revealed that students with Attention Deficit Hyperactivity Disorder (ADHD) and learning disabilities commonly sought additional test time and supplemental class notes, while those with psychological disabilities frequently requested attendance accommodations. In terms of instructional methods, students with ADHD and learning disabilities reported difficulties with reading assignments, online discussions, and e-mail communication. Conversely, students with chronic conditions (e.g. cystic fibrosis, Crohn’s Disease, Lyme Disease, etc.) perceived e-mail communication as more effective. Moreover, the study found that students with ADHD and learning disabilities exhibited a lower level of online learning self-efficacy compared to their counterparts with chronic conditions, who showed higher self-efficacy in online learning. The study finding emphasizes the importance of recognizing the unique needs of each disability type and tailoring accommodations and instructional methods accordingly.

The Impact of Green Space on University Students’ Mental Health: The Mediating Roles of Solitude Competence and Perceptual Restoration

With the prevalence of mental health problems among college students, perceptual recovery and the sensory dimensions of perception (PSD) have emerged as crucial environment-related factors for psychological well-being. However, there has been relatively limited research on how these factors directly and indirectly impact the restoration experience of college students in green spaces on campuses. Therefore, the aim of this study was to determine the influence of college students’ intrinsic motivation on their psychological well-being when exposed to campus green spaces. Special attention was given to the role of solitude and perceptual recovery in this process. Research Methodology: Based on a literature review and field research, we classified campus green spaces into eight types based on perceptual dimensions. We collected 550 questionnaires on campus, and the data processing involved structural equation modeling (SEM) and mediation analysis. Findings: A positive correlation was found between perceived sensory dimensions and the recovery experience. College students’ perceptual recovery and ability to be alone emerged as mediating variables in this process. In essence, this study sheds light on the mechanism through which intrinsic motivation impacts the mental health of college students when they engage with campus green spaces.

UK prevalence of university student and staff experiences of sexual violence and domestic violence and abuse: a systematic review from 2002 to 2022

ABSTRACT Research documenting the prevalence and impact of UK university students’ experiences of gender-based violence (GBV) has significantly developed over the past decade, yet there has been no systematic synthesis of this evidence. This systematic review aimed to synthesise findings relating to the prevalence and impacts of GBV among staff and students in UK universities, with a focus on sexual violence (SV) and domestic violence and abuse (DVA). The search strategies involved a variety of approaches to identify both published and unpublished research, including systematic searches of electronic databases and direct contact with experts. A total of twenty-five studies focusing on SV and eight studies focusing on DVA were identified. Despite inconsistent research design, sampling frameworks, definitions and measures, and limited studies on staff experiences, review findings suggest that SV is a major issue for university students, impacting on well-being, personal relationships and academic performance. In contrast, few DVA studies were identified, many shared a range of methodological limitations, drawing on majority female samples and focusing mainly on perpetration. Validated measurement tools, consistency in study designs and sampling frameworks, which include minority student and staff populations, would strengthen current understandings of SV and DVA within UK universities.

Experiences of nursing students who are victims of dating violence: a qualitative study

BackgroundDating Violence (DV) is a type of Intimate Partner Violence that occurs between young people, and they are those behaviours that cause physical, sexual or psychological harm.Objective/aimTo know the experience of university students around dating violence.Design and methodsQualitative study with a phenomenological approach was conducted through semi-structured individual interviews with nursing students’ victims of dating violence with the same starting categories. The public involve in this study were nursing students who freely agreed to participate in the interviews and gave their informed consent.ResultsEleven nursing students participated, the sample was heterogeneous for gender and sexual diversity. Obtaining results about their experience with dating violence, manifestations of dating violence and cyber violence in their relationships, consequences, formal and informal help seeking and proposals for help as nursing students, among others.ConclusionDating violence is a serious problem that seriously affects the victims and requires the creation of prevention programs. The experiences of university students about DV are mainly painful experiences, with serious consequences for those involved, needing help from their close environment and professional help to overcome the problems generated by their partners.ImplicationsIt is important due to the high prevalence of this phenomenon, also among nursing students, to provide key points to future health professionals and victims of dating violence on the correct way to act against violence due to lack of knowledge on the subject. This study clarifies the experiences of dating violence and how to offer help to victims from the informal and professional sphere.Trial registrationThis study was approved by the Ethics Committee of Clinical Research of the Health Area of Talavera de la Reina (Toledo) with code 01/2021.

The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach.

With the rapid development of technology and the evolution of educational ideas, the blended learning model has become the new norm in higher education. Therefore, based on Biggs' learning process theory, this study aims to investigate the relationships between learning experience, learning approaches, and learning satisfaction of university students within the Chinese blended learning context to explore the dynamic process and mechanism of blended learning. The Chinese modified versions of the Self-Rating Scale of Self-Directed Learning, the Course Experience Questionnaire, and the Revised Study Process Questionnaire were administered to 939 Chinese university first-grade students (444 men, 495 women). The data were analyzed by using the covariance-based structural equation modeling (CB-SEM) technique. The results demonstrated that, among Chinese university students, there were significant correlations between the self-directed learning experience, the course experience, the deep learning approach, the surface learning approach, and learning satisfaction. Additionally, the learning approaches mediated the association between the self-directed learning experience and learning satisfaction and between the course experience and learning satisfaction. This study provides insight into the facilitative effect of university students' self-directed learning experience and course experience on their learning satisfaction and how this effect is triggered through the mediating role of different learning approaches with the blended learning context. This study shows the learning behaviors and psychology in a blended learning environment, thus revealing the new learning characteristics of university students by integrating the self-learning characteristics of blended learning into the framework of learning process theory. The findings contribute to assisting blended learning providers in delivering targeted interventions to enhance students' learning satisfaction.

Racial challenges and finding meaning in ethnic identity: ethnic-racial socialization experiences of indigenous college students in Taiwan’s higher education

ABSTRACT The culturally diverse higher education settings is conceptualized to facilitate indigenous university students in Taiwan to establish a deeper connection with and understand the meaning of their ethnic identity. Guided by the ethnic identity development theory and school ethnic-racial socialization framework, we asked two research questions: (1) What racial challenges did indigenous students in Taiwan experience at their colleges? (2) How did students utilize college resources to overcome racial challenges and develop a meaningful sense of ethnic identity? A participatory research approach using narrative inquiry was employed (N = 20). Convenience sampling and thematic analysis were adopted. Six themes emerged. Racial challenges were: (1) intergroup discrimination; (2) internal stratification; (3) ethnic identity confusion. Social resources in higher education were: (4) confronting discrimination together; (5) peer appraisal support and encouragement; (6) multicultural social interactions. Research, practice, and policy implications were discussed.

First-year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment.

Students' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first-year students' emotionality may be valuable in understanding their academic engagement and performance. The study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized (positive; moderate; negative) with a positive profile expected to display the highest attendance and attainment. Participants were 294 first-year undergraduate students from a university in the United Kingdom (Mage = 19.33 years; 127 men; 162 women). Students completed self-report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment. Four emotional profiles emerged: positive; moderate; negative; mixed-valence (both positive and negative activating emotions). The positive and mixed-valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed-valence and negative emotion groups, but not the moderate group. The findings highlight the diverse emotional experiences of first-year university students and the existence of co-occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment.

Experiences of Non-Nursing College Students in Accessing Health Information Online

Background: With the rapid growth of information and communication technology, the Internet has become a prevalent platform for seeking health information globally, with the Philippines ranking 10th in Internet usage. Hence, understanding the experiences of college students in accessing and evaluating such information is crucial. Objective: This study aimed to explore the lived experience of non-nursing college students with their health information-seeking behaviour and perceptions of source credibility on the internet. Methods: This study used a qualitative research design utilizing a phenomenological approach. Semi-structured interviews were used with sixteen (16) non-nursing participants through a purposive sampling technique. Colaizzi's method was employed for data analysis with the aid of in vivo software. Results: The following were the emergent themes: (1) experiences and behaviours related to seeking health information online; (2) challenges and preferences in seeking health information online; (3) the impact of online health information on healthcare decisions; and (4) the credibility of online health information sources. Conclusion: The study's findings highlight the convenience, accessibility, and cost-effectiveness of online platforms as significant factors driving the use of the Internet for health information among non-nursing college students. However, they face challenges like information overload, conflicting sources, accuracy concerns, technical language barriers, and the risks of self-diagnosis. Hence, the study emphasised the need to enhance information filtering, promote information literacy, ensure localised information, and improve accessibility and clarity.

Disaster Resilient Universities: Lessons Learned from University Student Experiences during the COVID-19 Pandemic Globally

This paper explores the impact of COVID-19 on higher education, emphasising the shift to remote learning and its consequences on student experiences. The study, conducted through an internet-based survey in seven countries, reveals challenges faced by 1392 university students. Findings include a decline in motivation, concerns about instruction modes, financial stress, technical issues, and increased demand for mental health support. Recommendations for universities involve improving communication, enhancing technology, prioritising mental health, revising educational programs, and providing financial assistance, highlighting the importance of aligning policies with evolving student realities in both short- term disruptions and long-term consequences post-pandemic.

Co-Producing access(ible) Knowledge: Methodological Reflections on a Community-Based Participatory Research

This paper is a methodological reflection on a community-based participatory research (CBPR) project that used the photovoice method to unravel the educational experiences of disabled college students in China’s higher education institutions. Although CBPR endeavors to nurture equitable community engagement in research processes, there are practical challenges to address the full participation of people with divergent disabilities and access needs. Drawing upon the critical disability studies literature, and particularly upon the activist scholarship of disability justice that revolves around interdependency, collective access, and cross-disability solidarity, we provide an open discussion on the complexities, tensions, and challenges of envisioning and creating access for participants with different disabilities in a visuality-centered CBPR. Our findings suggest that access creation in CBPR should go beyond the checklist style of accommodation and instead be approached as relational, dynamic, and iterative processes that require ongoing reflection, (re)learning, and negotiation among researchers and participants. We implemented nonvisual photography to adapt to the visuality-centered bias in the photovoice method. Nonvisual photography empowered participants with visual disabilities to evoke multiple sensorialities in their photo-taking, displaying, and interpretation. Moreover, the participants without visual disabilities also learned and practiced collective access and interdependency through co-transforming the CBPR into an accessible space for all. The heterogeneity among participants with divergent disabilities and access needs challenged CBPR’s envisioning of a unified community with recognized commonalities. The inclusion of participants across disability groups created an opportunity for all participants to draw meaning from the ableist social and political circumstances that forged them as a community and to develop a sense of belonging and bonding in and through CBPR. In that light, disability justice and access should be reimagined and incorporated into CBPR.

Enhancing the online learning experience of Chinese college students: an investigation of facilitation strategies and their mixed association with student satisfaction

Enhancing the online learning experience of Chinese college students: an investigation of facilitation strategies and their mixed association with student satisfaction

Взаимосвязь переживания одиночества и когнитивных искажений студентов вузов

The article presents the results of the study of the correlation between loneliness experience and cognitive biases of university students. It has revealed the interrelation between the index of general loneliness with dysfunctional attributes and basic views. The regression analysis has found that on the one hand, the conviction that the outer world is hostile and people are mean, contributes to experiencing loneliness, and on the other hand, social communication addiction influences the development of cognitive biases. Thus, “lonely” students attribute the reasons of their loneliness to their personality traits, and tend to reason about their own shortcomings; they may prefer to stay alone and find something positive in it. “Not lonely” students, when experiencing loneliness, seek ways to communicate with somebody.

Accurate Mental Stress Detection Using Sequential Backward Selection and Adaptive Synthetic Methods.

The daily experience of mental stress profoundly influences our health and work performance while concurrently triggering alterations in brain electrical activity. Electroencephalogram (EEG) is a widely adopted method for assessing cognitive and affective states. This study delves into the EEG correlates of stress and the potential use of resting EEG in evaluating stress levels. Over 13 weeks, our longitudinal study focuses on the real-life experiences of college students, collecting data from each of the 18 participants across multiple days in classroom settings. To tackle the complexity arising from the multitude of EEG features and the imbalance in data samples across stress levels, we use the sequential backward selection (SBS) method for feature selection and the adaptive synthetic (ADASYN) sampling algorithm for imbalanced data. Our findings unveil that delta and theta features account for approximately 50% of the selected features through the SBS process. In leave-one-out (LOO) cross-validation, the combination of band power and pair-wise coherence (COH) achieves a maximum balanced accuracy of 94.8% in stress-level detection for the above daily stress dataset. Notably, using ADASYN and borderline synthesized minority over-sampling technique (borderline-SMOTE) methods enhances model accuracy compared to the traditional SMOTE approach. These results provide valuable insights into using EEG signals for assessing stress levels in real-life scenarios, shedding light on potential strategies for managing stress more effectively.

Elucidating the Lived Experiences of College Physical Education Students in the New Normal Setting: A Phenomenology

This qualitative study explicitly employed a phenomenological design to gain an in-depth understanding of the lived experiences of college Physical Education students in the new standard setting in Davao City. A purposive sampling technique was used to select the college students enrolled in the subject of physical education from different schools to be the participants. The participants’ experiences regarding the new standard setting of Physical Education were drawn out from the in-depth interview and focus group discussion. Thematic analysis was used to extract the themes from the participants’ responses. From the collected data, significant themes emerged from the lived experiences of college students, specifically, the acknowledgment of the advantages and disadvantages of the new normal, the benefit of the positive effects of the new normal, and the experience of the adverse effects of the new normal. For the coping mechanisms of the participants, the themes that emerged were acquiring dispositions, abilities, and support systems. In contrast to the insights they shared, the themes were expressed as involving improving teaching and students’ attitude in Physical Education for the new normal and reinforcing adaptive traits of students and teachers in the new normal.

Lived Experiences of University Students with Limited Internet Connectivity in Online Distance Learning

The pandemic brought by the coronavirus has had a notable impact on people's lives. In this regard, a new educational norm was pushed as a learning continuity plan that compelled Higher Educational Institutions (HEls) to engage in Online Distance Learning (ODL). However, there were problems that university students experienced due to the sudden transition of the learning modality; specifically, students faced difficulty accessing the internet. Hence, the current study explored and described the lived experiences of university students with limited internet connectivity in the ODL through qualitative research using a descriptive phenomenological approach. An in-depth interview with the participants using a researcher-made semi-structured interview guide was utilized. The study revealed that most students with limited internet connectivity experienced problematic access to online classes and defined that a student with limited access to the internet struggled hard in adapting to the new normal education. The study also perceived looking for good space and time as the major coping strategy of the students to ease their difficulty in accessing the internet. The findings also implied that students hoped for appropriate interventions to aid their need for a stable internet connection to provide them a better chance of survival in the new normal education. The study recommended further improvement of the current system for online distance learning, instructors' attitudes toward students, and replication of the study in other educational institutions.

Ongoing Enhancement of ESL Education Through Reflective Surveys for University Students

Reflective surveys in global best practices are used to ensure that the course meets the varied linguistic needs of university students. Therefore, we aimed to analyze quantitative and qualitative data on university students’ feedback across various dimensions of ESL courses and provide recommendations aimed at improving and sustaining the quality of teaching English at the university level. To achieve this, we used a mixed-method research design to obtain quantitative and qualitative data which revealed that university students expressed their overall satisfaction with the ESL courses. They especially appreciated the possibility of completing assignments asynchronously, as well as relaxed deadlines and discussions. They suggested creating study groups according to language proficiency levels and making them smaller to ensure an individual approach. The results of the research showed that students were mostly positive regarding ESL course content, teaching methods, instructor approach, assignments and assessments, class participation, technology integration, group work, resources and materials, time management, English proficiency, collaborative learning, and relevance to future careers. We observed statistically that students were especially enthusiastic about their teachers’ support and guidance, as well as about relaxed deadlines. This study highlighted the importance for students to communicate with each other in groups, play games, have discussions, do problem-solving tasks, focus on their professional needs, establish rapport with their teachers, get regular feedback and error correction. In conclusion, the study contributes to the importance of reflective surveys in holistically evaluating and refining the ESL learning experience for university students. In future research, reflective surveys could be used for teachers and students from several higher education institutions to further enrich our knowledge in this area.

Before and After COVID-19 : A Comparative Analysis of EFL Learning Responses Among First-year College Students

This study explores the impact of the COVID-19 pandemic on the perspectives and experiences of first-year college students in EFL learning. Employing a comprehensive research approach, the study utilizes three primary research tools: surveys, self-evaluations, and academic performance grades. The primary objectives are to understand the shifts in first-year college students’ levels of anxiety and confidence, attitudes, self-perceptions on Englis proficiency, and academic outcomes influenced by the pandemic and to contribute valuable insights to the field of EFL education after the pandemic era.Through a comparative analysis, the study contrasts the responses of 62 first-year college students in 2018, unaffected by the pandemic during their secondary education period, with those of 69 first-year college students in 2023 who experienced the disruptions caused by the pandemic. Contrary to initial assumptions of a negative shift post-COVID-19, the study reveals predominantly positive sentiments in 2023, marked by a significant increase in positivity toward English learning. However, a polarized distribution in self-evaluations emerges, reflecting a significant divergence in students' opinions regarding their English proficiency.The study further explores the academic performance of first-year college students, comparing those before and after the pandemic. An examination of their academic performance grades reveals that the number of first-year college students scoring 80 or higher did not significantly differ between the 2018 and 2023 classes. However, there appears to be a trend towards lower academic scores in 2023 compared to 2018. Concurrently, multiple factors may contribute, one being the observed increase in absenteeism among first-year college students of 2023. This suggests a lasting impact, influencing attendance scores, class attitudes and participation, assignment submissions, and even exam performance. The rise in lower academic scores in 2023, particularly those below 70 (D or below), highlights challenges faced by students in the post-COVID-19 era. This underscores the difficulties encountered by these students during the pandemic period. A clear contrast emerges between first-year college students in 2018 and 2023, as well as among 2023 first-year college students with well-adapted abilities and those facing difficulties.Recognizing and addressing these distinctions is imperative for educators and institutions to provide effective support, acknowledging and nurturing the strengths while aiding students who require additional assistance. This study may contribute to bridging the gap in understanding these differences and challenges among students after the pandemic.

Experiences of female Chinese university students in Japan: A diary study with a grounded theory approach

The focus of this study is to explore the relationship between linguistic and cultural learning processes that female Chinese university exchange students perceived in Japan over one academic year. Methodologically, the data for diary entries with follow-up interviews were analyzed and interpreted, using a grounded theory approach. The main findings were that: none of the Chinese sojourners’ experiences during study abroad represented the models of conceptualizing adaptive changes (Lysgaard, 1955; Oberg 1960). At a linguistic level, the sojourners experienced language shock at the initial arrival stage while at the cultural level, they came to develop negative attitudes towards hosts over time. In the perceptions of linguistically- and culturally-specific restructuring processes in the host environment, with the impact of rich formal classroom instruction and learning in the home country, the sojourners were constructing dual identities negotiated with age and gender. They wished to celebrate their youth with hosts of the same generation by becoming involved in similar linguistic usage on one hand, and to behave in a polite manner like elderly women at linguistic and cultural levels on the other hand.

Framing the Transfer Experience for Community College Students: Connection, Preparation, Support, Advocacy, and Resilience

Objective/Research Question: This practitioner-scholar study investigated perceptions and experiences of community college students who transferred upon completion of their associate degree programs in Colorado, a state with multiple state-level transfer policies. Each student participated in a cohort-based transfer support program offered at their community college. The research questions were: 1. Do community college students who participated in transfer programing while earning their associate degree perceive that it helped prepare them for successful transfer? 2. Do community college students perceive that their courses prepared them to be successful at a university? 3. What are the perceptions and experiences of community college students who transferred upon completion of their associate degree programs within a context of a state with multiple transfer policy initiatives? Methods: This study used a phenomenological approach and qualitative data collection methods. Results: While students believed their community colleges prepared them academically, and their transfer preparation programing was beneficial, their reflections highlight that regardless of support provided, academic preparation, or policy context, transfer from community college to university is challenging, problematic, and bureaucratic. Often community college students are viewed with a deficit lens by university staff. Conclusions/Contributions: Regardless of state policy context, transfer preparation, and support, obstacles encountered in the transfer process from community college to university must be negotiated through relationships and advocacy both on the part of college staff and the students themselves. However, students who transfer from a college with dedicated transfer support and preparation demonstrate resilience to complete the process successfully.