College student journal最新文献

{"title":"Experiences of Adverse Childhood Events and Racial Discrimination in Relation to Depressive Symptoms in College Students.","authors":"Sarah R Dorvil, Milkie Vu, Regine Haardörfer, Michael Windle, Carla J Berg","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Problem: </strong>The college years mark a critical period for experiencing multiple stressors and mental health problems. This study applied minority stress theory to examine adverse childhood events (ACEs) and experiences of racial discrimination, and their relationships to depressive symptoms among racially/ethnically diverse college students.</p><p><strong>Methods: </strong>We analyzed cross-sectional data from 2,685 college students attending seven colleges/universities in the state of Georgia. Measures included sociodemographics, ACEs, experiences of racial discrimination, and depressive symptoms.</p><p><strong>Results: </strong>Participants' average age was 20.51 (SD=1.94) years; 63.9% were female, 21.9% Black, and 7.8% Hispanic. Multivariable regression indicated that more ACEs predicted more experiences of racial discrimination, and both ACEs and discrimination experiences predicted greater depressive symptoms (p's<.001). Experiencing more ACEs was associated with being older, female, sexual minorities, White (vs. Asian), Hispanic, having less educated parents, and students at public colleges/universities or technical colleges (vs. private colleges/universities, p's<.05). More reports of racial discrimination were associated with being sexual and/or racial/ethnic minorities (p's<.05). Greater depressive symptoms were associated with being younger, female, sexual minorities, White (vs. Black), and students from public (vs. private) colleges/universities (p's<.01).</p><p><strong>Conclusions: </strong>College campuses should provide resources to address ACEs, racial discrimination, and mental health to support students' academic and psychosocial success.</p>","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"45 3","pages":"295-308"},"PeriodicalIF":0.0,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8293824/pdf/nihms-1624303.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39211321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PREDICTORS AND IMPLICATIONS OF VALUES CLARITY IN FIRST-YEAR COLLEGE STUDENTS.","authors":"Benjamin Bayly,&nbsp;Matthew F Bumpus","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>The importance of clarifying personal values has gained popularity in brief interventions recently, but little is known about factors that predict clarity in values or the benefits of values clarity in non-clinical populations. First-year college students and their mothers (99 dyads) completed an online survey where they rated the importance of 20 values and students indicated how they thought their mothers would rate each value. An overall values clarity score was created for both dyad members by taking the mean across the 20 values. Students reported their alcohol use in the past 30 days and their emotional wellbeing. Results revealed that students who perceived their mothers to have strong values clarity reported having greater values clarity themselves and consistent with Acceptance and Commitment Therapy (ACT) principles, students with higher values clarity scores reported drinking less frequently, fewer instances of binge drinking, and greater positive affect.</p>","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"53 4","pages":"397-404"},"PeriodicalIF":0.0,"publicationDate":"2020-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8278292/pdf/nihms-1556733.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39189360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CYBERBULLYING BEHAVIORS AMONG FEMALE COLLEGE STUDENTS: WITNESSING, PERPETRATION, AND VICTIMIZATION.","authors":"Ellen M Selkie,&nbsp;Rajitha Kota,&nbsp;Megan Moreno","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Problem: </strong>Cyberbullying is common among adolescents, and emerging studies also describe this phenomenon in college students. Less is known about specific cyberbullying behaviors and roles in cyberbullying incidents experienced by college females.</p><p><strong>Methods: </strong>249 female students from 4 colleges completed online surveys assessing involvement in 11 specific cyberbullying behaviors in any of the following roles: bully, victim, or witness.</p><p><strong>Results: </strong>Nearly half (n = 110, 44.2%) of participants had experienced cyberbullying in college as a bully, victim, witness, or combination of the three. The most commonly witnessed behaviors included \"posting degrading comments or hate speech\" and \"posting explicit or unwanted pictures.\" Over one third of the witnesses were classified as bystanders who purely observed cyberbullying without participating.</p><p><strong>Conclusions: </strong>Cyberbullying is common among college women, with more people witnessing behaviors than participating. Given the large proportion of witnesses, mobilizing bystanders is a potential target for cyberbullying in the college population.</p>","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"50 2","pages":"278-287"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5615856/pdf/nihms850163.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35404974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Testing Three-Item Versions for Seven of Young's Maladaptive Schema","authors":"G. Blau, John Dimino, N. Sheridan, Robert S. Pred, Clyde Beverly, Marcy Chessler","doi":"10.5539/JEDP.V8N1P1","DOIUrl":"https://doi.org/10.5539/JEDP.V8N1P1","url":null,"abstract":"Abstract The Young Schema Questionnaire (YSQ) in either long-form (205-item) or short-form (75-item or 90-item) versions has demonstrated its clinical usefulness for assessing early maladaptive schemas. However, even a 75 or 90-item \"short form\", particularly when combined with other measures, can represent a lengthy \"research-oriented\" survey. This study's purpose was to test whether shorter three-item measures could reliably measure maladaptive schemas. Using two samples, 102 undergraduates in counseling and 962 undergraduates not in counseling, psychometric support was found for reliably measuring seven three-item schemas: unrelenting standards, subjugation, mistrust and abuse, abandonment, dependence, entitlement and social exclusion. Such a research-version survey of the YSQ could be more easily combined with additional measures, without risking respondent fatigue and missing data. (118 words) Key Words: maladaptive schemas; scale construction; attitude scaling ********** The Young Schema Questionnaire (YSQ) was designed to help assess early maladaptive schemas in individuals suffering from depression (Young, 1990; Young & Klosko, 1993). There are different long- and short-forms of the YSQ. The YSQ long-form was initially developed using clinical intuition, consisting of 205 items with 15 subscales (factors) representing the 15 schemas proposed by Young (1990). Generally supportive results have been found with the YSQ long-form, although the factor structure has been found to vary somewhat across samples (Oei & Baranoff, 2007). The 75-item YSQ short-form was constructed using a factor analysis (Schmidt, Joiner, Young & Telch, 1995) for the five highest loading items for each of the 15 schema. Using different undergraduate samples, the factor structure of the YSQ short-form has been found to also vary. For example Baranoff, Oei, Cho and Kwon (2006) found that a 13-factor solution was a better fit for their South Korean and Australian undergraduate samples, while Cui, Lin and Oei (2011), using Chinese undergraduates, found that a 14-factor solution was best. For the second 90-item \"short form\" version (18 schema, 5 items/schema) of the YSQ (Young, 2005), Hawke and Provencher (2012) confirmed 14 of 18 schema using a sample of 973 nonclinical participants. The YSQ in either long- or short-form versions has clearly demonstrated its usefulness for clinical practice (Hawke & Provencher, 2012). However, even a 75-item or 90 item \"short form\", particularly when combined with other measures, can represent a lengthy \"research-oriented\" survey, where respondent fatigue may become an issue (Edwards, 1997), and may result in a significant non-response bias, including missing data (Roth, 1994). Cooper and Archer (2002) advocated that counseling centers engage in more research activities. This study's purpose was to test whether shorter three-item measures could reliably measure maladaptive schemas. Method Sample and Procedure In the fall of 2011, spring 20","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"49 1","pages":"369-374"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5539/JEDP.V8N1P1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70783450","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}

{"title":"Facebook Use between College Resident Advisors' and Their Residents: A Mixed Methods Approach.","authors":"Lauren E Kacvinsky,&nbsp;Megan A Moreno","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Facebook use is nearly ubiquitous among college students. Studies have shown links between Facebook displays of depression or problem drinking and risk of these problems. This project aimed to determine whether Facebook could be used to help Resident Advisors (RAs) identify college students at risk for depression or problem drinking. Interviews were conducted with college freshmen to investigate whether they were Facebook \"friends\" with their RA. Focus groups were conducted with RAs to determine their views on Facebook friending their dormitory residents and using Facebook to help identify at-risk students. 72 freshmen were interviewed and 25 RAs participated in focus groups; both agreed it is common for RAs and residents to be Facebook friends. RAs commonly noted references to depression and problem drinking on residents' Facebook pages, which often led to in-person discussions with the resident. This study provides support that RAs use Facebook to identify issues that may impact their student residents. RAs emphasized benefits of in-person interactions in order to provide support and obtain additional details about the situation. Universities could consider whether providing RA education about Facebook interactions with residents merits encouragement within their existing RA training programs.</p>","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"48 1","pages":"16-22"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4240311/pdf/nihms604911.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32832959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Disparity between Social Drinking Motives and Social Outcomes: A New Perspective on College Student Drinking.","authors":"Allison M Grant,&nbsp;B Bradford Brown,&nbsp;Megan A Moreno","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Students report drinking for social reasons, yet the social benefits of alcohol use are less understood. Associations between social drinking motives, drinking behaviors, and college friendships were examined via in-person interviews with 72 college freshmen from a large Midwestern University. Social drinking motives were significantly associated with drinking behaviors; however, drinking behaviors were not associated with the number of new casual or close friends students made at college. Consistent with previous research, social motives predicted drinking behaviors; however drinking behaviors were unrelated to friendship outcomes. Drinking prevention campaigns might incorporate these findings in an effort to alter college freshmen's social alcohol expectancies.</p>","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"47 1","pages":"96-101"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3952875/pdf/nihms413661.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32180421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"College Students' Perceptions of Severity and Willingness to Seek Psychological Help For Drug and Alcohol Problems.","authors":"R. Lowinger","doi":"10.1037/e541652013-032","DOIUrl":"https://doi.org/10.1037/e541652013-032","url":null,"abstract":"A sample of 201 college students were surveyed with respect to their perceptions of severity and willingness to seek psychological help for drug and alcohol problems. Results indicated that students perceive alcohol problems as significantly less serious than drug problems and are significantly less willing to seek help for alcohol problems. Males perceived drug and alcohol problems as significantly less serious than females. Results also show significant gender differences in the factors of interference in the student's life that would motivate them to seek help for drug and alcohol problems with women perceiving alcohol problems as significantly more likely to interfere with a student's daily routine and education. Women were also significantly more willing to get help for an alcohol problem. Introduction Studies indicate that somewhere between 10% and 25% of college students engage in heavy or problem drinking, 8% of 18 year olds meet the criteria for marihuana dependence, and the incidence of the use of other illicit drugs by college students is distressingly high and on the rise (Bennett, McCrady, Keller & Paulus, 1996; Latimer, Kilmer, & Lee, 2005). Shillington & Clapp (2006) found that alcohol and drug problems accounted for a significant percentage of students missing classes, performing poorly in school, and engaging in verbal fights. Yet in spite of the widespread prevalence of alcohol and drug problems among college youth and the negative impact that these problems have on students, there is a severe underutilization of counseling services by college students for mental health problems including drug and alcohol problems (Eisenberg, Hunt, Speer, & Zivin, 2011); if fact, it is estimated that less than half of all students who need mental health services actually receive it (Heppner, Kivlighan, Good, Roehlke, Hills, & Ashby, 1994; Oliver, Reed, Katz, & Haugh, 1999). Oliver, Reed, Katz, & Haugh (1999) noted that students who abused alcohol were more unlikely than those with other mental health issues to seek help for their problem from either professional counselors or informal sources of support. There are a large variety of factors that are known to prevent young adults including college students from seeking psychological help for mental health problems including a need for autonomy (Wilson, Bushnell & Caputi, 2010), both social and self-stigma (Wade, Post, Cornish, Vogel, & Tucker, 2011), and lack of knowledge concerning the nature of the emotional problem (Wright, Jorm, Harris, & McGorry, 2007). Recent evidence suggests that problem type and perceptions of problem severity are also highly significant indicators of psychological help-seeking among college students (Wright, Jorm, Harris, & McGorry, 2007; Wollersheim, McFall, Hamilton, Hickey, & Bordewick, 1980) Yet, there have been relatively few studies on the effects of problem type and problem severity on psychological help-seeking among college students (Hsu & Alden, 2008; Mosher, ","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"46 1","pages":"829-833"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57886522","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}

{"title":"Impostorism as a Mediator between Survivor Guilt and Depression in a Sample of African American College Students.","authors":"Chammie C. Austin, E. Clark, M. Ross, M. Taylor","doi":"10.1037/e566962012-425","DOIUrl":"https://doi.org/10.1037/e566962012-425","url":null,"abstract":"","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"43 1","pages":"1094-1109"},"PeriodicalIF":0.0,"publicationDate":"2009-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57913616","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}

{"title":"Increasing Awareness of Group Privilege with College Students.","authors":"Rose M. Stark-Rose, Jayne M. Lokken, F. Zarghami","doi":"10.1037/e605172009-001","DOIUrl":"https://doi.org/10.1037/e605172009-001","url":null,"abstract":"A qualitative study was conducted with 850 participants in 36 different classes including Child and Family Studies, Human Relations, Aviation, and Community Studies in a university in the Midwest. The study conducted was based on a simulated discrimination exercise to increase awareness of group privilege and preferential treatment among college students. Based on the reviewing and coding of the participants' reflections, the following five major themes were identified: awareness of differential application of rules based on group identity; the emotional impact of being treated unfairly; the effect of a person in power's nonverbal and verbal behavior on participants; individual reactions within and between groups; and what makes it hard to talk about race. ********** When asked about their racial views members of the dominant group endorse abstract principles of racial equality and fairness yet continue to oppose pragmatic initiatives and programs to reduce racial inequality (Schuman, Steeh, Bobo, & Krysan, 1997; Sears, Hetts, Sidanius, & Bobo, 2000; Bonilla-Silva & Forman, 2000). Many dominant group members also do not consider themselves prejudiced, but hold negative racial stereotypes, have feelings of resentment and dislike towards minorities, deny the existence of racial prejudice and discrimination, attribute lack of minority economic gains to a lack of hard work, and believe intervening programs have unfairly advantaged minority groups at the expense of the those in the dominant group (Henry & Sears, 2002; Sears & Henry, 2003). This belief system reflects what social science scholars have termed modern racism (McConahay, Hardee, & Batts, 1981). While old-fashioned racism, overt racist practices and the belief in the biological inferiority of Blacks, continues to exist, modern racism reflects the apparent contradiction between endorsement of racial equality, the rejection of policies to bring about racial equality, and prejudice attitudes; culminating in economic, social, educational, and political adverse consequences for minority groups (Kinder & Sears, 1981; Feagin & Sikes, 1994; Dovidio & Gaertner, 1986; Feagin & McKinney, 2003; McConahay & Hough, 1976). An important factor embedded within the notion of modern racism is the influence of group privilege on the racial positions of those in the dominant group. Group privilege is the unearned advantage conferred to the dominant group; unearned because advantages are obtained not by ability or effort but rather by solely being a member of a privileged group (Johnson, 2006; McIntosh, 1989; Whitley & Kite, 2006). A consequence of group privilege is it is often self perpetuating because the unearned advantages are often oblivious to those that hold them (Johnson, 2006; McIntosh, 1989), which helps maintain systems of privilege and advantages for members of the dominant group (Johnson, 2006). Another consequence of group privilege is prejudical attitudes, discrimination or undeserved negative tr","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"51 1","pages":"537-546"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57922285","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}

{"title":"Cognitive and Personality Factors in Relation to Timely Completion of a College Degree","authors":"C. Hall, Kris Smith, R. Chia","doi":"10.1037/e536642007-001","DOIUrl":"https://doi.org/10.1037/e536642007-001","url":null,"abstract":"The timely completion of a higher education degree and the enhancement of academic performance are concerns of students as well as parents and college administrators. The current study assesses the impact of cognitive and affective factors as related to students completing undergraduate degree requirements as well as their cumulative college GPA. Scholastic Achievement Test (SAT) scores for both Verbal and Math sections, metacognitive skills, locus of control, interpersonal support, measures of self-efficacy, and action behaviors were entered into linear regression analyses for both cumulative GPA and years to graduation. Results based on 158 freshmen over a six-year period found internal locus of control significantly contributed to obtaining an undergraduate degree in a timely manner. Metacognitive factors, action behaviors, and high school GPA significantly contributed to cumulative college GPA at the time the college degree was awarded. ********** Higher education presents a wide array of challenges for today's students including completion of college in a timely manner. For previous undergraduate students four years were typically required to complete a degree program. Today's freshman may now spend five, six, and sometimes in excess of six years in order to successfully complete an undergraduate degree program (National Center for Education Statistics, 2004). A wide variety of factors can be related to an extended college experience including monetary concerns with many students holding part-time or even full-time jobs to cover expenses, indecision about one's choice of major, changing majors, changing colleges/universities, adjustment to personal freedoms, and ineffective and/or inefficient learning strategies. All of these are factors that need to be taken into account in time to graduation and graduation rates. While raw graduation rates may not be the best means of evaluating colleges, there has recently been more emphasis on accountability and standards from the public sector in obtaining a degree in a timely manner from two- and four-year institutions (Scott, Bailey, & Kienzl, 2006). Borkowski and his colleagues (Borkowski, Chan, & Muthukrishna, 2000; Borkowski, Carr, Rellinger, & Pressley, 1990) posit a model of academic achievement based on the dimensions of metacognition and affective factors. Metacognition involves knowledge of learning strategies and using this personal knowledge in an effective and efficient manner. Self-efficacy with factors of motivation, locus of control, and personal attributes are part of the affective component in Borkowski's model. Successful information processing results when there is an integration of these metacognitive and affective components. Prior research supports metacognitive factors in predicting academic success as measured by college GPA (Hall, 2001; Hall, Smith, & Chia, 2002). Research (Hall, 2001, Hall et al., 2002) supports the influence of metacognitive factors in academic success. Metac","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"42 1","pages":"1087-1098"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57884661","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}