College Years Research Articles

Factors Affecting College Students’ Intention to Seek Professional Psychological Help: Focused on the Theory of Planned Behavior

Purpose: To identify influences and pathways on college students’ intentions to seek professional pyschological help, focusing on the theory of planned behavior.Methods: This was a cross-sectional descriptive study conducted using a structured questionnaire. The study sample comprised 428 college students who were attending a 4-year university located in Seoul and Gyeonggi, Korea. Collected data were checked through path analysis using SPSS 25.0 and AMOS 20.0.Results: Factors that directly influenced college students’ professional psychological help-seeking intentions significantly were attitude toward seeking professional help and perceived behavioral control. Subjective norms and self-stigma indirectly affected the intention to seek professional help for psychological problems, mediated by the attitude toward seeking professional help. These variables were found to explain 11.2% of college students’ intention to seek professional psychological help. Variables that directly influenced college students’attitudes toward seeking professional help were subjective norms and self-stigma. These variables were found to explain 32.3% of college students’ attitudes toward seeking professional help.Conclusion: It is necessary to have a positive attitude toward pursuing professional psychological help in nursing interventions to increase college students’intention to seek professional help for psychological problems.

Identifying high school risk factors that forecast heavy drinking onset in understudied young adults

Heavy alcohol drinking is a major, preventable problem that adversely impacts the physical and mental health of US young adults. Studies seeking drinking risk factors typically focus on young adults who enrolled in 4-year residential college programs (4YCP) even though most high school graduates join the workforce, military, or community colleges. We examined 106 of these understudied young adults (USYA) and 453 4YCPs from the National Consortium on Alcohol and NeuroDevelopment in Adolescence (NCANDA) by longitudinally following their drinking patterns for 8 years from adolescence to young adulthood. All participants were no-to-low drinkers during high school. Whereas 4YCP individuals were more likely to initiate heavy drinking during college years, USYA participants did so later. Using mental health metrics recorded during high school, machine learning forecasted individual-level risk for initiating heavy drinking after leaving high school. The risk factors differed between demographically matched USYA and 4YCP individuals and between sexes. Predictors for USYA drinkers were sexual abuse, physical abuse for girls, and extraversion for boys, whereas 4YCP drinkers were predicted by the ability to recognize facial emotion and, for boys, greater openness. Thus, alcohol prevention programs need to give special consideration to those joining the workforce, military, or community colleges, who make up the majority of this age group.

The relationship between self-oriented perfectionism and exercise participation: based on the dualistic model of passion.

During the critical formative years of college, active participation in sports not only helps to alleviate stress, but also promotes the development of healthy habits. Although the multifaceted benefits of exercise have been widely recognized, there is a relative dearth of research on the relationship between personality traits, particularly college students' self-oriented perfectionism (SOP), and exercise participation. A questionnaire survey of 374 college students was conducted using the snowball sampling method. SPSS 26.0 and Mplus 8.3 were employed in this study to analyze the correlations between the variables, and on this basis, the effect of SOP on exercise participation was examined. The study also used 5,000 bootstrap samples and a 95% bias-corrected confidence interval to test the significance of the mediating effects. Correlation analysis showed that SOP was positively correlated with exercise participation. Harmonious passion and obsessive passion were positively correlated with SOP, and exercise participation. Further, the results of structural equation analysis revealed that SOP increased exercise participation. Harmonious passion and obsessive passion positively mediated the effect between SOP and exercise participation, respectively. This study provides new perspectives to better understand college students' exercise participation, emphasizing the importance of SOP and its influence on exercise participation through harmonious and obsessive passions. These findings have important implications for the development of effective exercise promotion strategies.

In Their Own Words: LGBTQIA+ Stigma in Secondary School

LGBTQIA+ youth often face stigma from society as they develop their personal identities. In the United States, legislation has recently been focusing on reducing protections in schools for queer youth and limiting access to resources like gender affirming healthcare. Youth have increasingly been targeted for identifying as queer and have experienced verbal and physical violence for expressing their gender identities. Research links stigmatization with increased mental health and substance use problems. However, there is limited information on how stigma experienced during adolescence may continue to impact young adults over time. Using a qualitative retrospective framework, LGBTQIA+-identified undergraduates (N = 8) at a 4-year university participated in one-hour virtual focus groups. Data were recorded and anonymized using individual participant codes with names of people or places removed from transcripts. Students were asked to reflect on their experiences as queer youth in secondary school including access to resources; interactions with teachers, staff, and peers; recommendations for supporting LGBTQIA+ students; and personal coping skills. The researchers used a thematic analysis to examine key issues students raised. Results provide insight into the challenges LGBTQIA+ youth face and highlight the strengths of these college-age young adults.

“Every Day We Wake Up with Something to Prove”: Black Misandry and Black Men’s Experiences in Navigating the College Environment

This research analyzes how Black men understand and make sense of their college experiences through their racialized and gendered identities and the campus climate. In-depth interviews with 105 Black men attending 5 different institutions, including three historically White institutions (HWIs) and two Hispanic-serving institutions (HSIs), reveal how they are accosted by Black misandry on a continual and routine basis during their college years. Based on students’ narratives, I find that Black misandry renders Black men as undeserving and unworthy, which is predicated on their seeming nothingness and nonbeing. Students cite being unseen and misperceived, acknowledge various ways that they are subjected to hyper-surveillance on campus, and discuss differential treatment. Given the ways that they are troubled and challenged on campus, the students describe what can be considered as daily battles of Black misandry—a specific form of gendered racism that creates seemingly daily phenomena that require them to prove their worth and being. Such efforts, including the emotional and psychological labor that they must enact, inform how they make sense of and navigate the campus ethos at HWIs and HSIs alike. Findings are presented across two main themes: (1) always already facing deficits and (2) dispositions and responses to anti-Blackness and Black misandry. These themes reveal a near consistency of Black misandry across both institutional types and inform the coping strategies that Black men employ in order to pursue their educational goals and keep their humanity intact.

Psychometric properties of the Chinese version of the Highly Sensitive Child Scale among Chinese adolescents

The present study aimed to develop the Chinese version of the Highly Sensitive Child (C-HSC) Scale and examine its psychometric properties in Chinese participants (grade 4 ∼ fourth year of college), and preliminarily explores what kinds of Environmental Sensitivity groups exist among Chinese adolescents. A total of 9091 data (46.65 % males, 9–23 years old) points were collected to examine the psychometric properties of the C-HSC scale, and half of the data were used to explore the types of Environmental Sensitivity groups. The results showed that the scale has good psychometric properties. First, the scale composed of three dimensions is consistent with the Highly Sensitive Child Scale, which is more consistent with the bifactor structure model than the three-factor structure model. In addition, the scale has good reliability, convergent validity and discriminant validity; and has full configural, full metric, and full scalar invariance (partial scalar invariance across developmental stages) across genders and developmental stages. Finally, three groups of Environmental Sensitivity were found among Chinese adolescents, namely, high (orchids), medium (tulips), and low (dandelions) Environmental Sensitivity. The proportions of low, medium and high environmental sensitivity were 24.09 %, 40.64 % and 35.27 %, respectively.

대학생의 AI 교육 유무에 따른 디지털 학습역량의 차이 및 교육 요구도 분석

Objectives The purpose of this study is to examine the differences in digital literacy skills among university students based on their exposure to AI education. Additionally, the study aims to analyze the educational requirements associated with AI education. Methods To accomplish this, a total of 281 students enrolled in 4-year universities in Seoul and Chungcheong-do regions were selected as participants. The data was analyzed using SPSS 23.0 and the Excel program. The differences were analyzed using t-tests, and the educational requirements were examined through IPA, Borich Needs Assessment, and The Locus for Focus model. Results Based on the main results, First, we analyzed the difference in digital learning competencies between university students with and without AI education, andfound statistically significant differences in all subdomains exceptcommunication, which isthe current level of digital learning competencies, and creativity, which is important. Second, the analysis of the digital learning competency needs of university students with AI education experience shows that critical thinking is a key area of focus. The difference between the current level and the importance is statistically significant in the subfactors of communication, collaboration, critical thinking, and creativity. According to the Borich needs analysis, communication, critical thinking, and creativity are the most important. In the Locus for Focus Model, the first quadrant, HH zone, manifested as critical thinking. While no common sub-factors appeared in education priorities, critical thinking emerged as the second-highest priority in the Borich Needs Assessment. This suggests that university students with AI education experience may need support to enhance critical thinking skills. Third, the results of the analysis of the digital learning competency needs of university students without any prior experience in AI education are as follows. Critical thinking and creativity are the focus areas. The difference between the current level and importance was statistically significant in the subfactors of communication, collaboration, critical thinking, and creativity. The Locus for Focus Model shows that the first quadrant, HH, represents creativity and critical thinking, and the common factor with Borich's needs analysis is creativity. Therefore, ways to support them should be prioritized. Conclusions The research results indicate that support for education should be provided based on whether AI education is present or absent. Furthermore, I would like to propose effective measures to enhance the implementation of AI education.

예비유아교사들이 유아 과학 활동 장면을 떠올리며 그린 그림(drawings)

Objectives The purpose of this study was to analyze the drawings and interviews of pre-service early childhood teachers on early childhood science activities and to orient them on the educational contents and methods to be taught in early childhood science education. Methods For this purpose, 34 students from the Department of Early Childhood Education at a 4-year university located in City A were asked to draw scenes of early childhood science activities during an early childhood science education class, and then interviews were conducted with 9 of them. The content of the drawings drawn by pre-service early childhood teachers was classified according to the content of early childhood science education to examine trends, and the interview data was read repeatedly and categorized based on major keywords and main content. Results In this study, pre-service early childhood teachers’ drawings were analyzed and found that the most common scenes were ‘growing and observing plants’ and ‘raising and observing animals’. But ‘experimenting with the teacher’, ‘doing science in play’, ‘experiencing plants and animals in outdoor learning’ were relatively rare. Through these research results, it was found that pre-service early childhood teachers have biased ideas about early childhood science activities, topics related to ‘animals and plants’, ‘life and the natural environment’, and the types of science activities that take place indoors. The interviews also revealed that pre-service early childhood teachers have negative experiences and feelings related to science, which makes them feel uncomfortable and have difficulty with science. Conclusions These findings suggest that it is necessary for instructors to reflect more diverse contents of science education in early childhood science education courses and to experience science activities directly with pre-service early childhood teachers. In addition, this suggests that there is a need to reduce pre-service early childhood teachers’ indifference to science and their vague fear of science.

Impact of the COVID-19 pandemic on the education and health of university students

Objective: To analyze the impact of the COVID-19 pandemic on the education and health of university students. Methods: Cross-sectional study, carried out with 163 university students from different courses, between May and December 2022, in São Paulo, Brazil. Google Forms was used to capture information related to academic dynamics during the COVID-19 pandemic. Results: The majority of students were women and in the health field, studying their third year of college. 53.1% of students considered online classes to be bad or terrible, but only 43.6% thought about giving up their studies during the period. Most participants spent between five and nine hours a day studying in front of screens, and 57.7% said they experienced a drop in academic performance. Students had problems sleeping (58.2%, p<0.001), increased moments of stress, fatigue, depression, or anxiety (76.7%, p<0.001), felt hopeless (71.7%, p< 0.001), and showed changes in weight during the period (75.4%, p<0.001). Conclusion: The COVID-19 pandemic had negative impacts on the majority of those investigated, both in education and health, especially mental health. It is necessary to encourage multimodal curricula and programs that encourage quality of life and mental health in university spaces.

The Relationship Between Self-Regulated Learning and Demographic Characteristics Among Undergraduate Nursing Students

Introduction: Self-regulated learning is the ability of individuals to actively regulate thought, feeling, and behavior during the learning process to achieve academic goals. Self-regulated learning is important to support the academic success of nursing students, but there is a lot of literature showing that nursing students are faced with various problems in learning such as tight assignment deadlines, time management, too many assignments, and difficulties in understanding the material caused by not being able to control and regulate themselves during the learning process. Objective: The purpose of this study was to determine the relationship between self-regulated learning and the demographic characteristics of nursing students. Methods: This study was a descriptive quantitative with cross sectional approach. The sample in this study is 276 respondents using a proportionate stratified random sampling technique. Self-Regulated Online Learning Questionnaire (SOL-Q) is used to measure the level of self-regulated learning. Results: The result of this study showed that there is a relationship between self-regulated learning and college years (p 0.05). Conclusion: Final year students who have low self-regulated learning can be caused by a lack of ability to manage time and motivation, while first-year students have high enthusiasm and motivation to succeed in academic fields. Students need to pay attention and have supporting factors in order to have good self-regulated learning The faculty is expected to be able to provide programs that help students develop self-regulated learning skills.

Latinx Immigrant-Origin Community College Students: Examining Persistence and Transfer Through a Funds of Identity Framework

Objective: The study aimed to understand how Latinx immigrant-origin community college students draw upon their funds of identity to persist and transfer. Methods: Utilizing a multimethodological qualitative approach, self-portraits and testimonios were collected from 20 Latinx immigrant-origin California community college students in spring 2022. All participants planned to transfer to a 4-year college in the fall. Data analysis included deductive, inductive, and axial coding. Results: Family ties shaped students’ aspirations and persistence while the development of new funds of identity help define their community college journey. In addition, culturally affirming courses and programs that aligned with students’ funds of identity supported persistence and transfer during challenging moments. Finally, students’ academic interests and career exploration operated as motivating factors to help them reach their future goals. Contributions: The results from this study demonstrate the need for community colleges to recognize and affirm Latinx immigrant-origin students’ diverse identities. Community colleges also need to ensure that programs and services align with students’ lived experiences.

Document analysis of adaptive sport opportunities at Division-1 universities in the United States

BackgroundIndividuals with disabilities are less likely to participate in physical activity, with the greatest decline in participation during college years. Despite known health benefits, there are significant barriers that limit sport and exercise participation for students with disabilities, including adaptive access. To our knowledge, there has been no comprehensive review conducted to examine the number of adaptive sport offerings on a collegiate level. ObjectiveAssess the availability of adaptive sport opportunities for students at National Collegiate Athletic Association (NCAA) Division-1 Universities to better understand university-affiliated adaptive sport opportunity for students. MethodsWebsite document analysis was conducted by systematically querying the general homepage, athletics page, and campus recreation websites of each NCAA Division-1 University in the United States (US). Institutional and sport-related characteristics were recorded. ResultsOf the 358 NCAA Division-1 Universities, 20.4 % (73/358) marketed adaptive sport opportunities (recreational, club, and/or intercollegiate), with 3.9 % (11/358) acknowledging intercollegiate adaptive sport programs on their websites. Five percent (6/121) of private institutions, and 28.3 % (67/237) of public institutions reported adaptive sport opportunities. The Northeast region had the fewest number of institutions reporting adaptive sport offerings (4/67, 6.0 %). The most commonly offered sport was adaptive recreation (36/358, 10.2 %), followed by wheelchair basketball (26/358, 7.4 %). ConclusionOver three-quarters of Division-1 Universities in the US lack an online description of adaptive sport opportunity, highlighting the need for expanded resourcing and marketing of adaptive sport at the university level. Future studies are necessary to identify appropriate strategies to effectively promote sport, maximize participation and improve social inclusion.

예비유아교사의 공감능력이 적응적 정서조절전략에 미치는 영향

Objectives This study aimed to analyze the relationship between pre-service early childhood teachers' empathic ability, interpersonal relationship skills, and adaptive emotional regulation strategies. Additionally, it sought to in-vestigate the impact of pre-service early childhood teachers' empathic ability and interpersonal relationship skills on adaptive emotional regulation strategies. Furthermore, the purpose was to illuminate the mediating effect of interpersonal relationship skills in the relationship between empathic ability and adaptive emotional regulation strategies. Methods A total of 175 pre-service early childhood teachers enrolled in the Early Childhood Education Department of a 2-year college located in Seoul were surveyed regarding their empathic ability, interpersonal relationship skills, and adaptive emotional regulation strategies. The data collected were analyzed using SPSS 18.0 software to compute Pearson's r and conduct regression analysis. Results First, it was found that there were significant correlations among pre-service early childhood teachers' empathic ability, interpersonal relationship skills, and adaptive emotional regulation strategies. Second, empathic ability and interpersonal relationship skills emerged as predictors of adaptive emotional regulation strategies. Third, in terms of the impact of empathic ability on adaptive emotional regulation strategies, interpersonal rela-tionship skills were found to have a partial mediating effect. Conclusions The enhancement of empathic ability and interpersonal relationship skills suggests the potential to increase the utilization of adaptive emotional regulation strategies among pre-service early childhood teachers. This implies providing insights for the development of programs aimed at enhancing pre-service early childhood teachers' empathic ability and interpersonal relationship skills, ultimately enabling them to utilize adaptive emo-tional regulation strategies.

2023학년도 대학 교양 음악 교과의 운영 실태 분석

This study aims to assess music liberal arts education in South Korea and suggest future directions. To achieve this, 40 of 4-year universities across the country were selected, and the curriculum, class objectives, and course plans for the year 2023 were collected and analyzed. As a result of the analysis, in terms of operation, the music department accounted for 61.78%, while the college of Liberal Arts accounted for 23.11%. As for the types of subjects, there were general education courses (41.33%) and distribution requirement courses (47.56%), and names of areas related to art or humanities were used. Content and method of lectures were categorized as follows: music theory lectures (68.21%), music applied lessons (31.79%), music convergence theory lectures (30.39%), and music convergence applied lessons (9.62%). While music lectures emphasized history, singing, and instruments, convergence lectures emphasized humanities. The proposal suggests securing professional lecturers to enhance liberal arts music education autonomy and developing diverse, high-quality music and convergence subjects.

“I just don’t find it interesting”: academic major and timing of enrollment predict motivation in an introductory biology course

ABSTRACT Situated expectancy-value theory (SEVT) posits that students’ expectancies for success, task values, and perceived costs affect their performance in STEM courses. Less is known about how students’ majors and timing of course completion affect motivational processes. Using the SEVT framework, this study utilised a convergent mixed methods approach to investigate academic motivation among students (N = 646) who enrolled in introductory biology at a large public university. Survey data revealed that students majoring in Biology were more motivated than students from other majors, although academic major was not directly associated with final grade. Upper-level students reported significantly lower competence-related beliefs and task values and perceived higher effort cost compared to first-year students. Upper-level students also earned significantly lower grades than first-year students. Both academic major and year in college had significant indirect effects on final course grades. Interviews with students (N = 31) helped explain and extend quantitative results. This study demonstrates that understudied factors (i.e. academic major and year in college) are important predictors of motivation in a gateway biology course and identifies themes that contribute to student motivation in this context.

Adherence to the Mediterranean Diet and its association with sustainable dietary behaviors, sociodemographic factors, and lifestyle: a cross-sectional study in US University students

BackgroundPromoting healthy and sustainable diets is increasingly important and the Mediterranean Diet (MD) has been recognized as an appropriate example that can be adapted to different countries. Considering that the college years are the time when US young adults are most likely to adopt unhealthy eating habits, the present study assessed adherence to the MD and the sustainability of dietary behaviors in a nationally representative sample of US university students, aiming to identify crucial levers for improving their eating behaviors.MethodsMD adherence and the adoption of healthy and sustainable dietary patterns were assessed through the KIDMED and the Sustainable-HEalthy-Diet (SHED Index questionnaires, respectively, administered through an online survey that also included sociodemographic and behavioral questions. Non-parametric and logistic regression analyses were performed.ResultsA sample of 1485 participants (median (IQR) age 21.0 (19.0–22.0); 59% women) correctly completed the survey. A medium adherence to the MD was the most prevalent (47%). According to multivariate logistic regression analysis, the likelihood of being more compliant with the MD increased when meeting physical activity recommendations, having a high SHED Index score, having the willingness to purchase and eat healthy and sustainable dishes, eating ultra-processed plant-based meat alternatives foods daily, and regularly attending the university canteen.ConclusionsEncouraging dietary patterns rich in plant-based foods and with a moderate intake of animal products is crucial to increasing the adoption of healthy and sustainable diets, and university dining services represent a suitable setting to build a supportive environment that educates students on human and planetary health.

Interpersonal Perceptual Tendencies and Adjustment in Chinese Adolescents: Testing the Mediating Role of Peer Relationship.

Accuracy and assumed similarity are the most central topics in the research area of interpersonal perception. These two interpersonal perceptual tendencies have been demonstrated to have beneficial effects on adults' psychological functioning independently. However, how and why they influence adolescent psychological adjustment is less well-understood. The present research aimed to examine the mediating role of peer relationships in the association between these two interpersonal perceptual tendencies and psychological adjustment in adolescents. In the first study, a sample of adolescents in their first year of college (N = 93, 63% girls, Mage = 17.45 years, SD = 0.52) were recruited from a university located in Eastern China. They completed the likableness ratings of Anderson's 200 adjectives. The top 10 personality traits with the lowest and highest likableness values were selected to measure adolescents' personality profiles. In the second study, a round-robin design in a real-life setting, a sample of Chinese adolescents in grades six to nine were recruited from two middle schools (N = 337, Ndyads = 918, 47% girls, Mage = 13.76, SD = 1.15). They were requested to rate themselves and their peers within the same group on various factors. Results revealed that adolescents could form an accurate perception of their peers' personalities and concurrently assume that their peers' personalities are similar to their own. More importantly, accurate interpersonal perception and a biased tendency towards assumed similarity could, directly and indirectly, benefit adolescent psychological adjustment through peer relationships.

Beth Anish on how Rhode Island's community college is increasing student opportunities with work‐based learning

Ten years after the launch of the Guided Pathways program that offers reforms for community colleges, a new study by Columbia University's Community College Research Center assesses whether or not “guided pathways practices implemented at 62 community and technical colleges in three states—Tennessee, Ohio, and Washington—are associated with improvements in student outcomes during the first year of college.”

Longitudinal Associations Between Competition Contingent Self-Worth and Materialistic Values Among Chinese College Students: A Latent Growth Model

This longitudinal study examined how the initial levels and change rates of competition contingent self-worth (CSW) predicted changes in materialistic values among college students during their first two college years. Participants were 948 students (607 females; M age = 18.61, SD age = .71 years, at Wave 1) from eight Chinese universities. Students’ competition CSW was measured annually across three waves, and their materialistic values were assessed at the last two waves. Latent growth analyses showed that Chinese college students generally experienced a mean-level decline in competition CSW from their freshmen to junior year. Students with higher initial levels or slower declining rates (or faster increasing rates) of competition CSW obtained greater increases in materialistic values over time. The results highlighted the potential role of competition CSW in contributing to the development of materialistic values among Chinese college students, which may pose threat to their well-being and comprehensive development in college.

Using Text Mining to Illuminate How Community and Technical Colleges Adapt During COVID-19

ABSTRACT The COVID-19 crisis has caused unprecedented disruptions to all facets of postsecondary education. As open-access institutions serving diverse students, community and technical colleges have responded to pandemic-imposed challenges through numerous adaptations. To bring clarity and purpose to community and technical colleges’ institutional decision-making during times of crisis, we used text mining techniques to identify patterns underlying change and adaptations since March 2020 based on text data from weekly newsletters published by a 2-year college system in a Midwestern state. Our findings indicate that community and technical colleges strove to meet their core institutional mission and centered student needs during the crisis. Specifically, the colleges emphasized accessibility, flexibility, and continuity of education. However, we also identified a lack of depiction of important issues, such as support for faculty/staff and an explicit focus on issues of diversity, equity, and inclusion. Our study also demonstrates text mining techniques as an innovative toolkit to support community and technical colleges with data-informed decision-making to enhance institutional effectiveness.