Canadian Journal of Higher Education最新文献_第10页

Correlates of Food Insecurity Among Undergraduate Students 大学生食物不安全的相关因素

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Canadian Journal of Higher Education Pub Date : 2020-07-22 DOI: 10.7202/1071392AR

J. Bottorff, Casey Hamilton, Anne Huisken, D. Taylor

{"title":"Correlates of Food Insecurity Among Undergraduate Students","authors":"J. Bottorff, Casey Hamilton, Anne Huisken, D. Taylor","doi":"10.7202/1071392AR","DOIUrl":"https://doi.org/10.7202/1071392AR","url":null,"abstract":"Food insecurity has been identified as an issue among postsecondary students. We conducted this study to describe the level of food insecurity in a sample of university students with a particular interest in the effect of marginalization. A cross-sectional survey was conducted using a volunteer sample of 3,636 undergraduate students (44% participation rate) at one BC university campus between February and May 2017. Forty-two percent (n=1479) of respondents were classified as experiencing food insecurity. Among those who were food insecure 58% (n=891) were female. Logistic regression analysis indicated that females, students living on campus, those with a diverseability (developmental, physical, or other diversability), individuals self-reporting as belonging to a visible minority and international students were more likely to experience food insecurity. When adjusted for sex, years on campus, and living situation, students who reported experiencing two or more forms of marginalization were 2.52 times more likely to be food insecure compared to students who do not report any form of marginalization. This study further supports concerns about high levels of food insecurity among university students in Canada. In particular, the findings highlight the risk for food insecurity among students who are already vulnerable to socio-economic inequity due to belonging to marginalized groups. Efforts to promote student wellbeing on university campuses need to address food insecurity by addressing system-level factors to equalize the field for all students at risk for food insecurity.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42375172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Predicting undergraduate student outcomes: Competing or complementary roles of self-esteem, self-compassion, self-efficacy, and mindsets? 预测本科生的成绩：自尊、自我同情、自我效能和心态的竞争或互补作用？

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Canadian Journal of Higher Education Pub Date : 2020-07-21 DOI: 10.47678/CJHE.V50I2.188679

L. Wasylkiw, Sophie Hanson, L. M. Lynch, Elise S. Vaillancourt, Chelsea Wilson

{"title":"Predicting undergraduate student outcomes: Competing or complementary roles of self-esteem, self-compassion, self-efficacy, and mindsets?","authors":"L. Wasylkiw, Sophie Hanson, L. M. Lynch, Elise S. Vaillancourt, Chelsea Wilson","doi":"10.47678/CJHE.V50I2.188679","DOIUrl":"https://doi.org/10.47678/CJHE.V50I2.188679","url":null,"abstract":"Whereas several individual differences have been shown to predict academic and psychological outcomes among university students, it is not always clear which are most impactful, in part because many of the constructs overlap. Thus, the purpose of the present study was to examine the unique contributions of self-esteem, self-compassion, self-efficacy, and mindsets when predicting outcomes among university students. Undergraduate students (N = 214) completed an online survey including measures of the predictors as well as the outcomes of self-control, mental health, and both course and term grades. Correlations confirmed the overlap among the predictors highlighting the importance of examining the unique contributions of each. Results of multiple regression analyses showed that self-esteem and self-compassion explained unique variance in depression and anxiety over and above self-efficacy and growth mindsets. In contrast, self-efficacy and growth mindsets each significantly predicted self-control when controlling for self-esteem and self-compassion. Only self-efficacy predicted course grades. Given our results, we suggest that self-compassion and one’s beliefs about their abilities are complementary strengths for students attending university and should be considered when designing interventions to improve outcomes.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":"50 1","pages":"1-14"},"PeriodicalIF":0.7,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42546200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Book review of "I love learning: I hate school" 《我爱学习:我讨厌学校》书评

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Canadian Journal of Higher Education Pub Date : 2020-05-04 DOI: 10.7202/1069654ar

Diane P. Janes

引用次数: 0

University Funding Formulas: An Analysis of the Québec Reforms and Incentives 大学拨款公式:对改革与激励机制的分析

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Canadian Journal of Higher Education Pub Date : 2020-05-04 DOI: 10.7202/1069648ar

Pierre St-Amant, Alexis-Nicolas Brabant, É. Germain

引用次数: 3

Book review of "Higher Education in the Digital Age" 《数字时代的高等教育》书评

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Canadian Journal of Higher Education Pub Date : 2020-05-04 DOI: 10.7202/1069655ar

A. Charles

引用次数: 0

Exploring university-to-college transfer in Ontario: A qualitative study of non-linear post-secondary mobility 探索安大略省大学到学院的转学:非线性中学后流动的定性研究

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Canadian Journal of Higher Education Pub Date : 2020-05-04 DOI: 10.7202/1069653AR

Reana Maier, K. Robson

{"title":"Exploring university-to-college transfer in Ontario: A qualitative study of non-linear post-secondary mobility","authors":"Reana Maier, K. Robson","doi":"10.7202/1069653AR","DOIUrl":"https://doi.org/10.7202/1069653AR","url":null,"abstract":"In this study, we explored the experiences of Ontario students who have engaged in a ‘reverse transfer’, i.e. moving from university-to-college (UTC). Data was collected through qualitative interviews with 20 participants who began their post-secondary journey in a university program, but left that program before completing it, and subsequently pursued a college program. We focused on the factors that led to the decision to reverse transfer, participants’ experiences and perceptions of the reverse transfer process, and what, if any, barriers they experienced. \u0000We found that motivations for leaving university were distinct from, though sometimes related to, motivations for pursuing college. Reasons for leaving university were clustered around three themes: academic struggles, mental/physical health/special education need struggles, and future prospects. These were highly interconnected and characterized by difficulties, ranging from mild to severe, coping with university. Motivations for pursuing college were more practical and straightforward, relating to subject interest, college learning environment, location, and future prospects. While most participants reflected very positively on their decision to transfer, there were some negative or ambivalent reflections about having left university before completing their degrees. These were largely related to a sense of personal failure and/or the negative reactions of others, particularly parents. Personal and external (usually parental) negative reflections were tied to cultural and societal expectations about high achievement and perceptions of university education as superior to college education. We conclude with policy recommendations.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43299804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

What’s the protocol? Canadian university research ethics boards and variations in implementing Tri-Council policy 协议是什么？加拿大大学研究伦理委员会与执行三方委员会政策的变化

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Canadian Journal of Higher Education Pub Date : 2020-05-04 DOI: 10.7202/1069652AR

Grace Karram Stephenson, Glendell Jones, Emmanuelle Fick, Olivier Bégin-Caouette, Aamir Taiyeb, A. Metcalfe

引用次数: 3

Book review of "Postsecondary Education in British Columbia" 《不列颠哥伦比亚省的中学后教育》书评

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Canadian Journal of Higher Education Pub Date : 2020-05-04 DOI: 10.7202/1069656ar

Tamara Leary

引用次数: 0

Sexual Violence and Women’s Education: Examining Academic Performance and Persistence 性暴力与妇女教育：考察学习成绩和毅力

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Canadian Journal of Higher Education Pub Date : 2020-05-04 DOI: 10.7202/1069649ar

L. Stermac, Jenna Cripps, Touraj Amiri, Veronica Badali

{"title":"Sexual Violence and Women’s Education: Examining Academic Performance and Persistence","authors":"L. Stermac, Jenna Cripps, Touraj Amiri, Veronica Badali","doi":"10.7202/1069649ar","DOIUrl":"https://doi.org/10.7202/1069649ar","url":null,"abstract":"Sexual violence continues to be a serious problem on university campuses. While the negative psychological and health effects of sexual violence are well known, it is only recently that attention has focused on how these behaviours impact education, particularly women’s education. This study contributes to this area and examined the impact of types of sexual violence on behavioural and attitudinal indicators of academic performance and persistence among students reporting sexual violence. Undergraduate women attending university in Ontario, Canada (N= 934) responded to survey measures of academic performance, attitudes towards education and sexual violence experiences. The results indicate that sexual violence has a deleterious impact on women’s academic performance including and beyond grades. Women students who experienced sexual violence reported more delays and failures on assignments, courses and exams, were more likely to endorse attendance problems and thoughts of dropping out or quitting than students not reporting sexual violence. Type of sexual violence experienced was also related to academic performance. The results are discussed in terms of the need to understand components of academic performance as well as factors that may contribute to outcomes for students. Findings have implications for intervention and policy development.","PeriodicalId":45878,"journal":{"name":"Canadian Journal of Higher Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44058670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Teaching excellence and how it is awarded: A Canadian case study 卓越教学及其授予方式:加拿大案例研究

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Canadian Journal of Higher Education Pub Date : 2020-05-04 DOI: 10.7202/1069650AR

J. Miller-Young, Melina Sinclair, S. Forgie

引用次数: 2