College student journal最新文献_第2页

A Cross-Cultural Comparison of Anxiety among College Students 大学生焦虑的跨文化比较

College student journal Pub Date : 2007-12-01 DOI: 10.1037/e525962007-001

Baloglu, A. Abbasi, William G. Masten

{"title":"A Cross-Cultural Comparison of Anxiety among College Students","authors":"Baloglu, A. Abbasi, William G. Masten","doi":"10.1037/e525962007-001","DOIUrl":"https://doi.org/10.1037/e525962007-001","url":null,"abstract":"A number of studies have continued to investigate cross-cultural differences in anxiety. However, the cross-national research on anxiety is still far less advanced than other psychological constructs such as schizophrenia or depression. Thus, the purpose of the present study was to compare and contrast the levels of anxiety experienced by American, Turkish, Mexican, and Philippines college students as measured by the State-Trait Anxiety Inventory. A total of 1709 college students participated in the present study. Significant differences were found in terms of the levels of state and trait anxiety. On both state and trait anxiety, Philippines scored the highest followed by Turkish, Mexican, and American students. These findings also indicate negative correlations between age and anxiety levels, with the younger participants having lower anxiety levels. ********** Systematic cross-cultural studies on psychopathology began after the World War II with a support from the World Health Organization (Good & Kleinman, 1985). Researchers have conducted a number of cross-cultural studies on psychiatric disorders in non-western societies (e.g., Chaturvedi, 1993; Weiser, Endler & Parker, 1991). Cross-cultural research on anxiety in particular is most closely associated with the works of Cattell and Spielberger (e.g., Cattell & Scheier, 1961; Spielberger, 1958, 1962, 1966, 1972, 1976). In particular, a number of cross-cultural studies have continued to investigate cross-cultural differences in anxiety (e.g., Boehnke, Frindte, Reddy, & Singhal, 1993; El-Zanhar & Hocevar, 1991; Ginter, Glanser, & Richmond, 1994; Good & Kleinman 1985; Klonoff & Landrine, 1994; Magansson & Stattin, 1978; Mumford, 1993; Olah, 1995; Spielberger & Diaz-Guerrero, 1976; Spielberger & Sharma, 1976; Sharma, Dang & Spielberger, 1986). However, the cross-national literature on anxiety is still far less advanced than other psychological constructs such as schizophrenia or depression (Good & Kleinman, 1985). A large number of cross-cultural anxiety studies have used the State-Trait Anxiety Inventory (STAI; Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1983) in measuring and comparing anxiety levels. For example, Spielberger, Sharma and Singh (1973) administered the A-State scale of the Hindu STAI to a sample of 92 graduate students in India and the results showed there was a greater increase in the STAI A-State scores for Indian students compared to Americans. In a similar study, Sharma, Parnian, and Spielberger (1983) compared the test anxiety levels of Iranian (n = 160) and Indian (n = 160) secondary school and college students. The results indicated that the Iranian students had higher levels of test anxiety than their Indian counterparts. Tri-cultural differences in the test anxiety levels among the Iranian, Indian and U.S. student groups were interpreted as some eastern students showing greater anxiety levels. Le Compte and Oner (1977) compared Turkish (n = 499), American (n = 1800), ","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"41 1","pages":"977-984"},"PeriodicalIF":0.0,"publicationDate":"2007-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57878883","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: 21

College Student Psychological Well-Being during the Transition to College: Examining Individuation from Parents. 大学生升入大学期间的心理健康:来自家长个性化的审视。

College student journal Pub Date : 2007-02-01 DOI: 10.1016/J.JADOHEALTH.2006.11.116

D. Kenyon, S. Koerner

引用次数: 32

Differences in Meaning in Life in Students: The Effect of Nontraditional Status and Region of Country. 学生生活意义的差异:国家非传统地位和地域的影响。

College student journal Pub Date : 2004-12-01 DOI: 10.1037/e416902005-318

J. Geiger, L. Weinstein, Christopher S. Jones

{"title":"Differences in Meaning in Life in Students: The Effect of Nontraditional Status and Region of Country.","authors":"J. Geiger, L. Weinstein, Christopher S. Jones","doi":"10.1037/e416902005-318","DOIUrl":"https://doi.org/10.1037/e416902005-318","url":null,"abstract":"Two hundred fifty-eight traditional (age 25) in the Upper Midwestern United States and the Southwestern United States completed the Purpose in Life inventory (PIL). Students were grouped by major into 9 different classifications to see if major affected purpose in life, in a replication of Coffield and Buckalew (1986). Major did not affect PIL scores, but nontraditional status lead to higher scores. Students in the southwestern US had higher PIL scores than students in the upper Midwest area. ********** Nontraditional students are attending college more than ever before. In 2000, 39 % of college students were 25 years old or older, which is up from 28 % in 1970, and this trend is projected to continue (National Center for Educational Statistics, 2003). This makes research into the nontraditional student experience more important than ever, as it is important to determine potential differences in academic performance between traditional and non-traditional students, as well as the challenges each face in attending college. Many non-traditional students have to deal with the prospect of balancing school, work, and family, but they also bring a wealth of real-life experience to the classroom, along with an eagerness to learn. As more and more nontraditional students pursue post-secondary degrees, colleges need to revise their programs and curriculum to better fit the needs of these students. Past research has identified several key differences between traditional and nontraditional students: nontraditional students prefer a more diverse classroom setting (Dzindolet & Weinstein, 1994), nontraditional students have higher academic self-efficacy ratings (Tiner, 1995), and nontraditional students report better academic performance, despite fewer sources of social support (Carney-Crompton & Tan, 2002). In addition, nontraditional students tend to choose human service or social work majors based on life events, whereas traditional students tend to choose majors that family members have encouraged (Kinsella, 1998). One possible explanation for the above findings could be \"Meaning in Life\", as Weinstein and Cox (1989) found that college faculty had higher Purpose in Life Test scores (Crumbaugh & Maholick, 1964), and suggested that age could partially explain this difference. However, other differences between faculty and students, such as level of education, could have caused the difference in PIL scores. Research needs to look at purpose in life among individuals where educational level is similar and age is the main variable. As stated earlier, non-traditional students tend to choose human service majors based on life experience, whereas traditional students choose more varied majors based on family suggestions (Kinsella, 1998). For this reason, it is possible that purpose in life would affect a student's choice of major. Coffield and Buckalew (1986) examined Purpose in Life Test scores for different college majors, but could not draw any conclusions due ","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"38 1","pages":"569"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57763519","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: 15

Do Psychology and Biology Majors Differ in Their Study Processes and Learning Styles 心理学和生物学专业的学生在学习过程和学习方式上有什么不同吗

College student journal Pub Date : 2003-03-01 DOI: 10.1037/e416902005-760

KatieAnn Skogsberg, M. Clump

{"title":"Do Psychology and Biology Majors Differ in Their Study Processes and Learning Styles","authors":"KatieAnn Skogsberg, M. Clump","doi":"10.1037/e416902005-760","DOIUrl":"https://doi.org/10.1037/e416902005-760","url":null,"abstract":"This study investigated the differences in learning styles of psychology (n = 87) and biology (n = 92) majors, using the Biggs, Kember, and Leung's (2001) two-factor Revised Study Process Questionnaire (R-SPQ-2F). Significant differences between the two majors were found on the subscales of Deep Approach, Deep Motive and Deep Strategy, but not on the subscales of Surface Approach, Surface Motive and Surface Strategy. This suggests that psychology majors use more Deep Approach techniques while studying than their cohort group of biology majors. There was no significant differences between upper and lower level students in learning styles. Continued research into this area may provide a better understanding of why some students struggle in certain courses, while they excel in others. Also, this type of research may be used by advisors as they assist students in selecting a major that will compliment their learning style, as well as potentially helping students transition between different types of academic disciplines. ********** With today's modern technologies, biological researchers are constantly revealing new insights into how our brain operates. Therefore, it is crucial that students in the psychological field develop an understanding of the underlying biological mechanisms and principles that play such an important role in psychological health, diseases and disorders. However, many of today's psychology majors find the biology courses that they are required to take far more difficult and demanding than the courses that focus on theoretical psychology. It is not unusual to hear students complain about the vast amounts of memorization that is required in an anatomy and physiology course. A corollary of this is that it is also common to hear biology majors say that although the psychology course they are required to take to fulfill a core requirement is interesting, they find that studying for the test and predicting test questions is difficult and sometimes elusive. This leads one to wonder if there are fundamental differences in the learning styles that psychology and biology majors use and how these differences underscore their approaches to their courses. Many studies have investigated what types of learning styles are utilized by students in different majors. For example, Misra (1998) found that Arts, Science, Fine Arts and Management majors each fell within entirely different learning style characteristics. Zakrajesk, Johnson, and Walker (1984) took a more discrete approach and used Kolb's LSI to study the learning styles of two closely related majors, physical education and dance. Their study found that both majors exhibited similar learning style characteristics on Kolb's LSI. However, Biberman and Buchanan (1986) contest that overgeneralizations may be made when students are all lumped into one category. Biberman and Buchanan surveyed students who were accounting, economics/finance, management, and marketing majors who are all classifi","PeriodicalId":84466,"journal":{"name":"College student journal","volume":"37 1","pages":"27"},"PeriodicalIF":0.0,"publicationDate":"2003-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57763571","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: 47

College students' willingness to terminate a pregnancy. 大学生终止妊娠的意愿。

College student journal Pub Date : 1996-03-01

M D Engelmann, A M Vener, L R Krupka

引用次数: 0

The effects of Operation Rescue on pro-life support. 救援行动对支持生命的影响。

College student journal Pub Date : 1994-12-01

C G Ansuini, J Fiddler-woite, R S Woitaszek

引用次数: 0

Male college students and family planning use in Zambia. 赞比亚男大学生与计划生育的关系。

College student journal Pub Date : 1993-12-01

V K Pillai, A C Kelley