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Zhang J, Li R, Zhang Y, Li C, Xu B, Qi X. Associations between body size and visual impairment of first-year university students in Chongqing: A cross-sectional study. Medicine (Baltimore) 2024; 103:e35763. [PMID: 38215114 PMCID: PMC10783220 DOI: 10.1097/md.0000000000035763] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/20/2023] [Accepted: 10/03/2023] [Indexed: 01/14/2024] Open
Abstract
The relationship between body size and visual impairment (VI) presents a controversial topic in the health sciences. This study aims to evaluate and clarify the potential associations between these 2 variables. We conducted a cross-sectional study on first-year students enrolled in 2022 at the Southwest University of Political Science & Law. The students underwent a series of physical examinations and visual acuity tests. Visual impairment was classified into 3 categories: mild, moderate, or severe. We used logistic regression analysis to examine the association between body size and VI. Our findings indicated a high prevalence of VI among first-year university students; more than 80% of them were affected. In bivariate analysis, height and weight were negatively related to the presence of VI. However, BMI (body mass index) was not related to VI. By adjusting all available confounders, no associations between BMI (OR = 1.002, 95% CI = 0.974-1.032, P = .877), height (OR = 0.998, 95% CI = 0.967-1.010, P = .298), weight (OR = 0.999, 95% CI = 989-1.009, P = .860), and mild-severe VI were found in females. For males, the ORs were 0.988 (95% CI = 0.955-1.021, P = .459), 0.980 (95% CI = 0.954-1.006, P = .135), and 0.995 (95% CI = 0.985-1.004, P = .285) for BMI, height, and weight, respectively. Among young adults demonstrating high academic performance in high schools, the cessation of physical growth, combined with potential eye strain resulting from overuse, may mitigate any previously observed positive associations between physical status and VI in younger children.
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Affiliation(s)
- Jing Zhang
- Department of Health Management, The Second Hospital Affiliated to Chongqing Medical University, Chongqing, China
| | - Ruili Li
- Department of Health Management, The Second Hospital Affiliated to Chongqing Medical University, Chongqing, China
| | - Yong Zhang
- Department of Health Management, The Second Hospital Affiliated to Chongqing Medical University, Chongqing, China
- School of Public Health, Chongqing Medical University, Chongqing, China
| | - Cuihong Li
- School of Public Health, Chongqing Medical University, Chongqing, China
| | - Bingwu Xu
- School of Public Health, Chongqing Medical University, Chongqing, China
| | - Xiaoya Qi
- Department of Health Management, The Second Hospital Affiliated to Chongqing Medical University, Chongqing, China
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Cădariu IE, Rad D. Predictors of Romanian Psychology Students' Intention to Successfully Complete Their Courses-A Process-Based Psychology Theory Approach. Behav Sci (Basel) 2023; 13:549. [PMID: 37503996 PMCID: PMC10376003 DOI: 10.3390/bs13070549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Revised: 06/25/2023] [Accepted: 06/29/2023] [Indexed: 07/29/2023] Open
Abstract
Student retention is a frequently researched issue due to the incidence of student dropout and its significance to learning outcomes. However, there are research gaps that need to be addressed in understanding the factors influencing student dropout in the context of higher education in Romania. This cross-sectional investigation aims to fill these gaps by examining the relationships between satisfaction with the specialization, self-regulation of learning behavior, students' perceived stress, perceived acceptance from family and friends, and the intention to complete studies. The study utilizes various statistical analysis techniques, including mediation analysis and correlation analysis, to analyze the collected data. An online questionnaire was administered to non-randomized students majoring in Psychology, and a total of 144 valid and consented responses were obtained. The results reveal significant influences of satisfaction with the specialization, self-regulated learning, and students' perceived stress on the intention to successfully complete courses. Furthermore, academic self-efficacy was found to fully mediate the relationship between satisfaction with the specialization and academic adjustment. These findings contribute to a better understanding of the student dropout process in the Romanian higher education system. By identifying the factors associated with student retention, this study provides insights that can inform the development of interventions aimed at improving students' retention and overall learning outcomes.
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Affiliation(s)
- Ioana-Eva Cădariu
- Department of Psychology, West University of Timisoara, 300223 Timisoara, Romania
- Department of Psychology, Tibiscus University of Timisoara, 300223 Timisoara, Romania
- Institute of Psychotherapy Psychological Counselling and Clinical Supervision, 300223 Timisoara, Romania
| | - Dana Rad
- Center of Research Development and Innovation in Psychology, Faculty of Educational Sciences Psychology and Social Sciences, Aurel Vlaicu University of Arad, 310032 Arad, Romania
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Glena VS, Mushquash AR, Gotwals JK, Sinden KE, Pearson ES. "Staying in the present moment is important": Examining the impact of a short-term classroom-based mindfulness intervention among first-year students. J Am Coll Health 2023:1-10. [PMID: 36595577 DOI: 10.1080/07448481.2022.2155057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Revised: 08/02/2022] [Accepted: 09/19/2022] [Indexed: 06/17/2023]
Abstract
Objective: To determine the impact of four classroom-based sessions on mindfulness and symptoms of psychological distress among first-year students. A secondary objective was to explore participants' involvement experiences. Participants: First-year undergraduate students at a Canadian university were recruited. Methods: A mixed-methods pre-experimental design with repeated measures was used. The mindfulness intervention involved four, 15-minute sessions delivered by a counselor from the university's Student Health and Wellness center. Results: A significant positive change to participants' mindfulness scores from pre- to post-intervention was observed. Qualitatively, themes relating to intervention benefits, challenges, and logistics emerged. Conclusions: Collectively, results supported the utility of this brief mindfulness intervention delivered to first-year students. Participants were appreciative of the techniques learned and the "in-class" delivery format. Given the pressures faced by post-secondary students, collaborating with student wellness centers in this way may represent a novel and efficient approach for attenuating health risks while promoting their personal wellness.
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Affiliation(s)
- Victoria S Glena
- School of Kinesiology, Lakehead University, Thunder Bay, Ontario, Canada
| | - Aislin R Mushquash
- Department of Psychology, Lakehead University, Thunder Bay, Ontario, Canada
| | - John K Gotwals
- School of Kinesiology, Lakehead University, Thunder Bay, Ontario, Canada
| | - Kathryn E Sinden
- School of Kinesiology, Lakehead University, Thunder Bay, Ontario, Canada
| | - Erin S Pearson
- School of Kinesiology, Lakehead University, Thunder Bay, Ontario, Canada
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Alfonso S, Diniz AM, Conde A, García-Señorán M. Determinants of Major Choice and Academic Expectations: Testing a Prediction Model Across Gender. Front Psychol 2022; 13:847843. [PMID: 35465537 PMCID: PMC9021691 DOI: 10.3389/fpsyg.2022.847843] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 02/28/2022] [Indexed: 12/04/2022] Open
Abstract
With this study, we aim to test the predictive relationships between determinants of major choice (DMC) and academic expectations (AEs) and to analyze gender differences, using six items of the Determinants of Major Choice Scale and the Academic Perceptions Questionnaire to assess AEs. A convenience sample of Portuguese (n = 839) and Spanish (n = 1,001) first-year students (age-range = 17–23 years), mostly composed of women (56.9%, n = 1,047), was selected from two public universities. The invariance of the multivariate regression model with latent variables of the effect of DMC on AEs, with determinants linked to Personal Characteristics (PCs; e.g., capacities) and Mediating Agents (MAs; e.g., parents) as AE predictors, was tested across gender with LISREL. The invariance test of the multivariate regression model across gender fit the data well and revealed an equivalence of slopes between women and men, which allows a unique interpretation of the model’s predictive relationships for both genders. We also found statistically significant predictive relationships of PCs for six AE factors and MAs for five AE factors. The results showed theoretical relationships with the self-determination theory. At a practical level, they indicated the importance of PCs and MAs to design AE intervention programs in Higher Education (HE) institutions.
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Affiliation(s)
- Sonia Alfonso
- Department of Evolutionary Psychology, University of Vigo, Ourense, Spain
| | - António M Diniz
- Department of Psychology, Research Center in Education and Psychology, School of Social Sciences, University of Évora, Évora, Portugal
| | - Angeles Conde
- Department of Evolutionary Psychology, University of Vigo, Ourense, Spain
| | - Mar García-Señorán
- Department of Evolutionary Psychology, University of Vigo, Ourense, Spain
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Casanova JR, Gomes A, Moreira MA, Almeida LS. Promoting Success and Persistence in Pandemic Times: An Experience With First-Year Students. Front Psychol 2022; 13:815584. [PMID: 35310231 PMCID: PMC8927917 DOI: 10.3389/fpsyg.2022.815584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Accepted: 01/31/2022] [Indexed: 11/30/2022] Open
Abstract
The transition and adaptation of students to higher education (HE) involve a wide range of challenges that justify some institutional practices promoting skills that enable students to increase their autonomy and to face the difficulties experienced. The requirements for this adaptation were particularly aggravated by the containment and sanitary conditions associated with coronavirus disease 2019 (COVID-19). With the aim of promoting academic success and preventing dropout in the first year, a support program was implemented for students enrolled in two courses in the area of education at a public university in northern Portugal during the first semester of 2020/2021. Three sessions of 50/60 min were implemented, namely, the first session focused on the verbalization of the demands, challenges, and difficulties of the transition, and the second and third sessions focused on the difficulties of academic adaptation and academic performance. Data from a dropout risk screening instrument and from the activities performed during sessions were analyzed. The main results point to student satisfaction with the content and the activities of the sessions and their usefulness. Students report not only high satisfaction levels with HE attendance, but also some emotional exhaustion due to academic activities. The continuity of the program is recommended with some improvements in its planning to ensure a more definitive version of the program in the next two years.
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Affiliation(s)
- Joana R Casanova
- Research Centre on Education (CIEd), Institute of Education, University of Minho, Braga, Portugal
| | - Alexandra Gomes
- Research Centre on Child Studies (CIEC), Institute of Education, University of Minho, Braga, Portugal
| | - Maria Alfredo Moreira
- Research Centre on Education (CIEd), Institute of Education, University of Minho, Braga, Portugal
| | - Leandro S Almeida
- Research Centre on Education (CIEd), Institute of Education, University of Minho, Braga, Portugal
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Buffalari D, Fernandes JJ, Chase L, Lom B, McMurray MS, Morrison ME, Stavnezer AJ. Integrating Research into the Undergraduate Curriculum: 1. Early Research Experiences and Training. J Undergrad Neurosci Educ 2020; 19:A52-A63. [PMID: 33880092 PMCID: PMC8040836] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Undergraduate research experiences have emerged as some of the most beneficial high-impact practices in education, providing clear benefits to students that include improved critical thinking and scientific reasoning, increased academic performance, and enhanced retention both within STEM majors and in college overall. These benefits extend to faculty members as well. Several disciplines, including neuroscience, have implemented research as part of their curriculum, yet many research opportunities target late stage undergraduates, despite evidence that early engagement can maximize the beneficial nature of such work. A 2019 Society for Neuroscience professional development workshop provided multiple examples of integrating research into an undergraduate curriculum, including early engagement (Fernandes, 2020). This article is the first in a series of three that expands upon the information presented in those workshop discussions, focusing on ways to promote early research opportunities. The benefits and challenges associated with early research engagement suggest thoughtful consideration of the best mechanisms for implementation are warranted; some options might include apprenticeship models or course-based approaches. Regardless of mechanism, early research can serve to initiate more prolonged, progressive, scaffolded experiences that span the academic undergraduate career.
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Affiliation(s)
- Deanne Buffalari
- Neuroscience Program, Westminster College, New Wilmington, PA 16172
| | | | - Leah Chase
- Biology and Chemistry Departments and Neuroscience Program, Hope College, Holland, MI 49423
| | - Barbara Lom
- Biology Department and Neuroscience Program, Davidson College, Davidson, NC 28035
| | - Matthew S. McMurray
- Department of Psychology and Center for Neuroscience and Behavior, Miami University, Oxford, OH 45056
| | - Mary E. Morrison
- Biology Department and Neuroscience Program, Lycoming College, Williamsport, PA 17701
| | - Amy Jo Stavnezer
- Neuroscience Program and Psychology Department, The College of Wooster, Wooster, OH 44691
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Smaniotto C, Battistella C, Brunelli L, Ruscio E, Agodi A, Auxilia F, Baccolini V, Gelatti U, Odone A, Prato R, Tardivo S, Voglino G, Valent F, Brusaferro S, Balzarini F, Barchitta M, Carli A, Castelli F, Coppola C, Iannelli G, Milazzo M, Rosina B, Salerno C, Siliquini R, Sisi S. Sustainable Development Goals and 2030 Agenda: Awareness, Knowledge and Attitudes in Nine Italian Universities, 2019. Int J Environ Res Public Health 2020; 17:ijerph17238968. [PMID: 33276530 PMCID: PMC7730411 DOI: 10.3390/ijerph17238968] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Revised: 11/26/2020] [Accepted: 11/27/2020] [Indexed: 11/26/2022]
Abstract
Sustainable Development Goals (SDGs) and 2030 Agenda represent global development programs. Education can widen the acknowledgement of their relevance and their applications. This survey aims to assess awareness, knowledge and attitudes towards SDGs and sustainability among first-year students in nine Italian Universities. A Likert scale-based online questionnaire of 70 items was compiled by students from March to July 2019. It examined knowledge and expectations referred to sustainable development concepts, indicators and documents/models accounting for sociodemographic variables. Statistical analyses performed were Chi-square test, Fisher’s Exact test, Kendall’s W correlation coefficient, univariate and multivariate analysis. The questionnaire was completed by 1676 students. A low percentage referred a good knowledge of SDGs and 2030 Agenda, most of them had never attended related educational activities previously. Better knowledge of SDGs and 2030 Agenda was observed in case of previous specific educational activities (p < 0.001). The expectation towards university guaranteeing an education on SDGs was high, both for personal wisdom and for usefulness in future professional context. A significant difference (p < 0.001) in such expectations was found, as healthcare students were less interested than colleagues of other areas. The results showed low knowledge but interest towards sustainable development. A scheduled implementation of academic initiatives should be considered.
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Affiliation(s)
- Cecilia Smaniotto
- Department of Medicine, University of Udine, 33100 Udine, Friuli Venezia Giulia, Italy; (C.B.); (L.B.); (E.R.); (S.B.)
- Correspondence: ; Tel.: +39-0432-554767
| | - Claudio Battistella
- Department of Medicine, University of Udine, 33100 Udine, Friuli Venezia Giulia, Italy; (C.B.); (L.B.); (E.R.); (S.B.)
| | - Laura Brunelli
- Department of Medicine, University of Udine, 33100 Udine, Friuli Venezia Giulia, Italy; (C.B.); (L.B.); (E.R.); (S.B.)
- Friuli Centrale Healthcare and University Integrated Trust, 33100 Udine, Friuli Venezia Giulia, Italy;
| | - Edoardo Ruscio
- Department of Medicine, University of Udine, 33100 Udine, Friuli Venezia Giulia, Italy; (C.B.); (L.B.); (E.R.); (S.B.)
| | - Antonella Agodi
- Department of Medical and Surgical Sciences and Advanced Technologies “G.F. Ingrassia”, University of Catania, 95123 Catania, Sicilia, Italy; (A.A.); (M.B.)
| | - Francesco Auxilia
- Department of Biomedical Sciences for Health, University of Milan, 20122 Milan, Lombardia, Italy;
| | - Valentina Baccolini
- Department of Public Health and Infectious Diseases, Sapienza University of Rome, 00185 Rome, Lazio, Italy; (V.B.); (C.S.)
| | - Umberto Gelatti
- Department of Medical and Surgical Specialties, Radiological Sciences and Public Health, University of Brescia, 25123 Brescia, Lombardia, Italy;
| | - Anna Odone
- Faculty of Medicine and Surgery, University Vita-Salute San Raffaele, 20132 Milan, Lombardia, Italy; (A.O.); (F.B.)
| | - Rosa Prato
- Department of Medical and Surgical Sciences, University of Foggia, 71122 Foggia, Puglia, Italy; (R.P.); (C.C.); (G.I.); (M.M.); (S.S.)
| | - Stefano Tardivo
- Department of Diagnostic and Public Health, University of Verona, 37134 Verona, Veneto, Italy; (S.T.); (A.C.)
| | - Gianluca Voglino
- Department of Public Health Sciences and Pediatrics, University of Turin, 10124 Turin, Piemonte, Italy; (G.V.); (R.S.)
| | - Francesca Valent
- Friuli Centrale Healthcare and University Integrated Trust, 33100 Udine, Friuli Venezia Giulia, Italy;
| | - Silvio Brusaferro
- Department of Medicine, University of Udine, 33100 Udine, Friuli Venezia Giulia, Italy; (C.B.); (L.B.); (E.R.); (S.B.)
| | - Federica Balzarini
- Faculty of Medicine and Surgery, University Vita-Salute San Raffaele, 20132 Milan, Lombardia, Italy; (A.O.); (F.B.)
| | - Martina Barchitta
- Department of Medical and Surgical Sciences and Advanced Technologies “G.F. Ingrassia”, University of Catania, 95123 Catania, Sicilia, Italy; (A.A.); (M.B.)
| | - Alberto Carli
- Department of Diagnostic and Public Health, University of Verona, 37134 Verona, Veneto, Italy; (S.T.); (A.C.)
| | - Francesco Castelli
- University Research and Documentation Center for the 2030 Sustainable Development Agenda, Department of Infectious and Tropical Diseases, University of Brescia and Brescia Spedali Civili General Hospital, 25123 Brescia, Lombardia, Italy;
| | - Cristina Coppola
- Department of Medical and Surgical Sciences, University of Foggia, 71122 Foggia, Puglia, Italy; (R.P.); (C.C.); (G.I.); (M.M.); (S.S.)
| | - Giuseppina Iannelli
- Department of Medical and Surgical Sciences, University of Foggia, 71122 Foggia, Puglia, Italy; (R.P.); (C.C.); (G.I.); (M.M.); (S.S.)
| | - Marica Milazzo
- Department of Medical and Surgical Sciences, University of Foggia, 71122 Foggia, Puglia, Italy; (R.P.); (C.C.); (G.I.); (M.M.); (S.S.)
| | - Barbara Rosina
- Advisory and Career Service, University of Milan, 20122 Milan, Lombardia, Italy;
| | - Carla Salerno
- Department of Public Health and Infectious Diseases, Sapienza University of Rome, 00185 Rome, Lazio, Italy; (V.B.); (C.S.)
| | - Roberta Siliquini
- Department of Public Health Sciences and Pediatrics, University of Turin, 10124 Turin, Piemonte, Italy; (G.V.); (R.S.)
| | - Sauro Sisi
- Department of Medical and Surgical Sciences, University of Foggia, 71122 Foggia, Puglia, Italy; (R.P.); (C.C.); (G.I.); (M.M.); (S.S.)
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Fam JY, Murugan SB, Yap CYL. What worries first-year students? Psychometric properties of the Student Worry Scale. Scand J Psychol 2020; 61:410-415. [PMID: 32086948 DOI: 10.1111/sjop.12627] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2019] [Accepted: 01/18/2020] [Indexed: 11/28/2022]
Abstract
The transition to university can be stressful for first-year university students. Despite the fact where the feeling of worry is a shared symptom by various mental health issues, there is a lack of studies that investigate into this matter. As worry is a domain-specific construct, there is a need for a valid and reliable measure of worry specifically for university students. Hence, this study aimed to evaluate the psychometric properties of the Student Worry Scale (SWS), particularly in terms of its validity and reliability. For this purpose, the current study recruited a sample of 295 first-year students to evaluate the psychometric properties of SWS. Exploratory factor analysis yielded a five-factor structure of SWS, which explained 55.7% of the total variance. The yielded five factors were general worries, financial-related concerns, significant other's well-being, academic concerns, and social adequacy concerns. Inter-correlations between the five factors were all significant (r ranged between 0.395 and 0.625). The SWS demonstrated good internal consistency in this study (Cronbach's alpha ranged between 0.786 and 0.941). Overall, the SWS is psychometrically evidenced to be a reliable and valid content-based worry measure specifically for university students.
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Ribeiro L, Rosário P, Núñez JC, Gaeta M, Fuentes S. First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement. Front Psychol 2019; 10:2669. [PMID: 31920775 PMCID: PMC6913656 DOI: 10.3389/fpsyg.2019.02669] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2019] [Accepted: 11/12/2019] [Indexed: 11/23/2022] Open
Abstract
The current study aimed to analyze the relationships between students’ background variables (students’ academic preparation and sociocultural status), students’ cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in college. To increase ecological validity, students’ cognitive and behavioral engagement and academic achievement were assessed using a specific curricular subject of the course as a reference. Students’ grades were collected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students’ background variables and their academic achievement. The analysis of both SEM allows us to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students’ engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in college. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement.
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Affiliation(s)
- Luísa Ribeiro
- Faculdade de Educação e Psicologia, Centro de Investigação para o Desenvolvimento Humano, Universidade Católica Portuguesa, Porto, Portugal
| | - Pedro Rosário
- Escola de Psicologia, Universidade do Minho, Braga, Portugal
| | - José Carlos Núñez
- Facultad de Psicología, Universidad de Oviedo, Oviedo, Spain.,Facultad de Ciencias Sociales y Humanidades, Universidad Politécnica y Artística de Paraguay, San Ignacio, Paraguay
| | - Martha Gaeta
- Facultad de Educación, Universidad Popular Autónoma del Estado de Puebla, Puebla, Mexico
| | - Sonia Fuentes
- Facultad de Educación, Universidad Central de Chile, Santiago, Chile
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Abstract
Classroom questioning can be considered a key factor in the promotion of student engagement. This case study explored classroom questioning practices and perceptions of a group of 47 first-year law students and their teacher. Eight lessons of 90 min were observed and audio-recorded and afterward the students and the teacher answered a questionnaire. The teacher was also interviewed. Researchers examined the number and type of questions asked by the teacher and by the students in the classroom and analyzed the students’ and the teacher’s perceptions about the importance of classroom questioning. Results indicated that the teacher and most students consider questioning important or very important for student learning. The number of questions posed by students as opposed to by their teacher was not balanced, as the teacher was responsible for 93% of the questions. The analysis of the type of questions posed by the teacher and by the students showed a predominance of low-order questions. Therefore, classroom questioning in this case study did not seem to promote students’ autonomous thinking. The current study suggests the importance of examining the teacher and students’ patterns of questioning together, analyzing its similarities and discrepancies.
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Affiliation(s)
- Luísa Ribeiro
- Centro de Investigação para o Desenvolvimento Humano, Faculdade de Educação e Psicologia, Universidade Católica Portuguesa, Porto, Portugal
| | - Pedro Rosário
- Escola de Psicologia, Universidade do Minho, Braga, Portugal
| | - Iněs Moreira
- Centro de Investigação para o Desenvolvimento Humano, Faculdade de Educação e Psicologia, Universidade Católica Portuguesa, Porto, Portugal
| | - Rosário Serrão Cunha
- Centro de Investigação para o Desenvolvimento Humano, Faculdade de Educação e Psicologia, Universidade Católica Portuguesa, Porto, Portugal
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Brabec JL, Vos MR, Staab TA, Chan JP. Analysis of Student Attitudes of a Neurobiology Themed Inquiry Based Research Experience in First Year Biology Labs. J Undergrad Neurosci Educ 2018; 17:A1-A9. [PMID: 30618493 PMCID: PMC6312143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 05/06/2018] [Revised: 07/19/2018] [Accepted: 07/20/2018] [Indexed: 06/09/2023]
Abstract
Inquiry based research experiences are thought to increase learning gains in biology, STEM retention, and confidence in students of diverse backgrounds. Furthermore, such research experiences within the first year of college may foster increased student retention and interest in biology. However, providing first year students in biology labs with inquiry-based experiences is challenging given demands of large student enrollments, restricted lab space, and instructor time. Thus, we aimed to integrate a small neurobiology themed research experience within a three-week modular, first-year biology laboratory setting. For this, students first performed a whole class lab examining the effects of ethanol on movement and associative learning. Using skills they acquired, the students devised, executed, and presented their self-designed experiments and results. Using pre-and post-course surveys, we analyzed student attitudes on their experiences, including technical skills, inquiry-based learning styles in which experimental outcomes are often unknown, and research in their first year of biology. Analyzing data collected for three years, we found that students self-reported gains in technical skills and positive attitudes toward inquiry-based learning. In contrast, we found that students did not self-report increased interest in research experiences in general.
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Affiliation(s)
| | - Margaret R Vos
- Department of Biology, Juniata College, Huntingdon, PA 16652
| | - Trisha A Staab
- Department of Biology, Juniata College, Huntingdon, PA 16652
| | - Jason P Chan
- Department of Biology, Juniata College, Huntingdon, PA 16652
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12
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Gilbertson RJ, Norton TR, Beery SH, Lee KR. Web-Based Alcohol Intervention in First-Year College Students: Efficacy of Full-Program Administration Prior to Second Semester. Subst Use Misuse 2018; 53:1021-1029. [PMID: 29148929 DOI: 10.1080/10826084.2017.1392979] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
BACKGROUND Commercially available, web-based interventions for the prevention of alcohol use are being adopted for universal use with first-year college students, yet few have received empirical evaluation. OBJECTIVES This randomized controlled trial investigated the effectiveness of a novel, commercially available, personalized web-based alcohol intervention, Alcohol-Wise (version 4.0, 3rd Millennium Classrooms), on multiple measures of alcohol consumption, alcohol consequences, alcohol expectancies, academic achievement, and adaptation to college in first-year students. METHOD Participants received Alcohol-Wise either prior to first semester or were waitlisted and received the intervention second semester. As longitudinal effectiveness was of interest, follow-up surveys were conducted 10 weeks (n = 76) and 24 weeks (n = 64) following the web-based alcohol intervention. RESULTS Completion of Alcohol-Wise had effects on academic achievement. Specifically, at the 24 week follow-up, academic achievement was higher in participants who received the intervention first semester of their freshman year as compared to the waitlist control. The incremental rise in heavy episodic drinking during the first semester of college was also reduced in waitlisted participants by Alcohol-Wise administration prior to second semester. Conclusion/Importance: Implications for the timing of web-based alcohol interventions to include administration prior to both first and second semesters of the freshman year are discussed.
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Affiliation(s)
- Rebecca J Gilbertson
- a Department of Psychology, University of Minnesota-Duluth , Duluth , Minnesota , USA
| | - Tina R Norton
- b Department of Psychology , Lycoming College , Williamsport , Pennsylvania , USA
| | - Susan H Beery
- b Department of Psychology , Lycoming College , Williamsport , Pennsylvania , USA
| | - Kassandra R Lee
- c Department of Psychology , Illinois State University , Normal , Illinois , USA
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Ray AE, Stapleton JL, Turrisi R, Mun EY. Drinking game play among first-year college student drinkers: an event-specific analysis of the risk for alcohol use and problems. Am J Drug Alcohol Abuse 2015; 40:353-8. [PMID: 25192202 DOI: 10.3109/00952990.2014.930151] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
BACKGROUND College students who play drinking games (DGs) more frequently report higher levels of alcohol use and experience more alcohol-related harm. However, the extent to which they are at risk for increased consumption and harm as a result of DG play on a given event after accounting for their typical DG participation, and typical and event drinking, is unclear. OBJECTIVES We examined whether first-year students consumed more alcohol and were more likely to experience consequences on drinking occasions when they played DGs. METHODS Participants (n = 336) completed up to six web-based surveys following weekend drinking events in their first semester. Alcohol use, DG play, and consequences were reported for the Friday and Saturday prior to each survey. Typical DG tendencies were controlled in all models. Typical and event alcohol use were controlled in models predicting risk for consequences. RESULTS Participants consumed more alcohol on DG versus non-DG events. All students were more likely to experience blackout drinking consequences when they played DGs. Women were more likely to experience social-interpersonal consequences when they played DGs. CONCLUSION DG play is an event-specific risk factor for increased alcohol use among first-year students, regardless of individual DG play tendencies. Further, event DG play signals increased risk for blackout drinking consequences for all students, and social-interpersonal consequences for women, aside from the amount of alcohol consumed on those occasions as well as typical drinking behaviors. Prevention efforts to reduce high-risk drinking may be strengthened by highlighting both event- and person-specific risks of DG play.
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