Experiences Of College Students Research Articles

Cross-cultural Validation of Achievement Motivation and General Mattering Measures in Latinx Culture

The purpose of this study was to evaluate the psychometric evidence for Achievement Motivation and General Mattering scores among Latinx college students in Mexico and the United States based on degree of measurement invariance. Validating instruments in cross-cultural contexts is essential to ensure that psychological constructs are measured reliably across populations with distinct cultural experiences, such as family dynamics, schooling, mental health, and acculturation. A total of 505 participants, with 263 from Mexico and 242 from the United States, participated in the study (U.S. sample: 71.9% female, ages 18–57, M = 23.65; Mexican sample: 55.9% female, ages 15–56, M = 26.69). The results indicated that the Spanish version of the Achievement Motivation scale had partial strict invariance, and the General Mattering scale had metric invariance when used with these two groups of Spanish-speaking Latinx college students. This study highlighted the need of using accurate, trustworthy, and culturally sensitive measures to comprehend the psychological experiences of Latinx college students.

Conflict reducing practices in evolution education are associated with increases in evolution acceptance in a large naturalistic study.

Evolution is an important part of biology education, but many college biology students do not accept important components of evolution, like the evolution of humans. Practices that reduce perceived conflict between religion and evolution have been proposed to increase student evolution acceptance. This study investigates college student experiences of conflict reducing practices in evolution education and how these experiences are related to their gains in acceptance of human evolution during evolution instruction. We measured the natural variation in student experiences of conflict reducing practices among 6,719 college biology students in 55 courses and 14 states including (1) their experiences of an instructor demonstrating religion-evolution compatibility by presenting examples of religious leaders and scientists who accept evolution and (2) their experiences of an instructor emphasizing students' autonomy in their own decision to accept evolution or not. We also measured student acceptance of human evolution before and after instruction so that we could test whether any changes in evolution acceptance were associated with student experiences of the conflict reducing practices. Linear mixed models showed that highly religious Christian students accepted evolution more when they perceived more compatibility practices. Further, students from all religious and non-religious affiliations accepted human evolution more after instruction when they perceived more autonomy practices. These results indicate that integrating examples of religion compatibility in evolution education will positively impact Christian students' views on evolution and that emphasizing students' autonomy over their decision to accept evolution may be important for students more broadly. If instructors incorporate practices that emphasize compatibility and one's personal choice to accept or not accept evolution, then these results suggest that students will leave their college biology classes accepting evolution more. Perhaps by using more conflict reducing practices, instructors can help increase evolution acceptance levels that have remained low in the United States for decades.

Investigation of Experiences of University Students with Special Needs During the Global Pandemic

Introduction: The novel Coronavirus Disease (COVID-19), which is thought to have emerged in China in 2019, was declared as a global pandemic by the World Health Organization on March 11, 2020. In order to reduce the impact of this epidemic and slow its spread in our country, Turkey, as in the whole world, education was suspended, and then an emergency transition to distance education was made. In this context, the aim of the research is to examine the experiences of university students with special needs regarding emergency distance education in the pandemic and the problems they encounter in this process. Method: The study group of the research consists of 14 university students with special needs at a foundation higher education institution in Istanbul in the 2020-2021 academic year. In the research, phenomenological (phenomenological) design, one of the qualitative research method approaches, was used. The data were collected through the interview form developed by the researchers and analyzed with descriptive analysis. Results: Research findings show that students benefit from the emergency distance education process to a certain extent, they have both positive and negative experiences in this process, and they face various problems especially in the measurement and evaluation process. Discussion: The findings obtained in the research were discussed within the framework of the literature. According to the findings, it can be stated that there is a need to consider individual differences in synchronous and asynchronous courses and in measurement and evaluation applications.

MOOC teaching assistants’ global-engaged learning in the US and China

How can we create a “global-at-home” learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews and focus groups in online contexts to examine engaged learning outcomes of US and Chinese university students who served as MOOC teaching assistants to interact with the course participants from over 50 countries. Findings from pre and post surveys showed that TAs significantly increased their scores on efficacy, political voice, conscious consumption and critical reflection. Further, qualitative analysis showed that TAs worked to adapt their language in their communication with participants, a key aspect of intercultural competence, and that they gained self-efficacy in online communication and in their ability to make a difference. TAs described affordances of online global-engaged learning, including accessibility, time for reflection, lack of implicit bias, creating long-term connections, and reaching large audiences. They also reflected on challenges, including lack of emotional connection, lack of response from participants, language barriers, and perceived lack of expertise. The study offers recommendations for designing online learning and community engagement experiences that can provide opportunities for university students to gain intercultural competence, efficacy, and reflection.

The Effects of Child Abuse Experience of University Students on Intent Attribution: The Moderated Mediating Effect of Post-Traumatic Negative Cognition by Traumatized Self-System

Objectives: This research aimed to explore how post-traumatic negative cognition and a traumatized selfsystem affect the relationship between experiences of child abuse and intent attribution. Specifically, the study sought to examine the role of a traumatized self-system on as a moderated mediator in the relationship between child abuse experiences and intent attribution through the post-traumatic negative cognition of university students.Methods: The study involved 363 university students, including 118 males (32.5%). These participants completed self-assessment surveys to evaluate their experiences of child abuse, post-traumatic negative cognition, traumatized self-system, and intent attribution. We tested the date for moderated mediating effects using Macro Process 4.2 with model 14.Results: First, the study revealed that post-traumatic negative cognition fully mediates the relationship between experiences of child abuse and intent attribution. Second, the effects of post-traumatic negative cognition on intent attribution, varied depending on the level of the traumatized self-system. Third, the study confirmed a moderated mediating effect of the traumatized self-system. Specifically, the mediating role of post-traumatic negative cognition was moderated by the traumatized self-system in the relationship between child abuse experiences and intent attribution. The data indicate that a higher level of traumatized self-system, corresponds to an increased level of intent attribution.Conclusion: This research significantly contributes to our understanding of intent attribution by emphasizing the role of child abuse experiences and post-traumatic negative cognition confirming these as risk factors for a traumatized self-system. The data from this study provide valuable insights for developing intervention programs aimed at reducing intent attribution among university students.

How institutional resources affect university students’ learning outcomes: evidence from the 2023 university student learning experience survey in China

ABSTRACT Evidence shows that students’ learning outcomes are associated with institutional resources. Whether this phenomenon is universal needs to be tested, as there are cultural differences between countries. We analyse the relationship between resources in higher education institutions and students’ learning outcomes using data from a national survey of 1,142 Chinese undergraduate students. The results indicate that institutional resources can predict students’ learning outcomes, with facilities and support being the strongest predictors, followed by student engagement and teaching quality. Surprisingly, despite the prevailing belief that teachers and teaching have an important role in educational effectiveness, path analysis shows that when factors such as facilities and support are considered, teachers and teaching explains little of the variation in students’ learning outcomes. One possible explanation could be over-emphasis on research outputs in China in an effort by Chinese universities to establish world ranking status, which marginalises the role of teachers and teaching. This may come at the expense of students’ learning outcomes.

Combating Social Isolation and Loneliness in Online Distance Learning: Lived Experiences of College Students

The COVID-19 pandemic and the shift to online distance learning (ODL) intensify social isolation and loneliness globally, particularly among college students. This study explores the experiences of nine university students in Baguio City who face these challenges. Through semi-structured interviews and Interpretative Phenomenological Analysis, the research reveals students struggle with their psychological well-being, the emotional impact of ODL, and demanding academic adjustments. However, students also develop coping strategies and seek support, ultimately viewing ODL as an innovative learning environment. These findings highlight the need for educators and policymakers to reassess current practices and implement strategies that support the holistic development of students in the evolving digital landscape.

Access and Barriers to Mental Health Resources for College Students in an Inclusive Postsecondary Education (IPSE) Program: A Qualitative Inquiry

ABSTRACT Introduction This study sought to explore the lived experiences of college students with intellectual and developmental disabilities (IDD) and their understanding and access of mental health resources, as well as potential barriers to accessing these resources. Method Fourteen college students with IDD enrolled in an inclusive postsecondary education (IPSE) program completed a semi-structured interview about their experiences with mental health resources. The research team utilized interpretative phenomenological analysis (IPA) and generated group experiential themes from exploratory notes and individual experiential statements. Results Following data analysis, six themes emerged that describe the participants’ experience with the phenomena (i.e. understanding, accessing, and barriers to mental health resources). The themes are: (a) using resources and services provided by an IPSE program; (b) using resources and services provided by their Institute of Higher Education (IHE); (c) satisfaction with current IHE resources available; (d) family and friends as a mental health resource; (e) recognizing importance of and attuning to emotions; and (f) navigating barriers to mental health resources. Conclusion These themes highlight potential practices and policies that the Institutes of Higher Education (IHE) and IPSE programs may consider as they strive to make higher education and mental health resources more accessible to individuals with IDD. Limitations and future research suggestions are also provided.

Dear Kathleen: An Immersed Reflexive Inquiry of Sex Work, Sexual Violence, and College Students

ABSTRACTWithin scholarship and public discourse, the concepts sex work and sexual violence are often conflated. More specifically, sex work is specifically framed as sexual violence that relies on a prevalent oppression paradigm analytic with respect to erotic labor(ers). This necessarily impacts research and scholarship on sex workers, and it informs the experiences of college students engaged in sex work. Situated as an immersed reflexive inquiry, we analyze the bounds of sex work, sexual violence, and what, if any, nexus exists between them through our personal, professional, and academic experiences in tandem with an artifact (a reflexive letter) written by a college student sex work to her past self. We interrogate implications and offer a clear perspective on whether sex work is sexual violence and why it matters.

Navigating English Learning with AI: A Qualitative Study of University Students Experiences

The accelerated development of Artificial Intelligence (AI) technologies has had a substantial impact on educational practices, particularly in the field of English education. This study investigateshe experiences of university students at a UIN Fatmawati Sukarno Bengkulu in the process of navigating English learning through AI. The study examines the challenges and benefits those students experience when utilizing the most frequently used AI tools, as well as their perceptions of these technologies. Interviews with nine students in the fifth semester of the English program at UIN Fatmawati Sukarno Bengkulu are conducted using a qualitative methodology. The results indicate that students have a positive attitude toward AI in the context of English learning and employ a variety of AI tools to resolve various aspects of language acquisition. This study is a unique exploration of the manner in which university students simultaneously incorporate multiple AI tools in their English learning, providing new insights into the role of AI in promoting self-directed learning and practical language application. The study offers new insights into the transformative potential of AI in supporting students’ autonomous learning journeys while learning English by providing a comprehensive view of AI’s role in English education.

A Composite Counternarrative of Discrimination as a Social Determinant of Health: Black College Women's Experiences of Gendered Racism.

Discrimination is a social determinant of health (SDOH) that negatively affects racially minoritized students and patients. Nurses and nurse educators must understand discrimination, including nuanced and intersecting ways that it negatively affects academic and health outcomes. In-depth interviews were conducted with 12 Black women at a primarily White institution in the Southeast United States. The interview guide, informed by critical race and intersectionality theories, explored experiences of gendered racism, particularly in the students' social environments. Narrative analysis was conducted, then a composite counternarrative was composed to portray experiences of gendered racism across multiple levels, including intrapersonal, interpersonal, and institutional. The composite narrative revealed experiences of multi-leveled gendered racial microaggressions that shape the daily lived experiences of Black college women students. Three main themes emerged: Limited Autonomy, Differential Treatment and Differential Assumptions, and Differential Access to Power and Resources. Gendered racism differs from White women's experiences of sexism and Black men's experiences of racism. Institutional efforts to support Black college women must be intentional in addressing the unique ways they experience discrimination in various settings on campus. Nurses' and nurse educators' understanding of gendered racism as a SDOH may ease the hesitancy in addressing health inequities. [Journal of Psychosocial Nursing and Mental Health Services, xx(x), xx-xx.].

로버스카우트의 초·중등학교 연계 봉사활동 사례 연구: 로버스카우트 제도의 교육봉사활동으로서의 가능성 탐색

Objectives This study aims to explore the potential of the Rover Scout program as an educational volunteer activity by analyzing the experiences of university students who are Rover Scouts affiliated with the Korea Scout Association. These students participated in volunteer activities, guiding students during school field trips in ele-mentary and secondary schools. Methods To achieve this, a qualitative case study was conducted on the volunteer activities of university students who are Rover Scouts. These activities were carried out in collaboration with elementary and secondary schools under the jurisdiction of a local educational office (both entities are anonymized as A Association and A Educational Office, respectively). In-depth interviews and participant observations were conducted with five university stu-dents and graduates who voluntarily continued to perform over 100 hours of volunteer work for more than a year, even after fulfilling their graduation requirements. Results The participants gained diverse experiences in guiding students during activities outside the classroom, which were often in unstable environments. Due to the systematic volunteer management system centered around A Association, the participants were able to sustain their volunteer activities for an extended period, which enhanced their understanding of students and nurtured their aspirations to become teachers. However, they also faced challenges, such as a lack of support from their universities and the absence of clear boundaries regarding the role of Rover Scouts in volunteer work. Conclusions The Rover Scout activities, as analyzed in this study, were consistent with the purposes and content of educational volunteer activities. Moreover, these activities contributed to developing essential skills and expe-riences, such as knowledge related to organizing field trips and managing student behavior, which are crucial for teachers but difficult to acquire through traditional teacher training programs. Based on these findings, the study suggests implications for improving university volunteer programs and the Rover Scout system to enhance the quality of volunteer activities.

Coping Self-Efficacy and Stress Mindset as Predictors of Student Success Outcomes

University students experience stress from academic demands. Stress is in fact expected in academic settings and important for achieving goals. How students experience the inevitable stress in the academic context, and whether stress is a support or hindrance for them, is related to their beliefs about stress. This study examined two types of beliefs regarding academic stress: (a) perceptions of being capable of coping with academic stress and demands, named coping self-efficacy, and (b) general beliefs regarding stress itself, named stress mindset, and the impact of those two stress beliefs on two types of outcomes related to student success: academic performance (GPA) and student experiences (mental health, perceived motivation challenges). Findings indicate coping self-efficacy positively predicts higher mental health and lower motivation challenges; neither stress mindset nor coping self-efficacy predicted GPA. Coping self-efficacy in the university context, which denotes feeling capable of managing stress and academic demands, emerged as a useful predictor of student success outcomes. As eliminating stress altogether is not practical or possible, this research focuses on beliefs about stress as important for student success.

A qualitative exploration of Muslim American college students' experiences of discrimination and coping.

A majority of Muslim American college students have grown up exclusively within a post-9/11 climate of surveillance and discrimination. Recent events such as the Trump administration's "Muslim ban" and the Israel-Hamas War have led to additional spikes in Islamophobia and discrimination against Muslim Americans. Developmentally, college students are particularly susceptible to the impacts of discrimination because of the identity exploration that occurs during emerging adulthood. Yet, the effects of discrimination on Muslim American college students are understudied. This qualitative study sought to understand how 1.5- and second-generation immigrant-origin Muslim American college students (a) experience discrimination, (b) describe the emotional impacts of discrimination, and (c) cope with discrimination. Semistructured interviews were conducted with 13 Muslim American college students between the ages of 18 and 21 years (M = 19.85). Conventional content analysis yielded 14 themes and 9 subthemes. Themes consisted of pride in Muslim identity; complexity of visible markers of Muslim identity; stereotypes; microaggressions; multiple, intersecting forms of oppression; historical, ongoing sociocultural trauma; overt Islamophobia; fear, anxiety, and distrust; impact on identity; sadness and hopelessness about the future; intrapsychic forms of coping; relational forms of coping; shifting actions and behaviors; and generational differences in coping. Findings indicated that discrimination experienced by Muslim American college students is chronic, pervasive, and intersectional. Participants experienced discrimination at various stages in their development, across multiple contexts, and on account of multiple marginalized identities. Notably, participants' experiences of discrimination coexisted with a sense of pride in being Muslim. Implications for research and intervention are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

“I was Much Sadder Than I Thought”: A Look at how Grief Impacts the College Student Experience

“I was Much Sadder Than I Thought”: A Look at how Grief Impacts the College Student Experience

Academic Stress and Satisfaction with the Teaching-Learning Model: The Mediating Role of Social Provisions in Social Work Students

ABSTRACT The social and health crisis provoked by the COVID-19 pandemic and its repercussions in teaching-learning models have had an impact on the academic experience of university students. The object of the present study was to examine the direct and indirect relations existing between perceived academic stress, perceived social provisions, and satisfaction with the new teaching-learning model. The study participants were 619 students of the Faculty of Social Work of Complutense University of Madrid (87.7% female, 12.3% male), mean age 21.24 years. A structural equation model was calculated which confirmed that satisfaction with the teaching-learning model was indirectly related with academic stress through social provisions. The interactive reciprocal relations between academic satisfaction, academic stress, and social provisions are discussed on the basis of the theoretical and empirical evidence available.

Exploring Resilience Among College Students in Recovery from Substance Misuse During the COVID-19 Pandemic

AbstractResearch has shown that both college students and people in recovery from substance use disorder were adversely impacted by the COVID-19 pandemic. For example, mental health and substance use challenges accrued for each group. However, less is known about how people who are both college students and in recovery experienced the pandemic. And, generally, little is known about the experiences of college students in recovery without access to the institutional support of a collegiate recovery program. We conducted a study including college students in recovery on a campus without a collegiate recovery program (N = 17) to explore how students experienced adversity during the pandemic and how they demonstrated resilience in overcoming adversity. We utilized thematic analysis to document patterns in the data. Students grappled with attrition from their recovery communities, loss of personal connections, and substance use and mental health challenges. To mitigate these hardships, students employed strategies to avoid substance use, applied principles of recovery programs, took advantage of new resources for recovery, and found ways to maintain connection with some supports. Our findings, documenting the resilience shown by these college students, can be utilized to improve collegiate recovery services, with an eye toward the ongoing popularity of virtual learning and toward potential future disruptive events.

Impact of Volleyball Course on College Students’ Tactical Skills in China

In 1910, the game of volleyball was introduced in China. Currently, the level of Chinese competitive volleyball is relatively high, and it has achieved good results in international tournaments so it is timely and necessary to investigate its teaching in universities and colleges. The effects of playing volleyball may influence the students’ safety, physical conditioning, use of facilities, team considerations, experience with the coach or instructor, and tactical ability. Much has been studied in the field of volleyball including its health effects on its players. However, there was a dearth of literature on the effects of volleyball courses on university students in China. Thus, the study looked into this area of investigation to propose a teaching development for volleyball courses in universities and colleges in China. Using descriptive comparative correlational research design, the findings revealed that the majority of the participants were male first-year college students pursuing engineering studies. The college students evaluated the impact of their tactical skills in playing volleyball. The factors of safety and instructor received the highest assessment while the management of equipment and facilities had the lowest assessment. There was a significant difference in the assessment of the management of equipment and facilities domain based on the respondents’ year levels, with a small effect size. On the other hand, no significant difference was found in safety, physical conditioning, team consideration, instructor, and overall experience of college students in playing volleyball. Comparing the groups, 1st and 2nd year students scored higher in management of equipment and facilities than those 3rd year students. Overall, the college students were assessed to have average tactical skills in playing volleyball. Specifically, offensive tactical skills scored higher than defensive tactical skills.

English as a Second Language teacher training practicum – exploring Polish university students’ experiences and perceptions – in search of supportive strategies

This study examines the experiences of Polish university students during their English as a Second Language (ESL) Teacher Training Practicum. By examining the challenges and transformations they undergo, we aim to understand their journey towards becoming educators. Beyond students’ reflections, we explore strategies to improve their practicum experiences. Using the Inventory of Experiences and Perceptions at Teaching Practice (IEPTP), we evaluate key aspects: learning and professional growth, socialisation in professional settings, socio-emotional facets, support and supervision, and vocational development. The research highlights shifts in perceptions, emphasising areas like vocational and professional development. It suggests strategies to enhance learning and support for student teachers, emphasising the crucial role of supervisors. The findings guide institutions in refining teacher training and ensuring students become adept ESL educators.

Factors Affecting Experiential Learning Experiences of University Students with Disabilities

Factors Affecting Experiential Learning Experiences of University Students with Disabilities