students reported experiencing: Topics by Science.gov

Sample records for students reported experiencing

Intimate Partner Violence, Trauma, and Mental Health Need Among Female Community College Students.

PubMed

Schrag, Rachel J Voth; Edmond, Tonya E

2018-04-19

The impact of interpersonal violence on college students has received considerable recent attention, yet no studies have been conducted among community college students. These students comprise over 40% of all American college students, and may have unique risk factors and needs. These students are more likely than their peers at 4 year institutions to be women, people of color, working, parenting, and first generation college students. The current study uses a simple random sample of students from four campuses (n = 435) to assess the extent of intimate partner violence, trauma exposure, sexual violence victimization, and associated mental health consequences among female students attending community college. Over 27% of participants met the threshold for experiencing IPV in the past 12 months, while 25% reported having experienced sexual assault and 34% reported experiencing other uncomfortable sexual experiences in their lifetime. Nearly 20% of participants were currently reporting PTSD symptoms.
Traumatic Events among Undergraduate Students: Prevalence and Associated Symptoms

ERIC Educational Resources Information Center

Frazier, Patricia; Anders, Samantha; Perera, Sulani; Tennen, Howard; Tashiro, Ty; Park, Crystal; Tomich, Patricia

2009-01-01

This multisite study assessed the prevalence of exposure to traumatic events and associated symptoms among undergraduate students (N = 1,528) using online surveys. Most students (85%) reported having experienced a traumatic event in their lifetime (Time 1) and 21% reported experiencing an event over a 2-month period during college (Time 2). The…
Reporting Misconduct of a Coworker to Protect a Patient: A Comparison between Experienced Nurses and Nursing Students

PubMed Central

Mansbach, Abraham; Kushnir, Talma; Ziedenberg, Hana; Bachner, Yaacov G.

2014-01-01

Purpose. Whistleblowing is the reporting of illegal, immoral, or illegitimate practices to persons or organizations that may affect the action. The current study compares experienced nurses to nursing students regarding their willingness to blow the whistle to protect a patient's interests. Methods. 165 participants were divided into two groups: 82 undergraduate nursing students and 83 experienced nurses. Participants responded to two vignettes that described a colleague's and a manager's misconduct at work. Results. The nursing students perceived the severity of the misconduct significantly lower compared to the experienced nurses. The nursing students also ranked the internal and external whistleblowing indices higher than the nurses, but the differences did not reach statistical significance. For each of the examined internal and external indices, professional experience was found to be significant in multivariate regression analyses. Conclusions. Even though nursing students perceived the severity of the misconduct significantly lower than the experienced nurses, the students demonstrated a greater readiness to blow the whistle, both internally and externally. Recommendations for handling comparable situations are offered. PMID:25379527
The negative consequences of other students' drinking: inventory development and assessment of differences by student characteristics and risk behaviors.

PubMed

Rhodes, Scott D; McCoy, Thomas P; Omli, Morrow R; Cohen, Gail M; Wagoner, Kimberly G; Durant, Robert H; Vissman, Aaron T; Wolfson, Mark

2009-01-01

College students continue to report being disrupted by other students' alcohol use. This study was designed to develop measures to document the consequences resulting from other students' drinking and identify differences in experiencing these consequences by student characteristics and drinking behaviors. A stratified random sample of undergraduate students (N = 3,908) from ten universities in North Carolina, USA, completed a web-based assessment. Exploratory factor analysis (EFA) was performed on the random first split-half sample (n = 1,954) to identify factor structure. Confirmatory factor analysis (CFA) was performed on the remaining half sample (n = 1,954) using structural equation modeling. EFA revealed two inventories: interpersonal and community consequences of others' drinking inventories. CFA on the second split-half sample identified model fits for the two factor structure suggested by EFA. Of 3,908 participants, 78% reported experiencing one or more consequences due to others' drinking during the past 30 days. Multivariable generalized linear mixed modeling further validated the inventories and resulted in several associations. Male students who reported getting drunk experienced significantly more interpersonal consequences from others' drinking (p < .001). Minority students, students who lived on campus and students who reported getting drunk experienced significantly more community consequences from others' drinking (p < .01). These findings demonstrate that 4 out of 5 college students experience consequences from others' drinking, and consequences vary for different subgroups of students. Although these inventories should be tested further, these findings propose standardized measures that may be useful to assess the consequences of others' drinking among college students.
Discrimination, harassment and non-reporting in UK medical education.

PubMed

Broad, Jonathan; Matheson, Marion; Verrall, Fabienne; Taylor, Anna K; Zahra, Daniel; Alldridge, Louise; Feder, Gene

2018-04-01

Discrimination and harassment create a hostile environment with deleterious effects on student well-being and education. In this study, we aimed to: (i) measure prevalences and types of discrimination and harassment in one UK medical school, and (ii) understand how and why students report them. The study used a mixed-methods design. A medical school population survey of 1318 students was carried out in March 2014. Students were asked whether they had experienced, witnessed or reported discrimination or harassment and were given space for free-text comments. Two focus group sessions were conducted to elicit information on types of harassment and the factors that influenced reporting. Proportions were analysed using the Wilson score method and associations tested using chi-squared and regression analyses. Qualitative data were subjected to framework analysis. Degrees of convergence between data were analysed. A total of 259 (19.7%) students responded to the survey. Most participants had experienced (63.3%, 95% confidence interval [CI]: 57.3-69.0) or witnessed (56.4%, 95% CI: 50.3-62.3) at least one type of discrimination or harassment. Stereotyping was the form most commonly witnessed (43.2%, 95% CI: 37.4-49.3). In the qualitative data, reports of inappropriate joking and invasion of personal space were common. Black and minority ethnic students had witnessed and religious students had experienced a greater lack of provision (χ 2 = 4.73, p = 0.03 and χ 2 = 4.38, p = 0.04, respectively). Non-heterosexual students had experienced greater joking (χ 2 = 3.99, p = 0.04). Students with disabilities had experienced more stereotyping (χ 2 = 13.5, p < 0.01). Female students and students in clinical years had 2.6 (95% CI: 1.3-5.3) and 3.6 (95% CI: 1.9-7.0) greater odds, respectively, of experiencing or witnessing any type of discrimination or harassment. Seven of 140 survey respondents had reported incidents (5.0%, 95% CI: 2.4-10.0). Reporting was perceived as ineffective and as potentially victimising of the reporter. Harassment and discrimination are prevalent in this sample and associated with gender, ethnicity, sexuality, disability and year group. Reporting is rare and perceived as ineffective. These findings have informed local developments, future strategies and the development of a national prevention policy. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
Encounters with Racism and the International Student Experience

ERIC Educational Resources Information Center

Brown, Lorraine; Jones, Ian

2013-01-01

This article makes a contribution to the existing and extensive literature on the international student experience by reporting on the incidence of racism and religious incidents experienced by international students at a university in the south of England. Out of a survey of 153 international postgraduate students, 49 had experienced some form of…
Authentic Student Inquiry: The Mismatch between the Intended Curriculum and the Student-Experienced Curriculum

ERIC Educational Resources Information Center

Hume, Anne; Coll, Richard

2010-01-01

As a means of achieving scientific literacy goals in society, the last two decades have witnessed international science curriculum redevelopment that increasingly advocates a "new look" inquiry-based approach to learning. This paper reports on the nature of the student-experienced curriculum where secondary school students are learning…
Sexual harassment of college students: implications for campus health promotion.

PubMed

Cleary, J S; Schmieler, C R; Parascenzo, L C; Ambrosio, N

1994-07-01

The authors examined students' perceptions, attitudes, and experiences of sexual harassment by faculty members at a state university, using a sample of 1,139 graduate and undergraduate students. Twenty-six percent (292) of those in the sample responded. The instrument used in the study, adapted from a survey previously used at the University of Iowa, operationally defined eight categories of behavior: sexist comments, undue attention, verbal sexual advances, body language, invitations, physical advances, explicit sexual propositions, and sexual bribery. As many as 8% of the respondents indicated they had experienced the three most extreme forms of harassment--physical advances, explicit sexual propositions, and sexual bribery. Although most students thought they would report sexual harassment, only three incidents of the most extreme forms of sexual harassment were actually reported. Those who experienced harassment indicated that it generally came from one rather than from several faculty members and that it came from both male and female faculty. Twenty-three percent of the men reported experiencing sexist comments, and 5 male students reported they had experienced at least one of the three most extreme forms of sexual harassment. Recommendations for policy revisions and campus health promotion programming that were made following the survey are discussed.
College Students' Experiences and Perceptions of Harassment on Campus: An Exploration of Gender Differences

ERIC Educational Resources Information Center

Reason, Robert D.; Rankin, Susan R.

2006-01-01

Using a campus climate assessment instrument developed by Rankin (1998), we surveyed students (N = 7,347) from 10 campuses to explore the different experiences with harassment and campus climates reported by men and women. Both men and women reported experiencing harassment, although women experienced harassment at statistically significantly…
Racial/ethnic disparities in US college students' experience: Discrimination as an impediment to academic performance.

PubMed

Stevens, Courtney; Liu, Cindy H; Chen, Justin A

2018-03-22

Using data from 69,722 US undergraduates participating in the spring 2015 National College Health Assessment, we examine racial/ethnic differences in students' experience of discrimination. Logistic regression predicted the experience of discrimination and its reported negative effect on academics. Additional models examined the effect of attending a Minority Serving Institution (MSI). Discrimination was experienced by 5-15% of students, with all racial/ethnic minority groups examined- including Black, Hispanic, Asian, AI/NA/NA, and Multiracial students- more likely to report discrimination relative to White students. Of students who experienced discrimination, 15-25% reported it had negatively impacted their academic performance, with Hispanic and Asian students more likely to report negative impacts relative to White students. Attending an MSI was associated with decreased experiences of discrimination. Students from racial/ethnic minority backgrounds are disproportionately affected by discrimination, with negative impacts for academic performance that are particularly marked for Hispanic and Asian students.
Prevalence and effects of life event exposure among undergraduate and community college students.

PubMed

Anders, Samantha L; Frazier, Patricia A; Shallcross, Sandra L

2012-07-01

The purposes of this study were to assess lifetime and recent exposure to various life events among undergraduate and community college students and to assess the relation between event exposure and a broad range of outcomes (i.e., mental and physical health, life satisfaction, grade point average). Undergraduate students from a midwestern university (N = 842) and a community college (N = 242) completed online measures of lifetime event exposure and outcomes at Time 1 and recent event exposure at Time 2 two months later. Life events assessed included events that did and did not meet the definition of a traumatic event (i.e., posttraumatic stress disorder Criterion A1) in the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV-TR; American Psychiatric Association, 2000) as well as directly (e.g., own life-threatening illness) and indirectly (e.g., others' illness) experienced events. Students reported experiencing many lifetime and recent Criterion A1 and non-A1 events, and community college students reported more events than did university students. Generally, individuals who reported more lifetime events also reported poorer outcomes (e.g., poorer health). The number of non-Criterion A1 and directly experienced events tended to be more strongly correlated with negative outcomes than were the number of Criterion A1 and indirectly experienced events reported. These findings suggest that non-A1 events are important to assess and can be significantly related to outcomes for students.
A cross-sectional study examining the extent of unwanted sexual attention and unhealthy intimate relationships among female university students.

PubMed

Hayden, Kelly; Graham, Melissa; Lamaro, Greer

2016-05-17

Issue addressed: Unwanted sexual attention and unhealthy intimate relationships have the potential to have serious negative health consequences. To date, there has been scant focus on these issues among university students in Australia. The aim of the current study was to describe the extent of unwanted sexual attention and unhealthy intimate relationships experienced in their lifetime by female university students aged 18-25 years. Methods: A cross-sectional study was undertaken involving 465 female students aged 18-25 years. Students were recruited through one faculty within a Victorian university and invited to complete an anonymous online questionnaire. Results: Sixty-seven per cent (n = 312) of female students reported experiencing unwanted sexual attention in their lifetime. The most common form of unwanted sexual attention was kissing or touching over clothes (98%; n = 306). Over 43% (n = 124) of the female students reported that the experience of unwanted sexual experience occurred after their protests were ignored. Thirty per cent (n = 135) of the female students reported experiencing at least one element of an unhealthy intimate relationship. Conclusions: The high rates of unwanted sexual attention and unhealthy intimate relationships among female university students is of concern given the negative impact such events can have on individual's physical, emotional and social well being. So what?: Public health and health promotion action is required to prevent female students from experiencing unwanted sexual attention and unhealthy intimate relationships, and to address the negative health and well being consequences.
The Negative Consequences of Other Students’ Drinking: Inventory Development and Assessment of Differences by Student Characteristics and Risk Behaviors

PubMed Central

Rhodes, Scott D.; McCoy, Thomas P.; Omli, Morrow R.; Cohen, Gail M.; Wagoner, Kimberly G.; DuRant, Robert H.; Vissman, Aaron T.; Wolfson, Mark

2013-01-01

College students continue to report being disrupted by other students’ alcohol use. Objective: This study was designed to develop measures to document the consequences resulting from other students’ drinking and identify differences in experiencing these consequences by student characteristics and drinking behaviors. Study group: A stratified random sample of undergraduate students (N = 3,908) from ten universities in North Carolina, USA, completed a web-based assessment. Methods: Exploratory factor analysis (EFA) was performed on the random first split-half sample (n = 1,954) to identify factor structure. Confirmatory factor analysis (CFA) was performed on the remaining half sample (n = 1,954) using structural equation modeling. Results: EFA revealed two inventories: interpersonal and community consequences of others’ drinking inventories. CFA on the second split-half sample identified model fits for the two factor structure suggested by EFA. Of 3,908 participants, 78% reported experiencing one or more consequences due to others’ drinking during the past 30 days. Multivariable generalized linear mixed modeling further validated the inventories and resulted in several associations. Male students who reported getting drunk experienced significantly more interpersonal consequences from others’ drinking (p < .001). Minority students, students who lived on campus and students who reported getting drunk experienced significantly more community consequences from others’ drinking (p < .01). Conclusions: These findings demonstrate that 4 out of 5 college students experience consequences from others’ drinking, and consequences vary for different subgroups of students. Although these inventories should be tested further, these findings propose standardized measures that may be useful to assess the consequences of others’ drinking among college students. PMID:20306764
Hearing Voices: Qualitative Research with Postsecondary Students Experiencing Mental Illness

ERIC Educational Resources Information Center

Venville, Annie; Street, Annette F.

2014-01-01

Vocational Education and Training (VET) students experiencing mental illness have been described as one of the most vulnerable student groups in the Australian post-secondary sector. This vulnerability can be attributed to the impacts of illness, the oft-reported experiences of stigma and discrimination, and low educational outcomes. There is…
High school Bullying as a Risk for Later Depression and Suicidality

PubMed Central

Klomek, Anat Brunstein; Kleinman, Marjorie; Altschuler, Elizabeth; Marrocco, Frank; Amakawa, Lia; Gould, Madelyn S.

2011-01-01

This is the first study to examine whether high-school students experiencing frequent bullying behaviors are at risk for later depression and suicidality. 236 students who reported frequent bullying behavior without depression or suicidality during a suicide screening were interviewed four years later to reassess depression, suicidal ideation, attempts, substance problems, and functional impairment and were compared to “at-risk” youth identified during the screen, including 96 youth who also experienced bullying behavior. Youth who only reported frequent bullying behaviors (as bullies, victims or both) did not develop later depression or suicidality and continued to have fewer psychiatric problems than students identified as at-risk for suicide. Students who experienced bullying behaviors and depression or suicidality were more impaired four years later than those who had only reported depression or suicidality. Thus, assessment of bullying behaviors in screening protocols is recommended. PMID:21793875
High school bullying as a risk for later depression and suicidality.

PubMed

Klomek, Anat Brunstein; Kleinman, Marjorie; Altschuler, Elizabeth; Marrocco, Frank; Amakawa, Lia; Gould, Madelyn S

2011-10-01

This is the first study to examine whether high school students experiencing frequent bullying behaviors are at risk for later depression and suicidality. A total of 236 students who reported frequent bullying behavior without depression or suicidality during a suicide screening were interviewed 4 years later to reassess depression, suicidal ideation, attempts, substance problems, and functional impairment and were compared to at-risk youth identified during the screen, including 96 youth who also experienced bullying behavior. Youth who only reported frequent bullying behaviors (as bullies, victims, or both) did not develop later depression or suicidality and continued to have fewer psychiatric problems than students identified as at-risk for suicide. Students who experienced bullying behaviors and depression or suicidality were more impaired 4 years later than those who had only reported depression or suicidality. Thus, assessment of bullying behaviors in screening protocols is recommended. © 2011 The American Association of Suicidology.
Adverse effects as a consequence of being the subject of orthopaedic manual therapy training, a worldwide retrospective survey.

PubMed

Thoomes-de Graaf, M; Thoomes, E; Carlesso, L; Kerry, R; Rushton, A

2017-06-01

Physical therapists (PTs) use a range of manual therapy techniques developed to an advanced level through postgraduate orthopaedic manipulative physical therapy (OMPT) programmes. The aim of this study was to describe the adverse effects experienced by students after having techniques performed on them as part of their OMPT training. A descriptive online survey of current students and recent graduates (≤5 years)m of OMPT programmes across the 22 Member Organisations of the International Federation of Orthopaedic Manipulative Physical Therapists. The questionnaire was completed by 1640 respondents across 22 countries (1263 graduates, 377 students. Some 60% of respondents reported never having experienced adverse effects during their manual therapy training. Of the 40% who did, 66.4% reported neck pain, 50.9% headache and 32% low back pain. Most reports of neck pain started after a manipulation and/or mobilisation, of which 53.4% lasted ≤24 h, 38.1% > 24 h but <3 months and 13.7% still experienced neck pain to date. A small percentage of respondents (3.3%) reported knowing of a fellow student experiencing a major adverse effect. Mild to moderate adverse effects after practising manual therapy techniques are commonly reported, but usually resolve within 24 h. However, this survey has identified the reported occurrence of major adverse effects that warrant further investigation. Copyright © 2017 Elsevier Ltd. All rights reserved.
Transformative Learning Experiences of International Graduate Students from Africa

ERIC Educational Resources Information Center

Kumi-Yeboah, Alex

2014-01-01

This article examines factors that influence transformative learning experiences of international graduate students from Africa. In general, 84.8% of the participants experienced transformative learning while 15.2% reported no transformative experiences. For those who experienced transformative learning, 26.1% of the transformative experiences…
The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students’ Reported Gains from Undergraduate Research

PubMed Central

Thiry, Heather; Weston, Timothy J.; Laursen, Sandra L.; Hunter, Anne-Barrie

2012-01-01

This mixed-methods study explores differences in novice and experienced undergraduate students’ perceptions of their cognitive, personal, and professional gains from engaging in scientific research. The study was conducted in four different undergraduate research (UR) programs at two research-extensive universities; three of these programs had a focus on the biosciences. Seventy-three entry-level and experienced student researchers participated in in-depth, semi-structured interviews and completed the quantitative Undergraduate Research Student Self-Assessment (URSSA) instrument. Interviews and surveys assessed students’ developmental outcomes from engaging in UR. Experienced students reported distinct personal, professional, and cognitive outcomes relative to their novice peers, including a more sophisticated understanding of the process of scientific research. Students also described the trajectories by which they developed not only the intellectual skills necessary to advance in science, but also the behaviors and temperament necessary to be a scientist. The findings suggest that students benefit from multi-year UR experiences. Implications for UR program design, advising practices, and funding structures are discussed. PMID:22949423
Daily reports of witnessing and experiencing peer harassment in middle school.

PubMed

Nishina, Adrienne; Juvonen, Jaana

2005-01-01

Two studies examined daily incidents of peer harassment in urban middle schools. Sixth-grade students (M age = 11 years) described their daily personal experiences and witnessed accounts of peer harassment, and rated their negative feelings across a 2-week period. In Study 1 (n = 95), within-subject analyses across 4 days revealed that both personally experienced and witnessed harassment were associated with increases in daily anxiety, whereas witnessing harassment buffered students against increases in humiliation on days when they personally experienced harassment. Evidence for witnessing as a buffer against increases in humiliation and anger was also found in Study 2 (n = 97) that included 5 daily reports. Witnessing harassment also protected students against increases in negative self-perceptions.

Profile of 1 year of fieldwork experiences for undergraduate occupational therapy students from a large regional Australian university.

PubMed

Mackenzie, Lynette; O'Toole, Gjyn

2017-10-01

Objective Fieldwork experience is a significant component of many health professional education programs and affects future practice for graduates. The present study used self-reported student data to produce a profile of undergraduate student placement experiences. Methods Cross-sectional surveys exploring placement location, setting and client types, models of supervision, interventions and financial costs were completed by students following each placement. Data were analysed using descriptive analysis. Results Placements were predominantly conducted outside capital cities (69.8%; n=184), with 25.8% (n=68) in rural settings. Students experienced predominantly public health in-patient settings and community settings, with only 15% experiencing private settings. Conclusions The placement profile of undergraduate occupational therapy students appeared to be consistent with workforce reports on occupational therapy professional practice. What is known about the topic? Fieldwork experienced by health professional students is critical to preparing new graduates for practice. Although the World Federation of Occupational Therapy provides guidance on what is required for occupational therapy fieldwork experience, little is known about what students actually experience during their fieldwork placements. What does this paper add? The present study is the first to document the range of fieldwork experienced by occupational therapy students in one program over 1 year, and provides the basis for comparison with other occupational therapy programs, as well as other disciplines nationally and internationally. What are the implications for practitioners? Occupational therapy students experienced few opportunities in private practice or speciality services, and had mostly one-on-one supervision. To provide a future workforce that is able to address the changing health system, it is vital that students are exposed to a range of fieldwork experiences and supervision styles that replicate the demands of future practice.
Technology Acceptance Predictors among Student Teachers and Experienced Classroom Teachers

ERIC Educational Resources Information Center

Smarkola, Claudia

2007-01-01

This study investigated 160 student teachers' and 158 experienced teachers' self-reported computer usage and their future intentions to use computer applications for school assignments. The Technology Acceptance Model (TAM) was used as the framework to determine computer usage and intentions. Statistically significant results showed that after…
Federal Student Aid Annual Report, 2010

ERIC Educational Resources Information Center

US Department of Education, 2010

2010-01-01

This paper presents the Federal Student Aid Annual Report for 2010. Federal Student Aid experienced an extraordinary year in 2010. The passage and enactment of the Health Care and Education Reconciliation Act of 2010 ushered in sweeping reforms to the federal student financial assistance programs, resulting in tens of billions of dollars in…
On and Off Computer Writing of Eighth Grade Students Experienced in Word Processing. Technical Report 90-1.

ERIC Educational Resources Information Center

Owston, Ronald D.; And Others

A study assessed the impact of word processing on the writing of junior high school students, experienced in working with computers, for a number of tasks, including writing. Subjects, 111 eighth grade students in four communications arts classes at a Canadian middle-class suburban school, who had been using computers for writing for a year and a…
Exploring the Link Between Alcohol and Marijuana Use and Teen Dating Violence Victimization Among High School Students: The Influence of School Context.

PubMed

Parker, Elizabeth M; Debnam, Katrina; Pas, Elise T; Bradshaw, Catherine P

2016-10-01

Adolescence is a developmental period when dating behavior is first initiated and when the risk of abuse by or against a dating partner begins to emerge. It is also one in which experimentation with alcohol and illicit substances typically begins. The current study examined the association between recent alcohol use and recent marijuana use and the experience of physical and verbal teen dating violence (TDV) victimization while considering the potential influence of school contextual variables. Data came from 27,758 high school students attending 58 Maryland public high schools. Hierarchical linear modeling was used to identify student- and school-level predictors associated with TDV. Results indicated that approximately 11% of students reported experiencing physical TDV and 11% of students reported experiencing verbal TDV over the past year. In addition, 33% of students reported recent alcohol use and 21% reported recent marijuana use. Hierarchical linear modeling results revealed that students who reported frequent recent alcohol or recent marijuana use were at increased odds of experiencing physical (adjusted odds ratio [AOR]alcohol = 2.80, p < .001; AORmarijuana = 2.03, p < .001) or verbal TDV (AORalcohol = 2.63, p < .001; AORmarijuana = 2.20, p < .001) victimization compared to students who reported little or no alcohol or marijuana use. School support was a protective factor for both physical TDV (AOR = 0.74, p < .001) and verbal TDV (AOR = 0.76, p < .001) victimization. Findings suggested that prevention efforts to address alcohol and marijuana use may have an effect on TDV victimization. Results also highlight the potential utility of enhancing student perceptions of school support as an approach for reducing TDV victimization. © 2015 Society for Public Health Education.
The prevalence of medical student mistreatment and its association with burnout.

PubMed

Cook, Alyssa F; Arora, Vineet M; Rasinski, Kenneth A; Curlin, Farr A; Yoon, John D

2014-05-01

Medical student mistreatment has been recognized for decades and is known to adversely impact students personally and professionally. Similarly, burnout has been shown to negatively impact students. This study assesses the prevalence of student mistreatment across multiple medical schools and characterizes the association between mistreatment and burnout. In 2011, the authors surveyed a nation ally representative sample of third-year medical students. Students reported the frequency of experiencing mistreatment by attending faculty and residents since the beginning of their clinical rotations. Burnout was measured using a validated two-item version of the Maslach Burnout Inventory. Of 960 potential respondents from 24 different medical schools, 605 (63%) completed the survey, but 41 were excluded because they were not currently in their third year of medical school. Of the eligible students, the majority reported experiencing at least one incident of mistreatment by faculty (64% [361/562]) and by residents (76% [426/562]). A minority of students reported experiencing recurrent mistreatment, defined as occurring "several" or "numerous" times: 10% [59/562] by faculty and 13% [71/562] by residents. Recurrent mistreatment (compared with no or infrequent mistreatment) was associated with high burnout: 57% versus 33% (P < .01) for recurrent mistreatment by faculty and 49% versus 32% (P < .01) for recurrent mistreatment by residents. Medical student mistreatment remains prevalent. Recurrent mistreatment by faculty and residents is associated with medical student burnout. Although further investigation is needed to assess causality, these data provide impetus for medical schools to address student mistreatment to mitigate its adverse consequences.
Sleep Paralysis Among Egyptian College Students: Association With Anxiety Symptoms (PTSD, Trait Anxiety, Pathological Worry).

PubMed

Jalal, Baland; Hinton, Devon E

2015-11-01

Among Egyptian college students in Cairo (n = 100), this study examined the relationship between sleep paralysis (SP) and anxiety symptoms, viz., posttraumatic stress disorder (PTSD), trait anxiety, and pathological worry. SP rates were high; 43% of participants reported at least one lifetime episode of SP, and 24% of those who reported at least one lifetime episode had experienced four or more episodes during the previous year. Fourteen percent of men had experienced SP as compared to 86% of women. As hypothesized, relative to non-SP experiencers, participants who had SP reported higher symptoms of PTSD, trait anxiety, and pathological worry. Also, as hypothesized, the experiencing of hypnogogic/hypnopompic hallucinations during SP, even after controlling for negative affect, was highly correlated with symptoms of PTSD and trait anxiety. The study also investigated possible mechanisms by examining the relationship of hallucinations to anxiety variables.
Bullying involvement, teacher-student relationships, and psychosocial outcomes.

PubMed

Huang, Francis L; Lewis, Crystal; Cohen, Daniel R; Prewett, Sara; Herman, Keith

2018-06-01

Students involved in bullying experience mental health issues and negative psychosocial outcomes. Few studies have investigated how teacher-student relationships (TSRs) may buffer the negative outcomes experienced by students involved in bullying. To investigate the moderating role of TSRs with bullying involvement status and psychosocial outcomes, we used data from 691 middle school students, 85 teachers, and 6 schools in one urban district. We used both student- and teacher-reported outcomes and regression models included baseline measures (i.e., depression, concentration problems, emotional regulation problems, behavioral engagement) taken 8 months earlier. Regardless of bullying involvement, student-reported TSR had a beneficial association for all outcomes controlling for baseline measures and student demographic variables. However, bully/victims with low TSRs experienced a heightened risk for depressive symptoms suggesting increased attention to this subgroup of students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Engagement in Digital Lecture Halls: A Study of Student Course Engagement and Mobile Device Use during Lecture

ERIC Educational Resources Information Center

Witecki, Gwendolyn; Nonnecke, Blair

2015-01-01

Universities have experienced increases in technology ownership and usage amongst students entering undergraduate programs. Almost all students report owning a mobile phone and many students view laptops and tablets as educational tools, though they also report using them for nonacademic activities during lectures. We explored the relationship…
Grief Experiences Among Female American and Arab Undergraduate College Students.

PubMed

Varga, Mary Alice; McClam, Tricia M; Hassane, Sofoh

2015-01-01

The purpose of this study was to compare the incidence of grief among American and Arab female undergraduate students, the effects of their grief, and risk of prolonged grief disorder. A total of 471 female undergraduate students, 308 (65.4%) from the United Arab Emirates and 163 (34.6%) from the United States, completed a survey about their grief experiences. Students experiencing a significant loss also completed the Prolonged Grief Disorder Questionnaire. Findings revealed that overall approximately 38.4% (n = 181) of all 471 students experienced the loss of a significant person in their lives within the past 24 months; a similar percentage was found in each sub group. Students reported various grief effects with American students experiencing more effects related to sleep, relationships, academics, physical well-being, religion/spirituality, and outlook on life than Arab students. Only a small number (10, 5.52%) of students met the criteria for prolonged grief disorder; however, most students were female Arab students. Limitations of the study and recommendations for future research are provided.
Gender differences and similarities in medical students' experiences of mistreatment by various groups of perpetrators.

PubMed

Siller, Heidi; Tauber, Gloria; Komlenac, Nikola; Hochleitner, Margarethe

2017-08-14

Mistreatment of medical students during medical education is a widespread concern. Studies have shown that medical students report the most mistreatment compared to students of other study programs and that the prevalence of mistreatment peaks during clinical training. For this reason, a study was conducted to assess prevalence of mistreatment among medical students committed by various groups of people. The focus was to identify whether gender was associated with the experience of mistreatment. Additionally, students' perception of university climate for reporting sexual harassment was assessed. In the study 88 medical students (45 women, 43 men) participated. A modified version of the Questionnaire on Student Abuse was used to assess students' experience of various types of mistreatment and associated distress during medical education. To explore factors that could be associated with this experience the organizational climate for reporting sexual harassment was assessed with the Psychological Climate for Sexual Harassment. The most often cited perpetrators of mistreatment were strangers (79.5%), friends (75.0%) and university staff (68.2%). Strangers mostly committed psychological mistreatment and sexual harassment, whereas friends additionally engaged in physical mistreatment of medical students. The most common form of mistreatment conducted by university staff was humiliation of students. These kinds of psychological mistreatment were reported to be distressing (43%). Gender differences were found in the prevalence of mistreatment. Women experienced more sexual harassment and humiliation than did men. On the other hand, men experienced more physical mistreatment than did women. Women reported experiencing more distress from mistreatment experiences than did men and also more often reported being mistreated by university staff than did men. Women perceived a greater risk in reporting sexual harassment to the organization than did men. Mistreatment of female and male students should be focused on using a gender perspective because types of mistreatment can differ by gender. Additionally, interventions should include the societal level as there was a high prevalence of mistreatment perpetrated by strangers. Also the issue of trust in the university needs to be addressed and the organization is called on to visibly demonstrate that it represents and protects its students as well as its staff.
Fictionalising Experiences-Experiencing through Fiction

ERIC Educational Resources Information Center

Hannula, Markku S.

2003-01-01

Understanding and reporting students' affective experiences with mathematics is difficult if those experiences do not resonate with personal experiences. Utilising fiction-writing in narrative reporting can be a technique that helps both the researcher and the reader of the research report to immerse themselves in the student's experiential world.…
A comparative study of the effect of student and instructor cognitive mapping on student achievement and attitudes in introductory college biology for nonmajors

NASA Astrophysics Data System (ADS)

Dardis, Deborah J. Athas

Within a single research design, this investigation compared the effects of student and instructor cognitive mapping on student achievement and attitudes in introductory college biology for nonmajors. Subjects self-selected into either a Control Group that experienced no cognitive mapping, an Experimental Group 1 that experienced instructor cognitive mapping, or an Experimental Group 2 in which students constructed cognitive maps. Data were collected by a Students' Opinions of Teaching Poll and instructor prepared tests that included objective questions representing all levels of the cognitive domain. An ANCOVA revealed no significant differences in the academic achievement of students in the control and experimental groups. The academic performance of males and females was similar among all three groups of students and data confirmed a lack of interaction between gender and instructional strategy. This investigation confirmed that cognitive mapping will not disrupt a gender-neutral classroom environment. Students' opinions of teaching were overwhelmingly positive. A Kruskal Wallis analysis, followed by a nonparametric Tukey-type multiple comparison, revealed that students who experienced no mapping consistently rated the instructor with higher scores than did students who experienced instructor mapping. Students who cooperatively constructed cognitive maps reported the lowest scores on the opinion polls.
Beliefs of Experienced and Student Teachers about the Nature and Purpose of Social Studies Education in New Zealand Elementary Schools

ERIC Educational Resources Information Center

Hawe, Eleanor M.; Browne, Isabel; Siteine, Alexis; Tuck, Bryan

2010-01-01

This paper reports on an investigation carried out in New Zealand into experienced elementary and student teachers' beliefs about the nature and purpose of social studies education. Since its inclusion in New Zealand's curriculum, social studies has been organized around the notion of citizenship education with curricula and programmes of work…
Perceived Discrimination, Harassment, and Abuse in Physician Assistant Education: A Pilot Study.

PubMed

DiBaise, Michelle; Tshuma, Lisa; Ryujin, Darin; LeLacheur, Susan

2018-06-01

A 2014 meta-analysis found that by graduation, 16.6% of medical students had reported abuse, harassment, or discrimination and that this hostile environment caused an increase in depression and anxiety. The purpose of this research study was to increase the understanding of discrimination and psychological/physical abuse in physician assistant (PA) education programs and the potential impact on student attrition. Information was collected using an online, anonymous survey that asked about witnessed or experienced discrimination and psychological or physical abuse during the didactic and clinical years of training in PA programs in the United States. The survey received 1159 respondents, which represents 6.1% of total PA student enrollment. Up to 30% of respondents had witnessed or experienced discrimination, and up to 2.3% had experienced psychological abuse while in PA school. The majority of witnessed or experienced discrimination during PA education was not reported (<2%). Reports were not made because students feared retribution or they simply did not know who to report to, particularly if the incident involved faculty. Reducing the prevalence of discrimination in PA education requires recognition of this issue and targeted efforts to ensure that the infrastructure of every program is inclusive and values diversity of all kinds. The authors advocate that PA programs discuss their current institutional reporting structure; develop a universal curriculum on workplace violence, discrimination, and harassment; and develop value statements that explicitly identify diversity and equity as a core value as an important first step to improving the overall "climate" and culture of the program.
Student Outcomes in Inquiry: Students' Perspectives

ERIC Educational Resources Information Center

Saunders-Stewart, K. S.; Gyles, P. D. T.; Shore, B. M.; Bracewell, R. J.

2015-01-01

Student outcomes of inquiry-based teaching and learning were explored through student-report. Participants were six teachers and their 181 students in grades 9 through 12. Classes were categorized by level of inquiry (least, middle, and most). A student-administered questionnaire assessed the extent to which the three groups experienced 23…
When alcohol is only part of the problem: An event-level analysis of negative consequences related to alcohol and other substance use.

PubMed

Mallett, Kimberly A; Turrisi, Rob; Hultgren, Brittney A; Sell, Nichole; Reavy, Racheal; Cleveland, Michael

2017-05-01

While alcohol remains the drug of choice for most college students, national data show that 40% of college students also use other substances (e.g., marijuana, cocaine, etc.). Longitudinal studies indicate that students who report use of both alcohol and other substances experience more consequences (e.g., blackout, arrests). The current study expands upon this research by using a multilevel approach to examine average and event-level alcohol combined with other substance use (ALC+) and its role on consequences experienced. In addition, the research examined which substance combined with alcohol posed the most risk. A total of 461 students reported on alcohol use, substance use, and consequences experienced (e.g., Young Adult Alcohol Consequences Questionnaire [YAACQ]) on 12 weekend nights (Thursday, Friday, Saturday) across 4 weekends in an academic year. Multilevel model analyses revealed a positive association between both average and event-level ALC+ use and the number of consequences experienced. A significant cross-level interaction was also revealed indicating students who typically combine alcohol and other substances experienced more consequences on occasions when they use more substances relative to students who typically use alcohol only. Finally, alcohol plus nicotine, or marijuana, or attention-deficit/hyperactivity disorder (ADHD) medications, or cocaine were all significantly positively related to increased consequences. These findings provide consistent evidence that ALC+ use is a highly prevalent behavior among college students that increases risk of problematic consequences. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Bullying of medical students in Pakistan: a cross-sectional questionnaire survey.

PubMed

Ahmer, Syed; Yousafzai, Abdul Wahab; Bhutto, Naila; Alam, Sumira; Sarangzai, Amanullah Khan; Iqbal, Arshad

2008-01-01

Several studies from other countries have shown that bullying, harassment, abuse or belittlement are a regular phenomenon faced not only by medical students, but also junior doctors, doctors undertaking research and other healthcare professionals. While research has been carried out on bullying experienced by psychiatrists and psychiatry trainees in Pakistan no such research has been conducted on medical students in this country. We conducted a cross-sectional questionnaire survey on final year medical students in six medical colleges of Pakistan. The response rate was 63%. Fifty-two percent of respondents reported that they had faced bullying or harassment during their medical education, about 28% of them experiencing it once a month or even more frequently. The overwhelming form of bullying had been verbal abuse (57%), while consultants were the most frequent (46%) perpetrators. Students who were slightly older, males, those who reported that their medical college did not have a policy on bullying or harassment, and those who felt that adequate support was not in place at their medical college for bullied individuals, were significantly more likely to have experienced bullying. Bullying or harassment is faced by quite a large proportion of medical students in Pakistan. The most frequent perpetrators of this bullying are consultants. Adoption of a policy against bullying and harassment by medical colleges, and providing avenues of support for students who have been bullied may help reduce this phenomenon, as the presence of these two was associated with decreased likelihood of students reporting having being bullied.
The role of personality traits and barriers to mental health treatment seeking among college students.

PubMed

Jennings, Kristen S; Goguen, Kandice N; Britt, Thomas W; Jeffirs, Stephanie M; Wilkes, Jack R; Brady, Ashley R; Pittman, Rebecca A; DiMuzio, Danielle J

2017-11-01

Many college students experience a mental health problem yet do not seek treatment from a mental health professional. In the present study, we examined how perceived barriers (stigma perceptions, negative attitudes about treatment, and perceptions of practical barriers), as well as the Big Five personality traits, relate to treatment seeking among college students reporting a current mental health problem. The sample consisted of 261 college students, 115 of which reported experiencing a current problem. Results of a series of logistic regressions revealed that perceived stigma from others (OR = .32), self-stigma (OR = .29), negative attitudes about treatment (OR = .27), and practical barriers (OR = .34) were all associated with a lower likelihood of having sought treatment among students experiencing a problem. Of the five-factor model personality traits, only Neuroticism was associated with a higher likelihood of having sought treatment when experiencing a mental health problem (OR = 2.71). When we considered all significant predictors in a final stepwise conditional model, only self-stigma, practical barriers, and Neuroticism remained significant unique predictors. Implications for addressing barriers to treatment and encouraging treatment seeking among college students are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Does Alcohol Use Mediate the Association between Consequences Experienced in High School and Consequences Experienced during the First Semester of College?

ERIC Educational Resources Information Center

Romosz, Ann Marie; Quigley, Brian M.

2013-01-01

Approximately 80% of college students drink alcohol; almost half of these students reporting that they drink to get drunk and over 22% engage in heavy episodic drinking. Heavy alcohol consumption during the transition from high school to college is associated with negative personal and academic consequences. Sixty-seven freshmen volunteered to…

Psychological Distress and Help Seeking Amongst Higher Education Students: Findings from a Mixed Method Study of Undergraduate Nursing/Midwifery and Teacher Education Students in Ireland

ERIC Educational Resources Information Center

Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia

2016-01-01

Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all…
Higher Reported Levels of Depression, Stress, and Anxiety Are Associated with Increased Endorsement of ADHD Symptoms by Postsecondary Students

ERIC Educational Resources Information Center

Harrison, Allyson G.; Alexander, Sandra J.; Armstrong, Irene T.

2013-01-01

This study examined the extent to which postsecondary students endorse symptoms of Attention Deficit/Hyperactivity Disorder (ADHD) and whether experienced level of stress, depression, or anxiety are associated with higher reporting of ADHD symptoms. Students attending a combined health and counseling service completed the Conners Adult ADHD Rating…
Perceptions of Mental Health Concerns for Secondary Students with Disabilities during Transition to Adulthood

ERIC Educational Resources Information Center

Poppen, Marcus; Sinclair, James; Hirano, Kara; Lindstrom, Lauren; Unruh, Deanne

2016-01-01

This study reports results from a national survey of education and community professionals regarding secondary level students with disabilities who were experiencing mental health concerns. A total of 648 professionals from 49 states completed the on-line survey. Respondents reported that almost half (48%) of their students with disabilities were…
A humanistic environment for dental schools: what are dental students experiencing?

PubMed

Quick, Karin K

2014-12-01

A Commission on Dental Accreditation (CODA) standard now requires that dental schools commit to establishing a "humanistic culture and learning environment" for all members of the academic environment. The aim of this study was to identify students' perceptions of factors that affect the dental school environment and to test differences in their experiences in terms of gender and year. This picture of the existing environment was meant to serve as a first step toward creating and supporting a more humanistic academic environment. A mixed-methods approach was used for data collection during the 2009-10 and 2010-11 academic years at one U.S. dental school. Four focus groups were first conducted to explore challenges and conflicts faced by students during their dental education. A written survey informed by the focus group results was then used to obtain quantitative data. The survey response rate was 47 percent (N=188). Faculty inconsistency, cheating, and belittlement/disrespect were experienced by many of the responding dental students during their education, similar to what has been documented in medicine. These students also reported experiencing both constructive communication (90 percent) and destructive communication (up to 32 percent). The female students reported more gender discrimination and sexual harassment than their male peers, and the clinical students reported more experience with belittlement and destructive communication than the preclinical students. The results suggest that greater effort should be directed toward creating a more humanistic environment in dental schools. Based on the issues identified, steps academic institutions can take to improve these environments and student skills are outlined.
Subtle Symptoms Associated with Self-Reported Mild Head Injury.

ERIC Educational Resources Information Center

Segalowitz, Sidney J.; Lawson, Sheila

1995-01-01

A survey of 1,345 high school students and 2,321 university students found that 30-37% reported having experienced a head injury, with 12-15% reporting loss of consciousness. Significant relationships were found between mild head injury incidence and gender; sleep difficulties; social difficulties; handedness pattern; and diagnoses of attention…
Participation of Student Authors in Reports on Sustainability

ERIC Educational Resources Information Center

Schoeps, Andreas; Hemmer, Ingrid

2018-01-01

Purpose: Since 2012, the University of Eichstaett-Ingolstadt has been publishing an annual report on sustainability as part of its whole institution approach (WIA). This study aims to examine the participation in writing this report as it is experienced by the student stakeholders involved. The overall goal is to gain expertise concerning further…
Short-term effects of a health promotion course for Taiwanese nursing students.

PubMed

Hsiao, Ya-Chu; Chen, Mei-Yen; Gau, Yueh-Mei; Hung, Li-Ling; Chang, Shu-Hung; Tsai, Hsia-Min

2005-01-01

The purposes of this study were to (a) develop a teaching course on health promotion for nursing students in Taiwan, (b) evaluate the effects of this teaching course, and (c) understand students' appraisals of its effectiveness in helping them to change unhealthy behavior. A sample of 65 randomly selected female nursing students took an 18-week course developed by the investigators, which included 30 h of classroom lectures and 4 weeks of written reports by students chronicling the changes in their behavior. Health promotion questionnaires administered before and after the course and content analysis of the students' reports were used to evaluate the effects of the course. Students' questionnaire scores after course completion indicated significantly increased intent to adopt healthy lifestyles. Content analysis of students' reports on their personal behavior-changing experiences showed that they accepted the potential value of curriculum aspects such as experiencing the struggle, suffering, and even abandonment of the process, experiencing the benefits of change, increasing self-confidence, and empathizing with how difficult it is for clients to change behavior. These results support the value of teaching courses on health promotion to nursing students. The authors recommend including such a course as part of a regular nursing education.
Student perceptions of support in practice.

PubMed

Gidman, Janice; McIntosh, Annette; Melling, Katherine; Smith, Debra

2011-11-01

This paper reports on a funded research project exploring perceptions and experiences of pre-registration nursing students of support in practice in one Higher Education Institution in England. The study used a mixed method approach with samples of new students (within the first six months) and finishing students (within the last three months). Students reported that the most important areas they needed support with were clinical skills, placement situations, documentation and personal issues. The mentor qualities that were valued were personal attributes, being facilitative and being knowledgeable; newly qualified mentors and experienced students were seen as being the most supportive. Students saw their own responsibilities as learning and gaining skills, being professional and caring for patients. The finishing students also felt that accountability and teaching were part of their role. Reported challenges encompassed personal issues, including work-life balance and finances, dealing with elements such as patient death and uncertainties in new situations. The best aspects of practice emerged as being involved in patient care, feeling part of a team and experiencing positive support from mentors. The findings explicated the multi-faceted nature of student support in practice that need to be taken into account when putting support frameworks in place. Copyright © 2011 Elsevier Ltd. All rights reserved.
Musculoskeletal disorders of the neck and shoulder in dental hygienists and dental hygiene students.

PubMed

Morse, Tim; Bruneau, Heather; Michalak-Turcotte, Claudia; Sanders, Martha; Warren, Nicholas; Dussetschleger, Jeff; Diva, Ulysses; Croteau, Marc; Cherniack, Martin

2007-01-01

Dental hygienists have been found to have high rates of neck and shoulder disorders, but there is very limited information on risk factors associated with those disorders, the level of risk for students, and the relationship of prior work as dental assistants for dental hygiene students. This study examines self-reported and physician-diagnosed neck and shoulder pain. A cohort consisting of 27 dental hygiene students with no prior dental occupation experience (mean age 24, 6.2 SD), and 39 dental hygiene students with prior experience as dental assistants (mean age 28, 6.0) and 94 experienced dental hygienists (mean age 46, 8.8) completed a questionnaire on risk factors and self reported pain, and were examined by a physician in reference to upper extremity findings and diagnoses. Analysis included tabular, trend, and logistic regression analysis. There were significant differences for risks, symptoms, and physician findings. Risk factors had a stepwise progression for students, student/assistants, and experienced dental hygienists, including working with a bent neck often or very often (79%, 89%, 96%, respectively, p<.001), static posture (39%, 50%, 63%, p<.001), precise motions (58%, 67%, 90%, p<.001), and repetition (79%, 86%, 98%, p<.001). Neck symptoms were reported by 37%, 43%, and 72%, respectively (p<.001), and 11%, 20%, and 35% for shoulder symptoms (p<.05). Similar patterns were demonstrated in physician findings, particularly for neck disorders (18%, 36%, 50%, p<.01). In regressions, self-reported shoulder pain was significantly associated with working above shoulder height (OR=1.5, CI 1.0-2.4), and neck symptoms with working with a bent neck (OR=2.1, CI 1.3-3.4), with a protective effect from high supervisor support (OR=0.5, CI 0.2-1.0). Risk factors and both self-reported and physician-diagnosed neck and shoulder symptoms increase in frequency from students to experienced hygienists, and students have higher prevalence if they are also dental assistants.
Selected Risk and Protective Factors Associated with Two or More Lifetime Sexual Intercourse Partners and Non-Condom Use during Last Coitus among U.S. Rural High School Students

ERIC Educational Resources Information Center

Yarber, William L.; Milhausen, Robin; Crosby, Richard A.; DiClemente, Ralph J.

2002-01-01

This analysis determined the association between 13 selected health risk and protective factors and reporting two or more lifetime sexual intercourse partners and non-condom use for last coitus among sexually experienced U.S. rural high school students. The sample was 569 sexually experienced adolescent females and 561 sexually experienced…
Medical Student Outcomes after Family-Centered Bedside Rounds

PubMed Central

Cox, Elizabeth D.; Schumacher, Jayna B.; Young, Henry N.; Evans, Michael D.; Moreno, Megan A.; Sigrest, Ted D.

2011-01-01

Objective Family-centered bedside rounds (FCBR) are recommended to improve trainee education, patient outcomes, and family satisfaction. However, bedside teaching has waned in recent years, potentially leading to less teaching and more concern for trainees. We examined medical students’ concerns, teaching evaluations, and attitudes after experiencing FCBR during the pediatric clerkship. Methods Data are both cross-sectional and pre- and post-clerkship surveys for 113 (89%) of 127 students. Students reported frequencies of post-clerkship concerns (14 items) and teaching experiences (17 items), with five response options (1=never, 2=rarely, 3=occasionally, 4=usually, 5=always, dichotomized with “frequent” being usually or occasionally). Students reported pre- and post-clerkship attitudes for 4 items on a 7-point scale (1=strongly disagree, 7=strongly agree). Analyses included adjusted means or proportions. Results The most commonly endorsed concern was presenting information in a way that was understandable to patients and families with 34.5% of students having this concern frequently. The majority of students frequently experienced 12 of the 17 teaching items. Effective teaching of physical exam skills was the teaching item least often experienced frequently by students (20.3%). Student attitudes about the benefits of FCBR for families were significantly more positive post-clerkship (mean change 0.37 pts, p<0.001), but they remained neutral in their preference for FCBR over traditional rounds without the family present (mean change −0.14 pts, p>0.05). Conclusions Although students demonstrate positive attitudes toward FCBR and report frequent occurrence of inpatient teaching elements, findings suggest opportunities for easing student concerns and for using this venue to teach exam skills. PMID:21393084
The Effects of a School-Based Program on the Reported Self-Advocacy Knowledge of Students with Learning Disabilities

ERIC Educational Resources Information Center

Mishna, Faye; Muskat, Barbara; Farnia, Fataneh; Wiener, Judith

2011-01-01

A school-based study examined self-reported self-advocacy knowledge of middle school students with learning disabilities (LD). Children with LD are vulnerable to experiencing psychosocial and academic problems. Self-advocacy is a protective factor as students with LD enter middle and high school, comprising knowledge of one's learning strengths…
Experiencing Research-Informed Teaching from the Student Perspective: Insights from Developing an Undergraduate E-Journal

ERIC Educational Resources Information Center

Gresty, Karen A.; Edwards-Jones, Andrew

2012-01-01

This paper reports the findings of a science e-journal initiative to publish undergraduate research and assesses student evaluations of this experience. Students in this (post-1992, non-research-intensive) institution overwhelmingly reported that research was a key feature of their course at the point of the e-journal introduction and that they…
Does yoga shape body, mind and spiritual health and happiness: Differences between yoga practitioners and college students.

PubMed

Monk-Turner, Elizabeth; Turner, Charlie

2010-07-01

To assess the body, mind and spirit differences between yoga students compared with college students. Mind, body and spirit survey instruments administered to the two groups. Five indicators to measure mental wellness were significantly different between yoga practitioners and college students. On three of these five measures, college students reported more mental wellness than yoga practitioners - in other words, the relationship was the inverse of what was expected. College students reported maintaining stability in their life more often than yoga practitioners as well as more often experiencing satisfying interpersonal relationships. College students were also more likely than yoga practitioners to report being tolerant of others, whether or not they approved of their behavior or beliefs. Yoga practitioners were more likely than college students to report having strong morals and healthy values as well as the ability to express their feelings and consider the feelings of others. We found differences between yoga practitioners and college students on more than half of our spirit items (five of nine). Yoga practitioners were more likely than college students to report expressing their spirituality appropriately and in healthy ways, recognizing the positive contribution faith could make to the quality of life (significant at the 0.07 level), routinely undertaking new experiences to enhance spiritual health and having a positive outlook on life. Further, we found support for the proposition that yoga practitioners were more likely to report experiencing happiness within. Significant differences between yoga and college students were found on the body, mind and spirit measurement instrument. Further work needs to address the complexities of these relationships.
Intended Persistence: Comparing Academic and Creative Challenges in High School

ERIC Educational Resources Information Center

Hoffmann, Jessica D.; Ivcevic, Zorana; Zamora, Gabriele; Bazhydai, Marina; Brackett, Marc

2016-01-01

How do high school students approach academic and creative challenges? This study compares the content of academic and creative challenges for 190 high school students, and examines students' intentions to persist. Students reported experiencing academic and creative challenges in different areas: academic challenges were described primarily in…
Bullying victimization among college students: Negative consequences for alcohol use

PubMed Central

Rospenda, Kathleen M.; Richman, Judith A.; Wolff, Jennifer M.; Burke, Larisa A.

2013-01-01

This study reports on the prevalence of bullying victimization at school and work among college freshmen, and the relationships between victimization and changes in alcohol consumption and alcohol problems. Web survey data at two points in time from a sample of 2118 freshmen from eight colleges and universities in the Midwestern United States indicated that 43% of students experienced bullying at school, and 33% of students experienced bullying at work. Bullying, particularly at school, consistently predicted alcohol consumption and problematic drinking, controlling for baseline drinking and other school and work stressors. PMID:24325767
Bullying victimization among college students: negative consequences for alcohol use.

PubMed

Rospenda, Kathleen M; Richman, Judith A; Wolff, Jennifer M; Burke, Larisa A

2013-01-01

This study reports the prevalence of bullying victimization at school and work among college freshmen and the relationships between victimization and changes in alcohol consumption and alcohol problems. Web survey data at 2 time points from a sample of 2118 freshmen from 8 colleges and universities in the Midwestern United States indicated that 43% of students experienced bullying at school and that 33% of students experienced bullying at work. Bullying, particularly at school, consistently predicted alcohol consumption and problematic drinking, after controlling for baseline drinking and other school and work stressors.
Associations among Middle School Students' Bullying Roles and Social Skills

ERIC Educational Resources Information Center

Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick; Fredrick, Stephanie Secord; Summers, Kelly Hodgson

2016-01-01

This study explored the relations among self-reported bully participant role behaviors (i.e., bullying, assisting, experiencing victimization, defending, and outsider behavior) and self-reported social skills (i.e., cooperation, assertion, empathy, and self-control) among boys and girls. The sample consisted of 636 middle school students (52%…
Women Faculty at Risk: U.S. Professors Report on Their Experiences with Student Incivility, Bullying, Aggression, and Sexual Attention

ERIC Educational Resources Information Center

Lampman, Claudia

2012-01-01

In this study of a random sample of 524 professors (47% women, 83% White) from 100 colleges and universities across the United States, 91% reported at least one act of student incivility/bullying, 25% experienced at least one sexual behavior from a student, and 1-2% said a student had used or threatened them with violence in the past year. Women,…
Interns’ perceived abuse during their undergraduate training at King Abdul Aziz University

PubMed Central

Iftikhar, Rahila; Tawfiq, Razaz; Barabie, Salem

2014-01-01

Background and objectives Abuse occurs in all workplaces, including the medical field. The aim of this study was to determine the prevalence of perceived abuse among medical students, the types of abuse experienced during medical training, the source of abuse, and the perceived barriers to reporting abuse. Method This cross-sectional survey was conducted between September 2013 and January 2014 among medical graduates of King Abdul Aziz University, Jeddah. The survey questionnaire was designed to gather information regarding the frequency with which participants perceived themselves to have experienced abuse, the type of abuse, the source of abuse, and the reasons for nonreporting of perceived abuse. Data were analyzed using the Statistical Package for the Social Sciences. Result Of the 186 students enrolled in this study, 169 (90.9%) reported perceiving some form of abuse during medical school training. Perceived abuse was most often verbal (86.6%), although academic abuse (73.1%), sex discrimination (38.7%), racial or ethnic discrimination (29.0%), physical abuse (18.8%), religious discrimination (15.1%), and sexual harassment (8.6%) were also reported. Professors were most often cited as the sources of perceived abuse, followed by associate professors, demonstrators (or assistant teaching staff), and assistant professors. The Internal Medicine Department was the most frequently cited department where students perceived themselves to have experienced abuse. Only 14.8% of the students reported the abuse to a third party. Conclusion The self-reported prevalence of medical student abuse at King Abdul Aziz University is high. A proper system for reporting abuse and for supporting victims of abuse should be set up, to promote a good learning environment. PMID:24904225

Gender issues in clinical dental education.

PubMed

Tiwana, Karen K; Kutcher, Mark J; Phillips, Ceib; Stein, Margot; Oliver, Jessica

2014-03-01

In spring 2011, a study was initiated to investigate the nature and extent of gender issues in clinical dental education at the University of North Carolina at Chapel Hill School of Dentistry. Surveys were sent to 236 dental students in the second, third, and fourth years; eighty-six (36.4 percent) responded. Surveys were also sent to seventy-one full-time dental faculty members who had clinical contact with students, and thirty-four (47.9 percent) responded. Of the student respondents, fifty-one were female and thirty-five were male; the faculty respondents were ten women and twenty-four men. A significantly greater proportion of female than male student respondents reported that issues related to gender affected clinical training. The female students also responded that mentorship was less available and less in content for them compared to males, and significantly more female than male students reported lower self-confidence in clinical settings. Among faculty respondents, a higher proportion of women than men reported insufficient awareness of gender issues. These faculty members also reported thinking that female students showed more empathy toward patients than males. Both faculty and student respondents said that female faculty members received less respect from students than did male faculty members. Forty-eight percent of the students reported experiencing or witnessing gender-based prejudice in clinical settings, and 7.0 percent reported experiencing or witnessing unwelcome sexual advances or conduct. A more robust study to include other dental institutions is needed. With confirmation of specific gender issues, corrective measures could be recommended to improve the climate for both females and males in the clinical component of dental education.
Working Papers in Art Education, 1989-1990.

ERIC Educational Resources Information Center

Zurmuehlen, Marilyn, Ed.

1990-01-01

This publication presents manuscripts and research reports by graduate students. Accompanying papers from their mentors establish a context for the student papers. In this double volume the works are organized by sponsoring university. Student papers presented are: (1) "Looking, Talking, and Experiencing Art with Preschoolers" (Shari…
Toward a Further Understanding of Students' Emotional Responses to Classroom Injustice

ERIC Educational Resources Information Center

Chory, Rebecca M.; Horan, Sean M.; Carton, Shannon T.; Houser, Marian L.

2014-01-01

Guided by emotional response theory, we examined students' emotional reactions to perceptions of classroom injustice. Undergraduates from three universities participated by completing questionnaires. Students most frequently reported procedural injustice, but experienced the most severe and most negative emotional responses to violations involving…
The association between socioeconomic deprivation and secondary school students' health: findings from a latent class analysis of a national adolescent health survey.

PubMed

Denny, Simon; Lewycka, Sonia; Utter, Jennifer; Fleming, Theresa; Peiris-John, Roshini; Sheridan, Janie; Rossen, Fiona; Wynd, Donna; Teevale, Tasileta; Bullen, Pat; Clark, Terryann

2016-07-16

The aims of this study were to examine indicators of socioeconomic deprivation among secondary school students and to determine associations between household poverty, neighbourhood deprivation and health indicators. Data were from a nationally representative sample of 8500 secondary school students in New Zealand who participated in a health survey in 2012. Latent class analyses were used to group students by household poverty based on nine indicators of household socioeconomic deprivation: no car; no phone; no computer; their parent/s worry about not having enough money for food; more than two people sharing a bedroom; no holidays with their families; moving home more than twice that year; garages or living rooms used as bedrooms; and, no parent at home with employment. Multilevel generalized linear models were used to estimate the cross-level interaction between household poverty and neighbourhood deprivation with depressive symptoms, cigarette smoking and overweight/ obesity. Three groups of students were identified: 80 % of students had low levels of household poverty across all indicators; 15 % experienced moderate poverty; and 5 % experienced high levels of poverty. Depressive symptoms and cigarette smoking were 2-3 times higher in the poverty groups compared to student's not experiencing poverty. There were also higher rates of overweight/ obesity among students in the poverty groups compared to students not experiencing poverty, but once covariates were accounted for the relationship was less clear. Of note, students experiencing poverty and living in affluent neighbourhoods reported higher levels of depressive symptoms and higher rates of cigarette smoking than students experiencing poverty and living in low socioeconomic neighbourhoods. This cross-level interaction was not seen for overweight/ obesity. Measures of household socioeconomic deprivation among young people should not be combined with neighbourhood measures of socioeconomic deprivation due to non-linear relationships with health and behaviour indicators. Policies are needed that address household poverty alongside efforts to reduce socioeconomic inequalities in neighbourhoods.
Injuries, Violence, and Bullying Among Middle School Students in Oman

PubMed Central

Peyton, Richard P.; Ranasinghe, Shamika; Jacobsen, Kathryn H.

2017-01-01

Objectives Injuries account for a substantial proportion of the burden of disease in adolescents globally. This paper describes injury rates and associated exposures, and risk behaviors in Oman’s 2010 Global School-based Student Health Survey (GSHS). Methods This study used complex samples analysis to examine nationally-representative data from 1 606 students in grades eight, nine, and 10 who participated in the 2010 Oman GSHS. Results In total, 34.0% of the students reported having at least one injury in the past year that caused at least one full day abscence from usual activities or required medical treatment. The most common injury type reported was a broken bone or dislocated joint. The most common injury cause was falling. Additionally, 38.4% of the students reported being bullied in the past month, 38.8% reported being physically attacked in the past year, and 47.6% reported being in physical fights. Both injured boys and girls reported experiencing significantly more bullying, fights, and attacks (odds ratio > 2) than their non-injured classmates, even though only 9.6% of injured students reported that their most serious injury in the past year was the result of an assault, and students reporting assaults did not have significantly higher odds of exposure to these types of peer violence. More than half of the bullied students reported that the most frequent type of peer victimization they experienced was being made fun of with sexual jokes, comments, or gestures. Sexual bullying was the most common type of bullying reported by girls and boys. Conclusions Promoting healthier peer relationships may help to reduce injuries in this age group as well as reducing the harmful effects of bullying. PMID:28439379
Student Teachers' Knowledge about Children with ADHD and Depression and Its Relations to Emotions

ERIC Educational Resources Information Center

Kikas, Eve; Timoštšuk, Inge

2016-01-01

Student teachers' knowledge about children with attention deficit hyperactivity disorder (ADHD) and depression and its relations to reporting experiencing emotions during teaching practice were studied. The participants were 186 teacher education students in Estonia. Student teachers' general knowledge and confidence in knowledge varied a lot.…
The Repercussions of Reporting Bullying: Some Experiences of Students at an Independent Secondary School

ERIC Educational Resources Information Center

O'Brien, Niamh; Munn-Giddings, Carol; Moules, Tina

2018-01-01

This article reports on the complex web experienced by young people when making decisions to report bullying in school. The study was conducted in the secondary school of an independent day and boarding school in the east of England. A Participatory Action Research approach was used with student voice and perspective at its core. This study…
Using Parental Profiles to Predict Membership in a Subset of College Students Experiencing Excessive Alcohol Consequences: Findings From a Longitudinal Study

PubMed Central

Varvil-Weld, Lindsey; Mallett, Kimberly A.; Turrisi, Rob; Abar, Caitlin C.

2012-01-01

Objective: Previous research identified a high-risk subset of college students experiencing a disproportionate number of alcohol-related consequences at the end of their first year. With the goal of identifying pre-college predictors of membership in this high-risk subset, the present study used a prospective design to identify latent profiles of student-reported maternal and paternal parenting styles and alcohol-specific behaviors and to determine whether these profiles were associated with membership in the high-risk consequences subset. Method: A sample of randomly selected 370 incoming first-year students at a large public university reported on their mothers’ and fathers’ communication quality, monitoring, approval of alcohol use, and modeling of drinking behaviors and on consequences experienced across the first year of college. Results: Students in the high-risk subset comprised 15.5% of the sample but accounted for almost half (46.6%) of the total consequences reported by the entire sample. Latent profile analyses identified four parental profiles: positive pro-alcohol, positive anti-alcohol, negative mother, and negative father. Logistic regression analyses revealed that students in the negative-father profile were at greatest odds of being in the high-risk consequences subset at a follow-up assessment 1 year later, even after drinking at baseline was controlled for. Students in the positive pro-alcohol profile also were at increased odds of being in the high-risk subset, although this association was attenuated after baseline drinking was controlled for. Conclusions: These findings have important implications for the improvement of existing parent- and individual-based college student drinking interventions designed to reduce alcohol-related consequences. PMID:22456248
Using parental profiles to predict membership in a subset of college students experiencing excessive alcohol consequences: findings from a longitudinal study.

PubMed

Varvil-Weld, Lindsey; Mallett, Kimberly A; Turrisi, Rob; Abar, Caitlin C

2012-05-01

Previous research identified a high-risk subset of college students experiencing a disproportionate number of alcohol-related consequences at the end of their first year. With the goal of identifying pre-college predictors of membership in this high-risk subset, the present study used a prospective design to identify latent profiles of student-reported maternal and paternal parenting styles and alcohol-specific behaviors and to determine whether these profiles were associated with membership in the high-risk consequences subset. A sample of randomly selected 370 incoming first-year students at a large public university reported on their mothers' and fathers' communication quality, monitoring, approval of alcohol use, and modeling of drinking behaviors and on consequences experienced across the first year of college. Students in the high-risk subset comprised 15.5% of the sample but accounted for almost half (46.6%) of the total consequences reported by the entire sample. Latent profile analyses identified four parental profiles: positive pro-alcohol, positive anti-alcohol, negative mother, and negative father. Logistic regression analyses revealed that students in the negative-father profile were at greatest odds of being in the high-risk consequences subset at a follow-up assessment 1 year later, even after drinking at baseline was controlled for. Students in the positive pro-alcohol profile also were at increased odds of being in the high-risk subset, although this association was attenuated after baseline drinking was controlled for. These findings have important implications for the improvement of existing parent- and individual-based college student drinking interventions designed to reduce alcohol-related consequences.
Experienced Teacher Fellowship Program. Final Report.

ERIC Educational Resources Information Center

Wolansky, William D.; Cochran, Leslie H.

The Industrial Arts Fellowship Program provides an opportunity for 24 experienced teachers to pursue graduate study related to two occupational clusters: industrial materials and processes or energy and propulsion systems. As part of their studies, students developed, field tested, and evaluated curriculum materials which applied these evolving…
Professional Identity Tensions of Beginning Teachers

ERIC Educational Resources Information Center

Pillen, Marieke; Beijaard, Douwe; den Brok, Perry

2013-01-01

This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3)…
The Relationship between Interparental Conflict and Self-Reported Grade Point Average among College Students

ERIC Educational Resources Information Center

Hunt, S. Jane; Krueger, Lacy E.; Limberg, Dodie

2017-01-01

Interparental conflict has been shown to have a negative effect on the academic success of children and adolescents. This study examined the relationship between college students' (N = 143) perceived levels of interparental conflict, their living arrangement, and their current self-reported grade point average. Participants who experienced more…
Sleep Habits and Patterns of College Students: An Expanded Study

ERIC Educational Resources Information Center

Buboltz, Walter, Jr., Jenkins, Steve M.; Soper, Barlow; Woller, Kevin; Johnson, Patrick; Faes, Theresa

2009-01-01

This study represents an expansion of previous research investigating the prevalence of sleep difficulties in college students. Sleep quality and sleep habits were assessed via self-report questionnaires. Poor sleep quality was reported by 22.6% of participants, whereas 65.9% replied that they experienced occasional sleep problems. More than half…
Self-Reported Sexual Behavior in College Students.

ERIC Educational Resources Information Center

Rawls, Annette; And Others

The purpose of this study was to determine the actual behaviors or problems which college students are experiencing, as opposed to their general attitudes concerning sexuality. The study surveys sexual behavior in college students, including usage of sexual enhancements (such as pornography, provocative dress, and sadomasochism), "safe…
Doctor of pharmacy students' use of personal digital assistants.

PubMed

Siracuse, Mark V; Sowell, John G

2008-02-15

To describe the use of personal digital assistants (PDAs) by doctor of pharmacy (PharmD) students; determine the reliability of psychometric constructs that determine technology acceptance; and determine constructs that directly correlate with PDA use. A survey instrument was developed containing descriptive and psychometric items and administered to PharmD students at 2 universities. Over half of new users (58.1%) and experienced users (51.3%) reported using their PDA at least weekly. Eighty-four percent of experienced users used their PDA at least weekly to look up drug information. The most reliable scales were perceived usefulness (alpha = 0.92), perceived ease of use (alpha = 0.89), and attitude towards behavior (alpha = 0.84). Intention to use and self-reported use of PDAs were strongly correlated with perceived usefulness, attitude towards behavior, and compatibility. The majority of pharmacy students used their PDAs at least weekly and find them most useful for looking up drug information.
Do adolescents know when they need help in the aftermath of war?

PubMed

Schiff, Miriam; Pat-Horenczyk, Ruth; Benbenishty, Rami; Brom, Danny; Baum, Naomi; Astor, Ron Avi

2010-10-01

This study examined Israeli Arab and Jewish students' reports on needing help, a year after the Second Lebanon War and whether students' requests for support were associated with posttraumatic distress. The representative sample included 1,800 Jewish and 2,351 Arab students, grades 7-11. The questionnaires included items regarding (a) exposure to wartime events and other negative life events, (b) measures of posttraumatic stress disorder, and (c) needing help. The results showed that about 30% of the students reported needing help from any source (e.g., parents, peers) in the aftermath of the war. Arab students were more likely to report needing help than Jewish students. The students who reported needing help experienced higher levels of posttraumatic symptoms.
Contraception and Unintended Pregnancy among Unmarried Female University Students: A Cross-sectional Study from China.

PubMed

Wang, Hongjing; Long, Lu; Cai, Hui; Wu, Yue; Xu, Jing; Shu, Chang; Wang, Peng; Li, Bo; Wei, Qinyu; Shang, Xuejun; Wang, Xueyi; Zhang, Meimei; Xiong, Chengliang; Yin, Ping

2015-01-01

This study aims to understand the level of contraceptive knowledge and attitudes towards contraception, and then to explore the association between the contraceptive behavior and unintended pregnancy in unmarried female university students in China. A cross-sectional study was conducted of university students in 49 universities across 7 cities in China from September 2007 to January 2008. We distributed 74,800 questionnaires, of which 69,842 were returned. In this paper, the data from 35,383 unmarried female university students were analyzed. The prevalence of sexual intercourse in unmarried female university students was 10.2%. The prevalence of unintended pregnancy in those sexually active female university students, was 31.8%. Among students with pregnancy, 53.5% experienced two or more pregnancies. 28.3% of the students with sexual intercourse reported that they always adopted contraceptive methods, and of those 82.9% chose to use male condoms. The majority (83.9%) of students with unintended pregnancy chose to terminate the latest pregnancy by surgical abortion or medical abortion. The contraceptive knowledge level of students who experienced unintended pregnancy was lower than those who did not. In China, about one third of unmarried female students with sexual intercourse experience unintended pregnancy. A variety of contraceptive methods are adopted, but the frequency of contraceptive use is low. Most of unmarried female students who experienced unintended pregnancy would choose to terminate the pregnancy with surgical or medical abortion. University students, especially the ones who have experienced unintended pregnancy, lack contraceptive and reproductive health knowledge.
Contraception and Unintended Pregnancy among Unmarried Female University Students: A Cross-sectional Study from China

PubMed Central

Wang, Hongjing; Long, Lu; Cai, Hui; Wu, Yue; Xu, Jing; Shu, Chang; Wang, Peng; Li, Bo; Wei, Qinyu; Shang, Xuejun; Wang, Xueyi; Zhang, Meimei; Xiong, Chengliang; Yin, Ping

2015-01-01

This study aims to understand the level of contraceptive knowledge and attitudes towards contraception, and then to explore the association between the contraceptive behavior and unintended pregnancy in unmarried female university students in China. A cross-sectional study was conducted of university students in 49 universities across 7 cities in China from September 2007 to January 2008. We distributed 74,800 questionnaires, of which 69,842 were returned. In this paper, the data from 35,383 unmarried female university students were analyzed. The prevalence of sexual intercourse in unmarried female university students was 10.2%. The prevalence of unintended pregnancy in those sexually active female university students, was 31.8%. Among students with pregnancy, 53.5% experienced two or more pregnancies. 28.3% of the students with sexual intercourse reported that they always adopted contraceptive methods, and of those 82.9% chose to use male condoms. The majority (83.9%) of students with unintended pregnancy chose to terminate the latest pregnancy by surgical abortion or medical abortion. The contraceptive knowledge level of students who experienced unintended pregnancy was lower than those who did not. In China, about one third of unmarried female students with sexual intercourse experience unintended pregnancy. A variety of contraceptive methods are adopted, but the frequency of contraceptive use is low. Most of unmarried female students who experienced unintended pregnancy would choose to terminate the pregnancy with surgical or medical abortion. University students, especially the ones who have experienced unintended pregnancy, lack contraceptive and reproductive health knowledge. PMID:26091505
Greek University Students with Dyslexia: An Interview Study

ERIC Educational Resources Information Center

Stampoltzis, Aglaia; Polychronopoulou, Stavroula

2009-01-01

This paper reports a study exploring the personal and educational experiences of Greek students with dyslexia in higher education. Interviews with 16 students with dyslexia (11 male and five female) were conducted to investigate how they experienced school, peer relations, labelling, family support, university, self-esteem and how they made their…
Measuring Emotions in Students' Learning and Performance: The Achievement Emotions Questionnaire (AEQ)

ERIC Educational Resources Information Center

Pekrun, Reinhard; Goetz, Thomas; Frenzel, Anne C.; Barchfeld, Petra; Perry, Raymond P.

2011-01-01

Aside from test anxiety scales, measurement instruments assessing students' achievement emotions are largely lacking. This article reports on the construction, reliability, internal validity, and external validity of the Achievement Emotions Questionnaire (AEQ) which is designed to assess various achievement emotions experienced by students in…

Examples of Policies and Emerging Practices for Supporting Transgender Students

ERIC Educational Resources Information Center

Office of Safe and Healthy Students, US Department of Education, 2016

2016-01-01

It has come to the Department of Education's (ED's) attention that many transgender students (i.e., students whose gender identity is different from the sex they were assigned at birth) report feeling unsafe and experiencing verbal and physical harassment or assault in school, and that these students may perform worse academically when they are…
Supporting Students with Invisible Disabilities: A Scoping Review of Postsecondary Education for Students with Mental Illness or an Acquired Brain Injury

ERIC Educational Resources Information Center

Venville, Annie; Mealings, Margaret; Ennals, Priscilla; Oates, Jennifer; Fossey, Ellie; Douglas, Jacinta; Bigby, Christine

2016-01-01

Students with invisible disabilities such as mental illness or acquired brain injury (ABI) experience multiple barriers that reduce their likelihood of postsecondary course completion. The present study conducted a systematic search of research reporting interventions for students experiencing mental illness or ABI to participate in postsecondary…
Climate Change: Creating an Integrated Framework for Improving School Climate

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2013

2013-01-01

This report from the Alliance finds that schools that struggle most with providing a positive school climate more often disproportionately serve students of color and low-income students. It also confirms that students of color and students from low-income families are less likely to have access to rigorous course work and experienced teachers,…
Reforming Ontario's University Student Loans and Fee Structures. Discussion Series, Issue 1.

ERIC Educational Resources Information Center

West, Edwin G.

The Ontario Student Loan Program has experienced problems with default on student loans, as have loan systems in other countries where governments rely mainly on banks and special departments of quasi-public institutions to monitor or police the borrowers. This report discusses the need for radical modifications of the student loan program to…
Playing-Related Health Problems Among Instrumental Music Students at a University in Malaysia.

PubMed

Lonsdale, Karen; Boon, Ong Kuan

2016-09-01

Musicians from a wide range of backgrounds experience playing-related health problems including musculoskeletal disorders, hearing loss, and performance anxiety. Few studies have focused specifically on the health concerns of musicians in Malaysia. This study aimed to investigate playing-related health problems among student musicians at a university in Malaysia as well as their knowledge and awareness of playing-related health problems. Instrumental music students enrolled in undergraduate and post-graduate university music courses (n=98) participated in a self-report online survey which addressed aspects such as educational background, playing experience, knowledge and awareness of musicians' health issues, history of physical problems, lifestyle factors, and prevention and management strategies. Of the total participants, 28.9% reported that they were currently experiencing playing-related pain in a body part, and 46.4% had experienced playing-related pain at some time. More than half (56.7%) felt that they have not received enough information or advice on playing-related health during their current studies. Musicians who experienced playing-related pain, tension, and discomfort reported the main problem sites to be the fingers and hands, arms, neck, and shoulders. The study results demonstrate that Malaysian university music students are affected by similar types of playing-related physical problems as their counterparts around the world. A greater awareness and knowledge of injury prevention and management strategies is needed so that these music students can sustain healthy playing careers.
"Freshman's week": characteristics associated with participation and experiencing adverse effects.

PubMed

Erevik, E K; Pallesen, S; Vedaa, Ø; Andreassen, C S; Torsheim, T

2018-05-29

"Freshman's week" (FW) is a Norwegian initiation ritual to higher education. Previous research has suggested that FW-participation is associated with better social adjustment to the student setting, as well as heavy alcohol use both during and after the event. In this study, we aimed to identify characteristics associated with participation in FW and characteristics associated with experiencing adverse effects of alcohol use during FW. Students in the city of Bergen, Norway participated in a survey during fall 2015, shortly after FW. The current sample consisted of the first-year students (N = 4, 401, estimated response rate: 49%). The sample's mean age was 24 years (range: 17-73 years), 65% were females, and the majority were born in Norway (93%). Logistic regressions were conducted to identify characteristics associated with participation in FW and experiencing adverse effects. A total of 64% of the first-year students reported participation in FW, and 27% of these reported experiencing at least one adverse alcohol-related effect during FW. Participation in FW was positively associated with being single (OR = 1.29), extroversion (OR = 1.18), and alcohol use (OR = 1.28), and inversely associated with age (OR = 0.70), and having children (OR = 0.36). Several characteristics (e.g., alcohol use (OR = 1.84), extroversion (OR = 0.60), symptoms of depression (OR = 1.60)) were associated with an increased risk of experiencing adverse effects of alcohol use during participation. The current results suggest that initiatives for increasing the participation rate in FW, reducing alcohol use during FW, and decreasing the occurrence of adverse alcohol effects during FW are warranted. Aiming to reduce the focus on alcohol use during FW, and seeking to make FW more available and enjoyable for students with other priorities, students who do not match the stereotype of the typical first-year student, and less sociable students, might both increase participation rate and prevent the occurrence of adverse alcohol effects. Future studies should aim to develop and assess interventions designed to increase participation in FW and reduce the occurrence of adverse effects related to participation.
Sexual Orientation and Risk of Pregnancy Among New York City High-School Students.

PubMed

Lindley, Lisa L; Walsemann, Katrina M

2015-07-01

We examined associations between sexual orientation and pregnancy risk among sexually experienced New York City high-school students. We analyzed data from 2005, 2007, and 2009 New York City Youth Risk Behavior Surveys. We excluded students who had never engaged in sexual intercourse, only had same-gender sexual partners, or had missing data on variables of interest, resulting in a final sample of 4892 female and 4811 male students. We employed multivariable logistic regression to examine pregnancy risk by sexual orientation, measured as self-reported sexual identity and gender of sexual partners, with adjustment for demographics and sexual behaviors. We stratified analyses by gender. Overall, 14.3% of female and 10.8% of male students had experienced a pregnancy. Students who identified as gay, lesbian, or bisexual or reported both male and female sexual partners had higher odds of pregnancy than heterosexual students or students who only had opposite-gender sexual partners. Sexual behaviors accounted for higher odds of pregnancy among female, but only partially accounted for higher odds of pregnancy involvement among male, sexual-minority students. Sexual orientation should be considered in future adolescent pregnancy-prevention efforts, including the design of pregnancy-prevention interventions.
Sexual Orientation and Risk of Pregnancy Among New York City High-School Students

PubMed Central

Walsemann, Katrina M.

2015-01-01

Objectives. We examined associations between sexual orientation and pregnancy risk among sexually experienced New York City high-school students. Methods. We analyzed data from 2005, 2007, and 2009 New York City Youth Risk Behavior Surveys. We excluded students who had never engaged in sexual intercourse, only had same-gender sexual partners, or had missing data on variables of interest, resulting in a final sample of 4892 female and 4811 male students. We employed multivariable logistic regression to examine pregnancy risk by sexual orientation, measured as self-reported sexual identity and gender of sexual partners, with adjustment for demographics and sexual behaviors. We stratified analyses by gender. Results. Overall, 14.3% of female and 10.8% of male students had experienced a pregnancy. Students who identified as gay, lesbian, or bisexual or reported both male and female sexual partners had higher odds of pregnancy than heterosexual students or students who only had opposite-gender sexual partners. Sexual behaviors accounted for higher odds of pregnancy among female, but only partially accounted for higher odds of pregnancy involvement among male, sexual-minority students. Conclusions. Sexual orientation should be considered in future adolescent pregnancy-prevention efforts, including the design of pregnancy-prevention interventions. PMID:25973807
Medical students' and facilitators' experiences of an Early Professional Contact course: active and motivated students, strained facilitators.

PubMed

von Below, Bernhard; Hellquist, Gunilla; Rödjer, Stig; Gunnarsson, Ronny; Björkelund, Cecilia; Wahlqvist, Mats

2008-12-02

Today, medical students are introduced to patient contact, communication skills, and clinical examination in the preclinical years of the curriculum with the purpose of gaining clinical experience. These courses are often evaluated from the student perspective. Reports with an additional emphasis on the facilitator perspective are scarce. According to constructive alignment, an influential concept from research in higher education, the learning climate between students and teachers is also of great importance. In this paper, we approach the learning climate by studying both students' and facilitators' course experiences.In 2001, a new "Early Professional Contact" longitudinal strand through term 1-4, was introduced at the Sahlgrenska Academy, University of Gothenburg, Sweden. General practitioners and hospital specialists were facilitators.The aim of this study was to assess and analyse students' and clinical facilitators' experiences of the Early Professional Contact course and to illuminate facilitators' working conditions. Inspired by a Swedish adaptation of the Course Experience Questionnaire, an Early Professional Contact Questionnaire was constructed. In 2003, on the completion of the first longitudinal strand, a student and facilitator version was distributed to 86 students and 21 facilitators. In the analysis, both Chi-square and the Mann-Whitney tests were used. Sixty students (70%) and 15 facilitators (71%) completed the questionnaire. Both students and facilitators were satisfied with the course. Students reported gaining iiration for their future work as doctors along with increased confidence in meeting patients. They also reported increased motivation for biomedical studies. Differences in attitudes between facilitators and students were found. Facilitators experienced a greater workload, less reasonable demands and less support, than students. In this project, a new Early Professional Contact course was analysed from both student and facilitator perspectives. The students experienced the course as providing them with a valuable introduction to the physician's professional role in clinical practice. In contrast, course facilitators often experienced a heavy workload and lack of support, despite thorough preparatory education. A possible conflict between the clinical facilitator's task as educator and member of the workplace is suggested. More research is needed on how doctors combine their professional tasks with work as facilitators.
Self-Regulation Programs for At-Risk Youth: Are Teachers Affected Too?

ERIC Educational Resources Information Center

Lichtinger, Einat; Leichtentritt, Judith

2016-01-01

This study examines changes experienced by teachers of youth at socioeconomic risk during and after conducting self-regulation programs with their students. Participants' self-reports were classified into 3 change models. Teachers in the 1st model reported changes in their interaction with the school, their role with the students, and their own…
Procrastination, Flow, and Academic Performance in Real Time Using the Experience Sampling Method.

PubMed

Sumaya, Isabel C; Darling, Emily

2018-01-01

The authors' aim was to first provide an alternative methodology in the assessment of procrastination and flow that would not reply on retrospective or prospective self-reports. Using real-time assessment of both procrastination and flow, the authors investigated how these factors impact academic performance by using the Experience Sampling Method. They assessed flow by measuring student self-reported skill versus challenge, and procrastination by measuring the days to completion of an assignment. Procrastination and flow were measured for six days before a writing assignment due date while students (n = 14) were enrolled in a research methods course. Regardless of status of flow, both the nonflow and flow groups showed high levels of procrastination. Students who experienced flow as they worked on their paper, in real time, earned significantly higher grades (M = 3.05 ± 0.30: an average grade of B) as compared with the nonflow group (M = 1.16 ± 0.33: an average grade of D; p = .007). Additionally, students experiencing flow were more accurate in predicting their grade (difference scores, flow M = 0.12 ± 0.33 vs. nonflow M = 1.39 ± 0.29; p = .015). Students in the nonflow group were nearly a grade and a half off in their prediction of their grade on the paper. To the authors' knowledge, the study is the first to provide experimental evidence showing differences in academic performance between students experiencing flow and nonflow students.
Challenging clinical learning environments: experiences of undergraduate nursing students.

PubMed

O'Mara, Linda; McDonald, Jane; Gillespie, Mary; Brown, Helen; Miles, Lynn

2014-03-01

Clinical learning is an essential component of becoming a nurse. However at times, students report experiencing challenging clinical learning environments (CCLE), raising questions regarding the nature of a challenging clinical learning environment, its impact on students' learning and how students might respond within a CCLE. Using an Interpretive Descriptive study design, researchers held focus groups with 54 students from two Canadian sites, who self-identified as having experienced a CCLE. Students defined a CCLE as affected by relationships in the clinical area and by the context of their learning experiences. CCLE decreased students' learning opportunities and impacted on them as persons. As students determined which relationships were challenging, they tapped other resources and they used strategies to rebuilt, reframe, redirect and/or retreat relative to the specific challenge. Relationships also acted as buffers to unsupportive practice cultures. Implications for practice and research are addressed. Copyright © 2013 Elsevier Ltd. All rights reserved.
Aspects of acculturation stress among international students attending a university in the USA.

PubMed

Chavajay, Pablo; Skowronek, Jeffrey

2008-12-01

Acculturation stress reported by 130 international students attending a university in Utah for about 2 yr. was examined. On the Acculturative Stress Scale for International Students, few students reported experiencing acculturation stress, but responses to four open-ended questions indicated many students perceived experience of acculturation stresses related to discrimination, feelings of loneliness, and academic concerns. The contrast of findings for the scale scores and the open-ended questions indicate the complexity of assessing international students' acculturation experiences of living and studying in the USA and suggest the usefulness of complementary methodologies for assessing such experience.
Sexual Harassment Policies in K-12 Schools: Examining Accessibility to Students and Content

ERIC Educational Resources Information Center

Lichty, Lauren F.; Torres, Jennifer M. C.; Valenti, Maria T.; Buchanan, NiCole T.

2008-01-01

Background: Peer sexual harassment is a significant social problem with consequences for both students and schools. Four out of 5 students report experiencing sexual harassment. These experiences have been linked to poor psychological health and academic withdrawal. Recognizing the seriousness of sexual harassment in schools, Supreme Court rulings…
Childhood Discipline, Perceptions of Parents, and Current Functioning in Female College Students

ERIC Educational Resources Information Center

Renk, Kimberly; McKinney, Cliff; Klein, Jenny; Oliveros, Arazais

2006-01-01

This study examined the relationships among the childhood discipline styles experienced by 116 female college students, their perceptions of their parents, and their current functioning. Results of this study indicated that female college students' report of childhood discipline, their perceptions of their parents, and their outcomes were related…
Premarital Sex, Social Support, Submissive Behaviors, and Loneliness among Turkish University Students

ERIC Educational Resources Information Center

Yalcin, Ilhan; Aricioglu, Ahu; Malkoc, Asude

2012-01-01

The purpose of this study was to investigate whether differences in social support, submissive behaviors, and loneliness existed among Turkish university students who had had premarital sexual intercourse and those who had not. Using self-reported questionnaires, students who had experienced sexual intercourse were contrasted with those who had…
Education Student Perceptions of Virtual Reality as a Learning Tool

ERIC Educational Resources Information Center

Domingo, Jelia R.; Bradley, Elizabeth Gates

2018-01-01

The purpose of this study was to ascertain student perceptions of the use and value of three-dimensional virtual environments. A grounded theory approach was used to gather and examine data. Just over half of student participants reported positive experiences. However, most experienced technical difficulties. Despite the technical challenges of…
Balancing between Inspiration and Exhaustion: PhD Students' Experienced Socio-Psychological Well-Being

ERIC Educational Resources Information Center

Stubb, J.; Pyhalto, K.; Lonka, K.

2011-01-01

This paper explores doctoral students' experiences of their scholarly communities in terms of socio-psychological well-being. Further, the study examines how experiences were related to study engagement and to self-reported stress, exhaustion, and anxiety. Altogether 669 doctoral students from the University of Helsinki, Finland, responded a…
A Chinese EFL Teacher's Classroom Assessment Practices

ERIC Educational Resources Information Center

Wang, Xiaoying

2017-01-01

This article reports on a case study of how an experienced EFL teacher assessed her students in her oral English course at a university in China. Data were collected over one semester through document analysis, classroom observation and recording, interviews, and student journals. Analysis revealed that the teacher assessed her students through…
Meeting Students' Special Needs in Catholic Schools: A Report from the USA

ERIC Educational Resources Information Center

Scanlan, Martin

2017-01-01

Students experience a wide array of special needs, from diagnosed disabilities to cultural and linguistic barriers to traumas. Schools around the world and across public and private sectors struggle to provide optimal opportunities to learn for students experiencing special needs. Moreover, schools typically engage in these efforts in isolation…

Student Engagement with E-Portfolios: Purpose, Benefits and Problems

ERIC Educational Resources Information Center

Thanaraj, Ann

2012-01-01

This paper reports on a phenomenographic study about the different ways that undergraduate law students understood and conceptualised the idea of e-portfolios as used on their programme. The aim of the study was to investigate variations in conceptions of e-portfolios, including their purpose, benefits and problems as experienced by students. The…
Effects of a Classroom Intervention on Academic Engagement of Elementary School Students with Anxiety

ERIC Educational Resources Information Center

Leatham, Lychelle

2017-01-01

This study evaluated the impact of anxiety reduction on academic engagement for eight students experiencing significant anxiety in grades three through five. All participating students showed high anxiety levels that appeared to be impacting performance on at least one academic task in the classroom, according to teacher report. Student…
Student Thinking Processes. The Influence of Immediate Computer Access on Students' Thinking. First- and Second-Year Findings. ACOT Report #3.

ERIC Educational Resources Information Center

Tierney, Robert J.

This 2-year longitudinal study explored whether computers promote more sophisticated thinking, and examined how students' thinking changes as they become experienced computer users. The first-year study examined the thinking process of four ninth-grade Apple Classrooms of Tomorrow (ACOT) students. The second-year study continued following these…
Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning

PubMed Central

Frame, Tracy R.; Cailor, Stephanie M.; Chen, Aleda M.; Kiersma, Mary E.; Sheppard, Lorin

2015-01-01

Objective. To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. Methods. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Results. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. Conclusion. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills. PMID:26089560
Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning.

PubMed

Frame, Tracy R; Cailor, Stephanie M; Gryka, Rebecca J; Chen, Aleda M; Kiersma, Mary E; Sheppard, Lorin

2015-05-25

To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills.
Frequent Experience of LGBQ Microaggression on Campus Associated With Smoking Among Sexual Minority College Students.

PubMed

Ylioja, Thomas; Cochran, Gerald; Woodford, Michael R; Renn, Kristen A

2018-02-07

Lesbian, gay, bisexual, or queer/questioning (LGBQ) microaggressions refer to often-unintentional insults, assaults, and invalidations that denigrate sexual minorities. While experiencing hostile discrimination and violence has previously been associated with elevated rates of smoking cigarettes for LGBQ college students, the relationship between LGBQ microaggressions and smoking is unknown. Data from a national anonymous online survey of sexual and gender minority college students were used to examine the relationship between past month cigarette smoking and interpersonal LGBQ microaggressions. Multivariable logistic regression assessed the relationship between smoking and frequent (chronic) experiences of microaggressions, using a hierarchical procedure to control for demographics, predictors of smoking, and academic factors. Past year frequent LGBQ microaggression was reported by 48% of respondents and was more common among students who smoked in past 30 days. Experiencing past year physical violence was reported by 15% and did not differ by smoking status. Past year frequent experience of microaggressions was associated with increased odds of 1.72 (95% CI 1.03-2.87) for past 30-day smoking after adjusting for age, gender, race, socioeconomic indicators, alcohol misuse, physical violence, as well as academic stress and engagement. The results indicate that frequently experiencing LGBQ microaggressions is a risk factor for LGBQ college students smoking cigarettes. The mechanisms underlying this relationship require additional research, as does identifying positive coping strategies and institutional strategies to address LGBQ microaggressions on campuses. Tobacco control efforts should consider the impact of microaggression on the social environment for the prevention and treatment of tobacco use among LGBQ individuals. Microaggressions related to sexual minority identity include subtle forms of discrimination experienced during daily interactions that can create hostile and stressful social environments for a socially disadvantaged group. Prior research has demonstrated that LGBQ college students have higher rates of cigarette smoking, and that experiencing identity-based violence is a risk factor. This study revealed that experiencing frequent LGBQ microaggressions on college campus is associated with increased likelihood of current smoking among LGBQ college students. © The Author(s) 2016. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Certification Status and Experience of U.S. Public School Teachers: Variations across Student Subgroups. NCES 2017-056

ERIC Educational Resources Information Center

Rahman, Taslima; Fox, Mary Ann; Ikoma, Sakiko; Gray, Lucinda

2017-01-01

This report provides a snapshot of the extent to which U.S. public school students are taught by certified and experienced teachers. The report uses two datasets available to the National Center for Education Statistics (NCES): the Schools and Staffing Survey (SASS) and the National Assessment of Educational Progress (NAEP). SASS provides a…
Understanding Our Image: The Georgia Study.

ERIC Educational Resources Information Center

Stonehouse, Patt

1987-01-01

Reports on a survey of 1,244 Georgians including secondary and postsecondary vocational students, secondary nonvocational students, parents, guidance counselors, and employers. Results indicate general agreement that vocational education in the state of Georgia is experiencing success. Lowest scores, however, came from employers. (CH)
Implementation of the Good School Toolkit in Uganda: a quantitative process evaluation of a successful violence prevention program.

PubMed

Knight, Louise; Allen, Elizabeth; Mirembe, Angel; Nakuti, Janet; Namy, Sophie; Child, Jennifer C; Sturgess, Joanna; Kyegombe, Nambusi; Walakira, Eddy J; Elbourne, Diana; Naker, Dipak; Devries, Karen M

2018-05-09

The Good School Toolkit, a complex behavioural intervention designed by Raising Voices a Ugandan NGO, reduced past week physical violence from school staff to primary students by an average of 42% in a recent randomised controlled trial. This process evaluation quantitatively examines what was implemented across the twenty-one intervention schools, variations in school prevalence of violence after the intervention, factors that influence exposure to the intervention and factors associated with students' experience of physical violence from staff at study endline. Implementation measures were captured prospectively in the twenty-one intervention schools over four school terms from 2012 to 2014 and Toolkit exposure captured in the student (n = 1921) and staff (n = 286) endline cross-sectional surveys in 2014. Implementation measures and the prevalence of violence are summarised across schools and are assessed for correlation using Spearman's Rank Correlation Coefficient. Regression models are used to explore individual factors associated with Toolkit exposure and with physical violence at endline. School prevalence of past week physical violence from staff against students ranged from 7% to 65% across schools at endline. Schools with higher mean levels of teacher Toolkit exposure had larger decreases in violence during the study. Students in schools categorised as implementing a 'low' number of program school-led activities reported less exposure to the Toolkit. Higher student Toolkit exposure was associated with decreased odds of experiencing physical violence from staff (OR: 0.76, 95%CI: 0.67-0.86, p-value< 0.001). Girls, students reporting poorer mental health and students in a lower grade were less exposed to the toolkit. After the intervention, and when adjusting for individual Toolkit exposure, some students remained at increased risk of experiencing violence from staff, including, girls, students reporting poorer mental health, students who experienced other violence and those reporting difficulty with self-care. Our results suggest that increasing students and teachers exposure to the Good School Toolkit within schools has the potential to bring about further reductions in violence. Effectiveness of the Toolkit may be increased by further targeting and supporting teachers' engagement with girls and students with mental health difficulties. The trial is registered at clinicaltrials.gov , NCT01678846, August 24th 2012.
Stress and sleep disturbances in female college students.

PubMed

Lee, Shih-Yu; Wuertz, Caroline; Rogers, Rebecca; Chen, Yu-Ping

2013-11-01

To describe the sleep characteristics and examine the associations among perceived stress, sleep disturbances, depressive symptoms, and physical symptoms among female college students. A total of 103 students completed a battery of questionnaires. The students experienced high stress during the school year. The majority of them slept less than 6 hours during weekdays and experienced moderate fatigue. High stress levels are associated with sleep disturbances, less nocturnal total sleep time, higher fatigue severity, and more depressive symptoms. Perceived stress and sleep disturbances are significant predictors for depressive symptoms and physical symptoms. Compared to the good sleepers, the poor sleepers reported more daytime sleepiness, depressive symptoms, and physical symptoms. Interventions to reduce stress and improve sleep are critically needed in college education.
How do early emotional experiences in the operating theatre influence medical student learning in this environment?

PubMed

Bowrey, David J; Kidd, Jane M

2014-01-01

The emotions experienced by medical students on first exposure to the operating theatre are unknown. It is also unclear what influence these emotions have on the learning process. To understand the emotions experienced by students when in the operating theatre for the first time and the impact of these emotions on learning. Nine 3rd-year medical students participated in semistructured interviews to explore these themes. A qualitative approach was used; interviews were transcribed and coded thematically. All participants reported initial negative emotions (apprehension, anxiety, fear, shame, overwhelmed), with excitement being reported by 3. Six participants considered that their anxiety was so overwhelming that it was detrimental to their learning. Participants described a period of familiarization to the environment, after which learning was facilitated. Early learning experiences centered around adjustment to the physical environment of the operating theatre. Factors driving initial negative feelings were loss of familiarity, organizational issues, concerns about violating protocol, and a fear of syncope. Participants considered that it took a median of 1 week (range = 1 day-3 weeks) or 5 visits to the operating theatre (range = 1-10) before feeling comfortable in the new setting. Emotions experienced on subsequent visits to the operating theatre were predominantly positive (enjoyment, happiness, confident, involved, pride). Two participants reported negative feelings related to social exclusion. Being included in the team was a powerful determinant of enjoyment. These findings indicate that for learning in the operating theatre to be effective, addressing the negative emotions of the students might be beneficial. This could be achieved by a formal orientation program for both learners and tutors in advance of attendance in the operating theatre. For learning to be optimized, students must feel a sense of inclusion in the theatre community of practice.
Playing-related musculoskeletal disorders in music students-associated musculoskeletal signs.

PubMed

Steinmetz, A; Möller, H; Seidel, W; Rigotti, T

2012-12-01

Pain and overuse are common problems for musicians. Up to 80% of professional musicians suffer from playing-related musculoskeletal disorders (PRMD). The prevalence rate in music students is very high as well. Sufficient data on the underlying musculoskeletal dysfunctions however is scarce. Additionally, the self-assessment of health in musicians seems to differ compared to non-musicians, which might influence their attitudes concerning preventive strategies. Evaluation of frequency of PRMD in music students, investigation of signs and symptoms in music students compared to non-music controls, comparison of self-reported health and well-being between the two groups. Prospective, cross-sectional, case control, non-randomized. Other (University volunteers). Music students in comparison to a non-music control group. Musculoskeletal examination and questionnaire of 36 volunteers of a music university and 19 volunteer students of an university of education were analyzed. The total number of musculoskeletal dysfunctions and differences between the student groups were examined. The personal pain and health self-rating were compared between music and non-music students. Eighty one percent of musicians experienced PRMD. Musicians experienced 6.19 pain regions on average compared to 4.31 of non-musicians. Musicians experiencing PRMD reported significantly (P<0.05) more pain locations than musicians without. Music students presented with nearly the double amount (8.39 versus 4.37) of musculoskeletal dysfunctions per person compared to the non-music control group. Nevertheless, musicians significantly (P<0.05) rated their health more positively than the controls. Musicians presented with more pain regions and a higher amount of musculoskeletal dysfunctions. Further studies evaluating the clinical relevance and their role in the development of PRMD are warranted. Screening of musicians for musculoskeletal dysfunction may identify those musicians at increased risk. Early treatment may prevent PRMD in musicians. Additional research is needed to confirm our hypothesis.
Depressive Symptoms among Female College Students Experiencing Gender-Based Violence in Awassa, Ethiopia

ERIC Educational Resources Information Center

Gelaye, Bizu; Arnold, Dodie; Williams, Michelle A.; Goshu, Miruts; Berhane, Yemane

2009-01-01

Little epidemiologic research has focused on the mental health effects of gender-based violence among sub-Saharan African women. The objective of this study was to assess risk of depression and depressive symptoms among 1,102 female undergraduate students who were victims of gender-based violence. Students who reported experience of any…
Experiencing Work: Supporting the Undergraduate Hospitality, Tourism and Cruise Management Student on an Overseas Work Placement

ERIC Educational Resources Information Center

Gibson, Philip; Busby, Graham

2009-01-01

This paper reports on a funded research project into the experiences of tourism, hospitality and cruise management students on internship outside the UK as part of their British university degree between 2007 and 2009. The research reflected on the perceptions of students, course managers, placement officers and members of university placement…
The Relationship of Sleep and Exercise to Salient Indicators of College Student Emotional Well-Being

ERIC Educational Resources Information Center

Sterba, Aaron Michael

2013-01-01

University counseling centers are reporting that more students are seeking services, and that these students are experiencing more serious psychological distress than in previous years. Counseling center staff members are at the forefront of managing the increased mental health issues presenting on college campuses. Given the prevalence of mental…
City Connects: Redesigning Student Support for Academic Success. The Abell Report. Volume 29, No. 3

ERIC Educational Resources Information Center

Manekin, Sarah

2016-01-01

Public school systems employ a range of professionals to provide support to children and youth in schools. For students living in poverty and experiencing trauma, the work of these professionals is particularly necessary and urgent. Ranging from the treatment of acute mental health issues and accommodations for students with special needs, to…
Experiencing Mathematics for Connected Understanding: Using the RAMR Framework for Accelerating Students' Learning

ERIC Educational Resources Information Center

Nutchey, David; Grant, Edlyn; English, Lyn

2016-01-01

This paper reports on the use of the RAMR framework within a curriculum project. Description of the RAMR framework's theoretical bases is followed by two descriptions of students' learning in the classroom. Implications include the need for the teacher to connect student activities in a structured sequence, although this may be predicated on the…
Faculty Experience with College Students with Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions

ERIC Educational Resources Information Center

Gobbo, Ken; Shmulsky, Solvegi

2014-01-01

This article reports the findings of a qualitative inquiry involving two focus groups made up of experienced faculty who met to discuss academic concerns faced by college students with autism spectrum disorders, including Asperger's disorder. Analysis of group meeting transcripts indicated that student concerns fell into categories related to…
Students' Perceptions of the Social/Emotional Implications of Participation in Advanced Placement and International Baccalaureate Programs. Research Monograph Series. RM09238

ERIC Educational Resources Information Center

Foust, Regan Clark; Hertberg-Davis, Holly; Callahan, Carolyn M.

2009-01-01

Using qualitative methods, the researchers explored student perceptions of the social and emotional advantages and disadvantages of Advanced Placement (AP) and International Baccalaureate (IB) program participation, differences between the AP and IB programs in those perceptions, and whether or not students report experiencing a "forced-choice…
Caroline Is a Boy

ERIC Educational Resources Information Center

Williams, Dana

2005-01-01

From kindergarten to college, transgender and gender-nonconforming students face many challenges in school and classroom settings. The 2003 School Climate Survey, conducted by the Gay, Lesbian and Straight Education Network, shows that more than 25% of transgender students reported experiencing verbal or physical harassment because of their gender…

Physiotherapy students' experience, confidence and attitudes on the causes and management of violent and aggressive behaviour.

PubMed

Stubbs, Brendon; Rayment, Nick; Soundy, Andrew

2011-12-01

Healthcare professionals are at risk of experiencing violent and aggressive behaviour from patients. This is most notable in those with least experience, such as students, yet little reported research has considered the experiences of physiotherapy students. The aims of this study were to: (1) explore the incidence and nature of violent and aggressive behaviour experienced by physiotherapy students; and (2) consider the attitudes and confidence of the students in dealing with such behaviour. Retrospective survey. A university in the Midlands region of the UK. Sixty-four final year physiotherapy students. The Management of Aggression and Violence Attitude Scale and an additional survey. Over half (33/64, 52%) of the respondents had experienced at least one incident of violent and aggressive behaviour on a clinical placement. The overwhelming majority of victims (60/64, 94%) did not feel adequately confident to deal with such situations. However, no incidents were officially reported to the university. Both victims and non-victims agreed broadly with the internal model of the causes of aggression and violence, but significantly (P=0.02) more victims did not associate the violent and aggressive behaviour with the responsibility of the patient to control their feelings. Many physiotherapy students experience at least one incident of violent and aggressive behaviour whilst on a clinical placement. Training in the recognition and management of violent and aggressive behaviour would be a beneficial addition to the curricula of physiotherapy programmes. Further larger scale research is warranted. Copyright Â© 2011 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.
Ethical views, attitudes and reactions of Romanian medical students to the dissecting room.

PubMed

Bob, M H; Popescu, Codruţa Alina; Armean, M S; Suciu, Soimita Mihaela; Buzoianu, Anca Dana

2014-01-01

Our objective was to evaluate the attitudes and views of first year medical students towards cadaver dissection in anatomy learning and discuss various findings in relation with ethical problems). The study was conducted at the "Iuliu Hat ieganu" University of Medicine and Pharmacy, during the academic year 2012-2013 at the end of the second semester. There were 121 first year medical students included. We developed a questionnaire to asses among other, the degree of fear, anxiety and stress in the dissection room, methods of coping, ethical aspects of dissection and hand it to the students. 34.7% of students experienced different levels of fear on exposure to the dissection room practical sessions. Many students experienced anxiety in reaction to dissection. In the first semester most students reported physical and behavioral reaction towards certain stimuli, with a decrease in the second semester. Recurring visual images of cadavers, reported by 57% of students in the first semester, dropped to 44.6% in the second semester. Students used most frequently the "rationalization and emotional detachment" as a coping method. Anatomists, most often the firsts who need to be aware of emotional and ethical issues, need to explain in detail the steps necessary for dissection and that dissection is performed with the respect of legislation, ethics and human rights.
Uncovering degrees of workplace bullying: A comparison of baccalaureate nursing students' experiences during clinical placement in Australia and the UK.

PubMed

Birks, Melanie; Cant, Robyn P; Budden, Lea M; Russell-Westhead, Michele; Sinem Üzar Özçetin, Yeter; Tee, Stephen

2017-07-01

Bullying in health workplaces has a negative impact on nurses, their families, multidisciplinary teams, patient care and the profession. This paper compares the experiences of Australian and UK baccalaureate nursing students in relation to bullying and harassment during clinical placement. A secondary analysis was conducted on two primary cross-sectional studies of bullying experiences of Australian and UK nursing students. Data were collected using the Student Experience of Bullying during Clinical Placement (SEBDCP) questionnaire and analysed using descriptive and inferential statistics. The total sample was 833 Australian and 561 UK students. Australian nursing students experienced a higher rate of bullying (50.1%) than UK students (35.5%). Students identified other nurses as the main perpetrators (Aust 53%, UK 68%), although patients were the main source of physical acts of bullying. Few bullied students chose to report the episode/s. The main reason for non-reporting was fear of being victimised. Sadly, some students felt bullying and harassment was 'part of the job'. A culture of bullying in nursing persists internationally. Nursing students are vulnerable and can question their future in the 'caring' profession of nursing after experiencing and/or witnessing bullying during clinical placement. Bullying requires a zero tolerance approach. Education providers must develop clearer policies and implement procedures to protect students - the future nursing workforce. Copyright © 2017 Elsevier Ltd. All rights reserved.
Peer bullying in a pre-registration student nursing population.

PubMed

Cooper, Brenda; Curzio, Joan

2012-11-01

Peer bullying is a major problem in schools and workplaces including the National Health Service. Although there are a few published studies exploring the incidence of peer bullying among university students, none is specific to pre-registration nursing students. Nursing programmes are delivered across two campuses of the university however students registered at individual campuses do not mix which makes the experiences of each campus individual. The aim of this study was to explore the incidence and manifestation of peer bullying amongst pre-registration nursing students in the university setting. The study describes the reported incidence of the three types of peer bullying behaviour: physical, verbal and non-verbal bullying. Participants in their final year of adult nurse education were asked to explore their perceptions of peer bullying, the frequency of witnessed or experienced behaviour and the location of where this behaviour occurred on the university campuses via a quantitative questionnaire. In total 190 students were surveyed with 156 (82%) responding. Participants reported peer bullying is experienced by student nurses on university premises and that academic members of staff are sometimes present when this behaviour is demonstrated. Reported levels of bullying decreased during their 2nd and 3rd years of the course compared to the foundation year. This decrease may have been in response to the university's strong anti-bullying stance. Copyright © 2011 Elsevier Ltd. All rights reserved.
Self-esteem of young adults experiencing interparental violence and child physical maltreatment: parental and peer relationships as mediators.

PubMed

Shen, April Chiung-Tao

2009-05-01

This study examined the joint impact of experiencing both interparental violence and child physical maltreatment on young adults' self-esteem. It also tested the hypothesis of parental and peer relationship qualities as mediators in the relationship between childhood histories of family violence and adult self-esteem. Data were collected from a national probability sample of 1,924 college students in Taiwan. Research results demonstrated that experiencing both interparental violence and physical maltreatment during childhood have long-term and detrimental impact on adult self-esteem. This impact was statistically independent of other potential confounding factors. Moreover, participants experiencing dual violence during childhood reported lower self-esteem than those experiencing only one type of family violence or none at all. Male participants who experienced dual violence reported lower self-esteem than female participants who experienced dual violence. Further analyses revealed that parental and peer relationship qualities mediated the joint impact of interparental violence and physical maltreatment on adult self-esteem.
Interpersonal Violence and Sexual Assault: Trauma-Informed Communication Approaches in University Counseling Centers

ERIC Educational Resources Information Center

Yoshimura, Christina Granato; Campbell, Kimberly Brown

2016-01-01

A university in the United States Mountain West utilized grant resources to track counseling services for students who were currently experiencing or who had historically experienced relationship violence, sexual assault and/or stalking. This report reflects on the first 2 years of this program, including an overview of prevalence and reporting…
Benchmarking the Physical Therapist Academic Environment to Understand the Student Experience.

PubMed

Shields, Richard K; Dudley-Javoroski, Shauna; Sass, Kelly J; Becker, Marcie

2018-04-19

Identifying excellence in physical therapist academic environments is complicated by the lack of nationally available benchmarking data. The objective of this study was to compare a physical therapist academic environment to another health care profession (medicine) academic environment using the Association of American Medical Colleges Graduation Questionnaire (GQ) survey. The design consisted of longitudinal benchmarking. Between 2009 and 2017, the GQ was administered to graduates of a physical therapist education program (Department of Physical Therapy and Rehabilitation Science, Carver College of Medicine, The University of Iowa [PTRS]). Their ratings of the educational environment were compared to nationwide data for a peer health care profession (medicine) educational environment. Benchmarking to the GQ capitalizes on a large, psychometrically validated database of academic domains that may be broadly applicable to health care education. The GQ captures critical information about the student experience (eg, faculty professionalism, burnout, student mistreatment) that can be used to characterize the educational environment. This study hypothesized that the ratings provided by 9 consecutive cohorts of PTRS students (n = 316) would reveal educational environment differences from academic medical education. PTRS students reported significantly higher ratings of the educational emotional climate and student-faculty interactions than medical students. PTRS and medical students did not differ on ratings of empathy and tolerance for ambiguity. PTRS students reported significantly lower ratings of burnout than medical students. PTRS students descriptively reported observing greater faculty professionalism and experiencing less mistreatment than medical students. The generalizability of these findings to other physical therapist education environments has not been established. Selected elements of the GQ survey revealed differences in the educational environments experienced by physical therapist students and medical students. All physical therapist academic programs should adopt a universal method to benchmark the educational environment to understand the student experience.
Disability Status and Victimization Risk among a National Sample of College Students: A Lifestyles-Routine Activities Approach

ERIC Educational Resources Information Center

Scherer, Heidi L.

2011-01-01

Over the past decade, several authors have conducted studies on samples of college students to gain a greater understanding of victimization among this population. This body of research has demonstrated that in comparison to the general public, college students are more likely to report having experienced sexual and stalking victimization. At the…
Students' Lived Experiences with the Positive Behavioral Interventions and Supports (PBIS) Program in Middle School

ERIC Educational Resources Information Center

Coyle, Lisa A.

2013-01-01

The purpose of this study is to report the lived experiences of seventh and eighth grade students experiencing Positive Behavioral Interventions and Supports (PBIS) in middle school. Although there is increasing popularity in the use of the PBIS system in schools throughout the country, there is little known about students' perceptions of the…
Sexual Harassment in the 1990s: A University-Wide Survey of Female Faculty, Administrators, Staff, and Students.

ERIC Educational Resources Information Center

Kelley, Michelle L.; Parsons, Beth

2000-01-01

A survey of all female employees (n=446) and a sample of students (n=319) at a southeastern university with a published policy regarding sexual harassment found 19-43 percent of female staff, faculty, administrators, and students had experienced sexual harassment. Reported perpetrators were most often other employees (by employees), other students…
Sexual assault incidents among college undergraduates: Prevalence and factors associated with risk

PubMed Central

Gilbert, Louisa; Santelli, John S.; Thompson, Martie; Wilson, Patrick A.; Khan, Shamus; Benson, Stephanie; Bah, Karimata; Kaufman, Kathy A.

2017-01-01

Sexual assault on college campuses is a public health issue. However varying research methodologies (e.g., different sexual assault definitions, measures, assessment timeframes) and low response rates hamper efforts to define the scope of the problem. To illuminate the complexity of campus sexual assault, we collected survey data from a large population-based random sample of undergraduate students from Columbia University and Barnard College in New York City, using evidence based methods to maximize response rates and sample representativeness, and behaviorally specific measures of sexual assault to accurately capture victimization rates. This paper focuses on student experiences of different types of sexual assault victimization, as well as sociodemographic, social, and risk environment correlates. Descriptive statistics, chi-square tests, and logistic regression were used to estimate prevalences and test associations. Since college entry, 22% of students reported experiencing at least one incident of sexual assault (defined as sexualized touching, attempted penetration [oral, anal, vaginal, other], or completed penetration). Women and gender nonconforming students reported the highest rates (28% and 38%, respectively), although men also reported sexual assault (12.5%). Across types of assault and gender groups, incapacitation due to alcohol and drug use and/or other factors was the perpetration method reported most frequently (> 50%); physical force (particularly for completed penetration in women) and verbal coercion were also commonly reported. Factors associated with increased risk for sexual assault included non-heterosexual identity, difficulty paying for basic necessities, fraternity/sorority membership, participation in more casual sexual encounters (“hook ups”) vs. exclusive/monogamous or no sexual relationships, binge drinking, and experiencing sexual assault before college. High rates of re-victimization during college were reported across gender groups. Our study is consistent with prevalence findings previously reported. Variation in types of assault and methods of perpetration experienced across gender groups highlight the need to develop prevention strategies tailored to specific risk groups. PMID:29117226
Sexual assault incidents among college undergraduates: Prevalence and factors associated with risk.

PubMed

Mellins, Claude A; Walsh, Kate; Sarvet, Aaron L; Wall, Melanie; Gilbert, Louisa; Santelli, John S; Thompson, Martie; Wilson, Patrick A; Khan, Shamus; Benson, Stephanie; Bah, Karimata; Kaufman, Kathy A; Reardon, Leigh; Hirsch, Jennifer S

2017-01-01

Sexual assault on college campuses is a public health issue. However varying research methodologies (e.g., different sexual assault definitions, measures, assessment timeframes) and low response rates hamper efforts to define the scope of the problem. To illuminate the complexity of campus sexual assault, we collected survey data from a large population-based random sample of undergraduate students from Columbia University and Barnard College in New York City, using evidence based methods to maximize response rates and sample representativeness, and behaviorally specific measures of sexual assault to accurately capture victimization rates. This paper focuses on student experiences of different types of sexual assault victimization, as well as sociodemographic, social, and risk environment correlates. Descriptive statistics, chi-square tests, and logistic regression were used to estimate prevalences and test associations. Since college entry, 22% of students reported experiencing at least one incident of sexual assault (defined as sexualized touching, attempted penetration [oral, anal, vaginal, other], or completed penetration). Women and gender nonconforming students reported the highest rates (28% and 38%, respectively), although men also reported sexual assault (12.5%). Across types of assault and gender groups, incapacitation due to alcohol and drug use and/or other factors was the perpetration method reported most frequently (> 50%); physical force (particularly for completed penetration in women) and verbal coercion were also commonly reported. Factors associated with increased risk for sexual assault included non-heterosexual identity, difficulty paying for basic necessities, fraternity/sorority membership, participation in more casual sexual encounters ("hook ups") vs. exclusive/monogamous or no sexual relationships, binge drinking, and experiencing sexual assault before college. High rates of re-victimization during college were reported across gender groups. Our study is consistent with prevalence findings previously reported. Variation in types of assault and methods of perpetration experienced across gender groups highlight the need to develop prevention strategies tailored to specific risk groups.
Sexual harassment of nurses and nursing students.

PubMed

Bronner, Gila; Peretz, Chava; Ehrenfeld, Mally

2003-06-01

Nursing has dealt with sexual harassment long before the term was coined during the 1970s. The current study investigated sexual harassment of nurses and nursing students in Israel following new legislation against sexual harassment in the workplace. A self-report questionnaire was administered to 281 nurses and 206 nursing students (80% women) from five medical centres in Israel. Seven types of sexual harassment behaviour patterns were evaluated. Frequency of sexual harassment decreased as the behaviour became more intimate and offensive. Ninety percent of subjects reported experiencing at least one type of sexual harassment and 30% described at least four types. A significant difference was found between nurses and nursing students. Furthermore, "severe" types of behaviour were experienced by 33% of nurses, in comparison with 23% of nursing students. Women were significantly more exposed than men to "mild" and "moderate" types of sexual harassment, while 35% of men vs. 26% of women were exposed to "severe" types of harassment. However, women responded significantly more assertively than men to "severe" sexual harassment. Particular attention is needed when sexual harassment occurs to male students and nurses because they may be subjected to the more offensive sexual conducts and at the same time may lack the ability to respond assertively.
A comparative study of the course-related family and financial problems of mature nursing students in Scotland and Australia.

PubMed

Cuthbertson, Philip; Lauder, William; Steele, Rebekah; Cleary, Sonja; Bradshaw, Julie

2004-07-01

This study reports a comparative survey of mature students undertaking pre-registration undergraduate nursing education in Australia and Scotland. The study aimed to explore comparisons between the course-related and course-related financial difficulties faced by mature students in two very different educational and funding systems. Financial stress is a predictor of both physical and mental health problems. A similar pattern of course-related problems were reported by both Australian and Scottish students with the exception that Scottish students experienced more problems with childcare and caring for elderly relatives. Course-related problems may be inherent in the nature of undergraduate nursing education although the relatively time-intensive nature of Scottish curricula may explain the childcare and elderly relatives difference. Scottish students reported higher overall financial-related problems but Australian students reported more problems with funding placements. These findings have implications for both curriculum designers and policy makers.
Adverse Childhood Experiences among Veterinary Medical Students: A Multi-Site Study.

PubMed

Strand, Elizabeth B; Brandt, Jennifer; Rogers, Kenita; Fonken, Laurie; Chun, Ruthanne; Conlon, Peter; Lord, Linda

This research explores Adverse Childhood Experiences (ACEs) among veterinary medical students across six academic institutions of veterinary medicine, and their relationship with depression, stress, and desire to become a veterinarian. Between April 1, 2016, and May 23, 2016, 1,118 veterinary medical students in all 4 years of the curriculum (39% response rate) completed an anonymous web-based questionnaire about ACEs, depression using the Center for Epidemiological Studies Depression scale (CESD), stress using the Perceived Stress Scale (PSS), and the age at which they wanted to become a veterinarian. Sixty-one percent (677) of respondents reported having at least one ACE. The most prevalent ACE reported was living with a household member with a mental illness (31%). Students who had experienced four or more ACEs had an approximately threefold increase in signs of clinical depression and higher than average stress when compared to students who had experienced no ACEs. The number of ACEs showed an overall graded relationship to signs of clinical depression and higher than average stress. There was no statistically significant relationship between age at which a student wanted to become a veterinarian and exposure to ACEs. Veterinary students report being exposed to ACEs before age 18 at a rate similar to that of other population-based studies. These findings do not suggest that veterinary students enter the veterinary medical education system more at risk for poor mental health due to ACEs than the general population.
A Culture of Acceptance

ERIC Educational Resources Information Center

Dzurick, Alex

2018-01-01

A nationwide study (Kosciw et al. 2016) reveals a troubling truth: More than 80% of students who identify as lesbian, gay, bisexual, or transgender (LGBT) have experienced verbal or physical harassment at school and reported higher absenteeism and lower grades due to this harassment. Even more troubling: Many of these students (about 60%) reported…
Caffeine Consumption, Expectancies of Caffeine-Enhanced Performance, and Caffeinism Symptoms among University Students.

ERIC Educational Resources Information Center

Bradley, John R.; Petree, Allen

1990-01-01

Gathered self-report data on college students' (n=797) expectations of caffeine-enhanced performance, level of beverage caffeine consumed daily, and caffeinism signs experienced after consumption of caffeinated beverages. Results supported extending the expectancies model of substance use motivation from alcohol to caffeine. (Author/ABL)
A Chameleon with a Complex: Searching for Transformation in International Service-Learning

ERIC Educational Resources Information Center

Kiely, Richard

2004-01-01

This article reports findings from a longitudinal case study investigating how students experience perspective transformation from their participation in international service-learning program with an explicit social justice orientation. Findings indicate that each student experienced profound changes in their world-view in at least one of six…
Drinking Motivations and Experiences of Unwanted Sexual Advances among Undergraduate Students

ERIC Educational Resources Information Center

Novik, Melinda G.; Howard, Donna E.; Boekeloo, Bradley O.

2011-01-01

This study examined the relationship between drinking motivations and college students' experiences with unwanted sexual advances. Undergraduates, from a public university in the mid-Atlantic region, who reported recent (30 day) alcohol use (n = 289) completed an online survey midway through the spring 2007 academic semester. Experiencing an…
Institutional Effectiveness: A Five-Year Profile, 1996-2001.

ERIC Educational Resources Information Center

Barr, James E.; Rasor, Richard A.; Grill, Cathie

This report examines American River College (ARC), California, over a 5-year period from 1996-2001. It looks specifically at access, student assessment, overall student academic success, freshman success, performance in sequence courses, persistence, and rates for degrees, certificates, and transfer. ARC has experienced a 35.9% increase in…

When Values and Behaviors Conflict: Immigrant BSW Students' Experiences Revealed

ERIC Educational Resources Information Center

Calderwood, Kimberly; Harper, Kim; Ball, Kellie; Liang, David

2009-01-01

This qualitative study reveals the discomfort seven immigrant bachelor of social work students reported experiencing when the behaviors expected of them as Canadian social workers conflicted with their fundamental family values. Behaviorally, participants had assimilated to Canadian and to social work cultures; however, the values they held from…
Student Cooperative Training Units. Business Partnerships Final Performance Report.

ERIC Educational Resources Information Center

Wheeles, Rebecca

The North Clackamas School District (Oregon) conducted the Student Cooperative Training Units (CTU) program. The CTU program addressed two key issues that disrupted the development and maintenance of local high technology businesses: (1) The aerospace parts casting, health care, and graphic reproduction industries have experienced a shortage of…
Resistance to Racial/Ethnic Dialog in Graduate Preparation Programs: Implications for Developing Multicultural Competence

ERIC Educational Resources Information Center

Kelly, Bridget Turner; Gayles, Joy Gaston

2010-01-01

This study sought to understand how individuals experienced multicultural courses in graduate preparation programs. The researchers conducted focus groups with 37 current and former graduate students in student affairs. Participants reported resistance to multicultural dialog, both in their direct experiences and through their perceptions of…
Learning Communities in Teacher Education Programs: Four Success Stories.

ERIC Educational Resources Information Center

Cox, Barbara, Ed.

This report describes a program implemented by the Tomas Rivera Center (Claremont, California) to increase the number of well-prepared Latino teachers. Based on the concept of learning communities, the program aims to reduce the isolation experienced by minority students, offer support services that help nontraditional students satisfy academic…
Self-reported sexually transmitted infections among female university students

PubMed Central

Tiblom Ehrsson, Ylva; Stenhammar, Christina; Rosenblad, Andreas; Åkerud, Helena; Larsson, Margareta; Tydén, Tanja

2016-01-01

Aim To investigate the occurrence of self-reported sexually transmitted infections (STIs) and associated factors among female university students requesting contraceptive counselling. Material and methods Cross-sectional study. Female university students (n = 353) completed a waiting-room questionnaire in connection with contraceptive counselling at a Student Health Centre in Uppsala, Sweden. Results Ninety-three (26.3%) female students had experienced an STI. The three most frequently reported STIs were chlamydia trachomatis, condyloma, and genital herpes. The experience of an STI was significantly associated with the total number of sexual partners (OR 1.060, 95% CI 1.030–1.091, P < 0.001), being heterosexual (OR 4.640, 95% CI 1.321–16.290, P = 0.017), having experienced an abortion (OR 2.744, 95% CI 1.112–6.771, P = 0.028), not being HPV-vaccinated (OR 2.696, 95% CI 1.473–4.935, P = 0.001), and having had intercourse on first night without using a condom (OR 2.375, 95% CI 1.182–4.771, P = 0.015). Conclusions Contraceptive counselling should also include information about primary and secondary prevention of STI, such as the importance of correct use of a condom and STI testing, to prevent a further spread of STIs. PMID:26489857
Nursing students' experiences caring for dying patients.

PubMed

Beck, C T

1997-11-01

Since the 1960s nurse educators have been searching for the most effective approach to prepare nursing students for care of the dying. Studies investigating the effectiveness of death education programs for nursing students have reported inconsistent findings. A phenomenological study was conducted to explore the meaning of 26 undergraduate nursing students' experiences in caring for dying patients. The nursing students' written descriptions of their experiences were analyzed using Colaizzi's (1978) phenomenological method. Six themes emerged from this analysis. While caring for dying patients, nursing students experienced a gamut of emotions such as fear, sadness, frustration, and anxiety. Contemplation of the patient's life and death occurred as the students cared for their patients. In addition to providing physical, emotional, and spiritual support for dying patients, an integral part of nursing students' care involved supporting the patients' families. Helplessness was experienced by the students regarding their role as patient advocates. While caring for dying patients, nursing students' learning fluorished. Educational strategies for preparing nursing students to care for the dying are addressed based on the findings of this qualitative study.
Scientific dishonesty—a nationwide survey of doctoral students in Norway

PubMed Central

2013-01-01

Background The knowledge of scientific dishonesty is scarce and heterogeneous. Therefore this study investigates the experiences with and the attitudes towards various forms of scientific dishonesty among PhD-students at the medical faculties of all Norwegian universities. Method Anonymous questionnaire distributed to all post graduate students attending introductory PhD-courses at all medical faculties in Norway in 2010/2011. Descriptive statistics. Results 189 of 262 questionnaires were returned (72.1%). 65% of the respondents had not, during the last year, heard or read about researchers who committed scientific dishonesty. One respondent had experienced pressure to fabricate and to falsify data, and one had experienced pressure to plagiarize data. On average 60% of the respondents were uncertain whether their department had a written policy concerning scientific conduct. About 11% of the respondents had experienced unethical pressure concerning the order of authors during the last 12 months. 10% did not find it inappropriate to report experimental data without having conducted the experiment and 38% did not find it inappropriate to try a variety of different methods of analysis to find a statistically significant result. 13% agreed that it is acceptable to selectively omit contradictory results to expedite publication and 10% found it acceptable to falsify or fabricate data to expedite publication, if they were confident of their findings. 79% agreed that they would be willing to report misconduct to a responsible official. Conclusion Although there is less scientific dishonesty reported in Norway than in other countries, dishonesty is not unknown to doctoral students. Some forms of scientific misconduct are considered to be acceptable by a significant minority. There was little awareness of relevant policies for scientific conduct, but a high level of willingness to report misconduct. PMID:23289954
Detection of adverse drug reactions among ordinary users of liraglutide on the occasion of drug dispensing in the community pharmacy setting.

PubMed

Christensen, Søren Troels; Bjerrum, Ole Jannik

2013-12-01

Postmarketing studies of drugs forms an essential part of safety surveillance. In particular, this concerns new drugs as safety information of these by large rests on randomized clinical studies conducted on a limited number of subjects before licensing. Pharmacists in community pharmacies are in a unique position for detection of user experienced adverse drug reactions (ADRs) in relation to drug dispensing. The study reports from a research initiative exploring prompt and proactive ADR detection of liraglutide and reporting facilitated by pharmacy students undertaking internship in a community pharmacy in Denmark. Nineteen pharmacy students undertaking regular 6 months' internship--eighth semester--in a Danish community pharmacy participated in the data collection. Before the data collection, students attended an interactive training seminar addressing ADRs in general, organ symptoms, diagnostic classification, and pharmacovigilance systems. Pharmacy students approached recurrent drug users purchasing liraglutide. Participating users were asked about experienced ADRs linked to liraglutide use. Reported ADRs were collected and analyzed. Sixty-two liraglutide users participated in the study, of whom, 38 reported 84 ADRs possibly linked to liraglutide usage. Nausea was by far the most reported ADR followed by decreased appetite, diarrhea, fatigue, and abdominal pain (upper). The reported ADRs are in accordance with previously reported ADRs. The study has demonstrated the feasibility of community pharmacy driven pharmacovigilance. The study supports the thesis that community pharmacists in the future may play a proactive and prominent role in patient-centered pharmacovigilance.
Curriculum Alignment with Vision and Change Improves Student Scientific Literacy

PubMed Central

Auerbach, Anna Jo; Schussler, Elisabeth E.

2017-01-01

The Vision and Change in Undergraduate Biology Education final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors’ introductory biology sequence in alignment with these recommendations. Discussion sections focused on developing student process skills were added to both lectures and a lab, and one semester of lab was removed. This curriculum was implemented using active-learning techniques paired with student collaboration. This study determined whether these changes resulted in a higher gain of student scientific literacy by conducting pre/posttesting of scientific literacy for two cohorts: students experiencing the unreformed curriculum and students experiencing the reformed curriculum. Retention of student scientific literacy for each cohort was also assessed 4 months later. At the end of the academic year, scientific literacy gains were significantly higher for students in the reformed curriculum (p = 0.005), with those students having double the scientific literacy gains of the cohort in the unreformed curriculum. Retention of scientific literacy did not differ between the cohorts. PMID:28495933
Religion-related stigma and discrimination experienced by lesbian, gay, bisexual and transgender students at a South African rural-based university.

PubMed

Mavhandu-Mudzusi, Azwihangwisi Helen; Sandy, Peter Thomas

2015-01-01

This paper reports on the stigma and discrimination experienced by lesbian, gay, bisexual and transgender students at a rural university in South Africa. Twenty lesbian, gay, bisexual and transgender students recruited through snowball sampling participated in this study. Interpretative Phenomenological Analysis was used as a framework for data analysis. Findings indicate that religion-related stigma and discrimination are common at a rural-based university in South Africa. Lesbian, gay, bisexual and transgender students are typically ascribed a range of labels, including 'sinners', 'devils' and 'demon possessed'. They are also exposed to a number of discriminatory acts, such as the denial of financial and healthcare services and threats of and/or actual rape. Study participants reported attempts to convert lesbian, gay, bisexual and transgender students' sexual orientation which involved the use of intervention in the form of prayers. Derogatory labelling and associated discriminatory acts, for example the threat of rape, led many students to conceal their sexual identity, not attend specific classes, terminate their studies and even attempt suicide. Universities should develop policies to promote greater social inclusion and the acceptance of lesbian, gay, bisexual and transgender students. Policies should also specify the steps or approaches to be taken in addressing discriminatory practices.
Chronic Pain in the School Setting: The Teachers' Point of View.

PubMed

Solé, Ester; Castarlenas, Elena; Sánchez-Rodríguez, Elisabet; Galán, Santiago; de la Vega, Rocío; Jensen, Mark P; Miró, Jordi

2018-01-01

The aims of this study were to (1) examine the reactions of teachers and student teachers to children experiencing pain, (2) identify the most common challenges and potential resources that are associated to dealing with them, and (3) examine whether their responses differed as a function of their experience or sex. Forty teachers and 318 student teachers completed a survey which included descriptive information, a questionnaire that assesses different responses of participants to children who experience pain, and provides a list of problems and resources that participants might encounter and implement, respectively, when dealing with these children. The study participants most often endorsed use of coping and health-promoting responses. Experienced teachers endorsed solicitous responses significantly more often than student teachers. Women reported responding more with solicitous responses than men. Absenteeism and the negative effect of pain on the ability of students to engage in school activities were the most common pain-related challenges mentioned by the study participants overall. The findings emphasize (1) the need for developing guidelines to help teachers to help students experiencing chronic pain, and (2) the importance of including information about pediatric chronic pain in teachers training. © 2018, American School Health Association.
Teacher Involvement as a Protective Factor from the Association between Race-Based Bullying and Smoking Initiation.

PubMed

Earnshaw, Valerie A; Rosenthal, Lisa; Carroll-Scott, Amy; Peters, Susan M; McCaslin, Catherine; Ickovics, Jeannette R

2014-06-01

Experiencing bullying as a victim is associated with negative health and health behavior outcomes, including substance use, among adolescents. However, understandings of protective factors - factors that enhance adolescents' resilience to the negative consequences of bullying - remain limited. The current study investigates whether teacher involvement protects adolescent students from the association between being bullied due to race and smoking initiation. Students were recruited from 12 Kindergarten through 8 th grade schools in an urban school district in the Northeast United States. The analytic sample included 769 students who responded to surveys in 5 th or 6 th grade (2009), and two years later in 7 th or 8 th grade (2011). Students primarily identified as Latino and/or Black, and 90% were eligible for free or reduced lunch. Fifty-four (7%) students initiated smoking between survey time points. Among students reporting lower teacher involvement, race-based bullying was associated with higher likelihood of smoking initiation (OR = 1.69, p = .03). In contrast, among students reporting higher teacher involvement, racebased bullying was not associated with higher likelihood of smoking initiation (OR = 0.95, p = .81). Results suggest that teacher involvement may protect students from the association between race-based bullying and smoking initiation. Enhancing teacher involvement among students experiencing race-based bullying in schools may limit smoking initiation.
First Year Master of Education (M.Ed.) Students' Experiences of Part-Time Study: A South African Case Study

ERIC Educational Resources Information Center

Chikoko, V.

2010-01-01

This article reports on a study of how a group of first year M.Ed. students in the Faculty of Education of the University of KwaZulu-Natal experienced part-time study. Literature suggests that each year, South Africa suffers significant student departures from universities without completing their studies. Apart from the cost and manpower…
Modelling Research: A Collaborative Approach to Helping PhD Students Develop Higher-Level Research Skills

ERIC Educational Resources Information Center

Garcia-Perez, Alexeis; Ayres, Robert

2012-01-01

A high proportion of PhD candidates in science and engineering fail to complete their degrees. This paper reports the results of a series of workshops where experienced researchers and supervisors were brought together with PhD students to discuss and develop a model of the PhD process. The objective was to help students develop a more rounded and…
Occupational exposure among medical students and house staff at a New York City Medical Center.

PubMed

Resnic, F S; Noerdlinger, M A

1995-01-09

The purpose of the study was to ascertain the prevalence of and reasons for underreporting of occupational exposures to patients' blood and body fluids among students and house staff. A questionnaire surveyed 110 medical students and 275 house staff members regarding the number of reported and unreported exposures to patients' body fluids, and the reasons why the respondents did or did not report their exposures during the previous 6 months. Of 385 surveys returned, representing a response rate of 60%, 122 respondents (32%) experienced 330 occupational exposures during the previous 6 months. Fifty-two percent of surgical house staff, 27% of students, and 20% of medical house staff were exposed. Whereas the exposure risk to surgical house staff increased with training, the risk to medical house staff decreased with training. Only 29% of exposed respondents reported an exposure. Exposures from sources known to be positive or at high risk for human immunodeficiency virus had the highest reporting rates. The most frequent reason for not reporting an exposure was that the patient was thought not to be infectious. Forty-six percent of respondents exposed to sources of unknown human immunodeficiency virus status who did not report chose "patient thought not to be infectious" as the reason. The most common reason for reporting an exposure was "hospital policy." Although limited by recall bias, this study showed that a high proportion of students and house staff experience occupational exposures. The results suggest that populations at high risk for exposures are the more experienced surgical house staff and the junior medical house staff. Exposures from sources known to be positive or at high risk for human immunodeficiency virus were reported more frequently than those from unknown risk sources.
University students' notebook computer use.

PubMed

Jacobs, Karen; Johnson, Peter; Dennerlein, Jack; Peterson, Denise; Kaufman, Justin; Gold, Joshua; Williams, Sarah; Richmond, Nancy; Karban, Stephanie; Firn, Emily; Ansong, Elizabeth; Hudak, Sarah; Tung, Katherine; Hall, Victoria; Pencina, Karol; Pencina, Michael

2009-05-01

Recent evidence suggests that university students are self-reporting experiencing musculoskeletal discomfort with computer use similar to levels reported by adult workers. The objective of this study was to determine how university students use notebook computers and to determine what ergonomic strategies might be effective in reducing self-reported musculoskeletal discomfort in this population. Two hundred and eighty-nine university students randomly assigned to one of three towers by the university's Office of Housing participated in this study. The results of this investigation showed a significant reduction in self-reported notebook computer-related discomfort from pre- and post-survey in participants who received notebook computer accessories and in those who received accessories and participatory ergonomics training. A significant increase in post-survey rest breaks was seen. There was a significant correlation between self-reported computer usage and the amount measured using computer usage software (odometer). More research is needed however to determine the most effective ergonomics intervention for university students.
Two-Year Impact of a Mindfulness-Based Program on Preschoolers' Self-Regulation and Academic Performance

ERIC Educational Resources Information Center

Thierry, Karen L.; Bryant, Heather L.; Nobles, Sandra Speegle; Norris, Karen S.

2016-01-01

Research Findings: Students experienced a mindfulness program designed to enhance their self-regulation in prekindergarten and kindergarten. At the end of the 1st year of the program, these students showed improvements in teacher-reported executive function skills, specifically related to working memory and planning and organizing, whereas…
Burnout, Stress and Direct Student Services among School Counselors

ERIC Educational Resources Information Center

Mullen, Patrick R.; Gutierrez, Daniel

2016-01-01

The burnout and stress experienced by school counselors is likely to have a negative influence on the services they provide to students, but there is little research exploring the relationship among these variables. Therefore, we report findings from our study that examined the relationship between practicing school counselors' (N = 926) reported…
Emotional and Behavioral Profile Assessment Using the BASC-2 with Korean Middle School Students

ERIC Educational Resources Information Center

Myunghee Ahn, Christine; Ebesutani, Chad

2015-01-01

Korean middle school students are experiencing high rates of behavioral and emotional problems, suggesting a need for comprehensive screening instruments with strong psychometric properties in school settings. The present study investigated the utility of the Behavior Assessment System for Children-2 Self-Report of Personality, Adolescent Form…
Sacred and Profane American History: Does It Exist in Textbooks?

ERIC Educational Resources Information Center

Henry, Michael

2011-01-01

Tony Waters, a sociologist at California State University, Chico, has raised an interesting issue about the intellectual conflict some of his students experienced when they arrived on campus and enrolled in American history classes. He reported students were perplexed to find there were two kinds of American history--the version they learned in…

Conceptual Difficulties Experienced by Senior High School Students of Electrochemistry: Electrochemical (Galvanic) and Electrolytic Cells.

ERIC Educational Resources Information Center

Garnett, Pamela J.; Treagust, David F.

1992-01-01

This research used semistructured interviews to investigate students' (n=32) understanding of electrochemistry following a 7-9 week course of instruction. Three misconceptions were identified and incorporated with five previously reported into an alternative framework about electric current involving drifting electrons. Also noted was the tendency…
Reflections on Field Experiences Related to Diversity Issues: Illinois State's Undergrad FCS Teaching Methods Course

ERIC Educational Resources Information Center

Banning, Jennifer

2013-01-01

This study documents what pre-service family and consumer sciences (FCS) teachers learned about diversity through observations in diverse FCS classrooms. Students reported that they experienced a change in their comfort level with diverse settings. Student feedback was used to modify FCS teacher education curriculum in subsequent semesters.
Ways Youth Receive Information about Marihuana. Final Report Summary.

ERIC Educational Resources Information Center

Kowitz, Albert C.; Clark, Richard E.

A description was sought of the types of sources of information about marijuana used by 300 middle class fifth, seventh, and eleventh grade students. During individual meetings with experienced female interviewers, students were asked to relate sources which were most influential in providing information about marihuana at the following stages:…
Business Studies Teachers and Student Needs

ERIC Educational Resources Information Center

Mei, Chiew Wye; Siraj, Saedah

2013-01-01

This paper is a report on the findings of a study conducted on the direct users of the Business Studies curriculum in Malaysia to uncover the perceived gap between what was experienced with what was wanted. Interviews were used to examine the needs of the Form Six (equivalent to "A" level) Business Studies teachers and students. Findings…
The Effect of High School Shootings on Schools and Student Performance

ERIC Educational Resources Information Center

Beland, Louis-Philippe; Kim, Dongwoo

2016-01-01

We analyze how fatal shootings in high schools affect schools and students using data from shooting databases, school report cards, and the Common Core of Data. We examine schools' test scores, enrollment, number of teachers, graduation, attendance, and suspension rates at schools that experienced a shooting, employing a difference-in-differences…
Making Sense of the Combined Degree Experience: The Example of Criminology Double Degrees

ERIC Educational Resources Information Center

Wimshurst, Kerry; Manning, Matthew

2017-01-01

Little research has been undertaken on student experiences of combined degrees. The few studies report that a considerable number of students experienced difficulty with the contrasting epistemic/disciplinary demands of the component programmes. A mixed-methods approach was employed to explore the experiences of graduates from four double degrees…
Alcohol, Consent, Sex: Reducing College Students' Risky Behaviors Utilizing an Integrated Orientation Model

ERIC Educational Resources Information Center

Smith, Diane Dani

2013-01-01

College students are at high risk of experiencing serious problems related to physical and social health issues that include binge drinking, sexual assault, and contracting a sexually transmitted disease. Despite research reporting that many of these incidents co-occur on campuses, university prevention programs have failed to present the…
Vicarious Racism: A Qualitative Analysis of Experiences with Secondhand Racism in Graduate Education

ERIC Educational Resources Information Center

Truong, Kimberly A.; Museus, Samuel D.; McGuire, Keon M.

2016-01-01

In this article, the authors examine the role of vicarious racism in the experiences of doctoral students of color. The researchers conducted semi-structured individual interviews with 26 doctoral students who self-reported experiencing racism and racial trauma during their doctoral studies. The analysis generated four themes that detail the…
Teaching and Learning About Aging. Evaluation Report.

ERIC Educational Resources Information Center

Peters, Eileen

This evaluation study determined the extent to which teachers and students involved with the Teaching and Learning About Aging (TLA) project experienced cognitive growth and attitudinal change. The major purpose of the TLA project was to help students understand aging and related issues and to foster more positive attitudes toward aging and older…
High School Bullying as a Risk for Later Depression and Suicidality

ERIC Educational Resources Information Center

Klomek, Anat Brunstein; Kleinman, Marjorie; Altschuler, Elizabeth; Marrocco, Frank; Amakawa, Lia; Gould, Madelyn S.

2011-01-01

This is the first study to examine whether high school students experiencing frequent bullying behaviors are at risk for "later" depression and suicidality. A total of 236 students who reported frequent bullying behavior without depression or suicidality during a suicide screening were interviewed 4 years later to reassess depression, suicidal…
EAL Undergraduates Learning Mathematics

ERIC Educational Resources Information Center

Barton, B.; Chan, R.; King, C.; Neville-Barton, P.; Sneddon, J.

2005-01-01

This paper reports on a third study in a series aimed at investigating the issues surrounding the learning of mathematics at The University of Auckland by students who have English as an Additional Language (EAL students). As well as summarizing the earlier studies, it presents some new data showing that the problems experienced by EAL students…
The Campus Climate Revisited: Chilly for Women Faculty, Administrators, and Graduate Students.

ERIC Educational Resources Information Center

Sandler, Bernice R.; Hall, Roberta M.

The professional climate often experienced by women faculty and administrators is reported, along with some consideration to the experiences of graduate and professional students. Attention is focused on subtle ways in which women are treated differently and common behaviors that create a chilly professional climate. The information was obtained…
Preparedness Portfolios and Portfolio Studios: Supporting Self-Authoring Engineers

ERIC Educational Resources Information Center

Sattler, Brook; Turns, Jennifer

2015-01-01

In this work, we engaged engineering undergraduate students in constructing an ePortfolio. The purpose of the research presented here was to explore the question, "If and in what ways do students report experiencing the construction of a preparedness portfolio in a portfolio studio as an opportunity to develop into self-authoring…
A Model Mentor/Advisor Program Supporting Secondary School Youth with Emotional and Behavioral Challenges and Their Families within Rural Vermont (October 1, 1996-September 30, 2000). Final Report.

ERIC Educational Resources Information Center

Welkowitz, Julie; Fox, Wayne L.

This final report discusses the activities and outcomes of the Mentor/Advisor Project, a program designed to promote positive self-concept and school success for high school students at risk of or experiencing emotional and behavioral disabilities in rural Vermont. The Project involved small groups of heterogeneous students (i.e., those with and…
The effect of emotional freedom technique on stress and anxiety in nursing students: A pilot study.

PubMed

Patterson, Susan Librizzi

2016-05-01

Stress and anxiety have been identified as significant issues experienced by student nurses during their education. Some studies have suggested that the stress experienced by nursing students is greater than that experienced by medical students, other non-nursing healthcare students, degreed nurses, and the female population in general. A recently introduced energy type therapy, emotional freedom technique (EFT), has shown some success in reducing symptoms of anxiety, stress, and fear in a variety of settings. The purpose of this study was to determine the efficacy of EFT in decreasing anxiety and stress as a potential intervention to assist students in stress management. The study used a mixed method design of both qualitative and quantitative measures. Quantitatively, in a one group pretest-posttest design, participants received group instruction in the technique and were encouraged to repeat it daily. Self-reported anxiety was measured at baseline, and then weekly for four weeks using the Perceived Stress Scale (PSS) and the State-Trait Anxiety Inventory (STAI). The qualitative survey was completed by participants at the end of the study in order to capture a more subjective experience. The pilot study was conducted in a two-year college in the southeastern region of the United States. All enrolled nursing students in an associate degree nursing program were invited to participate. Participation was voluntary, resulting in an original convenience sample of thirty-nine nursing students (N=39). Data collection instruments included a demographic questionnaire, pretest State-Trait Anxiety Inventory (STAI) and Perceived Stress Scale (PSS). A qualitative questionnaire was also administered at the end of the four weeks. STAI and PSS were administered weekly. Data analysis using RMANOVA was performed at the second, third and the fourth week. Decreases in anxiety as measured on both the STAI and PSS were statistically significant (p=.05). For PSS, STAI state and trait data, the reduction in self-reported stress was statistically significant with a mean difference baseline to week 4. Qualitative data suggested that nursing students experienced a decrease in feelings of stress and anxiety including a decrease in somatic symptoms. Overall, findings suggested that EFT can be an effective tool for stress management and anxiety relief in nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.
Experiences of belittlement and harassment and their correlates among medical students in the United States: longitudinal survey

PubMed Central

Frank, Erica; Carrera, Jennifer S; Stratton, Terry; Bickel, Janet; Nora, Lois Margaret

2006-01-01

Objective To determine medical students' perceptions of having been harassed or belittled and their correlates, for the purposes of reducing such abuses. Design Longitudinal survey. Setting 16 nationally representative US medical schools. Participants 2884 students from class of 2003. Main outcome measures Experiences of harassment and belittlement at freshman orientation, at entry to wards, and in senior year by other students, by residents or fellows, by preclinical professors, by clinical professors or attendings, or by patients. Results 2316 students provided data (response rate 80.3%). Among seniors, 42% (581/1387) reported having experienced harassment and 84% (1166/1393) belittlement during medical school. These types of abuse were caused by other students (11% (158/1389) and 32% (443/1390) of students experienced such harassment or belittlement, respectively). Harassment and belittlement was also caused by residents (27% (374/1387) and 71% (993/1393)), preclinical professors (9% (131/1386) and 29% (398/1385)), clinical professors (21% (285/1386) and 63% (878/1390)), and patients (25% (352/1387) and 43% (592/1388)). Only 13% (181/1385) of students classified any of these experiences as severe. Medical students who reported having been harassed or belittled did not differ significantly from those not reporting such experiences by sex, ethnicity, political orientation, or religion. They did differ significantly by chosen specialty and were significantly more likely to be stressed, depressed, and suicidal, to drink alcohol or to binge drink, and to state that their faculty did not care about medical students. They were also significantly less likely to be glad they trained to become a doctor. Conclusion Most medical students in the United States report having been harassed or belittled during their training. Although few students characterised the harassment or belittlement as severe, poor mental health and low career satisfaction were significantly correlated with these experiences. PMID:16956894
Physiotherapy students' experiences of bullying on clinical internships: a qualitative study.

PubMed

Whiteside, Diana; Stubbs, Brendon; Soundy, Andy

2014-03-01

To consider the experiences of final-year physiotherapy students who have experienced workplace bullying on a clinical internship. Qualitative methodology using individual semi-structured interviews. A university in the Midlands region of the UK. Eight undergraduate physiotherapy students who had experienced one incident of bullying on a clinical internship. Thematic analysis of semi-structured interviews. Four main themes were identified: (1) external and situational influences of bullying; (2) students' reactions to the experience of bullying; (3) inability to reveal the experience; and (4) overcoming problems. Bullying had a range of adverse effects on the students, with many expressing self-doubt in their competence and viewing their supervisor as unapproachable and unsupportive. Five students were not initially able to recognise the experience as bullying. In addition, students did not feel able to report the experience and use the support mechanisms in place. This may have been a result of having concerns that the problem would escalate if they reported the experience and, as a consequence, have a negative effect on their grade. Students were keen to offer a range of strategies for clinical practice in order to prevent bullying for future generations of students. Students' health, security and confidence in their ability as a physiotherapist can be at great risk from bullying. Steps are needed to ensure that students are better protected from bullying, and feel more able to address bullying behaviour during clinical internships. Copyright © 2013 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.
Mental health symptoms and treatment utilization among trauma-exposed college students.

PubMed

Artime, Tiffany M; Buchholz, Katherine R; Jakupcak, Matthew

2018-05-21

Universities have demonstrated growing awareness of students impacted by interpersonal violence (e.g., sexual and physical assault) and veterans/service-members with combat-related trauma because of their sizable presence on campuses and unique vulnerabilities. This study sought to describe impacts of these two forms of trauma exposure on students' mental health and academic functioning and to compare mental health service utilization among students based on their experiences of trauma exposure. To acquire a large, national sample of college students, we examined archival data from the Fall 2015 American College Health Association National College Health Assessment, a yearly, web-based survey which represented a sample of 19,861 students from 40 institutions. Twenty percent of the students had experienced interpersonal victimization in the last 12 months, combat exposure, or both. Compared with other groups, interpersonal violence survivors reported the most negative impacts on mental health and interference with academic performance. Service utilization rates among trauma-exposed students ranged from 52% to 84%, and students who had experienced recent interpersonal violence were the most likely to have received services. With a national sample, this study confirms that trauma-exposed students report poor mental health. Service utilization is high among this population, but campus-based mental health services appear to remain underutilized. Outreach efforts by student life professionals and campus clinicians targeting demographic subgroups could enhance utilization and accessibility of campus resources. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
An Exploratory Study of Student Pharmacists' Self-Reported Pain, Management Strategies, Outcomes, and Implications for Pharmacy Education.

PubMed

Axon, David Rhys; Hernandez, Carlos; Lee, Jeannie; Slack, Marion

2018-01-22

The objective of this study was to describe the prevalence, management strategies, and outcomes of pain experienced by student pharmacists, and to discuss implications for pharmacy education. A questionnaire administered to student pharmacists collected data about their experience, management strategies, and outcomes of pain. Data were analyzed using t -tests, chi-square or Fisher's tests, and logistic regression. Of the 218 student pharmacists who completed the survey, 79% experienced pain in the past five years. Chronic pain impacted students' ability to work (15%) and attend school (9%). Respondents most commonly used prescription (38%) and over-the-counter (OTC, 78%) non-steroidal anti-inflammatory drugs (NSAIDs), and rest (69%) to manage pain. Men used more opioids, whereas women used more OTC NSAIDs ( p < 0.05). Emergency department visits were associated with increased prescription drug use to manage pain. This study found that 15% of student pharmacists had chronic pain in the past five years, which was managed with medical and non-medical strategies.
Mistreatment of university students most common during medical studies

PubMed Central

Rautio, Arja; Sunnari, Vappu; Nuutinen, Matti; Laitala, Marja

2005-01-01

Background This study concerns the occurrence of various forms of mistreatment by staff and fellow students experienced by students in the Faculty of Medicine and the other four faculties of the University of Oulu, Finland. Methods A questionnaire with 51 questions on various forms of physical and psychological mistreatment was distributed to 665 students (451 females) after lectures or examinations and filled in and returned. The results were analysed by gender and faculty. The differences between the males and females were assessed statistically using a test for the equality of two proportions. An exact two-sided P value was calculated using a mid-P approach to Fisher's exact test (the null hypothesis being that there is no difference between the two proportions). Results About half of the students answering the questionnaire had experienced some form of mistreatment by staff during their university studies, most commonly humiliation and contempt (40%), negative or disparaging remarks (34%), yelling and shouting (23%), sexual harassment and other forms of gender-based mistreatment (17%) and tasks assigned as punishment (13%). The students in the Faculty of Medicine reported every form of mistreatment more commonly than those in the Faculties of Humanities, Education, Science and Technology. Experiences of mistreatment varied, but clear messages regarding its patterns were to be found in each faculty. Female students reported more instances of mistreatment than males and were more disturbed by them. Professors, lecturers and other staff in particular mistreated female students more than they mistreated males. About half of the respondents reported some form of mistreatment by their fellow students. Conclusion Students in the Faculty of Medicine reported the greatest amount of mistreatment. If a faculty mistreats its students, its success in the main tasks of universities, research, teaching and learning, will be threatened. The results challenge university teachers, especially in faculties of medicine, to evaluate their ability to create a safe environment conducive to learning. PMID:16232310

Childhood maltreatment: A predictor of mental health problems among adolescents and young adults.

PubMed

Badr, Hanan E; Naser, Jumana; Al-Zaabi, Abdullah; Al-Saeedi, Anfal; Al-Munefi, Khalifa; Al-Houli, Shaikha; Al-Rashidi, Dana

2018-06-01

Child maltreatment is a risk factor for detrimental effects on mental health that may extend to adulthood. This study aimed to examine the association between exposure to childhood maltreatment, socio-demographic factors, and students' mental health status and self-esteem. A cross-sectional study enrolled a representative sample of 1270 students from Kuwait University. An anonymous self-administered questionnaire included students' socio-demographic characteristics, history of exposure to childhood physical and/or emotional maltreatment, DASS-21 to assess mental health status, and Rosenberg self-esteem scale was used. Chi-square test and binary logistic regression models were applied. The study found that among participants, 49.6%(95% CI: 64.8%-52.4%), 63.0%(95% CI: 60.3%-65.7%), and 43.8%(95% CI: 41.1%-46.6%) reported having depression, anxiety, and stress respectively. Moreover, 22.5%(95% CI: 20.1%-24.8%) and 18.6%(95% CI:16.5%-20.9%) reported childhood physical and emotional maltreatment, respectively; while 12.7% reported both. Multivariate analysis revealed that experiencing childhood physical and emotional maltreatment were independent contributors to reporting depression and anxiety; while exposure to only emotional maltreatment contributed to reporting stress. Gender, GPA, childhood enrollment in private/public schools, number of close friends, were other contributors to mental health problems. Participants' median score of self-esteem was 17/30, and only childhood emotional maltreatment was a significant predictor to low self-esteem after adjustment for other confounders. Mental health problems, and experiencing childhood physical and emotional maltreatment were prevalent relatively high among university students. Childhood corporal and emotional maltreatment were independent predictors to adolescents and young adults' mental health problems. Experiencing childhood emotional maltreatment predicted low self-esteem. Further research to assess culture factors associated with childhood maltreatment is recommended. Copyright © 2018 Elsevier Ltd. All rights reserved.
Cross-sectional study on the relationship between life events and mental health of secondary school students in Shanghai, China.

PubMed

Zhou, Linlin; Fan, Juan; Du, Yasong

2012-06-01

The relationship of demographic factors and negative life events to the mental health of mainland Chinese school students has not been fully explored. Assess the prevalence of different types of life stressors among secondary school students and identify the demographic characteristics and types of life events that are most closely associated with perceived psychological difficulties in these students. This cross-sectional study administered two self-completion questionnaires to a stratified random cluster sample of 1818 students from four secondary schools in two districts of Shanghai: the Strengths and Difficulties Questionnaire (SDQ) and an abbreviated version of the Adolescent Self-rating Life Events Checklist (ASLEC) that assesses 11 negative life events. Academic stress (74%), criticism from others (66%), family conflict (29%) and peer bullying & discrimination or interpersonal conflict (26%) were the most frequently reported negative life events, but their prevalence varied significantly by gender, type of school and urban versus rural residence. Similarly the level of reported psychological stress associated with life events, the total perceived psychological difficulty, and the level of pro-social behavior in the students varied significantly between different groups of students. Multivariate linear regression analysis identified the following independent predictors of high perceived psychological difficulty in the prior 6 months (in order of importance): high total stress score from negative life events in the prior year, experiencing peer bullying & discrimination or interpersonal conflict, not experiencing the death of a family member, male gender, attending a school in a rural district, and not suffering from a major disease or physical impairment. The independent predictors of a high level of pro-social behavior were high total stress score from negative life events, attending an urban school, female gender, attending a regular-tier school (vs. a high-tier school), experiencing peer bullying & discrimination or interpersonal conflict, not experiencing the death of a family member, and attending a middle school (vs. a high school). Negative life events are one of many factors associated with perceived stress and level of pro-social behavior in secondary school students. Prospective studies are needed to clarify the causal pathways that connect stress with negative life events in students and to develop and test cohort-specific interventions aimed at decreasing stress and increasing pro-social behaviors.
Cross-sectional study on the relationship between life events and mental health of secondary school students in Shanghai, China

PubMed Central

Zhou, Linlin; Fan, Juan; Du, Yasong

2012-01-01

Background The relationship of demographic factors and negative life events to the mental health of mainland Chinese school students has not been fully explored. Aim Assess the prevalence of different types of life stressors among secondary school students and identify the demographic characteristics and types of life events that are most closely associated with perceived psychological difficulties in these students. Methods This cross-sectional study administered two self-completion questionnaires to a stratified random cluster sample of 1818 students from four secondary schools in two districts of Shanghai: the Strengths and Difficulties Questionnaire (SDQ) and an abbreviated version of the Adolescent Self-rating Life Events Checklist (ASLEC) that assesses 11 negative life events. Results Academic stress (74%), criticism from others (66%), family conflict (29%) and peer bullying & discrimination or interpersonal conflict (26%) were the most frequently reported negative life events, but their prevalence varied significantly by gender, type of school and urban versus rural residence. Similarly the level of reported psychological stress associated with life events, the total perceived psychological difficulty, and the level of pro-social behavior in the students varied significantly between different groups of students. Multivariate linear regression analysis identified the following independent predictors of high perceived psychological difficulty in the prior 6 months (in order of importance): high total stress score from negative life events in the prior year, experiencing peer bullying & discrimination or interpersonal conflict, not experiencing the death of a family member, male gender, attending a school in a rural district, and not suffering from a major disease or physical impairment. The independent predictors of a high level of pro-social behavior were high total stress score from negative life events, attending an urban school, female gender, attending a regular-tier school (vs. a high-tier school), experiencing peer bullying & discrimination or interpersonal conflict, not experiencing the death of a family member, and attending a middle school (vs. a high school). Conclusion Negative life events are one of many factors associated with perceived stress and level of pro-social behavior in secondary school students. Prospective studies are needed to clarify the causal pathways that connect stress with negative life events in students and to develop and test cohort-specific interventions aimed at decreasing stress and increasing pro-social behaviors. PMID:25324621
Exam anxiety in the undergraduate medical students of Taibah University.

PubMed

Khoshhal, Khalid I; Khairy, Gamal A; Guraya, Salman Y; Guraya, Shaista S

2017-04-01

Assessment is perceived to create highly stressful environment among medical students. Several studies have reported exam-related anxiety symptoms but the contributing factors seem to differ across institutions. This study aimed to determine the prevalence of exam anxiety, gender differences and the variables that moderate exam anxiety among students of a Saudi medical school. A cross-section study was done on 5th year medical students by administering a 12-statement self-administered questionnaire. The degree of exam anxiety was gauged by a visual analog scale. Of 125 students, 111 responded (response rate 89%). About 65% students experienced exam anxiety due to various reasons. Studying all night before exam (28 students; 25.2%) and extensive course load (26 students; 23.4%) were the major confounding factors. Female students experienced more stress due to extensive course load as compared with male students (p = .00). The data about the identified risk factors for exam anxiety can help medical educators to deeply understand the reasons for exam anxiety. There is a need to reassess the amount of study material in undergraduate medical curricula and students need to organize their time management skills to cope with exam anxiety.
Is having a family member with chronic health concerns bad for young people's health? Cross-sectional evidence from a national survey of young Australians.

PubMed

Moffat, Anna K; Redmond, Gerry

2017-01-06

Young people's perspectives on the association between having a family member with a chronic health concern (FHC) and their own health are under-researched. This study used young people's reports to assess the prevalence of FHCs and their association with negative health outcomes, with an aim of identifying potential inequalities between marginalised and non-marginalised young people. Family cohesion was examined as a moderating factor. Cross-sectional data from the Australian Child Wellbeing Project survey were used. Respondents were asked whether someone in their family experienced one or more FHCs (disability, mental illness or drug/alcohol addiction). In addition, their experience of different psychosomatic symptoms (headache, sleeplessness, irritability, etc), aspects of family relationships and social and economic characteristics (disability, materially disadvantaged and Indigenous) were documented. Nationally representative Australian sample. 1531 students in school years 4 and 6 and 3846 students in year 8. A quarter of students reported having an FHC (years 4 and 6: 23.96% (95% CI 19.30% to 28.62%); year 8: 25.35% (95% CI 22.77% to 27.94%)). Significantly, more students with FHCs than those without reported experiencing 2 or more negative health symptoms at least weekly (OR=1.78; 95% CI 1.19 to 2.65; p<0.01). However, an independent relationship between FHCs and symptom load was only found in the case of FHC-drug/alcohol addiction. Marginalised students and students reporting low family cohesion had an increased prevalence of FHCs and notably higher symptom loads where FHCs were present. Level of family cohesion did not impact the relationship between FHCs and symptom load. The burden of FHCs is inequitably distributed between marginalised and non-marginalised groups, and between young people experiencing different levels of family cohesion. More work is required regarding appropriate targets for community and family-level interventions to support young people in the context of FHCs. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.
The Admission and Placement of Students From the Pacific-Asia Area. A Workshop Report. Australia, Ceylon, Hong Kong, India, Malaysia, New Zealand, Pakistan, Singapore, Okinawa, and Pacific Islands.

ERIC Educational Resources Information Center

Jameson, Sanford, Ed.

This is the report from the workshop for the admission and placement of students from the Pacific-Asia Area. The basic purpose of this workshop was to bring together a group of experienced admissions officers and resource persons with expertise in the particular countries to be covered, in order to study, in some depth, foreign educational systems…
How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.

PubMed

Ruzek, Erik A; Hafen, Christopher A; Allen, Joseph P; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C

2016-04-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.
How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

PubMed Central

Ruzek, Erik A.; Hafen, Christopher A.; Allen, Joseph P.; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C.

2017-01-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools. PMID:28190936
[Analysis on the incidence and relevant risk factors of campus violence among college students].

PubMed

Wang, Pei-Xi; Wang, Mian-Zhen; Lan, Ya-Jia; Pang, Qing-Juan; Wang, Zhi-Ming; Shao, Li-Ye; Lu, Bo

2005-12-01

To study the incidence and risk factors of campus violence and to provide evidence for preventing campus violence among college students. 5300 college students in two universities in a province of China were selected to participate in the study and were interviewed with questionnaires. Logistic regression was used for data analysis. (1) In total, 3910 useable questionnaires were gathered to show a response rate of 73.77%. 17.98% of the college students reported they had ever experienced campus violence in the last one year. 29.60% of the male students experienced campus violence so as 7.27% of the female students. The incidence of violence among male students was significantly higher than those of female students (chi2 = 329.89, P = 0.000). (2) Among male students who were victims of campus violence, the incidence rates of threat or blackmail, emotional abuse, physical assault, verbal sexual harassment, sexual assault were 18.03%, 13.97%, 10.77%, 0.85%, 0.48% respectively. Among female students who were victims of campus violence, the incidence rates were 3.64%, 5.84%, 1.38%, 1.33%, 1.13% respectively. The main source of the violence was from their schoolmates. (3) 10.40% of the male students reported they were perpetrators of campus violence in the last year, while 1.47% of the female students reported so. Schoolmates were the main subjects of their aggressive behaviors. (4) Among the college students who were victims of campus violence, logistic regression analysis revealed that smoking, drinking alcohol, frequently getting computer online were important risk factors. The OR values were 1.48, 2.96, 1.66 respectively. Among college students who were perpetrators of campus violence, the OR values were 2.92, 1.88, 2.09 respectively. Campus violence among college students was serious, suggesting that intervention measures should be taken.
Technology Education Teacher Preparation for Students at Risk. Preliminary Report of the Study.

ERIC Educational Resources Information Center

Young-Hawkins, La Verne; DeLeon, John

A study was conducted to determine the role of technology teacher education programs in preparing new and experienced teachers for teaching and managing programs for students at risk of dropping out of school. The first part of the study focused on the methods of data collection and preliminary findings. Data were gathered through a…
"Headache Tools to Stay in School": Assessment, Development, and Implementation of an Educational Guide for School Nurses

ERIC Educational Resources Information Center

Lazdowsky, Lori; Rabner, Jonathan; Caruso, Alessandra; Kaczynski, Karen; Gottlieb, Sarah; Mahoney, Elyse; LeBel, Alyssa

2016-01-01

Background: Headache is the most common type of pain reported in the pediatric population, and chronic headache is an increasingly prevalent and debilitating pain condition in children and adolescents. With large numbers of students experiencing acute headaches and more students with chronic headache reentering typical school settings, greater…
The International Student Sojourn, Identity Conflict and Threats to Well-Being

ERIC Educational Resources Information Center

Brown, Joanne; Brown, Lorraine

2013-01-01

This article reports findings from a qualitative (interview) study of the identity conflict experienced by five international students at a university in the south of England for whom real and perceived challenges to national self-image were shown to be unsettling. The article suggests that our cultures of origin are centrally important to our…
Achievement for All: Improving Psychosocial Outcomes for Students with Special Educational Needs and Disabilities

ERIC Educational Resources Information Center

Humphrey, Neil; Lendrum, Ann; Barlow, Alexandra; Wigelsworth, Michael; Squires, Garry

2013-01-01

Students with special educational needs and disabilities (SEND) are at a greatly increased risk of experiencing poor psychosocial outcomes. Developing effective interventions that address the cause of these outcomes has therefore become a major policy priority in recent years. We report on a national evaluation of the Achievement for All (AfA)…
The Hidden Factor in Early Field Experience: Teachers' Perception of the Quality of Life at Work.

ERIC Educational Resources Information Center

Divins, Barbara; And Others

This project identified work environment factors in eight schools where a teacher preparation program placed early field experience students and where the university students reported experiencing positive field placements. The purpose was to determine the impact of certain variables on teachers' perception of the quality of their own professional…
Sources of Stress among College Students--The Case of a Credit Transfer Program

ERIC Educational Resources Information Center

Ong, Bessie; Cheong, K. C.

2009-01-01

This exploratory study intends to identify the types and nature of stressor experienced by students in an American Degree Transfer Program at a private university college in Malaysia. Data collection was done by an open-ended questionnaire. The findings showed that the top five most frequently reported stressors were academic workload, too many…
Moving beyond Homophobia, Harassment and Intolerance: Gay Male University Students' Alternative Narratives

ERIC Educational Resources Information Center

Taulke-Johnson, Richard

2008-01-01

This paper draws on a small-scale qualitative study of the lived experiences of gay male students in their final year of undergraduate study at a UK university. In contrast to the narratives almost universally reported in academic literature, anti-gay victimisation and harassment were not experienced or framed as dominant discourses in the stories…
Do You Hear What I Hear? The Impact of a Hearing Voices Simulation on Affective Domain Attributes in Nursing Students.

PubMed

Ward, Terry D

2015-01-01

Affective domain teaching and learning can facilitate the reduction of stigmatization of clients with mental illness in nursing students. Experiential learning activities such as simulation are regarded as an effective method for facilitating student learning in the affective domain. The project reported here measured the impact of a simulation experience, "Hearing Voices Which Are Distressing," on attitudes, values, and beliefs of accelerated baccalaureate students caring for clients with mental illness who experienced hearing voices.
Sexual and Reproductive Behaviors among Undergraduate University Students in Mashhad, a City in Northeast of Iran

PubMed Central

Hedayati-Moghaddam, Mohammad Reza; Eftekharzadeh-Mashhadi, Iman; Fathimoghadam, Farhad; Pourafzali, Seyed Javad

2015-01-01

Background The incidence of sexual transmitted infections (STIs) and HIV/AIDS is globally higher in young people. This study evaluated the prevalence of sexual reproductive behaviors among undergraduate students of Mashhad, Iran. Methods The study was conducted on 605 students in twelve non-medical faculties of a great university of Mashhad. A self-administered questionnaire was completed on demographic information, sexual contact in the lifetime and during the last three months, and age of first sex. Kaplan-Meier statistic was used to calculate the mean age of initiation of sex. A p < 0.05 was considered statistically significant. Results After exclusion of individuals over 25 years of age, among 590 students with a mean age of 20.8±1.5 years included in the analysis, 71.4% were female and 85.3% were single. Prevalence of at least one sexual contact in life was 15.1% and 35.3% of single sexually experienced students reported to have sex in the last three months. The lifetime prevalence of sexual relationship in males was significantly higher than females (32.9% vs. 7.6%, p < 0.001). The mean age of first sexual experience was 23.7 years with a significant difference between both sexes (p < 0.001). In single sexually experienced students, the mean age at first sex was 17.6±3.3 years, 24% started sexual activity at <15 years, 34.3% had at least 3 partners and only 40.6% stated using condom in their last sex. Conclusion Although very small proportion of females reported premarital sex, a significant minority of male students experienced sexual and risky behaviors. Therefore, the use of educational programs on related issues to reduce the risk of STIs/HIV among youth including university students seems to be a necessity. PMID:25717435
Sexual activity and adolescent health risk behaviours amongst high school students in three ethnic Chinese urban populations.

PubMed

Ong, Jason; Wong, William; Lee, Albert; Holroyd, Eleanor; Huang, Song Yuen

2013-12-01

To compare sexually active Chinese high school students in three major Asian cities with their non-sexually active counterparts in order to determine prevalence and associations with selected health outcomes. There have been limited studies to date on the association between sexual activity and substance use in Chinese high schools. While the role of the school nurse in the development of sexual health and harm reduction education in secondary schools has been well documented in international studies, this has received little attention in Asia. Cross-sectional survey. This study was administered in 2003/2004 to 13,895 Grades 6 to 12 high school students in Hong Kong (3498), Macau (6286) and Taipei (4111). Descriptive analysis was conducted followed by univariate analysis comparing sexual behaviour with (1) substance use including alcohol, smoking, illicit drugs; (2) feeling depressed for greater than or equal to two weeks in last 12 months; contemplating suicide during the last 12 months; and (3) perception of poor health/academic performance. The students (8%) reported being sexually active had marked differences in selected health outcomes when compared with the nonsexually experienced students. More than 90% of the sexually active students had tried alcohol, with more than 50% being regular drinkers, more than 30% testifying to binge drinking and nearly 50% reported depression in the past 12 months. Substance use, poorer perception of health and academic performance were also significantly higher in the sexually experienced students relative to their nonexperienced counterparts. Sexually experienced Chinese high school students surveyed were at higher risk of substance abuse, poorer psychological health and academic performance. Community and public health nursing needs to address Asian adolescent sexual health education needs, in particular provide culturally targeted interventions for associated substance abuse and psychological health within the context of high school sex education. © 2013 John Wiley & Sons Ltd.
Social support and loneliness in college students: effects on pulse pressure reactivity to acute stress.

PubMed

O'Donovan, Aoife; Hughes, Brian

2007-01-01

Socially supportive relationships at university may buffer against psychological stress in students, particularly in those experiencing loneliness. To examine the relation of social support at university and loneliness with pulse pressure (PP) reactivity to acute psychological stress in a sample of first-year undergraduate students. Sixty-five female, adolescent, first-year university students. Pulse pressure (PP) was calculated as the arithmetic difference between systolic blood pressure and diastolic blood pressure, which were measured during a resting baseline and during a stressful reading task. The difference between baseline and reading task PP represents PP reactivity. The Social Support at University Scale (SSUS) was used to assess social support availability in university, and the Revised UCLA Loneliness Scale was used to assess loneliness. Hierarchical linear regression was used to examine main and interactive effects of SSUS and loneliness on PP change scores, and simple slopes were computed to assist in the interpretation of interaction effects. Social support at university was associated with lower PP reactivity in students reporting medium (t = -2.03, p = .04) or high levels of loneliness (t = -2.93, p = .004), but not in those reporting low levels of loneliness (t = -0.20, p = .83). Psychosocial interventions designed to increase social support available at university, and targeted at students experiencing loneliness may buffer against the harmful effects of acute stressors in lonely first-year students.

Chinese college freshmen's mental health problems and their subsequent help-seeking behaviors: A cohort design (2005-2011).

PubMed

Liu, Fenge; Zhou, Nan; Cao, Hongjian; Fang, Xiaoyi; Deng, Linyuan; Chen, Wenrui; Lin, Xiuyun; Liu, Lu; Zhao, Huichun

2017-01-01

Based on cohort data obtained from 13,085 college freshmen's (2005 to 2011) SCL-90 (the Symptom Check-List-90) reports and their subsequent 4-year psychological counseling help-seeking records, this study examined the association between college students' mental health problems and help-seeking behaviors across four college years. Female students' mental health problems and help-seeking behaviors increased from the 2005 to the 2011 cohorts and no changes emerged for male students across cohorts. Overall, male students reported higher levels of mental health problems than did female students in the first college year, whereas female students reported more help-seeking behaviors than did male students in the following four college years. College students' mental health problems was associated positively with help-seeking behaviors. College students were more likely to seek help from the college psychological counselling center when they experienced relatively few or quite a lot of mental health issues (i.e., an inversed U shape). Implications for future studies and practices are discussed.
Civil Rights Commission Reports on Discrimination

ERIC Educational Resources Information Center

Linguistic Reporter, 1974

1974-01-01

The U.S. Commission on Civil Rights maintained in a report that Mexican American students are experiencing widespread discrimination in public schools in the Southwest and made 51 recommendations to help promote equal education for Mexican Americans. It is claimed that language and cultural bias has created discriminatory practices. (SW)
Eradicating Medical Student Mistreatment: A Longitudinal Study of One Institution’s Efforts

PubMed Central

Fried, Joyce M.; Vermillion, Michelle; Parker, Neil H.; Uijtdehaage, Sebastian

2015-01-01

Purpose Since 1995, the David Geffen School of Medicine at UCLA (DGSOM) has created policies to prevent medical student mistreatment, instituted safe mechanisms for reporting mistreatment, provided resources for discussion and resolution, and educated faculty and residents. In this study, the authors examined the incidence, severity, and sources of perceived mistreatment over the 13-year period during which these measures were implemented. Method From 1996 to 2008, medical students at DGSOM completed an anonymous survey after their third-year clerkships and reported how often they experienced physical, verbal, sexual harassment, ethnic, and power mistreatment, and who committed it. The authors analyzed these data using descriptive statistics and the students’ descriptions of these incidents qualitatively, categorizing them as “mild,” “moderate,” or “severe.” They compared the data across four periods, delineated by milestone institutional measures to eradicate mistreatment. Results Of 2,151 eligible students, 1,946 (90%) completed the survey. More than half (1,166/1,946) experienced some form of mistreatment. Verbal and power mistreatment were most common, but 5% of students (104/1,930) reported physical mistreatment. The pattern of incidents categorized as “mild,” “moderate,” or “severe” remained across the four study periods. Students most frequently identified residents and clinical faculty as the sources of mistreatment. Conclusions Despite a multipronged approach at DGSOM across a 13-year period to eradicate medical student mistreatment, it persists. Aspects of the hidden curriculum may be undermining these efforts. Thus, eliminating mistreatment requires an aggressive approach both locally at the institution level and nationally across institutions. PMID:22836847
A health promotion practicum targeting the college-age population.

PubMed

Diebold, C M; Chappell, H W; Robinson, M K

2000-01-01

Senior and sophomore baccalaureate nursing students at the University of Kentucky developed a health promotion exposition that targeted college students. This experience gave senior students the opportunity to practice leadership and management skills, such as planning, organizing, collaborating, delegating, evaluating, and time management and conflict resolution. Sophomore students developed teaching abilities, practiced assessment and communication techniques, and increased their knowledge of health-promoting behaviors. Both groups experienced team building and demonstrated accountability. Students reported a positive learning experience that met various course objectives in an innovative way.
What Works Clearinghouse Quick Review: "Meeting the Challenge of Combating Chronic Absenteeism: Impact of the NYC Mayor's Interagency Task Force on Chronic Absenteeism and School Attendance and Its Implications for Other Cities"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

This study examined the effectiveness of an intervention designed to reduce rates of chronic student absenteeism in New York City public schools. The study authors reported that schools participating in the intervention experienced greater reductions in rates of student chronic absenteeism than the comparison schools. Students who attended the…
Meeting the Needs of Students with Disabilities Experiencing Homelessness: Federal, Community, and Educator Roles

ERIC Educational Resources Information Center

Sullivan-Walker, Melissa E.; Rock, Marcia L.; Popp, Patricia A.

2017-01-01

Homelessness is a complex and multifaceted condition that affects 2.5 million, or one in every 30, children annually. Based on these numbers, it is likely that at least one student has experienced or is experiencing homelessness in most public school classrooms. Sixteen percent of students experiencing homelessness also received services under…
Bullying of medical students.

PubMed

Mukhtar, Fatima; Daud, Seema; Manzoor, Iram; Amjad, Ibtesaam; Saeed, Kamran; Naeem, Mehvish; Javed, Mehwish

2010-12-01

To assess the frequency and forms of bullying experienced by medical students, and the associated factors. Cross-sectional questionnaire-based survey. The study was conducted at a private Medical College of Lahore, from January to February 2010. All the students of first and fourth year classes were included in the study with voluntary and anonymous participation. Self administered-questionnaires were given to the students which were completed by them in the presence of the surveyor. A modified version of the British Medical Associations (BMA) medical student's welfare and education survey form was used for data collection. The data was recorded and analyzed using the statistical package for social sciences version 16.0. Data was described in the form of frequencies and percentages. Chi-square test and Fisher exact test were used to test statistical significance between categorical variables at p < 0.05. More than half the students 70 (66%) had experienced some form of bullying in the past 6 months at the Medical College. It was found that 70% (49) of the students who were bullied were females. Sixty-seven percent of students reported experiencing a bullying episode at least once in a month, 26% less than once in a month and 7% at least once in a week. The most common forms were verbal abuse (n=44, 63%) and behavioural gestures i.e. making faces (n=36, 51%), followed by having been ignored or excluded (n=20, 29%). The common perpetrators of all types of bullying were fellow students followed by Professors. Feeling lonely or sad (p=0.024), not having a close friend (p=0.049) and knowledge amongst respondents regarding the availability of support services in their college (p=0.019) were significantly associated with being bullied. Most medical students reported of having been bullied in the last 6 months at the College, with verbal abuse being the commonest form of maltreatment and fellow students followed by Professors being the frequent perpetrators. A history of feeling lonely or sad, not having a close friend and knowledge amongst respondents regarding the availability of support services in their college were significantly associated with these experiences.
Associations of adverse childhood experiences with depression and alcohol abuse among Korean college students.

PubMed

Kim, Yeon Ha

2017-05-01

This study investigated adverse childhood experiences of Korean college students and the impact such experiences have on students' depression and alcohol abuse. Using an online questionnaire, 939 college students were surveyed regarding their adverse childhood experiences, depressive symptoms and alcohol use habits. About half of the participants claimed to have experienced at least one adversity in their childhood. Eight percent of participants reported experiencing four or more categories of adversity. The correlations between adverse childhood experiences and depressive symptoms, alcohol abusive behaviors, and the comorbid condition of the two outcomes were significant when students' gender, geographical regions, maternal and paternal education, and family incomes were adjusted. Graded associations of cumulated adverse childhood experiences with the outcome variables were evident. These findings strengthen the link between child maltreatment and adult public health issues carrying socioeconomic burdens, two matters that have not been extensively studied in Korean contexts. Copyright © 2017 Elsevier Ltd. All rights reserved.
Effect of rider experience and evaluator expertise on subjective grading of lameness in sound and unsound sports horses under saddle.

PubMed

Marqués, Fernando J; Waldner, Cheryl; Reed, Stephen; Autet, Fernando; Corbeil, Louise; Campbell, John

2014-04-01

The primary objective of this study was to investigate whether rider experience influences the assessment and grading of lameness in horses based on under-saddle gait analysis. Thirteen adult sports horses in active training were included in the study. After a baseline lameness and neurologic examination by the principal investigators, horses were videotaped while being ridden by an experienced and a less experienced rider. A 3-minute video was made for each horse and rider and 26 videos were randomly ordered and compiled on a DVD. Veterinarians with different levels of experience in evaluating lameness and veterinary students viewed the DVD and assigned a lameness score to each horse/rider combination. In a model accounting for the expertise of the evaluator, there was no difference in overall lameness scores between experienced and less experienced riders. This result was consistent for both sound and unsound horses. The overall lameness scores reported by specialists and students, however, differed significantly. The lameness score reported by the study participants while the horse was ridden was significantly associated with the subjective baseline lameness assessment reported by the principal investigators for the same limb when the horse was not under saddle. Additional work is necessary to determine whether riders with even lower skill levels would further alter the balance and motion pattern of the horse and have more influence on subjective grading of lameness.
Effect of rider experience and evaluator expertise on subjective grading of lameness in sound and unsound sports horses under saddle

PubMed Central

Marqués, Fernando J.; Waldner, Cheryl; Reed, Stephen; Autet, Fernando; Corbeil, Louise; Campbell, John

2014-01-01

The primary objective of this study was to investigate whether rider experience influences the assessment and grading of lameness in horses based on under-saddle gait analysis. Thirteen adult sports horses in active training were included in the study. After a baseline lameness and neurologic examination by the principal investigators, horses were videotaped while being ridden by an experienced and a less experienced rider. A 3-minute video was made for each horse and rider and 26 videos were randomly ordered and compiled on a DVD. Veterinarians with different levels of experience in evaluating lameness and veterinary students viewed the DVD and assigned a lameness score to each horse/rider combination. In a model accounting for the expertise of the evaluator, there was no difference in overall lameness scores between experienced and less experienced riders. This result was consistent for both sound and unsound horses. The overall lameness scores reported by specialists and students, however, differed significantly. The lameness score reported by the study participants while the horse was ridden was significantly associated with the subjective baseline lameness assessment reported by the principal investigators for the same limb when the horse was not under saddle. Additional work is necessary to determine whether riders with even lower skill levels would further alter the balance and motion pattern of the horse and have more influence on subjective grading of lameness. PMID:24688169
The context of learning anatomy: does it make a difference?

PubMed Central

Smith, Claire F; Martinez-Álvarez, Concepción; McHanwell, Stephen

2014-01-01

This study set out to ascertain whether the context in which anatomy is learnt made a difference to students' perceptions of learning. An Approach to Learning Inventory (ASSIST) and a 31-item Anatomy Learning Experience Questionnaire (ALE) were administered to 224 students (77 dental, 132 medical and 19 speech and language) as a multi-site study. Results revealed that 45% adopted a strategic, 39% a deep and 14% a surface approach. Trends between professions are similar for a deep or strategic approach (both ∼ 40%). However, a surface approach differed between professions (7% dentistry, 16% medicine, 26% speech and language science). Dental students responded more to being able to use their knowledge than did other groups (P = 0.0001). Medical students found the dissecting environment an intimidating one and subsequently reported finding online resources helpful (P = 0.015 and P = 0.003, respectively). Speech and language science students reported that they experienced greater difficulties with learning anatomy; they reported finding the amount to learn daunting (P = 0.007), struggled to remember what they did last semester (P = 0.032) and were not confident in their knowledge base (P = 0.0001). All students responded strongly to the statement ‘I feel that working with cadaveric material is an important part of becoming a doctor/dentist/health care professional’. A strong response to this statement was associated with students adopting a deep approach (P = 0.0001). This study has elucidated that local curriculum factors are important in creating an enabling learning environment. There are also a number of generic issues that can be identified as being inherent in the learning of anatomy as a discipline and are experienced across courses, different student groups and institutions. PMID:23930933
The context of learning anatomy: does it make a difference?

PubMed

Smith, Claire F; Martinez-Álvarez, Concepción; McHanwell, Stephen

2014-03-01

This study set out to ascertain whether the context in which anatomy is learnt made a difference to students' perceptions of learning. An Approach to Learning Inventory (ASSIST) and a 31-item Anatomy Learning Experience Questionnaire (ALE) were administered to 224 students (77 dental, 132 medical and 19 speech and language) as a multi-site study. Results revealed that 45% adopted a strategic, 39% a deep and 14% a surface approach. Trends between professions are similar for a deep or strategic approach (both ~ 40%). However, a surface approach differed between professions (7% dentistry, 16% medicine, 26% speech and language science). Dental students responded more to being able to use their knowledge than did other groups (P = 0.0001). Medical students found the dissecting environment an intimidating one and subsequently reported finding online resources helpful (P = 0.015 and P = 0.003, respectively). Speech and language science students reported that they experienced greater difficulties with learning anatomy; they reported finding the amount to learn daunting (P = 0.007), struggled to remember what they did last semester (P = 0.032) and were not confident in their knowledge base (P = 0.0001). All students responded strongly to the statement 'I feel that working with cadaveric material is an important part of becoming a doctor/dentist/health care professional'. A strong response to this statement was associated with students adopting a deep approach (P = 0.0001). This study has elucidated that local curriculum factors are important in creating an enabling learning environment. There are also a number of generic issues that can be identified as being inherent in the learning of anatomy as a discipline and are experienced across courses, different student groups and institutions. © 2013 Anatomical Society.
Adolescents Transitioning to High School: Sex Differences in Bullying Victimization Associated With Depressive Symptoms, Suicide Ideation, and Suicide Attempts.

PubMed

Williams, Susan G; Langhinrichsen-Rohling, Jennifer; Wornell, Cory; Finnegan, Heather

2017-12-01

Adolescents transitioning to high school may be at greater risk of depression and suicide if they are victims of bullying behavior. This study explored sex differences in bullying victimization (physical, verbal/social, and cyberbullying) and the impact on depressive symptoms and suicidal behaviors in ninth-grade students ( N = 233). Females reported significantly more verbal/social and cyberbullying than male students. There were no significant sex differences in physical bullying; male students who reported physical bullying victimization were more likely to experience depressive symptoms. Verbal/social bullying predicted depressive symptoms in males and females. Females who reported being victims of cyberbullying were more likely to report depressive symptoms, suicide ideation, and suicide attempts. Eighteen students reported suicide attempts, and each also experienced verbal/social bullying. School nurses are positioned to reach out to transitioning students, screen for mental health issues, provide a safe place to talk about bullying experiences, and promote positive mental health.
Ways of Experiencing the Act of Learning to Program: A Phenomenographic Study of Introductory Programming Students at University

ERIC Educational Resources Information Center

Bruce, Christine; Buckingham, Lawrence; Hynd, John; McMahon, Camille; Roggenkamp, Mike; Stoodley, Ian

2004-01-01

The research reported here investigates variation in first year university students' early experiences of learning to program, with a particular focus on revealing differences in how they go about learning to program. A phenomenographic research approach was used to reveal variation in how the act of learning to program may be constituted amongst…
Experienced Based Career Education. Hamilton High School, Memphis, Tennessee. Final Evaluation Report, September 1976, to September 12, 1979.

ERIC Educational Resources Information Center

Miller, Melvin D.; Wilkins, Sandra

A third-party evaluation was designed to document the processes undertaken to implement a Memphis, Tennessee, experience-based career education (EBCE) program. It also intended to assess project effects on student outcomes. Evaluation included pre- and post-testing of a control group and experimental group of tenth grade students enrolled in the…
JPRS Report, China.

DTIC Science & Technology

1992-03-18

and high school stu- dents. A female high school student worried about her single-edged eyelids. On learning that a plastic surgeon in town had...8217 47 Business Craze of Elementary, High School Students [ZHONGGUO SHEHUI BAO Ulan] 49 Difficulties in Effectively Managing Public Order...experienced in and has learned from its antipeaceful evolution struggles ever since the nation was liberated. In the first 30 years, the imperialist
Schooling, Multiculturalism and Cultural Identity: Case Study of Japanese Senior School Students in a Secondary School in South Australia

ERIC Educational Resources Information Center

Kijima, Miyoko

2005-01-01

This article reports a case study about the process experienced by Japanese International students (JIs) in a suburban high school. The study examined the relation between schooling, multiculturalism and cultural identity. The research explored cultural identity as the outcome of contest: an ideological struggle over values, practices and cultural…
Inclusive Education and Training in South African Higher Education: Mapping the Experiences of a Student with Physical Disability at University

ERIC Educational Resources Information Center

Ntombela, Sithabile

2013-01-01

The South African Constitution upholds and entrenches the human right of all citizens. Similarly, the Higher Education Act of 1997 promotes equality of access for all, especially for those previously marginalised or excluded. The study reported in this article explored challenges experienced by students with disabilities at his university. Using…
Talking about Death: Implementing Peer Discussion as a Coping Mechanism to Overcome Fears about Dissection, Death, and Dying

ERIC Educational Resources Information Center

Kotze, Sanet Henriet; Mole, Calvin Gerald

2013-01-01

Many studies have reported on the perceptions of medical students toward dissection. It is important to understand the feelings and symptoms experienced during dissection so that they can be adequately handled. Prior to dissection, first year students are given lectures on aspects of dissection, death and dying, and death rituals in various…
Does students' exposure to gender discrimination and sexual harassment in medical school affect specialty choice and residency program selection?

PubMed

Stratton, Terry D; McLaughlin, Margaret A; Witte, Florence M; Fosson, Sue E; Nora, Lois Margaret

2005-04-01

To examine the role of gender discrimination and sexual harassment in medical students' choice of specialty and residency program. Anonymous, self-administered questionnaires were distributed in 1997 to fourth-year students enrolled in 14 public and private U.S. medical schools. In addition to reporting the frequency of gender discrimination and sexual harassment encountered during preclinical coursework, core clerkships, elective clerkships, and residency selection, students assessed the impact of these exposures (none, a little, some, quite a bit, the deciding factor) on their specialty choices and rankings of residency programs. A total of 1,314 (69%) useable questionnaires were returned. Large percentages of men (83.2%) and women (92.8%) experienced, observed, or heard about at least one incident of gender discrimination and sexual harassment during medical school, although more women reported such behavior across all training contexts. Compared with men, significantly (p

To know that we know what we know: perceived knowledge and adolescent sexual risk behavior.

PubMed

Rock, E M; Ireland, M; Resnick, M D

2003-12-01

To examine the relationship between perceived knowledge about sex and adolescent sexual behaviors. Secondary analysis of the 2001 Minnesota Student Survey. Bivariate and multivariate relationships between perceived knowledge about sex and sexual behaviors were examined. Minnesota. 83,481 9(th) and 12(th) grade public school students. Students' report of sexual experience and sexual behaviors. Students with low perceived knowledge were less likely to be sexually experienced (OR=0.22, CI=0.17-0.29, females, OR=0.70, CI=0.59-0.82, males, P=0.00). Among sexually active students, those with low perceived knowledge also had significantly higher odds of engaging in risky sexual behaviors. Sexually experienced females with low perceived knowledge were more likely to report not talking with their partners about STIs (OR=1.83, CI=1.1-3.16, P=0.02), a history of pregnancy (OR=2.87, CI=1.59-5.18, P=0.00), and had higher numbers of male (P=0.03) and female (P=0.00) sexual partners. Sexually experienced males with low perceived knowledge were more likely to report not talking with their partners about pregnancy (OR=1.43, CI=1.11-1.84, P=0.01), pregnancy involvement (OR=2.22, CI=1.65-2.95, P=0.00), inconsistent use of birth control (OR=1.30, CI= 1.01-1.68, P=0.04), inconsistent use of condoms (OR=1.79, CI=1.38-2.32, P=0.00), not using a condom at last intercourse (OR=1.58, CI=1.22-2.04, P=0.00), and had a higher numbers of male (P=0.00) and female (P=0.00) sexual partners. Perceived knowledge may be a salient antecedent of adolescent sexual risk behavior. Health care providers and programs should incorporate the construct of perceived knowledge into their assessments of and interventions targeted at adolescents.
Variations in students' perceived reasons for, sources of, and forms of in-school discrimination: A latent class analysis.

PubMed

Byrd, Christy M; Carter Andrews, Dorinda J

2016-08-01

Although there exists a healthy body of literature related to discrimination in schools, this research has primarily focused on racial or ethnic discrimination as perceived and experienced by students of color. Few studies examine students' perceptions of discrimination from a variety of sources, such as adults and peers, their descriptions of the discrimination, or the frequency of discrimination in the learning environment. Middle and high school students in a Midwestern school district (N=1468) completed surveys identifying whether they experienced discrimination from seven sources (e.g., peers, teachers, administrators), for seven reasons (e.g., gender, race/ethnicity, religion), and in eight forms (e.g., punished more frequently, called names, excluded from social groups). The sample was 52% White, 15% Black/African American, 14% Multiracial, and 17% Other. Latent class analysis was used to cluster individuals based on reported sources of, reasons for, and forms of discrimination. Four clusters were found, and ANOVAs were used to test for differences between clusters on perceptions of school climate, relationships with teachers, perceptions that the school was a "good school," and engagement. The Low Discrimination cluster experienced the best outcomes, whereas an intersectional cluster experienced the most discrimination and the worst outcomes. The results confirm existing research on the negative effects of discrimination. Additionally, the paper adds to the literature by highlighting the importance of an intersectional approach to examining students' perceptions of in-school discrimination. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Young people's experiences of managing Type 1 diabetes at university: a national study of UK university students.

PubMed

Kellett, J; Sampson, M; Swords, F; Murphy, H R; Clark, A; Howe, A; Price, C; Datta, V; Myint, K S

2018-04-23

Little is known about the challenges of transitioning from school to university for young people with Type 1 diabetes. In a national survey, we investigated the impact of entering and attending university on diabetes self-care in students with Type 1 diabetes in all UK universities. Some 1865 current UK university students aged 18-24 years with Type 1 diabetes, were invited to complete a structured questionnaire. The association between demographic variables and diabetes variables was assessed using logistic regression models. In total, 584 (31%) students from 64 hospitals and 37 university medical practices completed the questionnaire. Some 62% had maintained routine diabetes care with their home team, whereas 32% moved to the university provider. Since starting university, 63% reported harder diabetes management and 44% reported higher HbA 1c levels than before university. At university, 52% had frequent hypoglycaemia, 9.6% reported one or more episodes of severe hypoglycaemia and 26% experienced diabetes-related hospital admissions. Female students and those who changed healthcare provider were approximately twice as likely to report poor glycaemic control, emergency hospital admissions and frequent hypoglycaemia. Females were more likely than males to report stress [odds ratio (OR) 4.78, 95% confidence interval (CI) 3.19-7.16], illness (OR 3.48, 95% CI 2.06-5.87) and weight management issues (OR 3.19, 95% CI 1.99-5.11) as barriers to self-care. Despite these difficulties, 91% of respondents never or rarely contacted university support services about their diabetes. The study quantifies the high level of risk experienced by students with Type 1 diabetes during the transition to university, in particular, female students and those moving to a new university healthcare provider. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.
Loneliness and Media Gratifications.

ERIC Educational Resources Information Center

Canary, Daniel J.; Spitzberg, Brian H.

1993-01-01

Assesses the nature of the relationship between experienced loneliness and media gratifications. Finds that chronically lonely college students rely less on media for escape than do others and that they reported the least motivation for watching their favorite soap opera. (SR)
Research Reports.

ERIC Educational Resources Information Center

Shore, Sue; And Others

1993-01-01

Includes "Positively Different: Guidance for Developing Inclusive Adult Literacy, Language and Numeracy Curricula" (Shore et al.); "Difficulties of Applied Practice Experienced by Recently Graduated Tertiary Nursing Students in Their First Six Months of Employment in a Major Public Hospital" (Bates); and "Development of…
Summer Student Research Presentations

NASA Technical Reports Server (NTRS)

Casey, Carol (Editor)

2005-01-01

In 2005, over 150 undergraduate students and first-year graduate students participated in a variety of research programs coordinated by the Jet Propulsion Laboratory Education Office in conjunction with the Caltech Student- Faculty Programs Office. The programs give students the opportunity to conduct research under the guidance of an experienced mentor for a 10-week period. Students gain valuable experience while contributing to the ongoing goals of JPL. Students are required to submit progress reports and an abstract, and to give an oral presentation of their projects to an audience of JPL staff and other students. This set of abstracts provides brief descriptions of the projects that were conducted by these students and their mentors. A schedule of student talks is also included.
An Examination of Black Male First-Generation College Students' Reports of the Social Supports that Have Buffering Effects on Their School-Related Stress and Help Them Achieve Academic Success in College

ERIC Educational Resources Information Center

Harrington, Anthony C.

2011-01-01

The purpose of this exploratory, case study of Black male first-generation college students at Carthen College was three-fold. First, it was designed to elicit participants' descriptions of the stress they experienced related to school and being a student. Second, the study aimed to describe and then rate how important that source of support was…
Noise levels, noise annoyance, and hearing-related problems in a dental college.

PubMed

Ahmed, Hafiz Omer; Ali, Wesal Jasim

2017-05-04

Through a cross-sectional survey and integrated sound level meter, this research examined noise exposure and auditory- and nonauditory-related problems experienced by students of a dentistry college located in the United Arab Emirates (UAE). A structured interview questionnaire was used to examine hearing-related problems, noise annoyance, and awareness of 114 students toward noise. The results showed that maximum noise levels were between 65 and 79 dB(A) with peak levels (high and low frequencies) ranging between 89 and 93 dB(A). Around 80% of the students experienced a certain degree of noise annoyance; 54% reported one of the hearing-related problems; and about 10% claimed to have hearing loss to a certain extent. It is recommended that sound-absorbent materials be used during the construction of dental clinics and laboratories to reduce the noise levels.
British university students' attitudes towards noise-induced hearing loss caused by nightclub attendance.

PubMed

Johnson, O; Andrew, B; Walker, D; Morgan, S; Aldren, A

2014-01-01

Over the past 30 years, the prevalence of noise-induced hearing loss among adolescents and young adults has increased. This study aimed to address the current dearth of literature implicating excessive nightclub sound levels (more than 85 dB) as a direct cause of auditory symptoms related to noise-induced hearing loss. A questionnaire was completed by 325 students to gauge the frequency of auditory symptoms after nightclub attendance, and to explore knowledge and opinions about noise levels in nightclubs. The findings showed that 88.3 per cent of students experienced tinnitus after leaving a nightclub and 66.2 per cent suffered impaired hearing the following morning. In terms of behaviour, 73.2 per cent of students said that the risk of hearing damage would not affect their nightclub attendance, but most students (70.2 per cent) felt that noise levels in nightclubs should be limited to safe volumes. A high proportion of students reported experiencing symptoms related to noise-induced hearing loss after attending a nightclub. These findings are relevant to policy makers.
Assessment Portfolios as Opportunities for Teacher Learning. CRESST Report 736

ERIC Educational Resources Information Center

Gearhart, Maryl; Osmundson, Ellen

2008-01-01

This report is an analysis of the role of assessment portfolios in teacher learning. Over 18 months, 19 experienced science teachers worked in grade-level teams to design, implement, and evaluate assessments to track student learning throughout a curriculum unit, supported by semi-structured tasks and resources in assessment portfolios.…
Multiple Peer Victimization among Elementary School Students: Relations with Social-Emotional Problems

ERIC Educational Resources Information Center

Raskauskas, Juliana

2010-01-01

Research has indicated that children exposed to multiple risks often report worse mental health and academic performance than those experiencing only one risk. The present research examines whether exposure to more than one form of peer victimization (multiple peer victimization) at school is related to reports of negative outcomes. Eighty-six…
Experiencing the Progress Report: An Analysis of Gender and Administration in Doctoral Candidature

ERIC Educational Resources Information Center

Mewburn, Inger; Cuthbert, Denise; Tokareva, Ekaterina

2014-01-01

Most universities around the world put in place administrative processes and systems to manage student progress. These processes usually involve filling out standardised forms and instruments: managerial tools intended to increase transparency, promote efficiency and ensure fairness by applying the same standards to all. The progress report is a…
Relationship between Sleep Quality and Health Risk Behaviors in Undergraduate College Students

ERIC Educational Resources Information Center

Vail-Smith, Karen; Felts, W. Michael; Becker, Craig

2009-01-01

The Sleep Quality Index (SQI) and the Centers for Disease Control's National College Health Risk Survey (NCHRS) were administered to 859 undergraduates at a large southeastern university. Results indicated that 76.6% reported occasional sleep problems and 11.8 % experienced poor sleep quality. Among the problems reported, "general morning…
Qualitative analysis of bibliotherapy as a tool for adults who stutter and graduate students.

PubMed

Gerlach, Hope; Subramanian, Anu

2016-03-01

The purpose of this study was to investigate the use of bibliotherapy as a therapeutic tool for adults who stutter (AWS) and as an educational tool for graduate students in speech-language pathology. Bibliotherapy refers to the process of reading, reflecting upon, and discussing literature, often first person illness or disability narratives, to promote cognitive shifts in the way clients and clinicians conceptualize the experience of disability. Five AWS and six graduate students participated in supervised bibliotherapy using a stuttering memoir during therapy sessions. An inductive, qualitative analysis was utilized to analyze data collected from questionnaires and interviews. An additional deductive qualitative approach was utilized to explore how client data fit into an existing five-outcome model of bibliotherapy from the psychology literature. Graduate students reported developing essential clinical skills for working with clients who stutter, including an improved understanding of the experience of people who stutter and an increased ability to form and strengthen the therapeutic alliance. Clients reported experiencing shifts in the cognitive and affective components of the disorder. Imposing the five-outcome model on client data indicates that at least two clients in the current study experienced all five outcomes of bibliotherapy. These include client experiences of involvement, identification, catharsis, insight and universalism. Both graduate students and clients reported benefits from reading and discussing a memoir about stuttering. Bibliotherapy can be an effective tool in therapy and clinical education when used appropriately. Copyright © 2015 Elsevier Inc. All rights reserved.
Characterizing High School Students Who Play Drinking Games Using Latent Class Analysis

PubMed Central

Borsari, Brian; Zamboanga, Byron L.; Correia, Christopher; Olthuis, Janine V.; Van Tyne, Kathryne; Zadworny, Zoe; Grossbard, Joel R.; Horton, Nicholas J.

2013-01-01

Heavy alcohol use and its associated negative consequences continue to be an important health issue among adolescents. Of particular concern are risky drinking practices such as playing drinking games. Although retrospective accounts indicate that drinking game participation is common among high school students, it has yet to be assessed in current high school students. Utilizing data from high school students who reported current drinking game participation (n = 178), we used latent class analysis to investigate the negative consequences resulting from gaming and examined underlying demographic and alcohol-related behavioral characteristics of students as a function of the resultant classes. Three classes of “gamers” emerged: (1) a “lower-risk” group who had a lower probability of endorsing negative consequences compared to the other groups, (2) a “higher-risk” group who reported that they experienced hangovers and difficulties limiting their drinking, got physically sick, and became rude, obnoxious, or insulting, and (3) a “sexual regret” group who reported that they experienced poor recall and unplanned sexual activity that they later regretted. Although the frequency of participating in drinking games did not differ between these three groups, results indicated that the “lower-risk” group consumed fewer drinks in a typical gaming session compared to the other two groups. The present findings suggest that drinking games are common among high school students, but that mere participation and frequency of play is not necessarily the best indicator of risk. Instead, examination of other constructs such as game-related alcohol consumption, consequences, or psychosocial variables such as impulsivity may be more useful. PMID:23778317
Characterizing high school students who play drinking games using latent class analysis.

PubMed

Borsari, Brian; Zamboanga, Byron L; Correia, Christopher; Olthuis, Janine V; Van Tyne, Kathryne; Zadworny, Zoe; Grossbard, Joel R; Horton, Nicholas J

2013-10-01

Heavy alcohol use and its associated negative consequences continue to be an important health issue among adolescents. Of particular concern are risky drinking practices such as playing drinking games. Although retrospective accounts indicate that drinking game participation is common among high school students, it has yet to be assessed in current high school students. Utilizing data from high school students who reported current drinking game participation (n=178), we used latent class analysis to investigate the negative consequences resulting from gaming and examined underlying demographic and alcohol-related behavioral characteristics of students as a function of the resultant classes. Three classes of "gamers" emerged: (1) a "lower-risk" group who had a lower probability of endorsing negative consequences compared to the other groups, (2) a "higher-risk" group who reported that they experienced hangovers and difficulties limiting their drinking, got physically sick, and became rude, obnoxious, or insulting, and (3) a "sexual regret" group who reported that they experienced poor recall and unplanned sexual activity that they later regretted. Although the frequency of participating in drinking games did not differ between these three groups, results indicated that the "lower-risk" group consumed fewer drinks in a typical gaming session compared to the other two groups. The present findings suggest that drinking games are common among high school students, but that mere participation and frequency of play are not necessarily the best indicators of risk. Instead, examination of other constructs such as game-related alcohol consumption, consequences, or psychosocial variables such as impulsivity may be more useful. Copyright © 2013 Elsevier Ltd. All rights reserved.
Pressures and interventions imposed on medical school teachers regarding students' examination grades.

PubMed

Babic, Andrija; Brekalo, Marko; Juric, Slavica; Puljak, Livia

2013-08-01

This study was designed to investigate the pressures and interventions experienced by medical school teachers in relation to grades awarded in assessments of students' knowledge. Of 124 tenured teachers at the University of Split School of Medicine, 91 (73%) participated in the study through the anonymous completion of a questionnaire administered during the 2011-2012 academic year. A total of 42 (46%) teachers reported having experienced some kind of pressure or intervention imposed by students, students' parents or colleagues that was intended to ensure the student obtained a pass or a better grade on an examination. The most common forms of pressure imposed by students were persistent pleading, 'friendly' requests and crying. Students' parents and staff colleagues mostly used 'friendly' requests or indicated that they would like to discuss a student's results. Colleagues who contacted teachers about students' examination results included doctors who did not work at the school and other teachers at the School of Medicine. As a method of preventing the imposition of such pressures and interventions in relation to examination results, teachers suggested that students should be warned against these practices before their courses started and that appropriate policies should be initiated. Some of the teachers rated some specific pressures or interventions as fully or partially acceptable; these included the making of 'friendly' requests, persistent pleading, crying and yelling. Most of the teachers stated that they would report some instances of such interventions to the school management, but 15 (17%) teachers stated that they would not report any type of pressure. It is necessary to raise awareness of the unacceptability of such pressures and interventions in relation to examination results, and to change the current professional culture in which the imposition of such pressures by students, their parents and staff colleagues is considered acceptable and common. © 2013 John Wiley & Sons Ltd.
Confidence as a barrier to the use of problem-based learning in veterinary undergraduate students.

PubMed

Tarlinton, Rachael E; Yon, Lisa; Klisch, Karl; Tötemeyer, Sabine; Gough, Kevin C

2011-01-01

Problem-based or case-based learning is a popular method of instruction in clinical degrees such as veterinary science, nursing, and medicine. It is difficult, however, for students to adapt to this learning method, and this difficulty has been well described. The present study surveyed first-year undergraduate veterinary students at the University of Nottingham about the challenges they faced upon beginning problem-based learning sessions. A surprisingly large percentage of students (36% of females and 38% of males) reported a lack of confidence in speaking in front of the other students as a concern they experienced during their first term. Conversely, only 10% of the female students (and none of the male students) reported overconfidence as a problem. This is in contrast to the perceptions of the staff members who facilitated the sessions who reported that 14% of the students exhibited underconfidence and 14% exhibited overconfidence. The difference between the female and male students' responses as well as the difference between the perceptions of students and those of facilitators is statistically significant (G-test p<.05).
Positive and Negative Perceived Consequences of First Intercourse among Middle and High School Students in Puebla, Mexico

PubMed Central

Vasilenko, Sara A.; Espinosa-Hernandez, Graciela; Halgunseth, Linda C.

2016-01-01

Relatively little is known about young people’s interpretations of sexual behaviour in Latin America. In this study, we examine the most commonly perceived consequences of first sexual intercourse among Mexican middle and high school students, how perceived consequences differ by gender, and factors that may predict experiencing more positive or negative consequences. Sexually active Mexican students aged 12–19 years (N = 268) reported whether they had experienced each of 19 consequences following first intercourse. Both positive consequences, such as physical satisfaction and closeness to partner, and negative consequences, such as worry about STDs and pregnancy, were common. Sex with a non-relationship partner was associated with fewer positive and more negative consequences, with the effect for positive consequences being stronger for young women. Pressure to have sex was associated with fewer positive consequences of first intercourse, and pressure to remain a virgin was associated with more positive and negative consequences. These findings suggest that young people often report mixed feelings about their first sexual intercourse, and that relationship context and sexual socialisation influence their perceptions of the event. PMID:26529235
Childhood maltreatment and early alcohol use among high-risk adolescents.

PubMed

Hamburger, Merle E; Leeb, Rebecca T; Swahn, Monica H

2008-03-01

Child maltreatment (CM) is prevalent among U.S. youth and has been associated with subsequent maladaptive behaviors, including substance use. The current study examines the associations between early child maltreatment and (1) preteen alcohol-use initiation and (2) heavy episodic drinking among students in a large study of adolescents. The Youth Violence Survey is a cross-sectional survey of public school students enrolled in Grades 7,9, 11, and 12 in a school district in a high-risk community. The analysis sample was limited to students who provided complete data on all relevant variables (N= 3,559). Fifty-two percent of the analysis sample was female. Early child maltreatment was defined as witnessing domestic violence and experiencing physical and/or sexual abuse before the age of 10 years. Outcome variables include ever drinking alcohol, preteen alcohol-use initiation, and heavy episodic drinking. Witnessing domestic violence, experiencing physical abuse, and experiencing sexual abuse were significantly associated with preteen alcohol-use initiation (adjusted odds ratio [AOR] = 1.55, 95% confidence interval [CI]: 1.26-1.91; AOR = 2.10, 95% CI: 1.69-2.63; AOR = 1.57, 95% CI: 1.16-2.14, respectively). Students who experienced one or more types of maltreatment were 1.5-3 times more likely to report preteen alcohol-use initiation. Heavy episodic drinking was associated only with childhood sexual abuse in boys (AOR = 2.62, 95% CI: 1.52-4.50). Prevention and treatment of the negative impact of early child maltreatment may delay and reduce alcohol use.

Prevalence of and risk factors for sexual victimization in college women in Chile.

PubMed

Lehrer, Jocelyn A; Lehrer, Vivian L; Lehrer, Evelyn L; Oyarzún, Pamela B

2007-12-01

To date, no quantitative studies have examined the prevalence or correlates of sexual violence among college students in Chile. An anonymous survey with questions on gender-based violence, demographic and socioeconomic characteristics, and childhood experiences with violence was administered to students at a major public university in Santiago. Descriptive statistics were generated to determine the prevalence and context of sexual victimization experienced by female students, and ordered logit models were used to identify associated risk factors. Nine percent of subjects reported that the most severe form of undesired sexual contact they had experienced since age 14 was rape; 6% indicated attempted rape and 16% another form of sexual victimization. Seventeen percent of subjects reported having experienced some form of undesired sexual contact in the past 12 months alone. Alcohol or other drugs had been used in most cases of rape or attempted rape, by the victim (6%), the perpetrator (9%) or both (56%). In four sequential models, factors associated with increased odds of victimization included low parental education (Model 1) and childhood sexual abuse (Models 3 and 4); the association between witnessing domestic violence and victimization attained marginal significance (Model 2). Attending religious services during adolescence was associated with reduced odds of victimization (Models 1 and 2). Childhood sexual abuse was the only factor associated with victimization when all variables were included. A substantial proportion of young women in the sample reported experiences of rape, attempted rape or other forms of forced sexual contact, indicating a need for further attention to this public health problem in Chile.
Secondary students' use of social and natural world information in a land use decision context

NASA Astrophysics Data System (ADS)

Kumler, Laura M.

Many societal problems, including land use issues, are complex integrated human-ecological challenges that require an understanding of social and natural world connections. This dissertation investigates how secondary students perceive the social and natural world dimensions of land use, how they might act to support sustainable land use, and how Kaplan and Kaplan's (2008) Reasonable Person Model can inform teaching approaches to prepare students for such complex decisions and action-taking. The dissertation argues that subject compartmentalization in high schools adversely impacts students' abilities to use and to integrate information from various subjects to make a land use decision. Nine secondary science and social studies teachers and their students (n=500) participated in a quasi-experiment using pre- and posttests with treatment and comparison groups to gauge students' requests for social versus natural world information to make land use decisions. Students' self-reported actions and knowledge of actions to support sustainable land use were also measured. Additional data included classroom observations, teacher logs and interviews, and 52 student interviews. Results indicated that students requested social world over natural world information and preferred to consult with social scientists and stakeholders over natural scientists. Results also suggested that experiencing an integrated curriculum increased students' requests for natural world information relevant to the land use decision. Interestingly, this effect occurred even among social studies students whose teachers reported putting scant emphasis on the natural world curriculum content. Moreover, the type of course in which students experienced the curriculum predicted student information use. Finally, students were found to have a limited repertoire of land use actions and knowledge of actions and generally reported undertaking and thinking of individual actions such as recycling or trash pick-up rather than collective actions or political, consumer, or information-sharing actions. The curriculum had only a limited impact on students' actions and knowledge of actions, possibly because teachers did not engage students in actions. The concluding chapter discusses these results in the context of the Reasonable Person Model. The model suggests that cognitive needs, including mental model building, exploration, and meaningful participation, are mutually reinforcing and when provided for can enhance student learning outcomes.
A study of depression and anxiety, general health, and academic performance in three cohorts of veterinary medical students across the first three semesters of veterinary school.

PubMed

Reisbig, Allison M J; Danielson, Jared A; Wu, Tsui-Feng; Hafen, McArthur; Krienert, Ashley; Girard, Destiny; Garlock, Jessica

2012-01-01

This study builds on previous research on predictors of depression and anxiety in veterinary medical students and reports data on three veterinary cohorts from two universities through their first three semesters of study. Across all three semesters, 49%, 65%, and 69% of the participants reported depression levels at or above the clinical cut-off, suggesting a remarkably high percentage of students experiencing significant levels of depression symptoms. Further, this study investigated the relationship between common stressors experienced by veterinary students and mental health, general health, and academic performance. A factor analysis revealed four factors among stressors common to veterinary students: academic stress, transitional stress, family-health stress, and relationship stress. The results indicated that both academic stress and transitional stress had a robust impact on veterinary medical students' well-being during their first three semesters of study. As well, academic stress negatively impacted students in the areas of depression and anxiety symptoms, life satisfaction, general health, perception of academic performance, and grade point average (GPA). Transitional stress predicted increased depression and anxiety symptoms and decreased life satisfaction. This study helped to further illuminate the magnitude of the problem of depression and anxiety symptoms in veterinary medical students and identified factors most predictive of poor outcomes in the areas of mental health, general health, and academic performance. The discussion provides recommendations for considering structural changes to veterinary educational curricula to reduce the magnitude of academic stressors. Concurrently, recommendations are suggested for mental health interventions to help increase students' resistance to environmental stressors.
Musculoskeletal neck and back pain in undergraduate dental students at a UK dental school - a cross-sectional study.

PubMed

Vijay, S; Ide, M

2016-09-09

Objective Limited data exist on musculoskeletal problems within dental students: we aimed to determine the prevalence of these disorders.Design Single centre cross-sectional study.Setting A UK Dental School 2015.Methods Students completed a modified Nordic pain questionnaire.Main outcome measures Self-reported frequency and severity of pain, fitness and coping strategies.Results 63% of 390 respondents were female and 75% aged under 23. Seventy-nine percent experienced pain with 42% experiencing pain for 30 or more days in the past year. Lower back pain was most common (54%) and was most frequently the worst area of pain (48%). Thirty-six percent reported pain lasting at least four hours. The mean 'average pain intensity' VAS score was 3.81/10 (sd = 1.75) and mean 'worst pain intensity' was 5.56 (sd = 2.10). More females reported neck pain (58% versus 37%, P <0.001) and higher 'average pain intensity' (mean 4.02, sd 1.82 versus 3.43 sd 1.55, P = 0.012. Daily stretching was used by 55.7% of respondents, and this positively correlated with 'average' and 'worst pain intensity' (P = 0.096 and P = 0.001) scores. Eighteen percent sought professional help to manage pain.Conclusion Musculoskeletal pain is a problem for dental students. Education in self-care may be helpful; however, assessments of possible interventions are needed.
Can empathy be taught? Reflections from a medical student active-listening workshop.

PubMed

Karp, Lianna

2015-06-01

Medical students deserve training in active listening and counseling before they encounter patients in distress. At the Alpert Medical School of Brown University we created and evaluated a workshop that trains first-year medical students to assess patients' emotional states and express empathy in an efficient and effective manner. Using second-year students as near-peer facilitators, we integrated the workshop into the existing preclinical first-year curriculum. We found that students' self-reported comfort in counseling a patient experiencing an emotionally challenging situation increased from 27% to 79% after the 90-minute workshop.
Value Conflicts Experienced by Mexican-American Students.

ERIC Educational Resources Information Center

Ramirez, Manuel, III

The object of this study, conducted in a Northern California city school district, was to find evidence of cultural value conflicts experienced by Mexican American secondary school students of low socioeconomic background. Those students experiencing the most difficulty in adjusting to the school setting and thus most likely to be dropouts were…
Exploring the Effects of District Mathematics Curriculum on NeSA-M Student Cohort Scores from 2011 to 2012

ERIC Educational Resources Information Center

Sauer, Julee R.

2013-01-01

In the fall of 2011, the state of Nebraska experienced a watershed moment in public education: results of the first standardized mathematics achievement test administered to all students in grades 3-8 and 11 the previous spring (2011) were reported to the public. One state senator referred to some of the results as "shocking." Only four…
Survivors of gendered violence in the feminist classroom.

PubMed

Lee, Janet

2008-12-01

This research note explores teaching about gendered violence in the context of liberatory education. It reports data on the incidence and types of violence in students' lives and shares writing by students who have experienced gendered violence and who are now participating in a feminist classroom where gendered violence is a topic of study. It concludes with implications from the data for effective teaching practice.
Exploring the Relationship between Sanctioned and Unsanctioned Laptop Use in a 1:1 Classroom

ERIC Educational Resources Information Center

Tallvid, Martin; Lundin, Johan; Svensson, Lars; Lindström, Berner

2015-01-01

The research reported in this article explores and discusses students' use of laptops in a 1:1 setting. A problem experienced by teachers is that the laptops are possible distractors and tempt students to engage in use that is not in line with the teacher's idea of what would be suitable in relation to the current assignment. Three annual surveys…
Factors associated with resilience to and recovery from burnout: a prospective, multi-institutional study of US medical students.

PubMed

Dyrbye, Liselotte N; Power, David V; Massie, F Stanford; Eacker, Anne; Harper, William; Thomas, Matthew R; Szydlo, Daniel W; Sloan, Jeff A; Shanafelt, Tait D

2010-10-01

Burnout is prevalent among medical students and is a predictor of subsequent serious consideration of dropping out of medical school and suicide ideation. Understanding of the factors that protect against burnout is needed to guide student wellness programmes. A total of 1321 medical students attending five institutions were studied longitudinally (2006-2007). The surveys included standardised instruments to evaluate burnout, quality of life, fatigue and stress. Additional items explored social support, learning climate, life events, employment status and demographics. Students who did not have burnout at either time-point (resilient students) were compared with those who indicated burnout at one or both time-points (vulnerable students) using a Wilcoxon-Mann-Whitney test or Fisher's exact test. Similarly, the differences between those who recovered and those who were chronically burned out were also compared in students with burnout at the first time-point. Logistic regression modelling was employed to evaluate associations between the independent variables and resiliency to and recovery from burnout. Overall, 792 (60.0%) students completed the burnout inventory at both time-points. No differences in demographic characteristics were observed between resilient (290/792 [36.6%]) and vulnerable (502/792 [63.4%]) students. Resilient students were less likely to experience depression, had a higher quality of life, were less likely to be employed, had experienced fewer stressful life events, reported higher levels of social support, perceived their learning climate more positively and experienced less stress and fatigue (all p < 0.05) than vulnerable students. On multivariable analysis, perceiving student education as a priority for faculty staff, experiencing less stress, not being employed and being a minority were factors independently associated with recovery from burnout. Modifiable individual factors and learning climate characteristics including employment status, stress level and perceptions of the prioritising of student education by faculty members relate to medical students' vulnerability to burnout. © Blackwell Publishing Ltd 2010.
Teachers' Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample.

PubMed

Kolbert, Jered B; Crothers, Laura M; Bundick, Matthew J; Wells, Daniel S; Buzgon, Julie; Berbary, Cassandra; Simpson, Jordan; Senko, Katherine

2015-05-28

This study was designed to ascertain teachers' perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers' perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers' reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers' perceptions of a higher level of staff and student support was associated with higher reported frequencies of students' use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools' anti-bullying policies.
Impact of traumatic loss on post-traumatic spectrum symptoms in high school students after the L'Aquila 2009 earthquake in Italy.

PubMed

Dell'OSso, L; Carmassi, C; Massimetti, G; Conversano, C; Daneluzzo, E; Riccardi, I; Stratta, P; Rossi, A

2011-11-01

On April 6th 2009, the town of L'Aquila, Italy, was struck by an earthquake (6.3 on the Richter scale) that lead large parts of the town to be destroyed and the death of 309 people. Significant losses in the framework of earthquakes have been reported as a major risk factor for PTSD development. Aim of this study was to investigate post-traumatic spectrum symptoms in a sample of adolescents exposed to the L'Aquila 2009 earthquake 21 months earlier, with particular attention to the impact of loss. 475 students (203 women and 272 men), attending the last year of High School in L'Aquila, were assessed by: Trauma and Loss Spectrum-Self Report (TALS-SR) and Impact of Event Scale (IES). The presence of full and partial PTSD was also assessed. 72 students (15.2%) reported the loss of a close friend or relative in the framework of the earthquake. Full PTSD was reported by 146 (30.7%) students and partial PTSD by 149 (31.4%) students. There was a significant difference reported in PTSD between bereaved and non bereaved subjects. Significantly higher post-traumatic symptom levels were reported by bereaved subjects. The lack of information on the relationship with the deceased and the number of losses experienced, besides the use of self report instruments are the limitations of this study. Our results show high rates of post-traumatic spectrum symptoms in adolescents who survived the L'Aquila earthquake. Having experienced the loss of a close friend or a relative in the framework of the earthquake seems to be related to higher PTSD rates and more severe symptomatology. These results highlight the need to carefully explore adolescents exposed to a significant loss as consequence of an earthquake. Copyright © 2011 Elsevier B.V. All rights reserved.
Why mistreatment of medical students is not reported in clinical settings: perspectives of trainees.

PubMed

Ahmadipour, Habibeh; Vafadar, Reza

2016-01-01

Mistreatment of medical students is a major source of stress for them. Studies indicate a high incidence of such mistreatment, especially in clinical settings. In most cases, students who have been mistreated do not report it to the authorities. This study investigated factors related to the failure to report mistreatment. This was a cross-sectional study carried out in Kerman Medical School, Iran. All students in the internship and clerkship stages, as well as residents, were selected through the census method. Experiences of mistreatment and the reasons for not reporting them were evaluated using a questionnaire. The data were analysed with SPSS 19. Ninety-three per cent of the participants experienced mistreatment, but less than half of them reported it. Residents and interns reported emotional and academic mistreatment, respectively, more than other groups. The most common reason for not reporting mistreatment was that the students did not think reporting would accomplish anything. Our study showed that the experience of mistreatment in the clinical setting is common, but the cases reported to the authorities are far fewer than the actual number of cases. Educational systems should make extensive efforts to detect and prevent mistreatment to improve the teaching-learning environment.
Formal appraisal of undergraduate medical students: is it worth the effort?

PubMed

Murdoch-Eaton, Deborah G; Levene, Malcolm I

2004-02-01

Medical student stress is most often related to difficulties of adjusting to university academic standards, and work-social life balance. Faculty systems identify academically failing students for counselling, whilst the majority of students do not have opportunities for individual discussion about progress. This study reports a pilot formal appraisal process for first-year undergraduates. Preparatory material required students to reflect on their academic performance, factors contributing to their university life and satisfaction with career choice. Individual appraisal sessions were held with trained, experienced senior faculty staff, with completion of an appraisal record to document agreed outcomes. Individualized study skills advice was the commonest documented outcome on appraisal records. Students were overwhelmingly positive about the experience, reporting both enhanced perceptions of faculty and reduced anxiety about academic performance. Medical schools have responsibilities to consider ways to optimize students' performance; attainment can be related more to personal and motivational factors than academic ability.
An Investigation of First-Year Students' and Lecturers' Expectations of University Education

PubMed Central

Hassel, Stefanie; Ridout, Nathan

2018-01-01

Transition from school to university can cause concern for many students. One issue is the gap between students' prior expectations and the realities of university life, which can cause significant distress, poor academic performance and increased drop-out rates if not managed effectively. Research has shown several similarities in the expectations of staff and students in regards to which factors determine academic success, but there is also evidence of dissonance. For example, staff consider independent study and critical evaluation as key factors, whereas students view feedback on drafts of work and support from staff as being most important. The aim of the current study was to determine what expectations students hold when starting university education, and what expectations university lecturers have of students entering university. Lecturers (n = 20) and first year students (n = 77) completed a series of questionnaires concerning their expectations of learning in HE (staff and students) and their approach to teaching (staff). Results revealed that students have largely realistic expectations of university. For example, the majority expected to be in charge of their own study. Some unrealistic expectations were also evident, e.g., most expected that teaching would be the same at university as it had been at school. The expectation that lecturers would provide detailed notes varied as a function of student age. Lecturers reported modifying their expectations of students and adapting their teaching approach according to year of study. Information-transmission/teacher-focused style was more common when teaching 1st year students; a more concept-changing/student-focused approach tended to be used when teaching 2nd year students (and above). Lecturer's expectations of student engagement did not differ according to year. Less experienced lecturers reported more negative expectations of student engagement than did experienced lecturers. In line with previous work, we observed overlap in expectations of staff and students, but some clear differences too. PMID:29434555
Transporting Children and Youth Experiencing Homelessness. McKinney-Vento Law into Practice Brief Series

ERIC Educational Resources Information Center

National Center for Homeless Education at SERVE, 2015

2015-01-01

Changing schools may greatly impede the academic achievement and social development of students experiencing homelessness. Students who transfer to a new school often experience educational discontinuity and, as a result, lose academic credits. Moreover, the mobility experienced by these students separates them from their social network and from…
Differing Perceptions: How Students of Color and White Students Perceive Campus Climate for Underrepresented Groups

ERIC Educational Resources Information Center

Rankin, Susan R.; Reason, Robert D.

2005-01-01

Using a campus climate assessment instrument developed by Rankin (1998), we surveyed students (n = 7,347) from 10 campuses to explore whether students from different racial groups experienced their campus climates differently. Students of color experienced harassment at higher rates than Caucasian students, although female White students reported…
Posttraumatic Stress Symptoms and Nonmedical Prescription Drug Use Among College Students With Trauma Exposure.

PubMed

Ham, Lindsay S; Wiersma-Mosley, Jacquelyn D; Feldner, Matthew T; Melkonian, Alexander J; Milner, Lauren A; Lewis, Sarah F

2016-01-01

Nonmedical prescription drug use, defined as using the drug without a prescription or in ways for which it is not prescribed, and traumatic event exposure are highly prevalent among college students. Despite evidence that posttraumatic stress symptoms could place college students at risk for nonmedical prescription drug problems, no studies have examined this relationship. This study was a preliminary examination of posttraumatic stress symptoms, lifetime nonmedical prescription drug use, hazardous use, and dependence symptoms among college students with trauma exposure. Participants were students attending a rural college in Virginia, recruited through psychology classes, flyers, LISTSERVs, and announcements at student events. All students who reported experiencing at least one traumatic event were included (N = 119); participants' mean age was 19.7 years (SD = 1.90), about half were women (n = 63, 53%), and most were Caucasian (n = 103, 87%). Nearly 60% of participants (n = 71) reported using nonmedical prescription drugs at least once during their lifetime and were more likely than those with no use to report hazardous alcohol use (p < .01) and depressive symptoms (p < .05). There were no other significant differences between those who did and did not report use of nonmedical prescription drugs. Regression analyses showed that posttraumatic stress symptom frequency was positively associated with hazardous nonmedical prescription drug use, after controlling for gender, depressive symptoms, and hazardous alcohol use (p < .001). Posttraumatic stress symptom frequency was higher for those with any nonmedical prescription drug dependence symptoms (p < .001), but was unrelated to whether the student had ever engaged in nonmedical prescription drug use. Findings suggest that consideration of the types of behaviors and problems a college student is experiencing related to nonmedical prescription drug use may be more relevant to posttraumatic stress symptom frequency than dichotomous measures of nonmedical prescription drug use alone. Further, the association between the frequency of posttraumatic stress symptoms and both hazardous nonmedical prescription drug use and dependence symptoms among college students with a trauma history deserves further investigation due to the resulting vulnerability to increasingly negative outcomes.
Teachers’ Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample

PubMed Central

Kolbert, Jered B.; Crothers, Laura M.; Bundick, Matthew J.; Wells, Daniel S.; Buzgon, Julie; Berbary, Cassandra; Simpson, Jordan; Senko, Katherine

2015-01-01

This study was designed to ascertain teachers’ perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers’ perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers’ reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers’ perceptions of a higher level of staff and student support was associated with higher reported frequencies of students’ use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools’ anti-bullying policies. PMID:26030341
Examination of cyberbullying experiences among Turkish students from different school types.

PubMed

Topçu, Cigdem; Erdur-Baker, Ozgür; Capa-Aydin, Yeşim

2008-12-01

The purpose of this study was to examine the nature of cyberbullying experiences among public and private school students in Turkey. One hundred eighty-three participants between the ages of 14 and 15 were recruited for the study. Participants were asked to respond to questionnaires measuring demographic information, usage frequency of Internet-mediated communication tools (IMCT), and cyberbullying experience (as a victim and as a bully). Participants who reported cyberbullying victimization were also asked how they felt and whether they sought help after such experiences. Results indicated that public school students were more likely than private school students to report being cyberbullies and cybervictims despite that private school students were more likely than public school students to report more frequent usage of IMCT. The findings of the logistic regression analyses indicated that usage frequency of IMCT was a significant predictor of cyberbullying/victimization for public school students but not for private school students. While victims from private school revealed that they did not mind the cyberbullying experience because they thought it was a joke, victims from public school reported that they felt angry when they experienced cyberbullying. Both public and private schools indicated that friends were their first choice for help.

The Conceptualization, Development and Implementation of a Comprehensive Guidance Model. [Georgia Comprehensive K-14 Career Guidance Project.] Final Report, July 1, 1975 through June 30, 1977.

ERIC Educational Resources Information Center

Vail, Paul

A project was conducted to develop, test, and implement a comprehensive program for Georgia school systems, grades K-14. The target population included regular students, students with special needs, out-of-school youth, and adults experiencing career problems. Project objectives were to develop a K-14 guidance model, develop a state/local…
An Assessment of Students' Perceptions of Learning Benefits Stemming from the Design and Instructional Use of a Web3D Atlas

ERIC Educational Resources Information Center

Salajan, Florin D.; Mount, Greg J.; Prakki, Anuradha

2015-01-01

This article has a dual purpose: it describes the development of First Year Dental Anatomy (FYDA), a web-based 3D interactive application used in the dental curriculum at a major Canadian university, and it reports on the results of a research study conducted to assess the perception of learning benefits students experienced through the use of…
A Case Study: Exploring How Elementary School Teachers Build Relationships and Interact with Homeless School-Age Students in the Classroom

ERIC Educational Resources Information Center

Lynch, Valerie Ann

2017-01-01

In 2008-2009, nearly one million children experiencing homelessness were enrolled in school. In 2012, over 1.5 million children were identified as homeless. In a 2013 U. S. Census report, 2.5 million children were identified as homeless in America. The number of homeless children in America continues to increase every year. Homeless students are…
Digging Deeper: An Analysis of Student Loan Debt in Texas. A Report to the 82nd Regular Session of the Texas Legislature

ERIC Educational Resources Information Center

Shook, Melissa; Webster, Jeff; Fletcher, Carla

2010-01-01

In 2006, TG estimated that 47,000 bachelor's degrees would be lost in Texas due to financial barriers experienced by college-qualified high school graduates from the class of 2004. With more current data, TG now estimates that the number will be 52,800. "Digging Deeper" explores how students who enroll in college continue to experience…
Adolescent daily and general maladjustment: is there reactivity to daily repeated measures methodologies?

PubMed

Nishina, Adrienne

2012-01-01

The present study examined whether repeated exposure to daily surveys about negative social experiences predicts changes in adolescents' daily and general maladjustment, and whether question content moderates these changes. Across a 2-week period, 6th-grade students (N = 215; mode age = 11) completed 5 daily reports tapping experienced or experienced and witnessed negative events, or they completed no daily reports. General maladjustment was measured in 2-week intervals before, at the end of, and 2 weeks after the daily report study. Daily maladjustment either decreased or did not change across the 5 daily report exposures. General maladjustment decreased across the three 2-week intervals. Combined, results indicate that short-term daily report studies do not place youth at risk for increased maladjustment. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Modifiable predictors of insufficient sleep durations: A longitudinal analysis of youth in the COMPASS study.

PubMed

Patte, Karen A; Qian, Wei; Leatherdale, Scott T

2018-01-01

The purpose of the current study was to simultaneously examine commonly proposed risk and protective factors for sleep deprivation over time among a large cohort of Ontario and Alberta secondary school students. Using 4-year linked longitudinal data from youth in years 1 through 4 (Y 1 [2012/2013], Y 2 [2013/2014], Y 3 [2014/2015], Y 4 [2015/2016]) of the COMPASS study (n=26,205), the likelihood of students meeting contemporary sleep recommendations was tested based on their self-reported substance use, bullying victimization, physical activity, and homework and screen time. Models controlled for the effect of student-reported gender, race/ethnicity, grade, school clustering, and all other predictor variables. Relative to baseline, students became less likely to meet the sleep recommendations if at follow-up they had initiated binge drinking, experienced cyber bullying victimization, or were spending more time doing homework, with other factors held constant. The likelihood of reporting sufficient sleep increased if students had begun engaging in resistance training at least three times a week. No longitudinal effect was observed when students increased their caffeine consumption (energy drinks, coffee/tea), initiated cannabis or tobacco use, experienced other forms of bullying victimization (physical, verbal, or belongings), engaged in more moderate-vigorous physical activity, or increased their screen use of any type. Few of the commonly purported modifiable risk and protective factors for youth sleep deprivation held in multinomial longitudinal analyses. Causal conclusions appear premature, with further research required to confirm the targets likely to be most effective in assisting more youth in meeting the sleep recommendations. Copyright © 2017 Elsevier Inc. All rights reserved.
Physiotherapy students' experiences of bullying on clinical internships: an exploratory study.

PubMed

Stubbs, Brendon; Soundy, Andy

2013-06-01

To consider the prevalence and type of bullying behaviours experienced whilst on clinical placement in a cohort of final-year BSc undergraduate students. Cross-sectional survey. University in the West Midlands, UK. Fifty-two final-year undergraduate students. Prevalence of incivility and bullying behaviours. Twenty-five percent of students reported at least one incident of bullying behaviour. The perpetrator of the bullying behaviour was most often the clinical educator (8/13, 62%). Despite the negative effects caused, the majority of students (11/13, 84%) did not report this experience to the university. Bullying behaviour may take many forms and can have a negative effect on the well-being of students. It should be addressed by all stakeholders including universities, National Health Service trusts and researchers. Possible strategies to move forwards and better protect the future of the physiotherapy profession are briefly considered. Copyright © 2013 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.
Difficulties faced by university students with self-reported symptoms of attention-deficit hyperactivity disorder: a qualitative study.

PubMed

Kwon, Soo Jin; Kim, Yoonjung; Kwak, Yeunhee

2018-01-01

Attention-deficit hyperactivity disorder (ADHD) persists into adolescence and adulthood; however, few studies have analyzed the experiences of university students with ADHD. This study explored the difficulties experienced by university students with ADHD symptoms. Between December 2015 and February 2016, face-to-face interviews were conducted with 12 university students with self-reported ADHD symptoms. Data were analyzed using thematic analysis. Difficulties in university life were classified into four main themes (lack of daily routine, unsatisfactory academic performance and achievement, reduced interpersonal skills, and continuing worries) and analyzed. University students with ADHD symptoms had difficulties coping with repeated cycles of negative thoughts and worries, irregular lifestyles due to poor time management, dissatisfaction with academic performance and interpersonal relationships, self-dissatisfaction, and decreased self-esteem. To improve their university experience, students with ADHD should receive education about ways to stop worrying, to express emotions healthily, and to manage time efficiently.
Filipino, Indonesian and Thai Listening Test Errors

ERIC Educational Resources Information Center

Castro, C. S.; And Others

1975-01-01

This article reports on a study to identify listening, and aural comprehension difficulties experienced by students of English, specifically RELC (Regional English Language Centre in Singapore) course members. The most critical errors are discussed and conclusions about foreign language learning are drawn. (CLK)
Precollege Predictors of Incapacitated Rape Among Female Students in Their First Year of College

PubMed Central

Carey, Kate B.; Durney, Sarah E.; Shepardson, Robyn L.; Carey, Michael P.

2015-01-01

Objective: The first year of college is an important transitional period for young adults; it is also a period associated with elevated risk of incapacitated rape (IR) for female students. The goal of this study was to identify prospective risk factors associated with experiencing attempted or completed IR during the first year of college. Method: Using a prospective cohort design, we recruited 483 incoming first-year female students. Participants completed a baseline survey and three follow-up surveys over the next year. At baseline, we assessed precollege alcohol use, marijuana use, sexual behavior, and, for the subset of sexually experienced participants, sex-related alcohol expectancies. At the baseline and all follow-ups, we assessed sexual victimization. Results: Approximately 1 in 6 women (18%) reported IR before entering college, and 15% reported IR during their first year of college. In bivariate analyses, precollege IR history, precollege heavy episodic drinking, number of precollege sexual partners, and sex-related alcohol expectancies (enhancement and disinhibition) predicted first-year IR. In multivariate analyses with the entire sample, only precollege IR (odds ratio = 4.98, p < .001) remained a significant predictor. However, among the subset of sexually experienced participants, both enhancement expectancies and precollege IR predicted IR during the study year. Conclusions: IR during the first year of college is independently associated with a history of IR and with expectancies about alcohol’s enhancement of sexual experience. Alcohol expectancies are a modifiable risk factor that may be a promising target for prevention efforts. PMID:26562590
Identifying Patterns of Situational Antecedents to Heavy Drinking among College Students

PubMed Central

Lau-Barraco, Cathy; Linden-Carmichael, Ashley N.; Braitman, Abby L.; Stamates, Amy L.

2016-01-01

Background Emerging adults have the highest prevalence of heavy drinking as compared to all other age groups. Given the negative consequences associated with such drinking, additional research efforts focused on at-risk consumption are warranted. The current study sought to identify patterns of situational antecedents to drinking and to examine their associations with drinking motivations, alcohol involvement, and mental health functioning in a sample of heavy drinking college students. Method Participants were 549 (65.8% women) college student drinkers. Results Latent profile analysis identified three classes based on likelihood of heavy drinking across eight situational precipitants. The “High Situational Endorsement” group reported the greatest likelihood of heavy drinking in most situations assessed. This class experienced the greatest level of alcohol-related harms as compared to the “Low Situational Endorsement” and “Moderate Situational Endorsement” groups. The Low Situational Endorsement class was characterized by the lowest likelihood of heavy drinking across all situational antecedents and they experienced the fewest alcohol-related harms, relative to the other classes. Class membership was related to drinking motivations with the “High Situational Endorsement” class endorsing the highest coping- and conformity-motivated drinking. The “High Situational Endorsement” class also reported experiencing more mental health symptoms than other groups. Conclusions The current study contributed to the larger drinking literature by identifying profiles that may signify a particularly risky drinking style. Findings may help guide intervention work with college heavy drinkers. PMID:28163666
Cell Phone-Related Near Accidents Among Young Drivers: Associations With Mindfulness.

PubMed

Terry, Christopher P; Terry, Danielle L

2015-01-01

Cell phone use while driving (CPWD) has been shown to significantly reduce driver safety. This is a particular concern among young drivers who possess less driving experience and tend to engage in high rates of cell phone use. The present study identified psychological predictors of near accidents related to CPWD among a sample of 385 college student drivers. Participants answered a series of questions regarding their use of a cell phone while driving and completed measures of mindfulness, polychronicity, and intrusive thinking. Students who reported talking on their phone or texting more frequently while driving reported a higher incidence of near accidents related to each behavior. However, after controlling for CPWD, multiple regression analysis indicated that those who reported experiencing more cell phone-related intrusive thoughts also experienced more near accidents. Furthermore, two facets of mindfulness--acting with awareness and nonjudging of inner experience--were negatively associated with near accidents. These findings suggest that individuals who are more aware of the present moment and accepting of their affective responses may better regulate their attention while using a cell phone behind the wheel.
Violence against female student nurses in the workplace.

PubMed

Hinchberger, Patricia A

2009-01-01

Violence, harassment, and bullying in the workplace are not new phenomena. However, the growing epidemic of violence in the health sector workplace is raising great concern among workers, employers, and governmental agencies across Australia, Canada, the United Kingdom, and the United States. National and international literature reveals that the prevalence of violence experienced by graduate and undergraduate female nursing students in the college and workplace settings is largely unknown. Moreover, the prevalence of violence is now recognized as a major health priority by the World Health Organization, the International Council of Nurses, and Public Services International. Even so, the number of nursing personnel affected by this problem continues to rise. A modified self-report online survey was used to ascertain the level of violence experienced by nursing students in their clinical placements. One hundred percent of those surveyed had experienced some type of workplace violence and the perpetrators were most often other staff members followed closely by patients. The American Association of Colleges of Nursing Position Statement recommends that all faculty prepare nurses to recognize and prevent all forms of violence in the workplace. This research seeks to develop practical approaches to better understand and prevent this global public health issue.
The intersection of school racial composition and student race/ethnicity on adolescent depressive and somatic symptoms.

PubMed

Walsemann, Katrina M; Bell, Bethany A; Maitra, Debeshi

2011-06-01

Schools are one of the strongest socializing forces in the U.S. and wield considerable influence over individuals' social and economic trajectories. Our study investigates how school-level racial composition, measured by the percentage non-Hispanic white students in a school, affects depressive and somatic symptoms among a representative sample of U.S. adolescents, and whether the association differs by race/ethnicity. We analyzed Wave I data from the US National Longitudinal Study of Adolescent Health, resulting in a sample size of 18,419 students attending 132 junior and senior high schools in 1994/5. After controlling for individual and school characteristics, our multilevel analyses indicated that with increasing percentages of white students at their school, black students experienced more depressive symptoms and a higher risk of reporting high levels of somatic symptoms. After including students' perceptions of discrimination and school attachment, the interaction between black student race and school-level racial composition was no longer significant for either outcome. Our findings suggest that attending predominantly-minority schools may buffer black students from discrimination and increase their school attachment, which may reduce their risk of experiencing depressive and somatic symptoms. Copyright © 2011 Elsevier Ltd. All rights reserved.
Physical Therapist, Physical Therapist Assistant, and Student Response to Inappropriate Patient Sexual Behavior: Results of a National Survey.

PubMed

Cambier, Ziádee; Boissonnault, Jill S; Hetzel, Scott J; Plack, Margaret M

2018-06-08

A recent survey found that 84% of physical therapist, physical therapist assistant, and student respondents experienced inappropriate patient sexual behavior (IPSB) over their careers and 47% over the prior 12 months. Prevalence data justify consideration of how to address IPSB. The objective was to determine how physical therapist clinicians (used here to mean physical therapists, physical therapist assistants, and students) address IPSB and examine strategy impact. The design was observational and cross-sectional. Several sections of the American Physical Therapy Association and selected education programs fielded the electronic survey. Respondents reported on IPSB strategy frequency and effect. Response-strategy impact was tested for statistical significance. Open-ended comments were analyzed using qualitative methods. Of 1027 respondents, 396 had experienced IPSB over the prior 12 months; 391 provided data on the frequency and effect of response strategies used. Common informal responses included distraction, ignoring IPSB, and altering treatment to avoid physical contact or being alone. Common formal responses included reporting the behavior within the facility and documenting the behavior. Successful strategies included distraction, avoidance, direct confrontation, behavioral contracts, transfer of care, and chaperone use. Experienced clinicians were more likely to be direct, whereas novice clinicians were more likely to engage in unsuccessful actions of ignoring and joking. Limitations included self-report, clinician memory, and convenience sampling. The first findings in 20 years on physical therapist, physical therapist assistant, and student response to IPSB provide direction for the profession. Results indicate a need for clear workplace policies coupled with training for managers and supervisors to support clinicians in resolving IPSB. Policies on using behavioral contracts, chaperones, and transfer of care could empower staff to consider these successful options. Professional education and training for all physical therapy professionals on assertive communication and redirection strategies with IPSB appears warranted.
'I wouldn't want it on my CV or their records': medical students' experiences of help-seeking for mental health problems.

PubMed

Chew-Graham, Carolyn A; Rogers, Anne; Yassin, Nuha

2003-10-01

Medical education is reported to be demanding and stressful and previous work with doctors suggests that there is a resistance within the profession to help-seeking and an ad hoc approach to dealing with stress and distress. To explore the attitudes of medical students at the University of Manchester, UK to the causes of stress and to examine their views on help-seeking. A qualitative study using semistructured interviews, with analysis of the data using the technique of constant comparison. Medical students at the University of Manchester were invited to participate in the study. Sampling made the research representative of medical students in terms of gender, ethnicity and UK/overseas students. Semistructured interviews, with open questions, were conducted and audio-taped with consent. The tapes were transcribed verbatim. The schedule was revised in the light of the emerging themes. Medical students recognised that studying medicine contributes to stress, as experienced in their undergraduate careers. Students reported that perceptions of stigma associated with mental illness, including stress, were prevalent in the student body and were perceived to continue throughout the medical profession. Avoidance of appropriate help-seeking behaviour starts early and is linked to perceived norms which dictate that experiencing a mental health problem may be viewed as a form of weakness and has implications for subsequent successful career progression. The preparation of medical students for life as doctors involves more than facilitation of the acquisition of knowledge and skills, so that new doctors can conform to the principals of professional conduct. Support and mentoring are required so that stress can be identified early and dealt with appropriately.
Approaches to and Treatment Strategies for Playing-Related Pain Problems Among Czech Instrumental Music Students: An Epidemiological Study.

PubMed

Ioannou, Christos I; Altenmüller, Eckart

2015-09-01

The current study examined the severity of playing-related pain (PRP) problems among music students at the Prague State Conservatoire, as well as the various treatment methods used by these students and how they approach and deal with these phenomena while studying. In total, 180 instrumental students participated and completed a paper questionnaire. Of these, 88.9% reported that they had experienced PRP at least once in their lives, with 12.6% experiencing pain every time they play. The onset of PRP seemed to coincide with the transition period on entry to the conservatoire and was associated with the increase in hours of practice. Specific body regions associated with playing each particular instrument were most frequently affected, with females being more susceptible than males to the development of PRP. An alarming 35% of the affected students tended not to seek help at all, whereas those who did tended to seek advice first from their instrument tutor and second from medical doctors. Most students who visited doctors reported that medical treatments only partially helped them to overcome PRP problems. The most frequent treatment methods used were resting, gel or creams, and physical exercises. Students believed that inappropriate posture played a key role in the development of their PRP problems. Finally, students indicated a willingness to be aware of and educated about PRP issues during their studies. Further exploration of PRP problems among student musicians is warranted. Better understanding of differing attitudes toward, use of, and efficiency of various treatment methods after the occurrence of PRPs will provide additional insight for prevention and treatment.
Prevention for College Students Who Suffer Alcohol-Induced Blackouts Could Deter High-Cost Emergency Department Visits

PubMed Central

Mundt, Marlon P.; Zakletskaia, Larissa I.

2012-01-01

Fifty percent of college students who drink report alcohol-induced blackouts, and alcohol abusers in general put a heavy burden on the medical care system. Using data drawn from a randomized, controlled alcohol intervention trial at five university sites, our study quantified the costs of visits to emergency departments by college students who experienced blackouts from drinking alcohol. Of 954 students in the study, 52 percent of males and 50 percent of females at the outset of the study had experienced an alcohol-induced blackout in the past year. Of 404 emergency department visits among the study participants over a two-year observation period, about one in eight were associated with blackout drinking. Injuries ranged from broken bones to head and brain injuries requiring computed tomography. We calculate that on a large university campus having more than 40,000 students, blackout-associated emergency department visit costs would range from $469,000 to $546,000 per year. We conclude that blackouts are a strong predictor of emergency department visits for college drinkers and that prevention efforts aimed at students with a history of blackouts might reduce injuries and emergency department costs. PMID:22422503
Neglectful behavior by parents in the life history of university students in 17 countries and its relation to violence against dating partners.

PubMed

Straus, Murray A; Savage, Sarah A

2005-05-01

This article reports the prevalence of neglectful behavior by parents of university students in 17 nations (6 in Europe, 2 in North America, 2 in Latin America, 5 in Asia, Australia, and New Zealand) and tests the hypothesis that neglect is a risk factor for violence against a dating partner. The percentage at each university who experienced neglectful behavior ranged from 3.2% to 36% (median 12%), and the percentage who perpetrated violence against dating partners ranged from 15% to 45% (median 28%). Multilevel modeling found that the more neglectful behavior experienced as a child the greater the probability of assaulting and injuring a dating partner and that the link between experiencing neglect and perpetrating violence is stronger at universities in which dating violence is more prevalent. Efforts to help parents avoid neglectful behavior can make an important contribution to primary prevention of partner violence and probably also other forms of child maltreatment.
The benefits of being a senior mentor: Cultivating resilience through the mentorship of health professions students.

PubMed

Halpin, Sean N; Dillard, Rebecca L; Idler, Ellen; Clevenger, Carolyn; Rothschild, Elizabeth; Blanton, Sarah; Wilson, Jessica; Flacker, Jonathan M

2017-01-01

Senior Mentor Programs (SMPs) pair community-dwelling older adults with health professions students to facilitate knowledge, improve communication skills, and promote positive attitudes regarding the aging process. Although evidence exists that SMPs meet these goals, the programs' psychosocial impact on the senior mentors remains unexplored. The current study assessed 101 mostly female (64.4%) senior mentors (M age = 77.6) pre- and postprogram. Although mentors had no change in the amount of perceived ageism experienced or expectation of experiencing ageism, their concern/anxiety over ageism significantly decreased from pre- (M = 21.58) to posttest (M = 20.19). Qualitative thematic analysis indicated meaningfulness of program and scheduling difficulties as prevalent themes. Mentors who reported less concern about ageism following the program were more likely to have experienced ageism in the year prior to the program and to attend religious services more often, another potential intergenerational contact. These results highlight possible benefits of mentor service for older adults.

Predicting Psychosocial Maladjustment in Emerging Adulthood From High School Experiences of Peer Victimization.

PubMed

Buchanan, Carie M; McDougall, Patricia

2018-01-01

The aim of the present study was to compare recollections of sexual, physical, verbal, social, and cyber peer victimization experienced in high school in terms of depressed affect, self-esteem, and loneliness experienced in university. In all, 247 university students (70 males and 177 females; M = 20.62, SD = 2.54) completed online measures assessing retrospective accounts of their experiences of different forms of peer victimization during high school (i.e., sexual, physical, verbal, social, and cyber) and their current psychosocial adjustment (i.e., self-esteem, depressed affect, and loneliness). Three separate hierarchical multiple regressions were conducted to determine whether different indices of negative psychosocial adjustment are more strongly predicted by experiencing sexual or nonsexual forms of peer victimization. Although many university students recalled experiencing sexual peer victimization in high school at least once at an even higher percentage than verbal and social forms of peer victimization, the results of the present study suggest that social peer victimization in high school predicts higher levels of depressed affect and loneliness in university students than sexual peer victimization experienced in high school. Surprisingly, the young adults reporting higher levels of cyber peer victimization in high school were less lonely in university. Although the hypothesized relationships between each form of peer victimization and specific indices of psychosocial functioning were not consistently supported, these findings suggest that the form of peer victimization matters and may be differentially associated with well-being in emerging adulthood. It is important that future research explores how individual characteristics may further predict varied experiences of peer victimization and the long-term impact of those experiences.
Heavier drinking American college students may self-select into study abroad programs: An examination of sex and ethnic differences within a high-risk group.

PubMed

Pedersen, Eric R; LaBrie, Joseph W; Hummer, Justin F; Larimer, Mary E; Lee, Christine M

2010-09-01

As with other heavier drinking groups, heavier drinking American college students may self-select into study abroad programs with specific intentions to use alcohol in the foreign environment. This cross-sectional study used a sample of 2144 students (mean age=20.00, SD=1.47) to explore differences in alcohol use and related negative consequences among (1) students intending to study abroad while in college, (2) students not intending to study abroad, and (3) students reporting prior study abroad participation. Results revealed that participants with no intention to study abroad drank less and experienced fewer alcohol-related consequences than participants intending to study abroad. In addition, students reporting prior completion of study abroad programs drank more and reported more hazardous alcohol use than those not intending to study abroad. Ethnic and sex differences existed; with White students, males, and females intending to study abroad and non-White students who previously completed study abroad programs demonstrating the most risk. These findings provide empirical support that study abroad students may be a heavier drinking subgroup necessitating intervention prior to beginning programs abroad. Copyright 2010 Elsevier Ltd. All rights reserved.
Heavier drinking American college students may self-select into study abroad programs: An examination of sex and ethnic differences within a high-risk group

PubMed Central

Pedersen, Eric R.; LaBrie, Joseph W.; Hummer, Justin F.; Larimer, Mary E.; Lee, Christine M.

2010-01-01

As with other heavier drinking groups, heavier drinking American college students may self-select into study abroad programs with specific intentions to use alcohol in the foreign environment. This cross-sectional study used a sample of 2144 students (mean age = 20.00, SD = 1.47) to explore differences in alcohol use and related negative consequences among (1) students intending to study abroad while in college, (2) students not intending to study abroad, and (3) students reporting prior study abroad participation. Results revealed that participants with no intention to study abroad drank less and experienced fewer alcohol-related consequences than participants intending to study abroad. In addition, students reporting prior completion of study abroad programs drank more and reported more hazardous alcohol use than those not intending to study abroad. Ethnic and sex differences existed; with White students, males, and females intending to study abroad and non-White students who previously completed study abroad programs demonstrating the most risk. These findings provide empirical support that study abroad students may be a heavier drinking subgroup necessitating intervention prior to beginning programs abroad. PMID:20510524
Dating violence and associated health risks among high school students with disabilities.

PubMed

Mitra, Monika; Mouradian, Vera E; McKenna, Maria

2013-08-01

Children with disabilities are at a higher risk for various forms of violence including sexual violence, bullying, and physical violence compared to those without disabilities. However there are no studies documenting the prevalence of dating violence amongst a population-based sample of adolescents with disabilities. The purpose of this study is to assess the prevalence of dating violence victimization against high schools students with and without disabilities and to examine associations of dating violence with health risks by disability status among high school girls. Data from the 2009 Massachusetts Youth Health Survey were analyzed in 2011 using bivariate and multivariate logistic regression. Among high school students who had ever been on a date, girls (25.9 %, 95 % CI 19.9-31.5) and boys (9.1 %, 95 % CI 5.8-12.4) with disabilities were more likely than girls (8.8 %, 95 % CI 6.8-10.8) and boys (4.5 %, 95 % CI 3.1-5.8) without disabilities to report dating violence. Multivariate analyses indicated that high school girls with disabilities who experienced dating violence were more likely to report feeling sad or hopeless for 2 weeks or more in the past year, suicide ideation in the past 12 months, and drug use in the past 30 days compared to those with disabilities who did not report dating violence and those without disabilities who reported and did not report dating violence. High school students with disabilities are at a greater risk for dating violence victimization compared to those without disabilities and high school girls with disabilities who experience dating violence are at increased risk for experiencing poor mental health outcomes and substance abuse.
An intervention with third-year medical students to encourage the reporting and management of occupational exposures.

PubMed

Kobets, Andrew J; Perlotto, James; Angoff, Nancy R

2012-09-01

Medical students are particularly vulnerable to occupational exposures to blood-borne pathogens because of their inexperience. Although exposure rates for medical students remain high, they often do not report such incidents or seek the proper medical care. The authors describe and evaluate an intervention at the Yale University School of Medicine to prevent and manage occupational exposures among medical students. Since 2001, students have met with key faculty during orientation and again before clinical clerkships to discuss the circumstances under which most exposures occur, examine the equipment used to draw blood and start IVs, and review instructions about postexposure management. They are also given a laminated card summarizing this information. In 2010 and 2011, the authors surveyed graduating students about their experiences. Two hundred twenty-five of 245 (92%) students responded to the survey, and 82 (36%) had experienced 103 exposures. Forty-seven of those 82 (57%) students reported their exposure, 52 (56%) had the laminated card on them at the time of the incident, and 15 (18%) started postexposure prophylaxis. The most common reasons students cited for not reporting an incident were a low-risk exposure, a sense of embarrassment, or perceived difficulties in getting care. The authors recommend continuing to educate medical students about the importance of reporting exposures and seeking the proper care. They also recommend educating physicians and residents in an attempt to change the environment around exposures so that medical students no longer feel discouraged from reporting incidents.
Cyberbullying in Australian Primary Schools: How Victims Differ in Attachment, Locus of Control, Self-Esteem, and Coping Styles Compared to Non-Victims

ERIC Educational Resources Information Center

Muller, Rachel D.; Skues, Jason L.; Wise, Lisa Z.

2017-01-01

This study explored cyberbullying, coping resources and coping styles in a sample of 107 10- to 12-year-old Australian primary school students. Approximately 13% of participants reported experiencing single episodes of cyberbullying victimisation, while almost half of the participants (48.6%) reported being repeatedly cyberbullied. Technological…
The effects of interprofessional education - Self-reported professional competence among prehospital emergency care nursing students on the point of graduation - A cross-sectional study.

PubMed

Castrèn, M; Mäkinen, M; Nilsson, J; Lindström, V

2017-05-01

The aim of the study was to investigate whether interprofessional education (IPE) and interprofessional collaboration (IPC) during the educational program had an impact on prehospital emergency care nurses' (PECN) self-reported competence towards the end of the study program. A cross-sectional study using the Nurse Professional Competence (NPC) Scale was conducted. A comparison was made between PECN students from Finland who experienced IPE and IPC in the clinical setting, and PECN students from Sweden with no IPE and a low level of IPC. Forty-one students participated (Finnish n=19, Swedish n=22). The self-reported competence was higher among the Swedish students. A statistically significant difference was found in one competence area; legislation in nursing and safety planning (p<0.01). The Finnish students scored significantly higher on items related to interprofessional teamwork. Both the Swedish and Finnish students' self-reported professional competence was relatively low according to the NPC Scale. Increasing IPC and IPE in combination with offering a higher academic degree may be an option when developing the ambulance service and the study program for PECNs. Copyright © 2017 Elsevier Ltd. All rights reserved.
Running to well-being: A comparative study on the impact of exercise on the physical and mental health of law and psychology students.

PubMed

Skead, Natalie K; Rogers, Shane L

Research indicates that, in comparison to other university students, law students are at greater risk of experiencing high levels of psychological distress. There is also a large body of literature supporting a general negative association between exercise and stress, anxiety and depression. However, we are not aware of any studies exploring the impact of exercise on the mental health of law students specifically. This article reports evidence of a negative association between exercise and psychological distress in 206 law and psychology students. Compared to psychology students, the law students not only reported greater psychological distress, but, in addition, there was a stronger association between their levels of distress and their levels of exercise. Based on the results of this study, we suggest a simple yet effective way law schools might support the mental health of their students. Copyright © 2016 Elsevier Ltd. All rights reserved.
The Association Between Secondhand Harms From Alcohol and Mental Health Outcomes Among Postsecondary Students.

PubMed

Thompson, Kara; Davis-MacNevin, Parnell; Teehan, Michael; Stewart, Sherry

2017-01-01

There is a paucity of research on the prevalence and consequences of secondhand harms from alcohol. The current study (a) investigated whether secondhand harms can be clustered into latent factors that reflect distinct but related types of harms and (b) examined the associations between experiencing secondhand harms and mental health outcomes, including anxiety, depression, and subjective mental well-being, among first-year Canadian postsecondary students. The moderating effect of living arrangement (i.e., living on campus or not) on the associations was also tested. The sample included 1,885 first-year undergraduate students (49.8% female; mean age = 18.31 years) from three Canadian universities. Exploratory and confirmatory factor analyses were used to determine the factor structure of the harms measure. Path analysis was used to assess the association between harms and mental health outcomes. Models accounted for age, sex, and frequency of heavy drinking. Seventy-one percent of the sample reported experiencing at least one type of secondhand harm. The harms examined clustered into two distinct but related factors: strains (e.g., interrupted sleep) and threats (e.g., being harassed or insulted). Both threats and strains were associated with higher levels of anxiety and depression and poorer subjective well-being. Associations were stronger for threats and did not differ by living arrangement. Experiencing secondhand harms from alcohol, particularly threats, may have negative implications for student mental health over and above students' own drinking. Programs and policies on university campuses targeting both alcohol use and mental health should consider how to reduce both the prevalence and impact of secondhand harms from alcohol on students.
Experiencing Shame: Collegiate Alcohol Abuse, Religiosity, and Spirituality

ERIC Educational Resources Information Center

Prosek, Elizabeth A.; Giordano, Amanda L.; Holm, Jessica M.; Bevly, Cynthia M.; Sender, Kristy M.; Ramsey, Zachary B.; Abernathy, Meagan R.

2017-01-01

Previous researchers have established the relationship between substance abuse and shame and religiosity/spirituality and shame. This study investigated the associations among shame, religiosity, spirituality, and drinking behavior in a college student sample (N = 310). Participants classified as hazardous drinkers reported higher levels of shame…
The Intersection of Gender Identity and Violence: Victimization Experienced by Transgender College Students.

PubMed

Griner, Stacey B; Vamos, Cheryl A; Thompson, Erika L; Logan, Rachel; Vázquez-Otero, Coralia; Daley, Ellen M

2017-08-01

College students disproportionately experience victimization, stalking, and relationship violence when compared with other groups. Few studies explore victimization by the gender identity of college students, including those who identify as transgender. The purpose of this study is to explore the rates of violence experienced by transgender students compared with male and female college students. This study utilized the National College Health Assessment-II (NCHA-II) and included data from students ( n = 82,538) across fall 2011, 2012, and 2013. Bivariate statistics and binary logistic regression were conducted to test the relationships between gender identity and victimization. Transgender students ( n = 204) were compared with male ( n = 27,322) and female ( n = 55,012) students. After adjusting for individual factors, transgender students had higher odds of experiencing all nine types of violence when compared with males and higher odds of experiencing eight types of violence than females. Transgender students experienced the highest odds in crimes involving sexual victimization, including attempted sexual penetration (adjusted odds ratio [aOR]: 9.49, 95% confidence interval [CI] = [6.17, 14.59], d = 1.00), sexual penetration without consent (aOR: 9.06, 95% CI = [5.64, 14.53], d = 0.94), and being in a sexually abusive relationship (aOR: 6.48, 95% CI = [4.01, 10.49], d = 0.48), than did male students. Findings reveal increased odds of victimization among transgender students when compared with male and female students. Results demonstrate the need for more comprehensive violence prevention efforts in college settings.
Transgender College Students: Academic Resilience and Striving to Cope in the Face of Marginalized Health.

PubMed

Messman, Jenna B; Leslie, Leigh A

2018-04-19

To examine health behavior and outcome disparities between transgender, female, and male participants in a national sample of US college students. Participants and Method Summary: Analyses utilized secondary data from 32,964 undergraduate and graduate students responding to the Fall 2013 American College Health Association-National College Health Assessment; 65.8% were female, 0.4% were transgender, 67.9% were white, and 90.4% were heterosexual. Transgender students reported more mental health diagnoses, trauma, and suicidality; experienced more violence and less safety, reported more sex partners and sexually transmitted infections (STIs); higher rates of illicit and non-prescription substance use and binge drinking use while engaging in less harm reduction behavior; and reported more barriers to academic success. There is an established need for college clinicians and health educators to reduce these disparate outcomes once students arrive on campus through professional training and culturally competent campus prevention and intervention efforts to promote health equity.
I Learnt a Whole Lot More than Churning out an Essay: Using Online Tools to Support Critical Collaborative Inquiry in a Blended Learning Environment

ERIC Educational Resources Information Center

Khoo, Elaine; Johnson, E. Marcia; Zahra, Anne

2012-01-01

This paper reports on a qualitative case study of a teacher and her students in a postgraduate Tourism course in New Zealand in which a learning management system, discussion forums, and wikis were used to facilitate student engagement and deeper learning of course content. Although the teacher was experienced in face-to-face teaching contexts,…
Experiencing authenticity - the core of student learning in clinical practice.

PubMed

Manninen, Katri

2016-10-01

Learning in clinical practice is challenging regarding organizational and pedagogical issues. Clinical education wards are one way to meet these challenges by focusing on both patient care and student learning. However, more knowledge is needed about how students' learning can be enhanced and about patients' and supervisors' roles in these settings. The aim was to explore nursing students' learning on a clinical education ward with an explicit pedagogical framework. Semi-structured interviews of students were analyzed using qualitative content analysis and an ethnographic study including observations and follow-up interviews of students, patients and supervisors was conducted. The core of student meaningful learning experiences both external and internal authenticity. Students in early stages immediately created mutual relationships, experienced both external and internal authenticity, and patients became active participants in student learning. Without a mutual relationship, patients passively let students practice on their bodies. Students nearing graduation experienced only external authenticity, creating uncertainty as a threshold for learning. Caring for patients with complex needs helped students overcome the threshold and experience internal authenticity. Supervisors' challenges were to balance patient care and student learning by working as a team. They supported students coping with the complex challenges on the ward. Students need to experience external and internal authenticity to make learning meaningful. Experiencing authenticity, involving meaning-making processes and knowledge construction, is linked to transformative learning and overcoming thresholds. Therefore, an explicit pedagogical framework, based on patient-centredness, peer learning and the supervisory team, creates the prerequisites for experiencing external and internal authenticity.
The effects of brief individual cognitive behavioural therapy for depression and homesickness among international students in Malaysia.

PubMed

Saravanan, Coumaravelou; Alias, Alizi; Mohamad, Mardiana

2017-10-01

Students who go to other countries for higher education face various psychological problems, particularly homesickness and depression. The objectives of this study were to: (a) identify differences between students who did and did not receive brief individual cognitive behavioural therapy (CBT) for depression to reduce homesickness; (b) identify whether brief individual CBT for depression reduces the level of homesickness in students between pre-, post- and follow-up assessment; and (c) compare the scores of students experiencing only homesickness and those experiencing both homesickness and depression. The sample consisted of 520 first-year undergraduate international students. The experimental group contained students who were diagnosed with depression and homesickness and received seven sessions of brief individual CBT for depression to reduce homesickness. The control group contained students who were diagnosed with depression and homesickness and received one session of advice and suggestions. The comparison group contained students who experienced only homesickness and did not receive any interventions. The study used the comparison group to determine if an interaction effect existed between students experiencing only homesickness and students experiencing both homesickness and depression. Students who received brief individual CBT displayed a significant reduction in their homesickness and depression scores compared to the scores of students in the control group. Students who experienced only homesickness exhibited a significant reduction in the scores on homesickness in the post-assessment compared to the control group's post-assessment homesickness scores. The results of this study cannot be generalized as data were collected from three universities in Malaysia. The follow-up assessment was conducted six months after the post-assessment, which also limits generalizability beyond six months. Overall, homesickness is considered a normal reaction. Brief individual CBT for depression is effective in reducing homesickness and depression among international students. Copyright © 2017 Elsevier B.V. All rights reserved.
Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

PubMed Central

Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R.; Naker, Dipak; Devries, Karen M.

2016-01-01

Background The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. Methods To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. Results 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Conclusion Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. PMID:26647396
Anxiety about anxiety in medical undergraduates.

PubMed

Dennis, Ashley; Warren, Rob; Neville, Fergus; Laidlaw, Anita; Ozakinci, Gozde

2012-10-01

Effective communication with patients is a vital ability for a doctor, and therefore training in communication skills forms an important component of the undergraduate medical curriculum. However, some medical undergraduates experience anxiety in communicating with patients and this makes it difficult for them to communicate with patients effectively. We developed workshops to equip students with skills to reduce communication-related anxiety, but turnout was low and only female students participated. This study investigated the barriers that existed to workshop participation in order to inform the development of future workshops. Semi-structured interviews with medical students who were completing their pre-clinical training (n = 16) were carried out. Interviews were transcribed and thematically analysed. Participants recognised symptoms of anxiety, and some reported experiencing it when speaking with patients. Participants acknowledged that the workshops would be useful to some students. Labelling the workshops as dealing with 'anxiety' contributed to non-participation, as students perceived their attendance as potentially showing weakness to fellow students and to medical school staff. Our findings indicated that the stigma attached to seeking guidance for communication-related anxiety is exacerbated for male students and by the competitive medical school environment. Attitudes towards 'anxiety' and experiencing anxiety can act as a barrier towards seeking support for communication-related anxiety. © Blackwell Publishing Ltd 2012.
Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents.

PubMed

Joffe, Victoria L; Black, Emma

2012-10-01

Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers. The Strengths and Difficulties Questionnaire ( Goodman, 1997) was given to 352 mainstream secondary school students who were underperforming academically and had poor language performance. Two hundred and twenty-five of their parents and 230 of their teachers also completed the questionnaire. Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents, and their teachers. Significant differences were found across informants, with students identifying more overall difficulties than parents or teachers. Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.
Enacting connectedness in nursing education: moving from pockets of rhetoric to reality.

PubMed

McGregor, Alix

2005-01-01

Nursing education research points to lack of faculty support as a factor in nursing students' voluntary or involuntary withdrawal from nursing education programs. Moreover, despite global trends toward educational processes grounded in humanism that foster egalitarian and liberating student-teacher relationships, nursing students continue to report that some nursing faculty struggle to enact the caring philosophy they espouse. This article showcases how a fourth-year nursing student, interviewed for a study of students who experienced failure or its threat in their nursing program, found strength as she navigated her way through nursing faculty abuse. An interpretative analysis of the student's experiences with a group of faculty whom she describes as intent on failing her calls for future research on student-teacher relationships.
[School bathrooms: children's perceptions and prevalence of gastrointestinal and urinary disorders, a survey in 3 secondary schools near Saint-Etienne].

PubMed

Hoarau, Bénédicte; Vercherin, Paul; Bois, Christophe

2014-01-01

Irregular use of toilets can contribute to urinary and gastrointestinal disorders. The aim of this study was to assess the prevalence of gastrointestinal and urinary symptoms among a secondary school teenage population and to evaluate their perception and use of school toilets. 791 adolescents aged 12 to 16 filled in an anonymous questionnaire, which was administered in three secondary schools near Saint-Etienne, France. 22% reported abdominal pain at least once a week during the past two months and 26% experienced abdominal pain about once every month. 9% of schoolchildren suffered from urinary incontinence at least once during the two months before the study: 4% of boys and 13% of girls. Children had a negative perception of school toilets: 62% didn't feel safe and 54% of boys reported a lack of privacy. 34% of students avoided school toilets: 21% never used them to urinate and 85% never used them to defecate. 28% of children acknowledged they had experienced abdominal pain because they couldn't use school toilets and 29% said that they had experienced poor concentration as a result of their pain. Abdominal pain and urinary disorders are common among secondary schoolchildren. Stool and urine withholding behaviours are be widespread and affect students' concentration while at school.

Ringxiety and the Mobile Phone Usage Pattern among the Students of a Medical College in South India

PubMed Central

Subba, Sonu H.; Mandelia, Chetan; Pathak, Vaibhav; Reddy, Divya; Goel, Akanksha; Tayal, Ayushi; Nair, Swati; Nagaraj, Kondagunta

2013-01-01

Aims: Technologies like mobile phones may not always work positively but they may have unforeseen adverse effects. This study was conducted to find the proportion of students who experienced ringxiety (phantom ringing) and other perceived effects, as well as the pattern of the mobile phone usage among college students. Method: A cross-sectional study was carried out at Kasturba Medical College, Mangalore, south India, among 336 medical students by using a pre-tested, semi-structured questionnaire. Results: Among the total number of students, 335 students possessed mobile phones. Mostly, the persons whom they talked to on their phones were parents for 220 (51%) of the students. 48% (150) talked for less than half hour in a day and 41% (137) were high volume message users. “Ringxiety” was experienced by 34.5% (116) of the students and they were more likely to use their phones at restricted places like classrooms (99%) and libraries (60.3%). A significantly larger proportion of ringxiety sufferers also complained of hampered studies. Conclusion: The pattern of mobile phone use among the medical students appeared to be problematic, as a fairly large proportion suffered from ringxiety, they reported getting very upset and they used their phones at restricted times and places. This problem needs to be recognized, all stakeholders must be made aware of the symptoms and measures must be taken to reduce it. PMID:23542709
Losing Ground: School Segregation in Massachuestts

ERIC Educational Resources Information Center

Ayscue, Jennifer B.; Greenberg, Alyssa

2013-01-01

Though once a leader in school integration, Massachusetts has regressed over the last two decades as its students of color have experienced intensifying school segregation. This report investigates trends in school segregation in Massachusetts by examining concentration, exposure, and evenness measures by both race and class. First, the report…
Experiencing the "Community" in Community College Teaching through Mural Making.

ERIC Educational Resources Information Center

Elmes, Ellen

2002-01-01

Uses the five stages of creativity designed by psychologist Jacob Getzel--first insight, saturation, incubation, illumination, and verification--to describe a mural project in a rural community college. Reports that the project successfully paired students with community members to paint two local murals. (NB)
Taming the Technology.

ERIC Educational Resources Information Center

Clinton, Janeen S.

This document reports on efforts to find technology-based solutions for the diverse challenges faced by students with disabling conditions. Twenty-three case studies describe actual scenarios experienced in the school district of Palm Beach County, Florida. For each case study, a situation is described, a challenge is identified, solutions are…
The characteristics of failure among students who experienced pseudo thinking

NASA Astrophysics Data System (ADS)

Anggraini, D.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

The purpose of this research is to describe the thinking process of students who experienced pseudo thinking when solving the straight line equation. The result of this study shows the characteristics of error that caused students to experience pseudo thinking when solving the problem and their relation with students’ metacognition skill. This qualitative research was conducted in State 16 Junior High School in Surakarta, Indonesia during the odd semester of 2017/2018 academic year. The subjects of the study were students Junior High School students of 8th grade chosen using purposive sampling technique. Data were collected through the administration of think aloud method. The result showed that the characteristics of errors among the subjects are: 1) the answers resulted from pseudo thinking when solving the problem were obtained from the spontaneous, fast, unconscious and uncontrolled thinking process; 2) students had misconception; 3) students had tendency to memorize the formula and imitate the completion procedure; 4) students experienced fuzzy memory when solving the problem. From the mistakes among students who experienced pseudo thinking, their metacognition ability could be inferred.
Relevance of Student and Contextual School Variables in Explaining a Student's Severity of Violence Experienced

ERIC Educational Resources Information Center

Mooij, Ton

2015-01-01

Teachers conceptualise and interpret violent behaviour of secondary students in different ways. They also differ in their estimates of the relevance of student and contextual school variables when explaining the severity of violence experienced by students. Research can assist here by explicating the role of different types of contextual school…
A comparison of self-reported physical health and health conditions of American Indian/Alaskan Natives to other college students.

PubMed

Patterson-Silver Wolf, David A; VanZile-Tamsen, Carol; Black, Jessica; Billiot, Shanondora M; Tovar, Molly

2013-12-01

American Indian/Alaska Natives comprise a small portion of the general college student population, but often have the poorest health and wellness, as well as the highest dropout rates compared to any other race or ethnicity. Despite the well-documented issues this group faces in higher education, they are often ignored in studies due to their status as the minority within the minority, comprising only 0.8% of all college students in the US. This study examines the differences in college students' overall ratings of health across racial and ethnic groups, focusing specifically on the health and wellness of AI/AN students compared to their counterparts. This paper also investigates the physical health issues students experienced in the past 12 months and the health issues' impact on their academic achievement. Results showed that AI/AN students reported the lowest overall health ratings and the most health issues in the past year.
The Association Between Supportive High School Environments and Depressive Symptoms and Suicidality Among Sexual Minority Students.

PubMed

Denny, Simon; Lucassen, Mathijs F G; Stuart, Jaimee; Fleming, Theresa; Bullen, Pat; Peiris-John, Roshini; Rossen, Fiona V; Utter, Jennifer

2016-01-01

The purpose of this study was to determine if sexual minority students in supportive school environments experienced fewer depressive symptoms and lower rates of suicide ideation, plans and attempts ("suicidality") than sexual minority students in less supportive school environments. In 2007, a nationally representative sample (N = 9,056) of students from 96 high schools in New Zealand used Internet tablets to complete a health and well-being survey that included questions on sexual attractions, depressive symptoms, and suicidality. Students reported their experience of supportive environments at school and gay, lesbian, bisexual, and transgender (GLBT) bullying, and these items were aggregated to the school level. Teachers (n = 2,901) from participating schools completed questionnaires on aspects of school climate, which included how supportive their schools were toward sexual minority students. Multilevel models were used to estimate school effects on depressive symptoms and suicidality controlling for background characteristics of students. Sexual minority students were more likely to report higher levels of depressive symptoms and suicidality than their opposite-sex attracted peers (p < .001). Teacher reports of more supportive school environments for GLBT students were associated with fewer depressive symptoms among male sexual minority students (p = .006) but not for female sexual minority students (p = .09). Likewise in schools where students reported a more supportive school environment, male sexual minority students reported fewer depressive symptoms (p = .006) and less suicidality (p < .001) than in schools where students reported less favorable school climates. These results suggest that schools play an important role in providing safe and supportive environments for male sexual minority students.
Weapon Carrying Among Victims of Bullying.

PubMed

Pham, Tammy B; Schapiro, Lana E; John, Majnu; Adesman, Andrew

2017-12-01

To examine, in a large, nationally representative sample of high school students, the association between bullying victimization and carrying weapons to school and to determine to what extent past experience of 1, 2, or 3 additional indicators of peer aggression increases the likelihood of weapon carrying by victims of bullying (VoBs). National data from the 2015 Youth Risk Behavior Survey were analyzed for grades 9 to 12 ( N = 15 624). VoB groups were determined by self-report of being bullied at school and additional adverse experiences: fighting at school, being threatened or injured at school, and skipping school out of fear for one's safety. Weapon carrying was measured by a dichotomized (ie, ≥1 vs 0) report of carrying a gun, knife, or club on school property. VoB groups were compared with nonvictims with respect to weapon carrying by logistic regression adjusting for sex, grade, and race/ethnicity. When surveyed, 20.2% of students reported being a VoB in the past year, and 4.1% reported carrying a weapon to school in the past month. VoBs experiencing 1, 2, or 3 additional risk factors were successively more likely to carry weapons to school. The subset of VoBs who experienced all 3 additional adverse experiences were more likely to carry weapons to school compared with nonvictims (46.4% vs 2.5%, P < .001). Pediatricians should recognize that VoBs, especially those who have experienced 1 or more indicators of peer aggression in conjunction, are at substantially increased risk of weapon carrying. Copyright © 2017 by the American Academy of Pediatrics.
Chinese college freshmen’s mental health problems and their subsequent help-seeking behaviors: A cohort design (2005-2011)

PubMed Central

Liu, Fenge; Cao, Hongjian; Fang, Xiaoyi; Deng, Linyuan; Chen, Wenrui; Lin, Xiuyun; Liu, Lu; Zhao, Huichun

2017-01-01

Based on cohort data obtained from 13,085 college freshmen’s (2005 to 2011) SCL-90 (the Symptom Check-List-90) reports and their subsequent 4-year psychological counseling help-seeking records, this study examined the association between college students’ mental health problems and help-seeking behaviors across four college years. Female students’ mental health problems and help-seeking behaviors increased from the 2005 to the 2011 cohorts and no changes emerged for male students across cohorts. Overall, male students reported higher levels of mental health problems than did female students in the first college year, whereas female students reported more help-seeking behaviors than did male students in the following four college years. College students’ mental health problems was associated positively with help-seeking behaviors. College students were more likely to seek help from the college psychological counselling center when they experienced relatively few or quite a lot of mental health issues (i.e., an inversed U shape). Implications for future studies and practices are discussed. PMID:29040266
Psychological distress of adolescents exposed to Hurricane Hugo.

PubMed

Hardin, S B; Weinrich, M; Weinrich, S; Hardin, T L; Garrison, C

1994-07-01

To ascertain the effects of a natural disaster on adolescents, 1482 South Carolina high school students who were exposed to Hurricane Hugo were surveyed 1 year after the disaster. Subjects completed a self-administered questionnaire measuring Hugo exposure, nonviolent and violent life events, social support, self-efficacy, and psychological distress. Results showed that the students reported minimal exposure to the hurricane and psychological distress variables approximated national norms. As exposure increased, adolescents reported increased symptoms of psychological distress; i.e., anger, depression, anxiety, and global mental distress. Females and white students experienced higher levels of distress. In most cases, other stressful life events were at least as strong a predictor of psychological distress as was exposure to the hurricane. Self-efficacy and social support were protective.
Preliminary Study on the Skin Lightening Practice and Health Symptoms among Female Students in Malaysia

PubMed Central

Rusmadi, Siti Zulaikha; Syed Ismail, Sharifah Norkhadijah; Praveena, Sarva Mangala

2015-01-01

Many cases of dermatologic complication were reported with the use of skin lightening products. This study assessed the skin lightening practice and health symptoms among female students. Self-administered questionnaire was distributed to 104 female students (56 undergraduates and 48 postgraduates) aged 24 ± 2 years in Universiti Putra Malaysia. A total of 60.6% (N = 63) of the female students used skin lightening products (61.9% of undergraduates and 38.1% of postgraduates). Reasonable price (N = 35, 55.6%) and ingredients (N = 29, 46%) were considered the most important factors in the product selection. Most respondents purchased the product from drugstores (N = 39, 61.9%). Twenty-two respondents (34.9%) in this study experienced skin problem from the products they used. Skin peeling (N = 13, 12.5%) and acne (N = 9, 8.7%) were the most frequent symptoms experienced. Most of the respondents have the perception that lighter skin provides high self-esteem (N = 56, 53.8%) and looks beautiful and healthier (N = 54, 51.9%). The use of skin lightening products is common among female students in this study and some of these products can cause skin problems such as skin peeling, acne, and itching. PMID:26693230
Preliminary study on the skin lightening practice and health symptoms among female students in Malaysia.

PubMed

Rusmadi, Siti Zulaikha; Syed Ismail, Sharifah Norkhadijah; Praveena, Sarva Mangala

2015-01-01

Many cases of dermatologic complication were reported with the use of skin lightening products. This study assessed the skin lightening practice and health symptoms among female students. Self-administered questionnaire was distributed to 104 female students (56 undergraduates and 48 postgraduates) aged 24 ± 2 years in Universiti Putra Malaysia. A total of 60.6% (N = 63) of the female students used skin lightening products (61.9% of undergraduates and 38.1% of postgraduates). Reasonable price (N = 35, 55.6%) and ingredients (N = 29, 46%) were considered the most important factors in the product selection. Most respondents purchased the product from drugstores (N = 39, 61.9%). Twenty-two respondents (34.9%) in this study experienced skin problem from the products they used. Skin peeling (N = 13, 12.5%) and acne (N = 9, 8.7%) were the most frequent symptoms experienced. Most of the respondents have the perception that lighter skin provides high self-esteem (N = 56, 53.8%) and looks beautiful and healthier (N = 54, 51.9%). The use of skin lightening products is common among female students in this study and some of these products can cause skin problems such as skin peeling, acne, and itching.
Improved method in distance teaching of physics

NASA Astrophysics Data System (ADS)

Gustafsson, Peter

2004-03-01

Results of introducing cooperative working methods on a distance learning course in physics are reported. This has increased the throughput of students in the course as measured in the number of ECTS points generated by the students. There is no significant indication that students more experienced in academic studies manage to complete the course more often than those with less experience. In student groups where the cooperative concept was fully realized a larger gain of knowledge was achieved, as measured by the force concept inventory test. Hence, it is important for the tutor to monitor activities in the groups by follow-up questions during the course and to stress the importance of all students participating actively.
Prevalence, Characteristics, and Associated Health and Health Care of Family Homelessness Among Fifth-Grade Students

PubMed Central

Elliott, Marc N.; Kanouse, David E.; Grunbaum, Jo Anne; Gilliland, M. Janice; Tortolero, Susan R.; Cuccaro, Paula; Schuster, Mark A.

2009-01-01

Objectives. We describe the lifetime prevalence and associated health-related concerns of family homelessness among fifth-grade students. Methods. We used a population-based, cross-sectional survey of 5147 fifth-grade students in 3 US cities to analyze parent-reported measures of family homelessness, child health status, health care access and use, and emotional, developmental, and behavioral health and child-reported measures of health-related quality of life and exposure to violence. Results. Seven percent of parents reported that they and their child had experienced homelessness (i.e., staying in shelters, cars, or on the street). Black children and children in the poorest families had the highest prevalence of homelessness (11%). In adjusted analyses, most general health measures were similar for children who had and had not been homeless. Children who had ever experienced homelessness were more likely to have an emotional, behavioral, or developmental problem (odds ratio [OR] = 1.7; 95% confidence interval [CI] = 1.1, 2.6; P = .01), to have received mental health care (OR = 2.2; 95% CI = 1.6, 3.2; P < .001), and to have witnessed serious violence with a knife (OR = 1.6; 95% CI = 1.1, 2.3; P = .007) than were children who were never homeless. Conclusions. Family homelessness affects a substantial minority of fifth-grade children and may have an impact on their emotional, developmental, and behavioral health. PMID:19542035
Easing the transition for queer student teachers from program to field: implications for teacher education.

PubMed

Benson, Fiona J; Smith, Nathan Grant; Flanagan, Tara

2014-01-01

Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable "safe space." These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs.
‘It would not be tolerated in any other profession except medicine’: survey reporting on undergraduates’ exposure to bullying and harassment in their first placement year

PubMed Central

Timm, Anja

2014-01-01

Objectives To determine the extent to which undergraduate medical students experience (and/or witness) bullying and harassment during their first year on full-time placements and to compare with new General Medical Council (GMC) evidence on bullying and harassment of doctors in training. Setting A UK university offering medical and nursing undergraduate programmes. Participants 309 medical and nursing undergraduate students with 30–33 weeks’ placement experience (123 medical students and 186 nursing students); overall response rate: 47%. Primary and secondary outcome measures (A) students’ experience of bullying and harassment; (B) witnessing bullying and harassment; (C) actions taken by students; (D) comparison of medical and nursing students’ data. Results Within 8 months of starting clinical placements, a fifth of medical and a quarter of nursing students reported experiencing bullying and harassment. Cohorts differ in the type of exposure reported and in their responses. Whereas some nursing students follow incidences with query and challenge, most medical students acquiesce. Conclusions Bullying and harassment of medical (and nursing) students—as well as witnessing of such incidents—occurs as soon as students enter the clinical environment. This augments evidence published by the GMC in its first report on undermining of doctors in training (December 2013). The data suggest differences between nursing and medical students in how they respond to such incidents. PMID:25009133
The family-study interface and academic outcomes: differences and similarities between ethnic minority and ethnic majority students.

PubMed

Meeuwisse, Marieke; Born, Marise Ph; Severiens, Sabine E

2014-07-01

The present study investigated possible differences in the family-study interface between ethnic minority and ethnic majority students as an explanation for the poorer study results of ethnic minority students compared with those of majority students. We used a model for family-study conflict and facilitation derived from family-work and work-study models. This model held true for the full sample and both non-Western ethnic minority students (N = 342) and ethnic majority students (N = 1314) separately at a major Dutch university. Multivariate analyses of variance revealed that ethnic minority students reported less study effort and earned lower grades compared with ethnic majority students. Regarding the family-study interface, ethnic minority students reported more family-study conflict than did ethnic majority students. No differences were found between the 2 groups in family-study facilitation. Ethnic minority students participated more in family activities and were more involved with their family than ethnic majority students. Levels of experienced family support were equal for both groups of students. Students who received more family social support reported less conflict and more facilitation. This latter finding held more strongly for majority students, resulting in more study effort and higher grades for this group. The results demonstrated the explanatory power of the family-study conflict and facilitation model for both groups.
Negative Emotions and Behaviors are Markers of Breakup Distress

ERIC Educational Resources Information Center

Field, Tiffany; Diego, Miguel; Pelaez, Martha; Deeds, Osvelia; Delgado, Jeanette

2013-01-01

Method: University students who experienced a recent romantic breakup were given several self-report measures and were then divided into high versus low breakup distress groups. Results: The high breakup distress versus the low breakup distress groups had higher scores on negative emotions scales including depression, anxiety and anger and…
Efficient Use of Clickers: A Mixed-Method Inquiry with University Teachers

ERIC Educational Resources Information Center

Cheung, George; Wan, Kelvin; Chan, Kevin

2018-01-01

With the advancement of information technology and policies encouraging interactivities in teaching and learning, the use of students' response system (SRS), commonly known as clickers, has experienced substantial growth in recent years. The reported effectiveness of SRS has varied. Based on the framework of technological-pedagogical-content…

Facilitating College Readiness through Campus Life Experiences

ERIC Educational Resources Information Center

Schaefer, Mary Beth

2014-01-01

In a program called "College Immersion," middle grades students spend up to one week on a local college campus, attending specially designed college classes and experiencing collegiate activities. This research study reports on findings related to two different college-middle school partnerships involved in a College Immersion program.…
Preparing Reflective Community College Leaders in a Graduate Leadership Course

ERIC Educational Resources Information Center

Sullivan, Leila González; Palmer, Shelby

2014-01-01

This study measured the knowledge construction and reflection that occurred in a doctoral course designed to introduce major leadership theories and encourage reflection as a community college leadership practice. At each session, students completed forms reporting new learning and insights they experienced, as well as responding to reflection…
Further Education; Part-Time Teachers Speak.

ERIC Educational Resources Information Center

Styler, W.E.

Based on the reports of forty-four experienced part time teachers, this pamphlet examines the overall situation in the evening institutes in the West and East Ridings of Yorkshire. Subjects covered include: subject and special problems, teaching aims, kind of students, difficulties, effective teaching, and lessons learned by teachers. The age…
Possession Obsession

ERIC Educational Resources Information Center

Elias, Marilyn

2012-01-01

In one recent national survey of teenagers who had been in relationships, 29 percent reported experiencing sexual or physical abuse or receiving threats of physical violence from partners. About 10 percent of students in grades nine to 12 consistently say they've been physically hurt on purpose by a dating partner during the past year, according…
Invented Tradition and How Physical Education Curricula in the Australian Capital Territory Has Resisted Indigenous Mention

ERIC Educational Resources Information Center

Williams, John

2016-01-01

This article reports how "invented tradition" [Hobsbawm, E. (2012), "Introduction: Inventing traditions." In E. Hobsbawm & T. Ranger (Eds.), "The invention of tradition" (pp. 1-14). New York, NY: Cambridge University Press] as a long-term process has contributed to Indigenous students experiencing physical…
Research and Teaching: Project-Based Instruction with Future STEM Educators--An Interdisciplinary Approach

ERIC Educational Resources Information Center

Wilhelm, Jennifer

2014-01-01

This study documented the means by which STEM (science, technology, engineering, and mathematics) educators experienced the mathematics and science associated with understanding lunar phenomena. The article reports how well STEM education graduate students interacted with projectbased materials as they engaged in interdisciplinary teaching and…
Project PROBE, 1985-1986. OEA Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn. Office of Educational Assessment.

In its second year of operation, Project PROBE (Professions Oriented Bilingual Education) experienced difficulty in meeting some of its instructional objectives. The project had sought to provide instructional and supportive services to 200 Spanish-speaking students from Latin America at Louis D. Brandeis High School (Manhattan, New York) and to…
Physical Education Students' Ownership, Empowerment, and Satisfaction with PE and Physical Activity

ERIC Educational Resources Information Center

Moore, E. Whitney G.; Fry, Mary D.

2017-01-01

Individuals experiencing a highly caring, task-involving, and low ego-involving exercise climate have reported greater ownership in exercise class and empowerment to exercise in general. Purpose: This study examined the relationship between ownership and empowerment in exercise, with 2 context-specific outcomes, satisfaction with physical…
A Step Forward: Investigating Expertise in Materials Evaluation

ERIC Educational Resources Information Center

Johnson, Keith; Kim, Mija; Ya-Fang, Liu; Nava, Andrea; Perkins, Dawn; Smith, Anne Margaret; Soler-Canela, Oscar; Lu, Wang

2008-01-01

This article reports on a study investigating the textbook evaluation techniques of novice and experienced teachers, which was conducted by the Language Teaching Expertise Research Group (or LATEX) within Lancaster University's Department of Linguistics and English Language. Three ELT teachers were chosen to evaluate the student and teacher…
Globalization and Academic Work in Singapore. RIHE International Seminar Reports. No. 23

ERIC Educational Resources Information Center

Ho, Kong Chong; Kang, Trivina

2015-01-01

East Asian higher education has experienced an important shift by it's national universities to pay increasing attention to rankings in the wake of globalization. This critical feature influences inter-university competition for resources, faculty and students. During this process, these universities have restructured their organizations and…
Exploring the Needs of Students Experiencing Homelessness from School Counselors' Perspectives

ERIC Educational Resources Information Center

Havlik, Stacey A.; Brady, Jennifer; Gavin, Kathleen

2014-01-01

An increased understanding of the needs of students experiencing homelessness will better inform educational and clinical practices to ensure student success. Through an analysis of survey data using the Knowledge and Skills with Homeless Students Survey (Gaenzle & Bryan, 2013), this exploratory study applied a mixed methods approach to assess…
Students' Desired and Experienced Levels of Connectivity to an Asynchronous, Online, Distance Degree Program

ERIC Educational Resources Information Center

Schroeder, Shawnda; Baker, Mary; Terras, Katherine; Mahar, Patti; Chiasson, Kari

2016-01-01

This study examined graduate students' desired and experienced levels of connectivity in an online, asynchronous distance degree program. Connectivity was conceptualized as the students' feelings of community and involvement, not their level of access to the Internet. Graduate students enrolled in a distance degree program were surveyed on both…
Strategies to Address English Language Writing Challenges Faced by International Graduate Students in the US

ERIC Educational Resources Information Center

Ravichandran, Swathi; Kretovics, Mark; Kirby, Kara; Ghosh, Ankita

2017-01-01

Since 2000, there has been a 72% increase in the number of international students attending US institutions of higher education. The increase, specifically of international graduate students, has brought to light the writing challenges experienced by this population of students. This study explored specific writing challenges experienced by…
Exploring the Challenges Experienced by International Students during Work-Integrated Learning in Australia

ERIC Educational Resources Information Center

Jackson, Denise

2017-01-01

This study explores the challenges experienced by international students during Work Integrated Learning (WIL) in Australia. Student participation in WIL not only enhances individual student employability but also the attractiveness of Australia as a study destination. WIL, in particular work placements, is in high demand by international students…
An assessment of lower back pain in young adults: implications for college health education.

PubMed

Reis, J; Flegel, M; Kennedy, C

1996-05-01

A convenience sample of 243 undergraduates completed a 36-item questionnaire on their knowledge about back care and exercise patterns before they attended lectures and a workshop on back mechanics. At the workshop, the students were individually evaluated for posture, hamstring flexibility, hip flexor flexibility, back and abdominal strength, and lifting technique. Twenty-nine percent of the students reported that they experienced no back pain; 71% experienced lower back pain 1 to 5 days a week. The majority were neglectful of their posture, lifting and carrying techniques, and scored fair-to-poor on the hamstring flexibility test, possibly foreshadowing back problems in later life. The majority of respondents were unsure of what exercises to do for back care. Within the subgroup of students who claimed they were knowledgeable about exercise, more than 50% were performing ineffective and potentially harmful exercises. The results underscored the potential worth of health education on back care offered through didactic instruction and experiential workshops.
Preliminary examination of spring break alcohol use and related consequences.

PubMed

Lee, Christine M; Lewis, Melissa A; Neighbors, Clayton

2009-12-01

The authors examined the extent to which college student drinkers are at risk for experiencing negative alcohol-related consequences during Spring Break. A sample of first-year college student drinkers (N = 726) participated by completing an online survey assessing typical drinking, as well as Spring Break drinking and related consequences. Findings suggest Spring Break drinking was positively associated with alcohol-related consequences during Spring Break, even after controlling for sex and typical drinking. Furthermore, results indicated that typical drinking moderated the relationship between Spring Break drinking and expected zero-values (i.e., not reporting any Spring Break consequences), such that the association between Spring Break drinking and the likelihood of being a zero-score was less evident for those who are typically lighter drinkers. Identifying and examining temporal and contextually relevant events and associated drinking is critical for understanding and ultimately preventing extreme drinking and associated consequences associated with specific events like Spring Break, which place many students at high risk for experiencing acute harm. Copyright 2009 APA
Answering the Call: Facilitating Responsive Services for Students Experiencing Homelessness

ERIC Educational Resources Information Center

Grothaus, Tim; Lorelle, Sonya; Anderson, Kie; Knight, Jasmine

2011-01-01

After a review of the literature elucidating the status quo for students experiencing homelessness, this article shares the results of a mixed methods study. With a phenomenological qualitative emphasis, the mixed methods study explored the perceptions of parents and children experiencing homelessness regarding their academic needs and the…
"Dude, I'm Seventeen … It's Okay Not to Have Sex by This Age": Feelings, Reasons, Pressures, and Intentions Reported by Adolescents Who Have Not Had Sexual Intercourse.

PubMed

Heywood, Wendy; Patrick, Kent; Pitts, Marian; Mitchell, Anne

2016-01-01

This study investigated feelings, reasons, pressures, and previous sexual experiences reported by students who have not had sexual intercourse and how these factors are associated with self-rated likelihood of having sex during the next year. Using data from the Fifth National Survey of Australian Secondary Students and Sexual Health (n = 783), this study found, in general, students had positive feelings about not having sex. Reasons for not having sex such as being proud to say no and not being ready were rated higher in importance than fear of potential outcomes or religious/cultural beliefs. Students reported limited pressure from parents and friends and, despite not having sexual intercourse, more than half of the sample had experienced some form of sexual activity. Stronger likelihoods of having sex during the next year were reported by students who had previously engaged in other sexual practices, reported more pressure from friends to have sex, and had negative feelings about not having sex. Sexuality educators can use these findings to guide approaches to sex education, emphasizing feelings, intentions, and reasoning over fear tactics. Discussion of a range of sexual practices will address more closely the experiences of young students as they begin their sexual lives.
Curriculum Alignment with Vision and Change Improves Student Scientific Literacy.

PubMed

Auerbach, Anna Jo; Schussler, Elisabeth E

2017-01-01

The Vision and Change in Undergraduate Biology Education final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors' introductory biology sequence in alignment with these recommendations. Discussion sections focused on developing student process skills were added to both lectures and a lab, and one semester of lab was removed. This curriculum was implemented using active-learning techniques paired with student collaboration. This study determined whether these changes resulted in a higher gain of student scientific literacy by conducting pre/posttesting of scientific literacy for two cohorts: students experiencing the unreformed curriculum and students experiencing the reformed curriculum. Retention of student scientific literacy for each cohort was also assessed 4 months later. At the end of the academic year, scientific literacy gains were significantly higher for students in the reformed curriculum ( p = 0.005), with those students having double the scientific literacy gains of the cohort in the unreformed curriculum. Retention of scientific literacy did not differ between the cohorts. © 2017 A. J. Auerbach and E. E. Schussler. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Experience and perception of sexual harassment during the clinical practice of korean nursing students.

PubMed

Lee, Sun-Kyoung; Song, Ju-Eun; Kim, Sue

2011-09-01

The purpose of this study was to identify the experience and perception of sexual harassment during the clinical practice of Korean nursing students. The descriptive study was conducted using a self-report questionnaire from December 2009 to January 2010. Participants were 542 nursing students recruited from 12 nursing colleges in Korea, who had finished 1,000 hours of clinical practice which is the minimum requirement for graduation. Data were analyzed by descriptive statistics. Ninety-seven participants (17.9%) reported that they experienced sexual harassment during clinical practice and 36 participants (6.7%) answered whether it was a sexual harassment or not. When sexual harassment was asked by the specific 18 items in the sexual harassment checklist, 52.0% (n = 282) of participants reported that they experienced at least 1 item among 18 items of sexual harassment. Sexual harassments were frequently made by the persons in their 40s (41.2%), men (97.9%) and patients (96.9%) and in the psychiatric wards (67.0%). Many respondents recognized that sexual harassment during clinical practice was caused by abnormal sexual desire of a pervert (34.5%) or men's sexual impulse (26.2%). Also, sexual harassment was perceived as a serious problem (19.4%) and education was necessary for prevention (88.3%). Education program is needed to prevent sexual harassment and enhance the gender sensitivity of nursing students, who are in the high-risk group of sexual harassment during clinical practice. This will in turn contribute to a safe educational environment for clinical practice. Copyright © 2011. Published by Elsevier B.V.

Prevalence of self-reported musculoskeletal pain symptoms among school-age adolescents: age and sex differences.

PubMed

Keeratisiroj, Orawan; Siritaratiwat, Wantana

2018-04-25

Non-specific musculoskeletal pain symptoms are common in adolescents and may differ between the sexes, and be related to age and daily activities. It is critical to examine the prevalence and frequency of symptoms in adolescent students who tend to have pain which interferes with their routine activities. This study aimed to explore the prevalence and frequency of self-reported musculoskeletal pain symptoms by age and sex, and we also examined the association of symptoms with routine activities of school-age adolescents by area of pain. A cross-sectional survey was conducted among Thai students aged 10-19 years. All 2,750 students were asked to report previous 7-day and/or 12-month pain using the Standardized Nordic Questionnaire (Thai version) in 10 body areas. Multivariable logistic regression adjusted for age and sex was used to analyze the association between daily activity and musculoskeletal pain symptoms. A total of 76.1% (n=2,093) of students reported experiencing pain in the previous 7 days, 73.0% (n=2,007) reported in the previous 12-month period and 83.8% (n=2,304) reported pain in both 7-day and 12-month periods. The most common pain area was from a headache, with other areas being neck and shoulders, in that order, for both periods of time. The prevalence of musculoskeletal pain was especially higher in older groups and females. Participants reported frequency of pain as "sometimes in different areas" ranging from 78.4% to 88% and severity of pain at 3.82±2.06 out of 10 (95% CI 3.74-3.91). Routine daily activities associated with symptoms of headache, neck, shoulders, and ankles or feet pain were computer use (head, OR=2.22), school bag carrying (neck, OR=2.05), school bag carrying (shoulder, OR=3.09), and playing sports (ankle or foot, OR=2.68). The prevalence of musculoskeletal pain symptoms was high in both the previous 7-day and 12-month periods, especially in females and older adolescents, although most of them sometimes experienced pain. Computer use and school bag carrying were associated with headache, neck and shoulder pain, while playing sports was related to symptoms of the foot and ankle. The prevalence of pain was high, particularly in the older and female groups. Although they experienced mild symptoms sometimes, the related daily activities leading to these symptoms should be closely noticed.
Incident surveillance in New Jersey career and technical education programs, 1999 to 2008: attributes, severity, and reported use of personal protective equipment.

PubMed

Shendell, Derek G; Jhaveri, Mehul; Nowakowski, Alexandra C H; Wozniak, Maryann E; Campbell, Jennifer K; Marshall, Elizabeth G; Kelly, Sarah W

2010-09-01

Through school-sponsored career and technical education programs in New Jersey, students work part-time during or after school in paid and unpaid structured learning experiences regulated by the New Jersey Department of Education. Schools submit information on "reportable incidents," injury or illness resulting in physician treatment. Incidents including reported use of personal protective equipment (PPE) were assessed; 1,600 incident reports (1999 to 2008) were received. Attributes such as type and severity, body parts affected, and PPE use for incidents occurring at school among students grades 9 to 12 or labeled as "adults" during school hours (n = 285) were analyzed. Older teens incurred more injuries. PPE use was consistently low across age and gender. Students most frequently experienced knife injuries involving fingers and hands. Results identified potential injury determinants and training and intervention topics such as PPE, and support development of an enhanced reporting form. Copyright 2010, SLACK Incorporated.
Tobacco Dependence Treatment Teaching by Medical School Clerkship Preceptors: Survey Responses from more than 1,000 US Medical Students

PubMed Central

Geller, Alan C.; Hayes, Rashelle B.; Leone, Frank; Churchill, Linda C.; Leung, Katherine; Reed, George; Jolicoeur, Denise; Okuliar, Catherine; Adams, Michael; Murray, David M.; Liu, Qin; Waugh, Jonathan; David, Sean; Ockene, Judith K.

2013-01-01

Objective To determine factors associated with tobacco cessation counseling in medical school clerkships Methods Third-year medical students at 10 medical schools across the United States completed a 100-item survey, measuring the frequency with which they experienced their preceptors’ providing clinical teaching components: clear instruction, feedback, modeling behavior, setting clear objectives, and responding to questions about tobacco dependence counseling as well as frequency of use of tobacco prompts and office systems. Our primary dependent measure was student self-reported skill level for items of tobacco dependence treatment (e.g. “5As”). Results Surveys were completed by 1213 students. For both family medicine and internal medicine clerkships, modeling and providing clear instruction on ways to provide tobacco counseling were reported most commonly. In contrast, providing feedback and clear objectives for tobacco dependence treatment lagged behind. Overall, students who reported preceptors’ provision of optimal clinical teaching components and office system prompts in both family medicine and internal medicine clerkships had higher self-reported skill (p<0.001) than students with no exposure or exposure during only one of the clerkships. Conclusions Future educational interventions intended to help students adopt effective tobacco dependence treatment techniques should be engineered to facilitate these critical precepting components. PMID:23623894
Effects of Grouping Forms, Student Gender and Ability Level on the Pleasure Experienced in Physical Education

ERIC Educational Resources Information Center

Lentillon-Kaestner, Vanessa; Patelli, Gianpaolo

2016-01-01

The purpose of this study was to estimate the main and interaction effects of grouping forms, student gender and ability level on the pleasure experienced in physical education (PE). The participants included 178 secondary school students (M = 13.17, SD = 0.81), with 72 students enrolled in a basketball unit and 106 students enrolled in an…
Retention of Content Utilizing a Flipped Classroom Approach.

PubMed

Shatto, Bobbi; LʼEcuyer, Kristine; Quinn, Jerod

The flipped classroom experience promotes retention and accountability for learning. The authors report their evaluation of a flipped classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the flipped classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using flipped classroom methodology.
Positive attitudinal shifts with the Physics by Inquiry curriculum across multiple implementations

NASA Astrophysics Data System (ADS)

Lindsey, Beth A.; Hsu, Leonardo; Sadaghiani, Homeyra; Taylor, Jack W.; Cummings, Karen

2012-06-01

Recent publications have documented positive attitudinal shifts on the Colorado Learning Attitudes about Science Survey (CLASS) among students enrolled in courses with an explicit epistemological focus. We now report positive attitudinal shifts in classes using the Physics by Inquiry (PbI) curriculum, which has only an implicit focus on student epistemologies and nature of science issues. These positive shifts have occurred in several different implementations of the curriculum, across multiple institutions and multiple semesters. In many classes, students experienced significant attitudinal shifts in the problem-solving categories of the CLASS, despite the conceptual focus of most PbI courses.
A Comparison of Student Understanding of Seasons Using Inquiry and Didactic Teaching Methods

NASA Astrophysics Data System (ADS)

Ashcraft, Paul G.

2006-02-01

Student performance on open-ended questions concerning seasons in a university physical science content course was examined to note differences between classes that experienced inquiry using a 5-E lesson planning model and those that experienced the same content with a traditional, didactic lesson. The class examined is a required content course for elementary education majors and understanding the seasons is part of the university's state's elementary science standards. The two self-selected groups of students showed no statistically significant differences in pre-test scores, while there were statistically significant differences between the groups' post-test scores with those who participated in inquiry-based activities scoring higher. There were no statistically significant differences between the pre-test and the post-test for the students who experienced didactic teaching, while there were statistically significant improvements for the students who experienced the 5-E lesson.
The errors of metacognitive evaluation on metacognitive failure of students in mathematical problem solving

NASA Astrophysics Data System (ADS)

Huda, Nizlel; Sutawidjaja, Akbar; Subanji; Rahardjo, Swasono

2018-04-01

Metacognitive activity is very important in mathematical problems solving. Metacognitive activity consists of metacognitive awareness, metacognitive evaluation and metacognitive regulation. This study aimed to reveal the errors of metacognitive evaluation in students’ metacognitive failure in solving mathematical problems. 20 students taken as research subjects were grouped into three groups: the first group was students who experienced one metacognitive failure, the second group was students who experienced two metacognitive failures and the third group was students who experienced three metacognitive failures. One person was taken from each group as the reasearch subject. The research data was collected from worksheets done using think aload then followed by interviewing the research subjects based on the results’ of subject work. The findings in this study were students who experienced metacognitive failure in solving mathematical problems tends to miscalculate metacognitive evaluation in considering the effectiveness and limitations of their thinking and the effectiveness of their chosen strategy of completion.
The Impact of Instructor's Group Management Strategies on Students' Attitudes to Group Work and Generic Skill Development

ERIC Educational Resources Information Center

Natoli, Riccardo; Jackling, Beverley; Seelanatha, Lalith

2014-01-01

This paper examines the influence of two distinct group work management strategies on finance students' attitudes towards group work and their perceptions of generic skill development. Using quantitative and qualitative data, comparisons are made between students who experienced a supportive group work environment and students who experienced an…
Virtually Stress Free: Keeping Online Graduate Management Students Healthy from Afar

ERIC Educational Resources Information Center

Martinak, M. Linda

2012-01-01

This article examines stress experienced by graduate management students in an online learning environment. I use qualitative methodology to examine data collected from 32 students in 2 sections of a graduate online course. Findings identify 6 categories of stressors experienced by the students as well as 6 categories of stress relief agents.…
Stress symptoms among African-American college students after the September 11, 2001 terrorist attacks.

PubMed

Murphy, Ronald T; Wismar, Kieth; Freeman, Kassie

2003-02-01

The current study examined stress reactions to the events of September 11, 2001 among African-American college students not directly exposed to the attacks. Within 3 days of September 11, 219 undergraduates (78.3% women) completed self-report measures assessing stress symptoms and other reactions to the attacks. The results indicated that many students experienced a variety of stress symptoms and distressing thoughts and feelings in response to the events of September 11, including academic problems, concerns about family and friends in the military, and fear about war. Most students were highly distressed by specific attack-related news reports and images. Anger toward persons of Middle Eastern descent was not frequently reported. Later college year and having parents not currently together were predictors of overall stress symptom severity as assessed by the Posttraumatic Stress Disorder Checklist. Later college year also predicted academic problems after September 11. The findings are discussed in terms of intervention implications and suggested directions for future research.
Stressors and reactions to stressors among university students.

PubMed

Hamaideh, Shaher H

2011-01-01

University students are prone to stressors due to the transitional nature of university life. High levels of stress are believed to affect students' health as well as their academic performance. The aims of this study were to identify stressors and reactions to stressors among university students, and to examine the correlations between student stressors and study variables. A correlational descriptive design was used. Student-life Stress Inventory (SSI) was used to measure the stressors and reactions to stressors. Stratified random sampling was employed to recruit participants. The final sample consisted of 877 participants (students). s indicated that the highest group of stressors experienced by students were 'self-imposed' stressors followed by 'pressures'. Cognitive responses were found to be the highest responses to stressors experienced by students. Negative correlations were found with student's perception of health, and father's and mother's level of education. This study revealed that stressors among university students come from 'self-imposed' stressors and 'pressures'. Stress management, assertiveness skills, time management and counselling sessions will be effective in reducing stress experienced by students.
Contraceptive Patterns of College Students Who Experienced Early Coitus.

ERIC Educational Resources Information Center

Vincent, Murray L.; And Others

1981-01-01

A study investigated the coital behavior, contraceptive use, and attitudes of 20-year-old male and female college students who experienced sexual intercourse early in adolescence (at 16 or younger) as contrasted to those who experienced coitus in late adolescence. Results indicate that older adolescents were more likely to use contraceptives and,…
Experienced Early Childhood Teachers as Graduate Students: A Process of Change

ERIC Educational Resources Information Center

Mevorach, Miriam; Miron, Mordechai

2011-01-01

This paper explores perceptions of professional identity among experienced early childhood educators (ECEs) who are novice students in a new master's degree program in ECE. We sought to examine the changes experienced by these educators. The study used qualitative content analysis, which included an open-ended questionnaire that was administered…
Gender bias against and sexual harassment of AMWA members in Massachusetts.

PubMed

Lenhart, S A; Klein, F; Falcao, P; Phelan, E; Smith, K

1991-01-01

Despite the increasing participation of women in medicine over the past few decades, hindrances to professional advancement for women physicians and medical students persist. The present study sought to assess the prevalence of gender bias and sexual harassment in a sample of women physicians and medical students. Within a one-year period, 54% of respondents encountered some form of sex discrimination. In addition, approximately one-fourth experienced sexual harassment (27%) and/or discrimination related to parenthood (24%). Unwanted sexual attention not viewed as sexual harassment was experienced by more than twice as many respondents (55%). Other forms of discrimination were reported as well: age (22%), sexual preference (20%), and race (7%). Perceptions of the extent of sex discrimination and sexual harassment, of their impact on professional commitment, and of the adequacy of solutions at institutions varied directly with whether or not respondents had experienced some form of employment discrimination within the past 12 months. This study points to the need for clarification of what constitutes sexual harassment and for the creation of safe, effective mechanisms to remedy and prevent all forms of gender bias.
The characteristics and severity of psychological distress after abortion among university students.

PubMed

Curley, Maureen; Johnston, Celeste

2013-07-01

Controversy over abortion inhibits recognition and treatment for women who experience psychological distress after abortion (PAD). This study identified the characteristics, severity, and treatment preferences of university students who experienced PAD. Of 151 females, 89 experienced an abortion. Psychological outcomes were compared among those who preferred or did not prefer psychological services after abortion to those who were never pregnant. All who had abortions reported symptoms of post-traumatic stress disorder (PTSD) and grief lasting on average 3 years. Yet, those who preferred services experienced heightened psychological trauma indicative of partial or full PTSD (Impact of Event Scale, M = 26.86 versus 16.84, p < .05), perinatal grief (Perinatal Grief Scale, M 62.54 versus 50.89, p < 0.05), dysthymia (BDI M = 11.01 versus 9.28, p < 0.05), (M = 41.86 versus 39.36, p < 0.05), and co-existing mental health problems. PAD appeared multi-factorial, associated with the abortion and overall emotional health. Thus, psychological interventions for PAD need to be developed as a public health priority.
If you're high status and you know it: Teasing apart the within- and between-person effects of peer- and self-reported status in the drinking group on alcohol-related outcomes.

PubMed

Dumas, Tara M; Davis, Jordan P; Merrin, Gabriel J; Puccia, Maria; Blustein, Dayna

2018-05-01

In this longitudinal study, we disentangled within- and between-persons effects in the relationship between university students' status in their drinking group and alcohol-related behavior. We further examined the role of self-perceived and peer-reported status, with the hypothesis that only when students' peers reported them as of a higher status, and they were aware of their high status (via self-report), would they experience increased heavy episodic drinking (HED). University students (N = 118; Mage = 19.40, SD = 1.49; 60.2% women) were recruited in their natural drinking groups (N = 27). All group members completed surveys at 3 time points during the school year, each 2 months apart. We fitted a taxonomy of multilevel growth curve models predicting students' self-reported HED and the extent to which they encouraged other group members to consume alcohol (peer-reported). Between-persons results demonstrated that students who reported higher status compared to their group members experienced more HED on average and students who were peer-reported as of a higher status relative to their group members played a more salient role in encouraging others to drink. Notably, and consistent with hypotheses, a within-person interaction revealed that at time points when students were higher in peer-reported status relative to their average, and they were aware of their increase in status (via self-reports), they also engaged in more HED. Results emphasize the importance of considering within-person effects and highlight the need for university alcohol-prevention programming to focus on students' status-related motives and concerns. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Veterinary student competence in equine lameness recognition and assessment: a mixed methods study.

PubMed

Starke, Sandra D; May, Stephen A

2017-08-12

The development of perceptual skills is an important aspect of veterinary education. The authors investigated veterinary student competency in lameness evaluation at two stages, before (third year) and during (fourth/fifth year) clinical rotations. Students evaluated horses in videos, where horses were presented during trot on a straight line and in circles. Eye-tracking data were recorded during assessment on the straight line to follow student gaze. On completing the task, students filled in a structured questionnaire. Results showed that the experienced students outperformed inexperienced students, although even experienced students may classify one in four horses incorrectly. Mistakes largely arose from classifying an incorrect limb as lame. The correct detection of sound horses was at chance level. While the experienced student cohort primarily looked at upper body movement (head and sacrum) during lameness assessment, the inexperienced cohort focused on limb movement. Student self-assessment of performance was realistic, and task difficulty was most commonly rated between 3 and 4 out of 5. The inexperienced students named a considerably greater number of visual lameness features than the experienced students. Future dedicated training based on the findings presented here may help students to develop more reliable lameness assessment skills. © British Veterinary Association (unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.
Sexual coercion, verbal aggression, and condom use consistency among college students.

PubMed

Fair, Cynthia D; Vanyur, Jennifer

2011-01-01

The relationship between condom use and 2 less visible categories of intimate partner violence (IPV), sexual coercion and verbal aggression, was examined among college students. In March 2007 a random cross-sectional sample of undergraduates from the southeast region of the United States was taken to collect information about sexual coercion and verbal aggression, in addition to condom use consistency. Alcohol use was also assessed. Of the 142 participants, 31.7% reported being victims of sexual coercion, and 78% reported having verbally aggressive partners. Participants who reported experiencing sexual coercion in their relationship were significantly less likely to consistently use condoms. Additionally, alcohol use before or during episodes of verbal aggression was negatively associated with condom use. Alcohol use was also significantly associated with heightened incidents of coercion and aggression. Results indicate that among college students, the presence of sexual coercion adversely affects condom use, as does alcohol use.
MP3 player listening habits of 17 to 23 year old university students.

PubMed

McNeill, Kylie; Keith, Stephen E; Feder, Katya; Konkle, Anne T M; Michaud, David S

2010-08-01

This study evaluated the potential risk to hearing associated with the use of portable digital audio players. Twenty-eight university students (12 males, 16 females; aged 17-23) completed a 49-item questionnaire assessing user listening habits and subjective measures of hearing health. Sound level measurements of participants' self-identified typical and 'worst case' volume levels were taken in different classrooms with background sound levels between 43 and 52 dBA. The median frequency and duration of use was 2 h per day, 6.5 days a week. The median sound levels and interquartile ranges (IQR) at typical and 'worst case' volume settings were 71 dBA (IQR=12) and 79 dBA (IQR=9), respectively. When typical sound levels were considered with self-reported duration of daily use, none of the participants surpassed Leq(8) 85 dBA. On the questionnaire, 19 students reported experiencing at least one symptom of possible noise-induced hearing loss. Significant differences in MP3 user listening patterns were found between respondents who had experienced tinnitus and those who had not. The findings add to a growing body of literature that collectively supports a need for further research investigating MP3 player user listening habits in order to assess their potential risk to hearing health.

Experiencing the Barriers: Non-Traditional Students Entering Higher Education.

ERIC Educational Resources Information Center

Bowl, Marion

2001-01-01

Examined the educational experiences of nontraditional, ethnic minority, women students in the United Kingdom who were involved in a community-based, flexible access to higher education project in the inner city, highlighting financial and institutional barriers they experienced. Students were frustrated participants in an unresponsive…
Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

PubMed

Knight, Louise; Nakuti, Janet; Allen, Elizabeth; Gannett, Katherine R; Naker, Dipak; Devries, Karen M

2016-01-01

The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene.
School Indicators of Violence Experienced and Feeling Unsafe of Dutch LGB Versus Non-LGB Secondary Students and Staff, 2006-2010.

PubMed

Mooij, Ton

2016-12-01

Gender and sexual orientation are expressed in heterosexual, lesbian (L), gay (G), bisexual (B), transgender (T), or queer (Q) interests and behavior. Compared with heterosexual persons, LGBTQ persons seem to experience more antisocial behavior, including negative discrimination and violence. To assess differences in LGBTQ-related discrimination in schools, the question for this research is "Do the degrees of violence experienced and feeling unsafe of LGBTQ students and staff in a school differ from those of non-LGBTQ students and staff in the same school?" Secondary analysis was carried out on data from a Dutch national digital monitor survey on safety in secondary schools. In 2006, 2008, and 2010, participation amounted to 570 schools, 18,300 teaching and support staff, and 216,000 students. Four indicators were constructed at the school level: two Mokken Scale means assessing severity of violence experienced and two Alpha Scale means assessing feeling unsafe. Analysis of mean differences showed that LGB students experienced more violence and felt less safe than non-LGB students; LGB staff felt less safe in school than non-LGB staff. When LGB students experienced more violence at school than non-LGB students, LGB students also felt less safe than non-LGB students for all 3 years. No such relationships existed for LGB staff, or between LGB staff and LGB students. No significant relationships were found between the four LGB school indicators and contextual school variables. The outcomes and uniqueness of the study are discussed. Recommendations are made to improve assessment and promote prosocial behavior of students and staff in schools. © The Author(s) 2015.
Using Argument-Driven Inquiry to enhance students' argument sophistication when supporting a stance in the context of Socioscientific Issues

NASA Astrophysics Data System (ADS)

Grooms, Jonathon A.

This quasi-experimental study assesses the extent to which the Argument-Driven Inquiry (ADI) instructional model enhances undergraduate students' abilities to generate quality arguments supporting their stance in the context of a Socioscientific Issue (SSI) as compared to students experiencing a traditional style of instruction. Enhancing the quality of undergraduate students' arguments in the context of SSI can serve as an indirect measure of their scientific literacy and their ability to make sound decisions on issues that are inherently scientific but also involve social implications. Data collected in this study suggest that the undergraduate students experiencing the ADI instruction more readily provide rationales in their arguments supporting their decisions regarding two SSI-tasks as compared to a group of undergraduate students experiencing traditional instruction. This improvement in argument quality and gain in scientific literacy was achieved despite the overall lower SSI related content knowledge of the ADI students. Furthermore, the gap between the argument quality of those students with high versus low SSI related content knowledge was closed within the ADI group, while the same gap persisted post-intervention within the traditional instruction students. The role of students' epistemological sophistication was also investigated, which showed that neither instructional strategy was effective at shifting students' epistemological sophistication toward an evaluativist stance. However, the multiplists within the ADI group were able to significantly increase the sophistication of their arguments whereas the traditional students were not. There were no differences between the quality of arguments generated by the evaluativist students with either the treatment or comparison groups. Finally, the nature of the justifications used by the students revealed that the students (both comparison and treatment groups) did not invoke science-based justifications when supporting their stance, despite students' self-reports that scientific content knowledge accounted for the greatest influence on their stance, related to the SSI tasks. The results of this study suggest that the scientific habits of mind the students learned in the context of ADI investigations are transferred to the novel SSI contexts. Implications for the use of argument-based instructional models to enhance the generation of socioscientific arguments and to promote the development of scientific literacy are also discussed.
Sexual harassment during clinical clerkships in Dutch medical schools.

PubMed

Rademakers, Jany J D J M; van den Muijsenbergh, Maria E T C; Slappendel, Geerte; Lagro-Janssen, Antoine L M; Borleffs, Jan C C

2008-05-01

Sexual harassment of medical students has been the focus of many international studies. Prevalence rates from 18% to over 60% have been reported. However, a Dutch study at Nijmegen Medical School found the prevalence rate to be lower (13.3% in the total group; 20% among female students only). We aimed to identify whether Nijmegen constitutes a positive sample of Dutch medical schools or whether incidents of sexual harassment are less prevalent in the Netherlands than elsewhere, and to establish if and how these experiences impact the professional lives of students. Students received a semi-structured questionnaire containing questions about their experiences of sexual harassment during clerkships. The questions referred to students' reactions to any incidents, the possible consequences for their wellbeing or professional functioning and the way cases of sexual harassment were handled. The prevalence of sexual harassment was significantly higher in Utrecht than in Nijmegen. In both studies rates were relatively low compared with international data. Nevertheless, 1 in 3-5 Dutch female medical students had experienced unwelcome sexual attention from patients, colleagues or supervisors. Three of 10 students who had experienced such an incident stated that it had a negative impact on their functioning afterwards. Prevalence rates of sexual harassment in medical schools in the Netherlands are low compared with international rates. However, the number of women students who experience sexual harassment is still 1 in 3-5. The occurrence of and ways to deal with these incidents should be important topics in the training of medical students and supervisors.
An assessment of psychological stress and symptomatology for didactic phase physician assistant students.

PubMed

Childers, William A; May, Ryan K; Ball, Natalie

2012-01-01

The purpose of this study was to assess the amount of psychological stress experienced by didactic phase, physician assistant (PA) students. The Symptom Checklist-90-R (SCL-90-R) survey was administered to 81 students in 2011 during the first two didactic phase semesters at two PA programs. Using ANOVA and t-tests, several variables were analyzed for significance. The SCL-90-R results portray that a significant proportion of the students from both programs reported elevated levels of stress during the first and second semester of the didactic year. Although several significant levels were noted throughout this study, it is not known how these scores from PA students would compare to other medical and/or nonmedical graduate students. Additional studies of stress from both medical and nonmedical graduate students would be beneficial for comparison to PA students.
Moral decision-making in university students with self-reported mild head injury.

PubMed

van Noordt, Stefon; Chiappetta, Katie; Good, Dawn

2017-10-01

Converging evidence shows that the prefrontal cortex is involved in moral decision-making. Individuals who have suffered injury to the ventromedial prefrontal cortex are more willing to endorse personal moral transgressions (e.g., make their decisions faster, and have attenuated sympathetic responses to those violations). We examined whether university students who have experienced a mild head injury (MHI), and are asymptomatic, present with a similar pattern of responding to moral dilemmas. Students reporting a history of MHI responded more quickly when making moral choices and exhibited less reticence toward the endorsement of personal moral transgressions than their non-MHI counterparts. Our results are consistent with studies involving persons with more serious, and evident, neuronal injury, and emphasize the important relationship between head injury and moral decision-making.
Muscular dystrophy summer camp: a case study of a non-traditional level I fieldwork using a collaborative supervision model.

PubMed

Provident, Ingrid M; Colmer, Maria A

2013-01-01

A shortage of traditional medical fieldwork placements has been reported in the United States. Alternative settings are being sought to meet the Accreditation Standards for Level I fieldwork. This study was designed to examine and report the outcomes of an alternative pediatric camp setting, using a group model of supervision to fulfill the requirements for Level I fieldwork. Thirty-seven students from two Pennsylvania OT schools. Two cohorts of students were studied over a two year period using multiple methods of retrospective review and data collection. Students supervised in a group model experienced positive outcomes, including opportunities to deliver client centered care, and understanding the role of caregiving for children with disabilities. The use of a collaborative model of fieldwork education at a camp setting has resulted in a viable approach for the successful attainment of Level I fieldwork objectives for multiple students under a single supervisor.
Professors' Irritating Behavior Study

ERIC Educational Resources Information Center

Malikow, Max

2007-01-01

The purpose of this study was to quantify the irritating behaviors of professors as experienced and reported by 232 Le Moyne College students. In this study, "irritating behavior" was understood as "actions that vex, annoy, bother, pester, frustrate, or provoke anger." The survey used in this study was developed by Larry M. Ludewig, Ph.D.,…
Using Computer Conferencing and Case Studies to Enable Collaboration Between Expert and Novice Teachers

ERIC Educational Resources Information Center

Winter, Eileen C.; McGhie-Richmond, Donna

2005-01-01

This paper reports on a teaching innovation where groups of experienced and novice teachers collaborated in analyzing case studies involving the education of students with special learning needs. The teachers collaborated in an asynchronous computer conferencing system (Web Knowledge Forum). All participants were enrolled in special education…
Adolescent Daily and General Maladjustment: Is There Reactivity to Daily Repeated Measures Methodologies?

ERIC Educational Resources Information Center

Nishina, Adrienne

2012-01-01

The present study examined whether repeated exposure to daily surveys about negative social experiences predicts changes in adolescents' daily and general maladjustment, and whether question content moderates these changes. Across a 2-week period, 6th-grade students (N = 215; mode age = 11) completed 5 daily reports tapping experienced or…
Temporary Hearing Loss and Rock Music.

ERIC Educational Resources Information Center

Danenberg, Mary A.; And Others

1987-01-01

Pre- and post-exposure testing of normal-hearing secondary school students (N=20) and adult chaperones (N=7) exposed to live rock music indicated that almost all subjects experienced at least a five-decibel threshold shift, with most also reporting tinnitus. Of six subjects retested three days later, four demonstrated partial recovery. (Author/CB)
Experiential Awareness of the Effects of Test Score Reports.

ERIC Educational Resources Information Center

Bender, Robert C.

Because most counselors have experienced a significant amount of success, they often have difficulty understanding the impact of test scores on persons who do not perform well. Counselor educators must develop experiential awareness in an area normally outside the realm of their students. To provide such an experience, 25 counselor trainees took…
Examining the Advantage of a Live Instructor vs. Video in a Laboratory Study

ERIC Educational Resources Information Center

Caldwell-Harris, Catherine; Goodwin, Kimberly S.; Chu, Emma; Dahlen, Kristina

2014-01-01

Learners often anecdotally report preferring live instructors to videotaped lectures, but few controlled comparisons exist, and none have been conducted for foreign language learning. College students experienced a single foreign language lesson in an unknown foreign language, Samoan, either from a live instructor or from a videotape of the same…
Bouncing Back from a Breakup: Attachment, Time Perspective, Mental Health, and Romantic Loss

ERIC Educational Resources Information Center

Gilbert, Steven P.; Sifers, Sarah K.

2011-01-01

Coping with a romantic breakup is a normal developmental task of emerging adulthood. Because of their role in influencing interpersonal relationships and adjustment, attachment history and time perspectives may influence resilience to romantic loss. In an online survey of 1,404 university students ages 18-25 who reported experiencing recent…
Providing Opportunities for Deeper Learning. Findings from the Study of Deeper Learning Opportunities and Outcomes: Report 2

ERIC Educational Resources Information Center

Bitter, Catherine; Taylor, James; Zeiser, Kristina L.; Rickles, Jordan

2014-01-01

The "Study of Deeper Learning: Opportunities and Outcomes"--funded by the William and Flora Hewlett Foundation--aimed to determine whether students attending high schools with a mature and at least moderately well implemented approach to promoting deeper learning actually experienced greater deeper learning opportunities and outcomes…
Evidence of Deeper Learning Outcomes. Findings from the Study of Deeper Learning Opportunities and Outcomes: Report 3

ERIC Educational Resources Information Center

Zeiser, Kristina L.; Taylor, James; Rickles, Jordan; Garet, Michael S.; Segeritz, Michael

2014-01-01

The "Study of Deeper Learning: Opportunities and Outcomes"--funded by the William and Flora Hewlett Foundation--aimed to determine whether students attending high schools with a mature and at least moderately well implemented approach to promoting deeper learning actually experienced greater deeper learning opportunities and outcomes…
Campus Substance Abuse Policies in Action: The Role of the Resident Hall Staff.

ERIC Educational Resources Information Center

O'Hare, Tom; Sherrer, Margaret V.

1999-01-01

Survey of residence hall staff (RHS) reports estimates of student substance abuse and related problems, level of knowledge about these drugs, frequency of problems experienced and interventions employed, and the degree of confidence in utilizing specific intervention skills. Results indicate that RHS see their role as a combination of counselor…
Tangled up in Blue: Boosting Mental Health Services at Community Colleges

ERIC Educational Resources Information Center

Finkel, Ed

2016-01-01

In a recent survey of 4,000 community college students, half reported experiencing a mental health condition. American College Counseling Association's (ACCA) fifth annual survey of personal and mental health counseling at community colleges provides some data from 159 professionals at two-year colleges in 41 states and Puerto Rico. Among the…
Severe Acute Respiratory Syndrome (SARS) Prevention in Taiwan

ERIC Educational Resources Information Center

Liu, Hsueh-Erh

2004-01-01

Severe Acute Respiratory Syndrome (SARS) is a newly identified respiratory disease that threatened Taiwan between April 14 and July 5, 2003. Chang Gung University experienced various SARS-related episodes, such as the postponement of classes for 7 days, the reporting of probable SARS cases, and the isolation of students under Level A and B…

Tensions and Dilemmas of Teachers in Creativity Reform in a Chinese Context

ERIC Educational Resources Information Center

Cheng, Vivian M. Y.

2010-01-01

This study aimed at revealing the problems experienced by primary teachers of Hong Kong SAR, China, in their initial school-based creativity teaching, through reviewing the teacher reflections in 75 action research reports. A number of teacher tensions and dilemmas emerged. Lack of teaching time and undesirable student performance in creative…
Parental Divorce in Childhood and Loneliness in Young Adults.

ERIC Educational Resources Information Center

Murphy, Patricia

1991-01-01

Studied effects of childhood parental separation and divorce on adult loneliness among 87 college students who, when they were between the ages of 3 and 16, had experienced the divorce of their parents. Data analysis revealed that there were significant relationships between reported mourning behaviors, as well as respondents, ages at time of…
Time Bomb: How Power Functions in the Temporal Discipline of Adolescents.

ERIC Educational Resources Information Center

Woo, Joyceln Yen Yen

As schools in highly industrialized America intensify their efforts to be competitive in the global economy, students are experiencing intensifying pressures on their time. This analysis looks at the words of four highly successful boys in New York City juxtaposed with national reports, web sites, magazine and newspaper articles to trouble the…
Perceived Musculoskeletal Discomfort among Elementary, Middle, and High School String Players

ERIC Educational Resources Information Center

Russell, Joshua A.; Benedetto, Rachel L.

2014-01-01

The purposes of this study were to identify the body regions where young string players report experiencing musculoskeletal discomfort and explore factors that may impact their perceived discomfort. A purposive yet nonprobability sample of elementary (n = 101), middle school (n = 97), and high school (n = 159) students participated in the study by…
Districts on the Edge: The Impact of Urban Sprawl on a Rural Community.

ERIC Educational Resources Information Center

Theobald, Paul

1988-01-01

Portrays the controversy surrounding schools and education in a rural community experiencing both an influx of urban and suburban newcomers and the effects of urban sprawl. Reports on surveys of student educational attitudes, household information, and outside activities, and on interviews with teachers, school administrators, and residents.…
Would You Do It Again? Relationship Skills Gained in a Long-Distance Relationship

ERIC Educational Resources Information Center

Mietzner, Sara; Lin Li-Wen

2005-01-01

This study examined if experienced long-distance relationship (LDR) participants would be willing to be involved in a LDR again. In addition, although positive and negative outcomes have been reported in LDRs research, very little research investigated relationship skills gained during a LDR. Students in a Midwestern university completed…
Increasing Students' Involvement in Technology-Supported Mathematics Lesson Sequences

ERIC Educational Resources Information Center

Prodromou, Theodosia; Lavicza, Zsolt; Koren, Balazs

2015-01-01

This article aims to report on a pilot or proof of concept study with experienced Hungarian teachers who introduced mathematical concepts through a sequence of lessons utilising a pedagogical framework (Lavicza, Hohenwarter, Jones, Lu and Dawes, 2009a and Lavicza, Hohenwarter and Lu 2009b) for general technology integration. Our aim was to examine…
Art Therapy with a Child Experiencing Sensory Integration Difficulty. Brief Report

ERIC Educational Resources Information Center

Kearns, Diane

2004-01-01

An increasing number of students diagnosed with difficulties such as attention deficit hyperactivity disorder and Asperger?s syndrome are being seen in schools. Sensory integration difficulties may be part of the symptomatology of these disorders. These difficulties may result in difficulties with both classroom behaviors and academic performance.…
Foreign Language Anxiety in Female Arabs Learning English: Case Studies

ERIC Educational Resources Information Center

Al-Saraj, Taghreed M.

2014-01-01

A case study design was used to examine the experiences of female college students learning English as a Foreign Language in Saudi Arabia, where English is becoming an increasingly necessary skill and the culture is undergoing immense changes. Ten participants who reported experiencing moderate to high anxiety, five from the beginning level (Level…
Intergenerational Conflicts among Latinos in Early Adulthood: Separating Values Conflicts with Parents from Acculturation Conflicts

ERIC Educational Resources Information Center

Dennis, Jessica; Basanez, Tatiana; Farahmand, Anahita

2010-01-01

An investigation of Latino and non-Latino college students sought to examine the ways in which perceived intergenerational conflicts with parents are related to acculturation, family dynamics, and psychosocial functioning. Participants reported the extent to which they experienced two types of intergenerational conflicts with parents:…
Acculturation Stress and Bullying among Immigrant Youths in Spain

ERIC Educational Resources Information Center

Messinger, Adam M.; Nieri, Tanya A.; Villar, Paula; Luengo, Maria Angeles

2012-01-01

Few bullying studies focus on immigrant youths or acculturation stress as a risk factor for bullying and being bullied. Employing a sample of 1,157 foreign-born secondary students in Spain, we found that acculturation stress was widely experienced, although the average level of stress was moderate. Five percent of the sample reported being…
Travelling Drum with Different Beats: Experiencing African Music and Culture in Australian Teacher Education

ERIC Educational Resources Information Center

Joseph, Dawn

2005-01-01

This article reports on a study that examined the effectiveness of introducing African music and culture to Australian non-specialist primary teacher education students at Deakin University in Melbourne (Australia). The study demonstrates that African music enhanced the generic musical experiences, learning, motivation, interest, confidence and…
Strategies for Teaching Object-Oriented Concepts with Java

ERIC Educational Resources Information Center

Sicilia, Miguel-Angel

2006-01-01

A considerable amount of experiences in teaching object-oriented concepts using the Java language have been reported to date, some of which describe language pitfalls and concrete learning difficulties. In this paper, a number of additional issues that have been experienced as difficult for students to master, along with approaches intended to…
Successful Leadership in Three High-Poverty Urban Elementary Schools

ERIC Educational Resources Information Center

Jacobson, Stephen L.; Brooks, Sharon; Giles, Corrie; Johnson, Lauri; Ylimaki, Rose

2007-01-01

This study examined the beliefs and practices of three principals during whose tenure their high-poverty urban elementary schools experienced improved student achievement. A two-stage, multiple case-study methodology was employed. First, New York State Education Department (NYSED) school report card data were analyzed to identify case-study sites.…
Experiencing Democracy through Neoliberalism: The Role of Social Justice in Democratic Education

ERIC Educational Resources Information Center

Carr, Paul

2007-01-01

This paper reports on research involving American College of Education students in relation to their impressions of, reactions to, and engagement with democracy. Four themes are explored: the conceptualization of democracy; the democratic educational experience of teachers; the concern about teaching controversial issues; and the understanding of,…
Socio-Emotional Problems Experienced by Deaf and Hard of Hearing Students in Ethiopia

ERIC Educational Resources Information Center

Mekonnen, Mulat; Hannu, Savolainen; Elina, Lehtomäki; Matti, Kuorelahti

2015-01-01

This study compares the socio-emotional problems experienced by deaf and hard of hearing (DHH) students with those of hearing students in Ethiopia. The research involved a sample of 103 grade 4 students attending a special school for the deaf, a special class for the deaf and a regular school. Socio-emotional problems were measured using Goodman's…
Simulated Citizen: How Students Experienced a Semester Length Legislative Simulation

ERIC Educational Resources Information Center

Ganzler, Louis M.

2010-01-01

This collective case study contains the results of year-long inquiry into how students experienced a semester length legislative simulation that was rife with political conflict. Specifically the study sought to determine: what teaching strategies were employed, what role conflict played in affecting students' political engagement, and what the…
Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context.

PubMed

Hughes, Jan N; Im, MyungHee; Kwok, Oi-Man; Cham, Heining; West, Stephen G

2015-09-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.
Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context

PubMed Central

Hughes, Jan N.; Im, MyungHee; Kwok, Oi-man; Cham, Heining; West, Stephen G.

2014-01-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students. PMID:26347591
Self-Reported Mental Disorders and Distress by Sexual Orientation

PubMed Central

Przedworski, Julia M.; VanKim, Nicole A.; Eisenberg, Marla E.; McAlpine, Donna D.; Lust, Katherine A.; Laska, Melissa N.

2015-01-01

Introduction Sexual minority college students (i.e., those not identifying as heterosexual, or those reporting same-sex sexual activity) may be at increased risk of poor mental health, given factors such as minority stress, stigma, and discrimination. Such disparities could have important implications for students’ academic achievement, future health, and social functioning. This study compares reports of mental disorder diagnoses, stressful life events, and frequent mental distress across five gender-stratified sexual orientation categories. Methods Data were from the 2007–2011 College Student Health Survey, which surveyed a random sample of college students (N=34,324) at 40 Minnesota institutions. Data analysis was conducted in 2013–2014. The prevalence of mental disorder diagnoses, frequent mental distress, and stressful life events were calculated for heterosexual, discordant heterosexual, gay or lesbian, bisexual, and unsure students. Logistic regression models were fit to estimate the association between sexual orientation and mental health outcomes. Results Lesbian, gay, and bisexual students were more likely to report any mental health disorder diagnosis than heterosexual students (p<0.05). Lesbian, gay, bisexual, and unsure students were significantly more likely to report frequent mental distress compared to heterosexual students (OR range, 1.6–2.7). All sexual minority groups, with the exception of unsure men, had significantly greater odds of experiencing two or more stressful life events (OR range, 1.3–2.8). Conclusions Sexual minority college students experience worse mental health than their heterosexual peers. These students may benefit from interventions that target the structural and social causes of these disparities, and individual-level interventions that consider their unique life experiences. PMID:25997903

The Pluto debate: Influence of emotions on belief, attitude, and knowledge change

NASA Astrophysics Data System (ADS)

Broughton, Suzanne H.

In line with the "warming trend" (Sinatra, 2005), this study examined the influence of emotions during controversial conceptual change. Issues in science may trigger highly emotional responses (e.g., evolutionary theory). However, it is unclear whether these emotions facilitate or inhibit change. I investigated the nature of emotions engendered when learning about a controversial science topic, Pluto's reclassification, including the valence (positive/negative) and activation (activating/deactivating) of emotions (Pekrun et al., 2002). I also investigated whether belief, attitude, and/or conceptual change could be facilitated through rereading a refutation text and/or rereading during small group discussions. Refutation texts directly state a common misconception, refute it, and provide the scientific explanation as a plausible alternative (Hynd, 2001). Participants were randomly assigned to a group (reread text; reread text plus small group discussions). Participants in both groups read the same refutational text regarding the recent change in the definition of planet and Pluto's reclassification. The findings show that students' experienced a range of emotions towards Pluto's reclassification. Students reported experiencing more negative than positive emotions. Both positive and negative emotions were shown to be predictive of student's attitudes and attitude change. Emotions were also predictive of students' knowledge of planets and conceptual change. This suggests that emotions may have promoted deep engagement and critical thinking. Negative emotions may also be linked with resistance to attitude and conceptual change. The refutation text was effective in promoting belief change, attitude change, and conceptual change across both conditions. Students in both conditions reported more constructivist nature of science beliefs after rereading the text. Students also reported a greater level of acceptance about Pluto's reclassification. Conceptual change was promoted through the text as students' initial misconceptions about why scientists rewrote the definition of planet. Students in the reread plus discussion group showed greater conceptual change regarding the reasons for rewriting the definition of planet than those in the reread group. This study supports the "warming trend" (Sinatra, 2005) in conceptual change research because it shows the interplay between emotions and the change process. The findings also suggest that belief, attitude, and conceptual change can be fostered through small group discussions.
Workplace violence experienced by nursing students: A UK survey.

PubMed

Tee, Stephen; Üzar Özçetin, Yeter Sinem; Russell-Westhead, Michele

2016-06-01

To appreciate the nature and scope of workplace violence amongst a sample of the UK nursing student population during clinical placement and to recommend strategies universities can implement to successfully manage the impact. Workplace violence is defined as a violent act(s) directed toward workers and can include physical, psychological or verbal behaviour. It is prevalent in nursing and causes victims work-based stress that can affect not only the individual but also the quality of care. Similar negative experiences amongst students can have a direct impact on the development of future professional skills. This study employed a cross-sectional survey design. Questions were uploaded in the format of a commercial internet survey provider (SurveyMonkey.com) and distributed across a sample of nursing schools in the UK. The survey was voluntary and employed a validated tool to assess workplace violence and was based on a similar study in Australia. The number of respondents was 657. This paper reports on the quantitative results. Nearly half of the students (42.18%) indicated they had experienced bullying/harassment in the past year while on clinical placement. One-third (30.4%) had witnessed bullying/harassment of other students and 19.6% of incidents involved a qualified nurse. The unwanted behaviours made some students consider leaving nursing (19.8%). Some respondents said the standard of patient care (12.3%) and their work with others (25.9%) were negatively affected. Workplace violence can influence nursing students' attitude toward the profession and their level of satisfaction with the work. Whilst it was reassuring to note that the majority of the participants knew where/how to report, only one fifth had actively reported an episode of bullying/harassment. Current students are the nurses and leaders of the future and have a key role in shaping the culture of generations to come. Universities and clinical providers need to work together to reduce the incidence and impact of workplace violence in order to improve the culture of practice. Copyright © 2016 Elsevier Ltd. All rights reserved.
A concept analysis of undergraduate nursing students speaking up for patient safety in the patient care environment.

PubMed

Fagan, Anthea; Parker, Vicki; Jackson, Debra

2016-10-01

An analysis of the concept of nursing students speaking up for patient safety in the workplace. 'Speaking up' is assertive communication in clinical situations that requires action through questions or statements of opinion or information with appropriate persistence and is linked to patient safety. Previously, the concept of speaking up has focused on the registered or experienced practitioners, there is minimal discussion relating to student nurses. Analysis of the elements of students speaking up will identify the key elements that will give understanding to their position and experiences. A concept analysis. Literature included publications between 1970-2015 from, MEDLINE, CINHAL, PUBMED and SCOPUS. Search terms included patient safety AND speaking up; AND pre-registration/undergraduate nursing students, patient advocate, error reporting, organizational silence, whistleblowing and clinical placement/practicum. The Walker and Avant concept analysis model was modified and used to examine the literature. Nursing students speaking up behaviour is influenced by individual and contextual factors that differ from those influencing more experienced colleagues. Motivators and barriers to voicing concerns include moral and ethical beliefs, willingness and confidence to speak up in the workplace. Students' subordinate and often vulnerable position creates additional tensions and challenges that impact their decisions and actions. This concept analysis provides a clear definition of 'speaking up' in relation to nursing students. The analysis will facilitate understanding and operationalization of the concept applied to learning and teaching, practice and research. © 2016 John Wiley & Sons Ltd.
Emotion control in collaborative learning situations: do students regulate emotions evoked by social challenges?

PubMed

Järvenoja, Hanna; Järvelä, Sanna

2009-09-01

During recent decades, self-regulated learning (SRL) has become a major research field. SRL successfully integrates the cognitive and motivational components of learning. Self-regulation is usually seen as an individual process, with the social aspects of regulation conceptualized as one aspect of the context. However, recent research has begun to investigate whether self-regulation processes are complemented by socially shared regulation processes. The presented study investigated what kind of socio-emotional challenges students experience during collaborative learning and whether the students regulate the emotions evoked during these situations. The interplay of the emotion regulation processes between the individual and the group was also studied. The sample for this study was 63 teacher education students who studied in groups of three to five during three collaborative learning tasks. Students' interpretations of experienced social challenges and their attempts to regulate emotions evoked by these challenges were collected following each task using the Adaptive Instrument for the Regulation of Emotions. The results indicated that students experienced a variety of social challenges. Students also reported the use of shared regulation in addition to self-regulation. Finally, the results suggested that intrinsic group dynamics are derived from both individual and social elements of collaborative situations. The findings of the study support the assumption that students can regulate emotions collaboratively as well as individually. The study contributes to our understanding of the social aspects of emotional regulation in collaborative learning contexts.
Sexual Harassment Reported Among a Sample of Undergraduate Women in Physics

NASA Astrophysics Data System (ADS)

Aycock, Lauren M.; Brewe, Eric; Clancy, Kathryn B. H.; Goertzen, Renee Michelle; Hazari, Zarha; Hodapp, Theodore

2016-05-01

The field of physics lags behind most other scientific fields in gender parity of students earning bachelor's degrees. The transition from enrollment in high school physics to graduating with physics degree represents the biggest decrease in the proportion of female students for any step in physics educational attainment. Sexual harassment contributes to an unwelcome climate. It is unknown how prevalent sexual harassment is in the field of physics and whether it's a contributing factor to the field's inability to recruit and retain female students. Our goal was to measure a quantitative baseline for sexual harassment--associated with physics--observed and experienced by a sample of female undergraduate students. As part of a larger conference evaluation survey, we conducted an internet-based survey (n = 632) of attendees of the APS Conference for Undergraduate Women in Physics to measure the extent to which they personally experienced or observed sexual harassment in a context associated with physics. We will present results from this survey. Opinions, findings, or conclusions expressed in this work do not necessarily reflect the views of the NSF, DOE, or APS. This work was supported in part by the National Science Foundation (PHY-1346627) and by the Department of Energy (DE-SC0011076).
Teen Dating Violence Victimization Among High School Students: A Multilevel Analysis of School-Level Risk Factors.

PubMed

Parker, Elizabeth M; Johnson, Sarah Lindstrom; Debnam, Katrina J; Milam, Adam J; Bradshaw, Catherine P

2017-09-01

Much etiologic research has focused on individual-level risk factors for teen dating violence (TDV); therefore, less is known about school-level and neighborhood-level risk factors. We examined the association between alcohol outlet density around high schools and TDV victimization and the association between markers of physical disorder around schools and TDV victimization among adolescents. Data come from high school students participating in the Maryland Safe and Supportive Schools Initiative. Alcohol outlet density was calculated using walking distance buffers around schools. An observational tool was used to assess indicators of physical disorder on school property (eg, alcohol and drug paraphernalia). Hierarchical linear modeling was used to identify student- and school-level predictors associated with TDV victimization. Overall, 11% of students reported experiencing physical TDV and 11% reported experiencing psychological TDV over the past year. Recent alcohol use was a risk factor for TDV victimization for both sexes, whereas feeling safe at school was protective against TDV victimization for both sexes. Greater alcohol outlet density was associated with decreased TDV victimization for males, however, it was nonsignificant for females. Physical disorder around schools was not associated with TDV victimization for either sex. Although the school-level predictors were not associated with TDV victimization, alcohol use and perceptions of safety at school were significantly associated with TDV victimization. Prevention efforts to address alcohol use may affect TDV victimization. © 2017, American School Health Association.
Self-Reported Mental Disorders and Distress by Sexual Orientation: Results of the Minnesota College Student Health Survey.

PubMed

Przedworski, Julia M; VanKim, Nicole A; Eisenberg, Marla E; McAlpine, Donna D; Lust, Katherine A; Laska, Melissa N

2015-07-01

Sexual minority college students (i.e., those not identifying as heterosexual, or those reporting same-sex sexual activity) may be at increased risk of poor mental health, given factors such as minority stress, stigma, and discrimination. Such disparities could have important implications for students' academic achievement, future health, and social functioning. This study compares reports of mental disorder diagnoses, stressful life events, and frequent mental distress across five gender-stratified sexual orientation categories. Data were from the 2007-2011 College Student Health Survey, which surveyed a random sample of college students (N=34,324) at 40 Minnesota institutions. Data analysis was conducted in 2013-2014. The prevalence of mental disorder diagnoses, frequent mental distress, and stressful life events were calculated for heterosexual, discordant heterosexual, gay or lesbian, bisexual, and unsure students. Logistic regression models were fit to estimate the association between sexual orientation and mental health outcomes. Lesbian, gay, and bisexual students were more likely to report any mental health disorder diagnosis than were heterosexual students (p<0.05). Lesbian, gay, bisexual, and unsure students were significantly more likely to report frequent mental distress compared to heterosexual students (OR range, 1.6-2.7). All sexual minority groups, with the exception of unsure men, had significantly greater odds of experiencing two or more stressful life events (OR range, 1.3-2.8). Sexual minority college students experience worse mental health than their heterosexual peers. These students may benefit from interventions that target the structural and social causes of these disparities, and individual-level interventions that consider their unique life experiences. Copyright © 2015 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.
A Parent-Based Intervention Reduces Heavy Episodic Drinking Among First-Year College Students

PubMed Central

LaBrie, Joseph W.; Earle, Andrew M.; Boyle, Sarah C.; Hummer, Justin F.; Montes, Kevin; Turrisi, Rob; Napper, Lucy E.

2016-01-01

A randomized controlled trial tested an interactive normative feedback-based intervention—codenamed “FITSTART”—delivered to groups of 50–100 parents of matriculating college students. The 60-minute session motivated parents to alter their alcohol-related communication by correcting normative misperceptions (e.g., about how approving other parents are of student drinking) with live-generated data. Then, tips were provided on discussing drinking effectively. Incoming students (N = 331; 62.2% female) completed baseline measures prior to new-student orientation. Next, at parent orientation in June, these students’ parents were assigned to either FITSTART or a control session. Finally, four months later, students completed a follow-up survey. Results revealed that students whose parents received FITSTART during the summer consumed less alcohol and were less likely to engage in heavy episodic drinking (HED) during the first month of college. These effects were mediated by FITSTART students' lower perceptions of their parents' approval of alcohol consumption. Further, FITSTART students who weren’t drinkers in high school were less likely to initiate drinking and to start experiencing negative consequences during the first month of college, while FITSTART students who had been drinkers in high school experienced fewer consequences overall and were significantly more likely to report that they did not experience any consequences whatsoever during the first month of college. Importantly, FITSTART is the first PBI to impact HED, one of the most well-studied indicators of risky drinking. Thus, interactive group normative feedback with parents is a promising approach for reducing college alcohol risk. PMID:27824231
Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors

ERIC Educational Resources Information Center

York, Cindy S.; Richardson, Jennifer C.

2012-01-01

A multitude of factors influence interpersonal interaction between students and instructors in an online course. This study examines perceptions of six experienced online instructors to determine factors they believe increase interaction among their students and between the students and instructor of online courses. The end result is an inventory…
The Relationship among Parenting Styles Experienced during Childhood, Anxiety, Motivation, and Academic Success in College Students

ERIC Educational Resources Information Center

Silva, Marc; Dorso, Erin; Azhar, Aisha; Renk, Kimberly

2008-01-01

The current study examined the relationships among parenting styles experienced in childhood, anxiety, motivation, and academic success in college students. Results suggested that fathers' authoritative parenting was related to decreases, whereas mothers' authoritarian parenting was related to increases, in college students' anxiety. Further,…
School adjustment in sixth graders: parenting transitions, family climate, and peer norm effects.

PubMed

Kurdek, L A; Fine, M A; Sinclair, R J

1995-04-01

This study examined whether sixth graders' (mean age = 11.86 years) adjustment to the school context (assessed by grades, achievement scores, and disruptive behavior) was affected by factors from both the family context (represented by students' reports of the number of parenting transitions experienced as well as current levels of supervision, acceptance, autonomy granting, and conflict in the family) and the peer context (represented by students' perceptions of peer norms supporting academic excellence). School adjustment was related to the number of parenting transitions experienced, family climate, and peer norms as well as to higher-order relations involving family climate and peer norms such that (a) high grade point averages occurred at only moderate levels of family supervision, (b) achievement scores were positively related to supervision at only low levels of family autonomy granting, and (c) grade point average was positively related to peer norms at only high levels of family acceptance.
Adaptedness and coping in dysphagic students.

PubMed

Gustafsson, B; Theorell, T

1995-01-01

Using a definition based on Bowlby and Pörn, an effort is made to interpret adaptedness and coping in 87 dysphagic students (corresponding to a prevalence of dysphagia in 9% of the boys and 12% of the girls) found in a screening study utilizing a questionnaire. Coping patterns and methods of adaptation were explored in a telephone interview with dysphagic students. Those who stated that their dysphagia influenced their daily living were classified as subjectively maladapted (S-maladapted; n = 9). Compared with the S-adapted students, the S-maladapted students reported more defects in ability to eat, more inappropriate beliefs about the causes and management of dysphagia, and greater desires regarding eating than S-adapted students (p < 0.05). The environmental conditions more often impaired the eating ability in S-maladapted students (p < 0.05). Anxiety at mealtime was reported more frequently than in S-adapted students (p < 0.05). Every second S-maladapted student had reduced self-esteem because of dysphagia (p < 0.05). The S-maladapted students had talked about their dysphagia with parents and/or friends and visited a school physician because of dysphagia more often than S-adapted students (p < 0.05). Two of 9 students felt confirmed by the physician and experienced help. There was concordance between the students' own beliefs regarding the causes of dysphagia and corresponding coping strategy.
Experienced and less-experienced nurses' diagnostic reasoning: implications for fostering students' critical thinking.

PubMed

Ferrario, Catherine G

2003-01-01

To compare the use of mental representations (heuristics) in diagnostic reasoning of expert (> or = 5 years' experience) and novice (< 5 years' experience) emergency nurses. Clinical simulations were completed by a nationwide randomly selected sample of 173 experienced and 46 less-experienced emergency nurses (N = 219). Experienced nurses used the heuristic, Judging by Causal Systems (diagnostic inferences deduced from systems of causal factors) significantly more did than less-experienced nurses. Standardized nursing diagnoses may cut short the time needed to develop representational thinking and spare cognitive reserves for reasoning needed for complex patients. Faculty need to promote student's cognitive development through strategies that promote active, reflective, and integrative learning.
The Impact of an Authentic Science Experience on STEM Identity: A Preliminary Analysis of YouthAstroNet and MicroObservatory Telescope Network Participant Data

NASA Astrophysics Data System (ADS)

Dussault, Mary E.; Wright, Erika A.; Sadler, Philip; Sonnert, Gerhard; ITEAMS II Team

2018-01-01

Encouraging students to pursue careers in science, technology, engineering, and mathematics (STEM) is a high priority for national K-12 education improvement initiatives in the United States. Many educators have claimed that a promising strategy for nurturing early student interest in STEM is to engage them in authentic inquiry experiences. “Authentic” refers to investigations in which the questions are of genuine interest and importance to students, and the inquiry more closely resembles the way real science is done. Science education researchers and practitioners at the Harvard-Smithsonian Center for Astrophysics have put this theory into action with the development of YouthAstroNet, a nationwide online learning community of middle-school aged students, educators, and STEM professionals that features the MicroObservatory Robotic Telescope Network, professional image analysis software, and complementary curricula for use in a variety of learning settings. This preliminary study examines factors that influence YouthAstroNet participants' Science Affinity, STEM Identity, and STEM Career Interest, using the matched pre/post survey results of 261 participants as the data source. The pre/post surveys included some 40 items measuring affinity, identity, knowledge, and career interest. In addition, the post intervention instrument included a number of items in which students reported the instructional strategies they experienced as part of the program. A simple analysis of pre-post changes in affinity and interest revealed very little significant change, and for those items where a small pre-post effect was observed, the average change was most often negative. However, after accounting for students' different program treatment experiences and for their prior attitudes and interests, a predictor of significant student gains in Affinity, STEM Identity, Computer/Math Identity, and STEM Career Interest could be identified. This was the degree to which students reported using and experiencing the primary "authentic" learning activities of the YouthAstroNet program.
Effects of Childhood Experience of Violence Between Parents and/or Parent-to-Child Violence on Young Israeli Adults' Global Self-Esteem.

PubMed

Winstok, Zeev

2015-01-01

The study examines long-term effects of family violence in childhood (violence between parents and/or parent-to-child violence) on adult self-esteem. Data were derived from a sample of 352 university students. Findings show that young adults not exposed to family violence in childhood report the highest self-esteem; lower self-esteem reports were by those experiencing one type of family violence; the lowest self-esteem was reported by those who experienced two types of family violence. In the latter two groups, self-esteem was also affected by frequency of violence. A linkage was identified between the family violence types examined: The more frequent one type of violence, the more frequent the other type. Theoretical and practical implications for the study of effects of family violence on child development are discussed.
It is not Black and White: Discrimination and distress in Hawai'i.

PubMed

Mossakowski, Krysia N; Wongkaren, Turro; Uperesa, Fàanofo Lisaclaire

2017-10-01

This study investigates whether the strength of the relationship between perceived discrimination and psychological distress varies by race/ethnicity, gender, and the number of years of residence in Hawai'i. Our sample consisted of 1,036 undergraduate students at a university in Hawai'i and the survey was conducted in 2012-2013. The sample was composed of 55% women and the average age was 21. The students reported their racial/ethnic backgrounds as White (19%), Japanese (21%), Filipino (16%), Chinese (10%), Native Hawaiian (14%), Pacific Islander (4%), other Asian (6%), and other race/ethnicity (10%). Interaction effect results revealed that Whites who had experienced everyday discrimination had higher levels of psychological distress than racial ethnic minorities. Women who had experienced everyday discrimination were more distressed than men and more distressed by a lower threshold level of discrimination. Furthermore, those who had lived in Hawai'i for a longer duration and experienced everyday discrimination were more distressed. Our findings draw attention to how the psychological effects of discrimination vary by racial/ethnic group, gender, and location in the United States. The relationship between everyday discrimination and higher levels of psychological distress especially among those who have lived in Hawai'i longer, women, and Whites indicates that targeted medical and social interventions are needed to protect the mental health of college students. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
College life is stressful today - Emerging stressors and depressive symptoms in college students.

PubMed

Acharya, Lala; Jin, Lan; Collins, William

2018-03-22

The study identified important stressors associated with depressive symptoms in college students across the subgroups of gender and domestic/international status, and compared between-group differences across stress levels. Data were collected from 631 undergraduate students from October 2014 to March 2015. Participants completed an online survey containing measures of stressors (Student-Stress-Survey), depressive symptoms (CES-D scale), and demographics. The mean CES-D score (16.24) of sample indicated high depressive symptoms. International students reported higher depressive symptoms than domestic students and students identifying as female showed higher depression symptoms than male. Eight most frequently occurring stressors experienced by over 50% of the sample were identified as important; differences in stress levels across gender and domestic/international status were discussed. This renewed look reinforced that tailored and sustained efforts are needed to address the continued prevalence of different stressors and associated depressive symptoms faced by college students on US campuses.
Clinically speaking: A communication skills program for students from non-English speaking backgrounds.

PubMed

Miguel, Caroline San; Rogan, Fran; Kilstoff, Kathleen; Brown, Di

2006-09-01

This paper reports on the design, delivery and evaluation of an innovative oral communication skills program for first year students in a Bachelor of Nursing degree at an Australian university. This program was introduced in 2004 to meet the needs of first year undergraduate students from non-English speaking backgrounds who had experienced difficulties with spoken English while on clinical placement. The program consisted of early identification of students in need of communication development, a series of classes incorporated into the degree program to address students' needs, followed by a clinical placement block. This paper describes the structure of the program, discusses some of the major problems encountered by students in the clinical setting and presents some of the teaching strategies used to address these problems. Evaluations of the program suggest that students' communication skills and confidence improved, resulting in a more positive clinical experience for the majority of students.
Students' responses to authentic assessment designed to develop commitment to performing at their best

NASA Astrophysics Data System (ADS)

Guzzomi, Andrew L.; Male, Sally A.; Miller, Karol

2017-05-01

Engineering educators should motivate and support students in developing not only technical competence but also professional competence including commitment to excellence. We developed an authentic assessment to improve students' understanding of the importance of 'perfection' in engineering - whereby 50% good enough will not be acceptable in industry. Subsequently we aimed to motivate them to practise performing at their best when they practice engineering. Students in a third-year mechanical and mechatronic engineering unit completed a team design project designed with authentic assessment features to replicate industry expectations and a novel marking scheme to encourage the pursuit of excellence. We report mixed responses from students. Students' ratings of their levels of effort on this assessment indicate that many perceived a positive influence on their effort. However, students' comments included several that were consistent with students experiencing the assessment as alienating.
A Study on Measures of Safety and Health against Accidents in Experiments

NASA Astrophysics Data System (ADS)

Hikiji, Rikio; Matsuda, Tadahiro

The purpose of this report is to exclude risk factors based on the instance of Hiyari Hatto (near-miss accidents) experienced by school personnel and students and to make the environment in which students can participate safely in the class and extracurricular activities. By means of the risk assessment and KYT (training for predicting dangers, K : Kiken, Y : Yochi, T : Training) , it has been considered how the college should control the students‧ experiments. As a result, the students have been able to work on the experiments without affecting the school facilities and the students‧ working site, and the number of injuries has decreased.

Practicing what we know: Multicultural counseling competence among clinical psychology trainees and experienced multicultural psychologists.

PubMed

Sehgal, Radhika; Saules, Karen; Young, Amy; Grey, Melissa J; Gillem, Angela R; Nabors, Nina A; Byrd, Michelle R; Jefferson, Stephen

2011-01-01

Multicultural (MC) competence is considered a necessary skill for clinical and counseling psychologists; however, there is little to no research on the assessment of demonstrated multicultural counseling competence (DMCCC) of clinical psychology graduate students. In this study, we developed a MC assessment instrument to assess DMCCC of clinical psychology graduate students compared with MC-experienced psychologists. In addition, we assessed for differences between the endorsement of MC-appropriate strategies and actual use of these strategies in clinical practice, both by MC-experienced psychologists and clinical psychology students. Results revealed significant differences between the DMCCC of clinical psychology graduate students and MC-experienced psychologists. Significant differences also emerged between endorsement of strategies as multiculturally appropriate and likelihood of actual use of these strategies. Findings suggest that future training and competence models should incorporate participants' ability to not only identify multiculturally appropriate strategies but also use these strategies in therapy.
Menstruation: symptoms, management and attitude of female nursing students in Ibadan, Nigeria.

PubMed

Moronkola, O A; Uzuegbu, V U

2006-12-01

This study surveyed 120 student nurses from two schools of nursing in Ibadan, Nigeria to assess the symptoms experienced during menstruation, attitude towards and management of menstruation. The student nurses overall mean age at menarche was 14 years, average duration of menstrual period was five days and mean of menstrual cycle was 28 days. Out of the 120 study participants, 93% were having menstruation regularly. More participants experienced symptoms during premenstrual periods than menstrual periods. Majority (70%) used sanitary pad to manage their menstruation, 93% had positive attitude towards menstruation while only 20% consulted medical doctors whenever they experienced menstrual symptoms. Paracetamol was the drug of choice for many of the participants whenever they experienced menstrual symptoms It was recommended that authorities in schools of nursing should not overlook reproductive health needs of students. Also teaching of reproductive health education early in primary and secondary schools should be encouraged.
Difficulties experienced by young people with Tourette syndrome in secondary school: a mixed methods description of self, parent and staff perspectives.

PubMed

Wadman, Ruth; Glazebrook, Cris; Beer, Charlotte; Jackson, Georgina M

2016-01-20

Tourette syndrome (TS) is a neurodevelopmental disorder characterised by motor and vocal tics. These involuntary movements and vocalizations can have a negative impact in the school environment. The paper presents a mixed methods description of the difficulties experienced by UK students with TS in secondary school, drawing on multiple perspectives. Thirty-five young people with TS (11 to 18 years), their parents (n = 35) and key members of school staff (n = 54) took part in semi-structured interviews about TS-related difficulties in secondary school. Theme analysis was used to identify school difficulties reported by the young people, before moving on to analysis of the parents' and staff members' transcripts. The most frequently occurring themes from the young people's accounts were then quantified in order to examine the level of agreement between informants and the association with clinical symptom severity. A range of TS-related difficulties with academic work, and social and emotional well-being in school were reported by young people, parents and staff. Three superordinate themes are described: 1) TS makes school work more difficult, 2) Negative response to TS from staff and fellow students and 3) TS makes it more difficult to manage emotions in school. The three difficulties most frequently reported by the young people were problems concentrating in class, unhelpful responses by school staff to tics and difficulties with other students such as name-calling and mimicking tics. Additional difficulties reported by more than a quarter of young people related to homework, examinations, writing, anxiety and managing anger in school. Having more severe motor tics was associated with reporting difficulties with homework and handwriting, whereas having more severe phonic tics was associated with reporting unhelpful responses from staff. Young people and parents agreed more strongly with each other than they did with staff regarding school difficulties faced by individuals, and staff generally reported fewer TS-related difficulties. TS can present a barrier to learning in several ways and can also affect interactions with others and emotional experiences in secondary school. Implications for supporting secondary school-aged students with TS are considered.
Daily Reports of Witnessing and Experiencing Peer Harassment in Middle School

ERIC Educational Resources Information Center

Nishina, Adrienne; Juvonen, Jaana

2005-01-01

Two studies examined daily incidents of peer harassment in urban middle schools. Sixth-grade students (M age=11 years) described their daily personal experiences and witnessed accounts of peer harassment, and rated their negative feelings across a 2-week period. In Study 1 (n=95), within-subject analyses across 4 days revealed that both personally…
Enlistment Effects and Policy Implications of the Educational Assistance Test Program.

ERIC Educational Resources Information Center

Fernandez, Richard L.

In 1976 Congress terminated the largest federal program of direct student assistance, the GI Bill. This study followed in the wake of growing dissatisfaction with the existing program and of recruiting difficulties experienced by the services during the late 1970s. This report presents the history and results of the Educational Assistance Test…
The Influence of Developmental Reading Education on Student Achievement

ERIC Educational Resources Information Center

Spain, Shafonda

2013-01-01

For the past 10 years, government reports have documented an increase in college developmental reading courses. However, a community college in the southeastern United States has experienced a decline in enrollment and attendance in these courses since they began in 1999. The purpose of this study was to determine (a) the impact of taking a…
The Measurement of Technology Anxiety

PubMed Central

Pillar, Barbara

1985-01-01

The growing amount of medical technology on nursing units prompted a study of the anxiety experienced by nurses toward medical equipment. A Likert-type instrument was developed as a self-report questionnaire to assess this emotional response. Testing was conducted on two groups of student nurses, and evaluation of the tool determined that it was both reliable and valid.
Title VII Enhancement Project for Compartiendo Culturas/Sharing Cultures 1995-96. Research Report on Educational Programs.

ERIC Educational Resources Information Center

Houston Independent School District, TX. Dept. of Research and Evaluation.

Compartiendo Culturas/Sharing Cultures, a Title VII Two-Way Developmental Bilingual Education Program at the Gary L. Herod Elementary School in the Houston Independent School District (Texas) was designed to end the isolation typically experienced by language minority students in traditional bilingual education and to provide language majority…
Albuquerque Public Schools Student Enrollment: History & Forecast 1954-1994. 1975 APS Planning Document 1.

ERIC Educational Resources Information Center

Albuquerque Public Schools, NM.

The material in this report was developed primarily as a basis for better planning and allocation of limited resources in a district experiencing a declining enrollment for the foreseeable future. The charts were developed on the basis of historical enrollment information by grade level, and forecasts were based on a standard regression formula…
Brief Report: Teachers' Awareness of the Relationship between Prior Knowledge and New Learning

ERIC Educational Resources Information Center

Journal for Research in Mathematics Education, 2016

2016-01-01

The author examined the degree to which experienced teachers are aware of the relationship between prior knowledge and new learning. Interviews with teachers revealed that they were explicitly aware of when students made connections between prior knowledge and new learning, when they applied their prior knowledge to new contexts, and when they…
The Bronx Is Learning: Content-Rich Curriculum Drives Achievement at Icahn Charter Schools

ERIC Educational Resources Information Center

Sahm, Charles

2016-01-01

This article reports on the fine results being experienced by students from the South Bronx (New York), at one of the seven Icahn Charter Schools. Jeff Litt, superintendent of Icahn's network of charter schools, has been instrumental in seeing that the learning about history, other cultures, and other countries--subjects fascinating to…
A Study of Admission Officers' Perceptions of and Attitudes Toward Homeschool Students

ERIC Educational Resources Information Center

Jones, Paul; Gloeckner, Gene

2004-01-01

While the recent growth of homeschooling in America may not be an overall threat to public education in America today, some school districts are reporting that they are experiencing declines in their enrollments, which ultimately means a revenue loss in their school districts (Hetzner, 2000; Vater, 2001). The U.S. homeschool population (K-12) is…
Experienced Secondary Science Teachers' Perceptions of Effective Professional Development while Pursuing National Board Certification

ERIC Educational Resources Information Center

Lustick, David S.

2011-01-01

Reports such as "Rising Above the Gathering Storm" and "Europe Needs More Scientists" exemplify the international community's concern about the state of public science education. With a lack of scientific literacy for all students and insufficient numbers of individuals choosing to pursue careers in science, the situation is seen as a threat to…
Mindfulness as an Intervention for Recalling Information from a Lecture as a Measure of Academic Performance in Higher Education: A Randomized Experiment

ERIC Educational Resources Information Center

Bennett, Rebecca Iranzo; Egan, Helen; Cook, Amy; Mantzios, Michail

2018-01-01

Higher education students experience heightened levels of stress and anxiety, and report experiencing negative thoughts and emotions, which influence information retention and recall. In a randomized experiment, we assigned participants to either a mindfulness meditation or an audiobook listening condition, and recorded the information recalled…
Sound Pressure Levels Measured in a University Concert Band: A Risk of Noise-Induced Hearing Loss?

ERIC Educational Resources Information Center

Holland, Nicholas V., III

2008-01-01

Researchers have reported public school band directors as experiencing noise-induced hearing loss. Little research has focused on collegiate band directors and university student musicians. The present study measures the sound pressure levels generated within a university concert band and compares sound levels with the criteria set by the…
Responding to Racism and Racial Trauma in Doctoral Study: An Inventory for Coping and Mediating Relationships

ERIC Educational Resources Information Center

Truong, Kimberly A.; Museus, Samuel D.

2012-01-01

In this study, Kimberly A. Truong and Samuel D. Museus focus on understanding strategies doctoral students of color use to respond to racism. The authors conducted semi-structured individual interviews with twenty-six participants who self-reported experiencing racism and racial trauma during doctoral studies. Analysis of the data resulted in…
Alcohol and the College Freshman: "Binge" Drinking and Associated Problems. A Report.

ERIC Educational Resources Information Center

Wechsler, Henry; Isaac, Nancy

This study concerning the continued heavy drinking rate among Massachusetts college students sought to: (1) determine the specific changes in college drinking since a similar study on the topic was done in 1977; (2) determine the types of problems experienced by heavy drinkers; and (3) search for factors which might account for the continuation of…
Teacher Knowledge and Learning "In-situ": A Case Study of the Long Division Algorithm

ERIC Educational Resources Information Center

Takker, Shikha; Subramaniam, K.

2018-01-01

The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers' knowledge of students'thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this…
Compounding Confusion? When Illustrative Practical Work Falls Short of Its Purpose--A Case Study

ERIC Educational Resources Information Center

Haigh, Mavis; France, Beverley; Gounder, Roshni

2012-01-01

Illustrative practical work is commonly used in chemistry education to enrich students' understandings of chemical phenomena. However, it is possible that such practical work may not serve to foster understanding but rather cause further confusion. This paper reports the struggles experienced by a group of senior (Year 12) secondary chemistry…
Teaching Old Dogs New Tricks: Using Cognitive Feedback to Improve Physicians' Diagnostic Judgments on Simulated Cases.

ERIC Educational Resources Information Center

Wigton, Robert S.; And Others

1990-01-01

An educational intervention was effective in improving the judgment of experienced student-health physicians (N=11) in predicting positive culture in simulated patients with pharyngitis. The intervention was three parts: an initial one-hour lecture; three sessions with computer-based cognitive feedback; and monthly reports of the percentage of…

Understanding Relevance in the Language Classroom

ERIC Educational Resources Information Center

Rose, Jane

2007-01-01

This paper reports on a study into course relevance conducted using some of the principles of Exploratory Practice (EP). I wanted to gain an understanding about how relevant the students taking my English courses perceived them to be in terms of their own lives. I also hoped to resolve some of the tensions experienced due to the differences in…
The Prevalence of Medical Student Mistreatment and Its Association with Burnout

PubMed Central

Cook, Alyssa F.; Arora, Vineet M.; Rasinski, Kenneth A.; Curlin, Farr A.; Yoon, John D.

2014-01-01

Purpose Medical student mistreatment has been recognized for decades and is known to adversely impact students both personally and professionally. Similarly, burnout has been shown to negatively impact students. This study assesses the prevalence of student mistreatment across multiple medical schools and characterizes the association between mistreatment and burnout. Method In 2011, the authors surveyed a nationally representative sample of third-year medical students. Students reported the frequency of mistreatment by attending faculty and residents since the beginning of their clinical rotations. Burnout was measured using a validated two-item version of the Maslach Burnout Inventory. Results Of 919 eligible students from 24 different medical schools, 564 (61%) completed the survey. The majority reported at least one incident of mistreatment by faculty (64% [361/562]) and by residents (75.5% [426/562]). Notable minorities experienced recurrent mistreatment, defined as mistreatment categorized as “several” or “numerous” times by student self-report (10.7% [59/562] by faculty and 12.6% [71/562] by residents). Recurrent mistreatment was associated with high burnout (57.4% vs. 31.5%; p<0.01 for recurrent mistreatment by faculty; 49.1% vs. 32.1%; p<0.01 for recurrent mistreatment by residents). Conclusions Medical student mistreatment remains prevalent. Recurrent mistreatment by faculty and residents is associated with medical student burnout. Although further investigation is needed to assess causality, these data provide additional impetus for medical schools to address student mistreatment to mitigate its adverse consequences on their personal and professional well-being. PMID:24667503
The Cultural Adaptation Process of Agricultural and Life Sciences Students on Short-Term Study Abroad Experiences

ERIC Educational Resources Information Center

Conner, Nathan William

2013-01-01

The purpose of this study was to explore how undergraduate students in a college of agricultural and life sciences experienced cultural adaptation during short-term study abroad programs. The specific objectives of this study were to describe how undergraduate students in the college of agricultural and life sciences experienced culture throughout…
Challenges Experienced by Korean Medical Students and Tutors during Problem-Based Learning: A Cultural Perspective

ERIC Educational Resources Information Center

Ju, Hyunjung; Choi, Ikseon; Rhee, Byoung Doo; Tae-Lee, Jong

2016-01-01

How people learn is influenced by the cultural contexts in which their learning occurs. This qualitative case study explored challenges Korean medical students and tutors experienced during their PBL sessions from a cultural perspective using Hofstede's cultural dimensions. Twelve preclinical medical students and nine tutors from a large Korean…
Removing Barriers: The Struggle to Ensure Educational Rights for Students Experiencing Homelessness

ERIC Educational Resources Information Center

Nix-Hodes, Patricia; Heybach, Laurene M.

2014-01-01

While the intent of the federal and state homeless education laws is clear, securing the educational rights of students without housing has been a long legal and political struggle in Chicago and Illinois. Education for students experiencing homelessness is a continuation of the civil rights struggle for equality in education and educational…
Becoming "Servants": Experiencing Difference While Forming Community, Servant & Civic Identities in a Service-Learning Classroom

ERIC Educational Resources Information Center

Swarts, Gabriel P.

2017-01-01

This qualitative study addressed the formation of student identity (servant and civic) as well as how students formed community through experiencing difference in a service-learning classroom. An interpretive qualitative study of five high school students was conducted in a service-learning program at Willow Falls High School, a public high school…
Practical Knowledge Storage among Preservice, Novice, and Experienced Educators of Students Who Are Deaf and Hard-of-Hearing.

ERIC Educational Resources Information Center

Marlatt, Edward A.

2004-01-01

Surveys of 163 preservice, novice, and experienced teachers of students who are deaf and hard-of-hearing addressed practical knowledge and adherence to classroom rules of practice (brief statements of how to behave in frequently encountered teaching situations) and practical principles (general constructs about expectations of students). No…
Interactive Lecture Experiments in Large Introductory Physics Classes

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina M.; Kotlicki, A.; Rieger, G.; Bates, F.; Moll, R.; McPhee, K.; Nashon, S.

2006-12-01

We describe Interactive Lecture Experiments (ILE), which build on Interactive Lecture Demonstrations proposed by Sokoloff and Thornton (2004) and extends it by providing students with the opportunity to analyze experiments demonstrated in the lecture outside of the classroom. Real time experimental data is collected, using Logger Pro combined with the digital video technology. This data is uploaded to the Internet and made available to the students for further analysis. Student learning is assessed in the following lecture using conceptual questions (clickers). The goal of this project is to use ILE to make large lectures more interactive and promote student interest in science, critical thinking and data analysis skills. We report on the systematic study conducted using the Colorado Learning Attitudes about Science Survey, Force Concept Inventory, open-ended physics problems and focus group interviews to determine the impact of ILE on student academic achievement, motivation and attitudes towards physics. Three sections of students (750 students) experienced four ILE experiments. The surveys were administered twice and academic results for students who experienced the ILE for a particular topic were compared to the students, from a different section, who did not complete the ILE for that topic. Additional qualitative data on students’ attitudes was collected using open ended survey questions and interviews. We will present preliminary conclusions about the role of ILEs as an effective pedagogy in large introductory physics courses. Sokoloff, D.R. and R.K. Thornton (2004). Interactive Lecture Demonstrations: Active Learning in Introductory Physics, J.Wiley & Sons, INC. Interactive Lecture Experiments: http://www.physics.ubc.ca/ year1lab/p100/LectureLabs/lectureLabs.html
How we launched a developmental student-as-teacher (SAT) program for all medical students.

PubMed

Blanco, Maria A; Maderer, Ann; Oriel, Amanda; Epstein, Scott K

2014-05-01

Teaching is a necessary skill for medical trainees and physicians. We designed and launched a developmental Student-as-Teacher program for all students, beginning with the class of 2016. A task force of faculty and students designed the program. The goal is to enable all students to acquire basic principles of teaching and learning at different stages in their four-year medical school career. Upon completion, students will achieve twenty-eight learning objectives grouped within four competency domains: (1) Adult and Practice-Based Learning; (2) Learning Environment; (3) Instructional Design and Performance; and, (4) Learner's Assessment and Evaluation. The program combines online learning modules and a field teaching experience. The entire class of 2016 (N = 200) completed the first online module. Students found the module effective, and 70% reported an increase in their level of knowledge. Although most students are expected to complete their field teaching experience in fourth year, twelve students completed their field experience in first year. Reported strengths of these experiences include reinforcement of their medical knowledge and improvement of their adult teaching skills. The program was successfully launched, and students are already experiencing the benefits of training in basic teaching skills in the first year of the program.
Sources of stress for students in high school college preparatory and general education programs: group differences and associations with adjustment.

PubMed

Suldo, Shannon M; Shaunessy, Elizabeth; Thalji, Amanda; Michalowski, Jessica; Shaffer, Emily

2009-01-01

Navigating puberty while developing independent living skills may render adolescents particularly vulnerable to stress, which may ultimately contribute to mental health problems (Compas, Orosan, & Grant, 1993; Elgar, Arlett, & Groves, 2003). The academic transition to high school presents additional challenges as youth are required to interact with a new and larger peer group and manage greater academic expectations. For students enrolled in academically rigorous college preparatory programs, such as the International Baccalaureate (IB) program, the amount of stress perceived may be greater than typical (Suldo, Shaunessy, & Hardesty, 2008). This study investigated the environmental stressors and psychological adjustment of 162 students participating in the IB program and a comparison sample of 157 students in general education. Factor analysis indicated students experience 7 primary categories of stressors, which were examined in relation to students' adjustment specific to academic and psychological functioning. The primary source of stress experienced by IB students was related to academic requirements. In contrast, students in the general education program indicated higher levels of stressors associated with parent-child relations, academic struggles, conflict within family, and peer relations, as well as role transitions and societal problems. Comparisons of correlations between categories of stressors and students' adjustment by curriculum group reveal that students in the IB program reported more symptoms of psychopathology and reduced academic functioning as they experienced higher levels of stress, particularly stressors associated with academic requirements, transitions and societal problems, academic struggles, and extra-curricular activities. Applied implications stem from findings suggesting that students in college preparatory programs are more likely to (a) experience elevated stress related to academic demands as opposed to more typical adolescent concerns, and (b) manifest worse outcomes in the face of stress.
Men's and women's reports of pretending orgasm.

PubMed

Muehlenhard, Charlene L; Shippee, Sheena K

2010-11-01

Research shows that many women pretend or "fake" orgasm, but little is known about whether men pretend orgasm. The purpose of this study was to investigate (a) whether, how, and why men pretend orgasm and (b) what men's and women's reports of pretending orgasm reveal about their sexual scripts and the functions of orgasms within these scripts. Participants were 180 male and 101 female college students; 85% of the men and 68% of the women had experienced penile-vaginal intercourse (PVI). Participants completed a qualitative questionnaire anonymously. Both men (25%) and women (50%) reported pretending orgasm (28% and 67%, respectively, for PVI-experienced participants). Most pretended during PVI, but some pretended during oral sex, manual stimulation, and phone sex. Frequently reported reasons were that orgasm was unlikely, they wanted sex to end, and they wanted to avoid negative consequences (e.g., hurting their partner's feelings) and to obtain positive consequences (e.g., pleasing their partner). Results suggest a sexual script in which women should orgasm before men, and men are responsible for women's orgasms.
Dental, Dental Hygiene, and Graduate Students' and Faculty Perspectives on Dental Hygienists' Professional Role and the Potential Contribution of a Peer Teaching Program.

PubMed

McComas, Martha J; Inglehart, Marita R

2016-09-01

The changing role of dental hygienists deserves dental and dental hygiene educators' attention. The first aim of this survey study was to assess University of Michigan dental, dental hygiene, and graduate students' and faculty members' perceptions of dental hygienists' roles; their attitudes and behaviors related to clinical interactions between dental and dental hygiene students; and perceived benefits of engaging dental hygiene students as peer teachers for dental students. The second aim was to assess whether one group of dental students' experiences with dental hygiene student peer teaching affected their perceptions of the dental hygiene profession. Survey respondents were 57 dental hygiene students in all three years of the program (response rate 60% to 100%); 476 dental students in all four years (response rate 56% to 100%); 28 dental and dental hygiene graduate students (response rate 28%); and 67 dental and dental hygiene faculty members (response rate 56%). Compared to the other groups, dental students reported the lowest average number of services dental hygienists can provide (p≤0.001) and the lowest average number of patient groups for which dental hygienists can provide periodontal care (p<0.001). Dental students also had the least positive attitudes about clinical interactions between dental hygiene and dental students (p<0.001) and perceived the fewest benefits of dental hygiene student peer teaching (p<0.001) before experiencing peer teaching. After experiencing dental hygiene student peer teaching, the dental students' perceptions of dental hygienists' roles, attitudes about clinical interactions with dental hygienists, and perceived benefits of dental hygiene student peer teachers improved and were more positive than the responses of their peers with no peer teaching experiences. These results suggest that dental hygiene student peer teaching may improve dental students' perceptions of dental hygienists' roles and attitudes about intraprofessional care.
Alcohol and Psychoactive Substance Use among University Students in Edirne and Related Parameters

PubMed Central

GÖRGÜLÜ, Yasemin; ÇAKIR, Diğdem; SÖNMEZ, Mehmet Bülent; KÖSE ÇINAR, Rugül; VARDAR, Mehmet Erdal

2016-01-01

Introduction Alcohol and psychoactive substance use and their effects are an important issue among adolescents and young adults. Different results have been reported about the frequency of alcohol and psychoactive substance use among university students in studies conducted both in Turkey and in different places worldwide. Methods The frequency of alcohol and psychoactive substance use among Trakya University students (n=1385) and the related parameters were studied cross-sectionally using a self-reporting questionnaire. Results Alcohol was the most common substance used (30%), followed by tobacco (29.9%) and marijuana (3.1%). The frequency of alcohol and psychoactive substance use was found to be higher among males with higher amounts of pocket money, whose parents experienced more conflict in their relationship, and who belong to families with a higher education and income level. Conclusion The frequency of alcohol and psychoactive substance use among Trakya University students was found to be lower than other regions in Turkey and particularly lower than the levels reported in studies conducted in other countries. PMID:28360790
Associations between school violence, military connection, and gang membership in California secondary schools.

PubMed

Estrada, Joey Nuñez; Gilreath, Tamika D; Sanchez, Cathia Y; Astor, Ron Avi

2017-01-01

Recent studies have found that military-connected students confront many challenges-such as secondary traumatization-that may stem from a parent's deployment and frequent relocations. It is possible that multiple moves and deployments of family service members are associated with military-connected students' gang membership and involvement with school violence behaviors. In this study, a total of 13,484 students completed the core and military modules of the California Healthy Kids Survey. Logistic regressions examined the odds of a student being a member of a gang given their grade, gender, race/ethnicity, school violence behaviors, military-connectedness, changes in schools, and familial deployments. Results indicated that of the nearly 8% of students sampled who reported being in a gang, those with a parent or sibling currently serving in the military reported a higher prevalence rate of gang membership than students with no military connection. Students who reported being in fights or carrying weapons to school were at least twice more likely to be a gang member than students who reported not having been in fights or carrying weapons. Changing schools 4 or more times in a 5-year period and experiencing at least 1 familial deployment were also associated with an increased likelihood of gang membership. The findings of this study offer incentive to further explicate the gang and school violence experiences of military-connected students. This study supports schools in understanding the characteristics of the military-connected students and families they serve so they can implement appropriate interventions to curb gang and school violence behaviors. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Linking learning and health: a pilot study of medical students' perceptions of the academic impact of various health issues.

PubMed

Kernan, William D; Wheat, Mary E; Lerner, Burton A

2008-01-01

To assess medical students' experience with a wide variety of health concerns and their perceptions of the impact of these health concerns on their academic performance. The National College Health Assessment (NCHA) was administered to all students enrolled at a single medical school during the spring term of 2005. Students reported the greatest perceived negative academic impact related to experiencing interpersonal concerns (concerns about troubled friends or family members, death of a friend or family member, and relationship difficulty) and mental health concerns (depression/anxiety/seasonal affective disorder and stress). A total of 315 students participated (48% response rate). Medical students perceive their experiences with social and psychological concerns as negatively influential to their academic well-being. Strategies that assist students in coping with these issues support the learning mission of the academic medical center.
Professional development for teachers of students who are deaf or hard of hearing: facing the assessment challenge.

PubMed

Cawthon, Stephanie

2009-01-01

Teachers of students with low-incidence disabilities, such as students who are deaf or hard of hearing, face unique challenges in putting education policy into practice. The present article presents professional development findings from the Third Annual National Survey of Accommodations and Assessment for Students Who Are Deaf or Hard of Hearing (Cawthon, Hersh, Kim, & Online Research Lab, in press). A total of 391 participants described professional development they had experienced related to assessment of students who are deaf or hard of hearing. Teachers reported greater exposure to topics in school/district sessions and discussion with their colleagues than in their preparation programs. Teaching at a school for the deaf or teaching students in high school were significant predictors of an increased prevalence of professional development opportunities on assessment-related topics for students who are deaf or hard of hearing.
The patient as experience broker in clinical learning.

PubMed

Stockhausen, Lynette J

2009-05-01

A review of the literature reveals deficit information on patient's involvement in student's learning. The study presented in this paper investigates how the educationally unprepared patient engages with students and experienced clinicians to become involved in learning and teaching encounters. As a qualitative study 14 adult patients were interviewed to determine how they perceived experienced clinicians and students engage in learning and teaching moments and how the patient contributes to students learning to care. Revealed is a new and exciting dimension in learning and teaching in the clinical environment. Patients as experience brokers are positioned in a unique learning triad as they mediate and observe teaching and learning to care between students and experienced clinicians whilst also becoming participants in teaching to care. Further investigation is warranted to determine the multi-dimensional aspects of patients' involvement in student learning in various clinical environments. Future studies have the potential to represent a new educational perspective (andragogy).
Poly-Victimisation among Vietnamese High School Students: Prevalence and Demographic Correlates

PubMed Central

Le, Minh T. H.; Holton, Sara; Nguyen, Huong Thanh; Wolfe, Rory; Fisher, Jane

2015-01-01

Background Exposure to multiple forms of violence, including abuse and crime is termed poly-victimisation. There has been increasing research interest in poly-victimisation among children and adolescents in high income countries. However, experiences among adolescents living in low- and lower-middle-income countries are yet to be examined. Aims To establish the prevalence of lifetime exposure to poly-victimisation and demographic characteristics of victims among high school students in Vietnam. Methods A cross-sectional survey with a self-report, anonymous questionnaire was conducted in ten high schools in Hanoi, Vietnam between October 2013 and January 2014. Poly-victimisation was assessed using the Juvenile Victimisation Questionnaire Revised 2 (JVQ R2). Results A total of 1,606/1,745 (92.0%) eligible students provided data and were included in the analyses. Lifetime exposure to at least one form of victimisation was reported by 94.3% (95%CI: 92.5-95.4%) of participants and lifetime exposure to more than 10 forms by 31.1% (95%CI: 27.8-33.5%). Poly-victimisation was associated with experiencing more adverse life events, having a chronic disease or disability, living with a step-parent, experiencing family life as unhappy, being disciplined at school, and living in a rural area. Poly-victimisation experiences differed among students from the three types of high schools in Vietnam. Conclusions These data reveal the prevalence and multi-factorial risks of exposure to poly-victimisation among adolescents in Vietnam. Prevalence rates of different forms of victimisation among Vietnamese students, including those previously un-investigated, were higher than those reported in other settings. Poly-victimisation was also common among them. There were certain subgroups who were more vulnerable to poly-victimisation. Further research to understand the broader aspects of adolescence in Vietnam, including poly-victimisation, is thus recommended. Special attention should be paid to specific subgroups in the prevention of violence against children and adolescents in this setting. Education to raise awareness about poly-victimisation among the community is needed. PMID:25933056
Gender discrimination in physics and astronomy: Graduate student experiences of sexism and gender microaggressions

NASA Astrophysics Data System (ADS)

Barthelemy, Ramón S.; McCormick, Melinda; Henderson, Charles

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] Sexism occurs when men are believed to be superior to women, and is thought to be one of the reasons for women's underrepresentation in physics and astronomy. The issue of sexism in physics and astronomy has not been thoroughly explored in the physics education literature and there is currently no clear language for discussing sexism in the field. This article seeks to begin a conversation on sexism in physics and astronomy and offer a starting point for language to discuss sexism in research groups and departments. Interviews with 21 women in graduate physics and astronomy programs are analyzed for their individual experiences of sexism. Although a subset of women did not report experiencing sexual discrimination, the majority experienced subtle insults and slights known as microaggressions. Other participants also experienced more traditional hostile sexism in the form of sexual harassment, gender role stereotypes, and overt discouragement. These results indicate the existence of sexism in the current culture of physics and astronomy, as well as the importance departments must put on eliminating it and educating students about sexism and microaggressions.
The impact of haptic feedback on students' conceptions of the cell

NASA Astrophysics Data System (ADS)

Minogue, James

2005-07-01

The purpose of this study was to investigate the efficacy of adding haptic (sense of touch) feedback to computer generated visualizations for use in middle school science instruction. Current technology allows for the simulation of tactile and kinesthetic sensations via haptic devices and a computer interface. This study, conducted with middle school students (n = 80), explored the cognitive and affective impacts of this innovative technology on students' conceptions of the cell and the process of passive transport. A pretest-posttest control group design was used and participants were randomly assigned to one of two treatment groups (n = 40 for each). Both groups experienced the same core computer-mediated instructional program. This Cell Exploration program engaged students in a 3-D immersive environment that allowed them to actively investigate the form and function of a typical animal cell including its major organelles. The program also engaged students in a study of the structure and function of the cell membrane as it pertains to the process of passive transport and the mechanisms behind the membrane's selective permeability. As they conducted their investigations, students in the experimental group received bi-modal visual and haptic (simulated tactile and kinesthetic) feedback whereas the control group students experienced the program with only visual stimuli. A battery of assessments, including objective and open-ended written response items as well as a haptic performance assessment, were used to gather quantitative and qualitative data regarding changes in students' understandings of the cell concepts prior to and following their completion of the instructional program. Additionally, the impact of haptics on the affective domain of students' learning was assessed using a post-experience semi-structured interview and an attitudinal survey. Results showed that students from both conditions (Visual-Only and Visual + Haptic) found the instructional program interesting and engaging. Additionally, the vast majority of the students reported that they learned a lot about and were more interested in the topic due to their participation. Moreover, students who received the bi-modal (Visual + Haptic) feedback indicated that they experienced lower levels of frustration and spatial disorientation as they conducted their investigations when compared to individuals that relied solely on vision. There were no significant differences measured across the treatment groups on the cognitive assessment items. Despite this finding, the study provided valuable insight into the theoretical and practical considerations involved in the development of multimodal instructional programs.

Excessive alcohol use and its association with risky sexual behaviour: a cross-sectional analysis of data from Victorian secondary school students

PubMed Central

Agius, Paul; Taft, Angela; Hemphill, Sheryl; Toumbourou, John; McMorris, Barbara

2015-01-01

Objective Estimate the prevalence of sexual behaviour and alcohol use and examine the association between excessive alcohol use and risky sexual behaviour in late secondary students in Victoria, Australia. Method The sample of Year 11 students from government and independent schools participating in the 2008 International Youth Development Study (n=450) was representative of the Victorian school population. Logistic regression analyses examined the associations between sexual behaviour, binge and compulsive drinking, adjusting for socio-demographic, school and family factors. Results Under half (44%) the students had experienced sex in the past year, half (50%) had engaged in binge drinking in the past two weeks and 26% reported compulsive drinking in the past year. Of those who reported sex in the past year (n=197), 34% had sex without a condom at the last sexual encounter and 28% later regretted sex due to alcohol. The likelihood of experiencing sex was increased by binge (OR=2.44, 95%CI 1.44–4.12) and compulsive drinking (OR=2.15, 95%CI 1.29–3.60). For those sexually active, binge drinking increased the risk of having three or more sexual partners (OR=3.37, 95%CI 1.11–10.26) and compulsive drinking increased the likelihood of regretted sex due to alcohol (OR=4.43, 95%CI 2.10–9.31). Excessive drinking was not associated with condom non-use. Conclusion and implications Risky sex – multiple sexual partners and regretted sex due to alcohol – and excessive drinking are highly prevalent and co-associated among Victorian late secondary students. PMID:23379810
Anaphylaxis in Schools: Results of the EPIPEN4SCHOOLS Survey Combined Analysis.

PubMed

White, Martha V; Hogue, Susan L; Odom, Dawn; Cooney, Darryl; Bartsch, Jennifer; Goss, Diana; Hollis, Kelly; Herrem, Christopher; Silvia, Suyapa

2016-09-01

A pilot survey described the characteristics of anaphylactic events occurring in an initial set of participating U.S. schools during the 2013-2014 school year. This survey was subsequently readministered to large school districts, which were underrepresented in initial results. A cross-sectional survey was administered to the U.S. schools that were participating in the EPIPEN4SCHOOLS ® program (Mylan Specialty L.P., Canonsburg, PA) to assess characteristics of anaphylactic events. Data from large school districts were added to initial findings in this comprehensive combined analysis. A total of 1,140 anaphylactic events were reported among 6,574 responding schools. Of 1,063 anaphylactic events with data on who experienced the event, it was observed that it occurred mostly in students (89.5%, 951/1,063). For students, anaphylactic events were reported across all grades, with 44.9% (400/891) occurring in high school students, 18.9% (168/891) in middle school students, and 32.5% (290/891) in elementary school students. Food was identified as the most common trigger (60.1%, 622/1,035). A majority of schools (55.0%, 3,332/6,053) permitted only the school nurse and select staff to administer epinephrine to treat anaphylaxis. The unpredictability of anaphylaxis is emphasized by its high occurrence in individuals with no known allergies (25.0%). A majority of schools permitted only the school nurse and select staff to treat anaphylaxis. Thus, individuals experiencing an anaphylactic event may frequently encounter staff members not being permitted to administer potentially life-saving epinephrine. Epinephrine auto-injectors provided by the EPIPEN4SCHOOLS program were used to treat 38.0% of events. Anaphylaxis can occur in children with no previously known allergies, illustrating the importance of public access to epinephrine.
Impact of Childhood Abuse on the Risk of Non-Suicidal Self-Injury in Mainland Chinese Adolescents

PubMed Central

Wan, Yuhui; Chen, Jing; Sun, Ying; Tao, Fangbiao

2015-01-01

Background Childhood abuse has been associated with significant increases in non-suicidal self-injury (NSSI) behaviors in adolescents; however, only general definitions of this risk indicator have been examined. This study identified relationships between specific forms of childhood abuse and NSSI in mainland Chinese adolescents. Method A total of 14,221 cases were retained from an epidemiological study involving adolescents from junior and senior middle schools. Information relating to the perpetrator, perceived harm, timing of exposure to different types of childhood abuse, and NSSI were obtained. Logistic regression was used to analyze relationships between each form of childhood abuse and NSSI. Results Approximately 51.0% of the students reported at least one abusive childhood experience. Nearly one in four students (24.9%) reported that they had engaged in NSSI in the past 12 months. Each type of childhood abuse, occurring at any time within the first 16 years of life, especially in situations of continuous exposure, was significantly associated with NSSI. A significant graded relationship was found between number of abusive childhood experiences and NSSI. Students maltreated by parents or others were at high risk of engaging in NSSI, the risk was greater in students maltreated by both; students who had been exposed to childhood abuse with no perceived harm still demonstrated an elevated risk for NSSI. The pattern of associations did not vary by gender. Conclusions These findings suggest that experiencing any of various forms of childhood abuse should be considered a risk factor for NSSI during adolescence. Further research should focus upon psychosocial, neural, and genetic factors that might moderate or mediate the onset of NSSI in adolescents who have experienced childhood abuse. PMID:26114574
To take responsibility or to be an onlooker. Nursing students' experiences of two models of supervision.

PubMed

Hellström-Hyson, Eva; Mårtensson, Gunilla; Kristofferzon, Marja-Leena

2012-01-01

The present study aimed at describing how nursing students engaged in their clinical practice experienced two models of supervision: supervision on student wards and traditional supervision. Supervision for nursing students in clinical practice can be organized in different ways. In the present study, parts of nursing students' clinical practice were carried out on student wards in existing hospital departments. The purpose was to give students the opportunity to assume greater responsibility for their clinical education and to apply the nursing process more independently through peer learning. A descriptive design with a qualitative approach was used. Interviews were carried out with eight nursing students in their final semester of a 3-year degree program in nursing. The data were analyzed using content analysis. Two themes were revealed in the data analysis: When supervised on the student wards, nursing students experienced assuming responsibility and finding one's professional role, while during traditional supervision, they experienced being an onlooker and having difficulties assuming responsibility. Supervision on a student ward was found to give nursing students a feeling of acknowledgment and more opportunities to develop independence, continuity, cooperation and confidence. Copyright © 2011 Elsevier Ltd. All rights reserved.
The social and learning environments experienced by underrepresented minority medical students: a narrative review.

PubMed

Orom, Heather; Semalulu, Teresa; Underwood, Willie

2013-11-01

To review the literature on the social and learning environments experienced by underrepresented minority (URM) medical students to determine what type of interventions are needed to eliminate potential barriers to enrolling and retaining URM students. The authors searched MEDLINE, PubMed, Ovid HealthStar, and Web of Science, and the reference lists of included studies, published between January 1, 1980, and September 15, 2012. Studies of the learning and social environments and of students' satisfaction, experiences with discrimination or unfair practices, and academic performance or progress, as well as assessments of programs or interventions to improve URM students' academic performance, were eligible for inclusion. The authors identified 28 studies (27 unique data sets) meeting the inclusion criteria. The results of the included studies indicated that URM students experienced less supportive social and less positive learning environments, were subjected to discrimination and racial harassment, and were more likely to see their race as having a negative impact on their medical school experiences than non-URM students. Academic performance on standardized exams was worse, progress less timely, and attrition higher for URM students as well. For URM students, an adverse climate may be decreasing the attractiveness of careers in medicine, impairing their academic performance, and increasing attrition. Improvements to the social and learning environments experienced by URM students are needed to make medicine a more inclusive profession. The current environment of health care reform creates an opportunity for institutions to implement strategies to achieve this goal.
Creating Inclusive EAL Classrooms: How Language Instruction for Newcomers to Canada (LINC) Instructors Understand and Mitigate Barriers for Students Who Have Experienced Trauma

ERIC Educational Resources Information Center

Wilbur, Amea

2016-01-01

This article draws on my dissertation, "Creating Inclusive EAL Classrooms: How LINC Instructors Understand and Mitigate Barriers for Students Who Have Experienced Trauma." The article explores some assumptions and understandings that English as an Additional Language (EAL) teachers bring to teaching students believed to have experienced…
The prevalence of bullying and cyberbullying in high school: a 2011 survey.

PubMed

Gan, Sophie S; Zhong, Connie; Das, Shreya; Gan, Julia S; Willis, Stephanie; Tully, Eileen

2014-01-01

Bullying is common among young students, and cyberbullying has increased due to the use of technology. This study investigates the prevalence of bullying and cyberbullying among high school students and the emotional effects of bullying on students. Students at East Chapel Hill High School, Chapel Hill, North Carolina completed the Gatehouse Bullying Scale and the Peer Relations Questionnaire. They answered questions regarding how often they had experienced certain types of bullying in school and the emotional effects the bullying had on them. The combined results from both surveys indicated that the prevalence of bullying was 55% with 18% of respondents reporting cyberbullying. Teasing and name-calling were the most common types of bullying, as 40% of students reported having been teased or called names. The most serious type of bullying, being threatened with harm, hit, or kicked, occurred in 20% of boys and 8% of girls, with 25% of respondents reported "quite upset" by the experience. The majority (79%) of students who had been bullied did not share with anyone about being bullied, and of those who did, only 50% were taken seriously. Bullying is still prevalent among high school students, and cyberbullying is becoming more widespread. Most victims do not share their bullying experience, and if they did, only half believe they are taken seriously. Both bullying among students in school and cyberbullying deserve attention due to their potentially devastating effects on victims.
Intrinsic and extrinsic goals as moderators of stress and depressive symptoms in Chinese undergraduate students: A multi-wave longitudinal study.

PubMed

Ling, Yu; He, Yushu; Wei, Yong; Cen, Weihong; Zhou, Qi; Zhong, Mingtian

2016-05-11

Studies in western countries have examined the specific vulnerability hypothesis of Dykman's theory of goal-orientation predispositions to depression through two-time point designs. The purpose of this prospective longitudinal study was to investigate the moderating effects of intrinsic and extrinsic goals on stress and depressive symptoms in Chinese undergraduate students. A total of 462 undergraduate students [46% female; mean age, 19.06 (range, 17-22) years] completed self-reported measures assessing intrinsic and extrinsic goals, depressive symptoms, and the occurrence of social and academic hassles. Every 3 months over the subsequent 12 months, the undergraduate students completed measures assessing depressive symptoms and the occurrence of daily hassles. Results of hierarchical linear modeling analyses indicated that undergraduate students with low levels of intrinsic goals reported greater depressive symptoms following the occurrence of social and academic hassles than did those with high levels of such goals. However, undergraduate students with high levels of extrinsic goals did not report greater depressive symptoms following the occurrence of social and academic hassles than did those possessing low levels. These findings suggest that intrinsic goals can protect undergraduate students experiencing high levels of social and academic hassles from depressive symptoms. The study findings provide new insight into the course of depressive symptoms among undergraduate students, and offer psychologist and psychiatrists ways to protect individuals from depressive symptoms by building up intrinsic goals.
'Asking the hard questions': Improving midwifery students' confidence with domestic violence screening in pregnancy.

PubMed

Smith, Rachel; Wight, Raechel; Homer, Caroline S E

2018-01-01

Domestic violence is a global public health issue. Midwives are ideally placed to screen for, and respond to, disclosure of domestic violence. Qualified midwives and midwifery students report a lack of preparedness and low levels of confidence in working with women who disclose domestic violence. This paper reports the findings from an education intervention designed to increase midwifery students' confidence in working with pregnant women who disclose domestic violence. An authentic practice video and associated interactive workshop was developed to bring the 'woman' into the classroom and to provide role-modelling of exemplary midwifery practice in screening for and responding to disclosure of domestic violence. The findings demonstrated that students' confidence increased in a number of target areas, such as responding appropriately to disclosure and assisting women with access to support. Students' confidence increased in areas where responses needed to be individualised as opposed to being able to be scripted. Students appreciated visual demonstration (video of authentic practice) and having the opportunity to practise responding to disclosures through experiential learning. Given the general lack of confidence reported by both midwives and students of midwifery in this area of practice, this strategy may be useful in supporting midwives, students and other health professionals in increasing confidence in working with women who are experiencing domestic violence. Copyright © 2017 Elsevier Ltd. All rights reserved.
Perceptions about Dormitory Wing-Mates and Alcohol-Related Secondhand Effects Among College Freshmen

PubMed Central

Bush, Elizabeth N.; Novik, Melinda G.

2009-01-01

Objective This study examined secondhand effects college students experienced from others’ alcohol use and their relationship with student characteristics and alcohol-related perceptions about wing-mates. Participants Incoming freshmen (n=509) residing in predominantly freshmen dormitories. Methods A web-based survey was administered two months into the 2006 fall academic semester. Linear Mixed Modeling was utilized to examine the independent relationships of secondhand effects with student characteristics and perceptions. Results Most (80%) students experienced at least one secondhand effect. Perceiving wing-mate acceptance and expectation of alcohol use, and inability to protect against wing-mate secondhand effects as well as being female and a drinker were related to experiencing secondhand effects. Conclusions Incoming college freshmen frequently experienced secondhand effects. Involving dormitory wings in norms-based interventions aimed at reducing secondhand effects warrant evaluation. Further research is also warranted on skill-building among college students to resist and intervene into others’ drinking and on Resident Advisor negotiation of their roles as both engenderers of trust/cooperation and enforcers of alcohol rules. PMID:19433400
Peer harassment, school connectedness, and academic achievement.

PubMed

Eisenberg, Marla E; Neumark-Sztainer, Dianne; Perry, Cheryl L

2003-10-01

This study described peer harassment in a large, multiethnic sample of adolescents, and explored the relationship between experiencing peer harassment and both school connectedness and achievement. Survey data came from 4,746 students in grades 7-12 at 31 public schools in ethnically and socioeconomically diverse communities in a Midwestern state. Frequency of five types of harassment were analyzed with data on school connectedness and grades. Multivariate analysis controlled for gender, grade level, race/ethnicity, and socioeconomic status. Results indicate that most students periodically experience mistreatment; 10% to 17% report being treated disrespectfully, having others act superior, or being insulted at least once per week, and an additional 14% to 22% of students report suffering these behaviors a few times per month. Girls, Whites, Native Americans, and middle school students reported more harassment than boys, other ethnic groups, and high school students, respectively. Peer harassment related significantly to both aspects of school life; those who disliked school tended to suffer more mistreatment, and "B" students reported the least harassment on average. Young people mistreated by peers may not want to be in school and may thereby miss out on the benefits of school connectedness as well as educational advancement. The high prevalence of peer harassment and its association with school connectedness and school achievement provide justification for interventions aimed at prevention of peer harassment. A schoolwide approach using educational and policy components may provide an appropriate prevention strategy.
Physiotherapy students' perceived stress, stressors, and reactions to stressors: A comparative study between Sweden and The Netherlands.

PubMed

Hodselmans, Audy-Paul; Hemdal, Elin; Lundberg, Sophie; Bjarnegård, Anna; Hobbelen, Hans; Svantesson, Ulla

2018-04-01

Studies of healthcare students report increased levels of stress, with academic pressures being the greatest source. The objective of this study was to examine the differences in the overall stress level, stressors, and reactions to stressors between physiotherapy students at the University of Gothenburg (GU) and those at the Hanze University of Applied Sciences (HUAS). The Student-life Stress Inventory was used. The participants (n = 116) included physiotherapy students at GU and HUAS. The distribution of the questionnaire occurred during a regular lecture or in a lecture that was scheduled particularly for its distribution. At GU, 13.7% of the students rated their level of stress as mild, whereas 72.5% of them rated it as moderate. The corresponding values for HUAS students were 43.9% and 43.9%, respectively. This difference between two universities was significant (p = 0.006). The total score of the subcategories indicated that the students at GU reported significantly higher levels of stressors (p = 0.027) and reactions to stressors (p = 0.003). However, there were no significant differences in the male participants between the universities. Female students in their three-year educational program in Sweden experienced significantly more stress than Dutch female students in their four-year educational program.
Drinking game participation and outcomes in a sample of Australian university students.

PubMed

George, Amanda M; Zamboanga, Byron L

2018-05-15

Most drinking game (DG) research among university students has been conducted among USA college samples. The extent to which demographics and game type (e.g. team and sculling games) are linked to DG behaviours/consequences among non-USA students is not well understood. As such, the current study investigated characteristics of DG participation (and associated outcomes) among a sample of Australian university students. University students (N = 252; aged 18-24 years; 67% female) who had consumed alcohol in the prior year completed an online survey. Measures included demographics, DG behaviours (lifetime, frequency and consumption) and gaming-specific consequences. Most of the students reported lifetime DG participation (85%). Among those who played a DG in the prior 6 months (69%), most had experienced a negative gaming-specific consequence. While team games were the most popular DG played, regression analysis demonstrated that participation in games which encouraged consumption (e.g. sculling) were associated with increased alcohol consumption during play. In addition to being older, playing DGs more frequently, and consuming more alcohol while playing, participation in both consumption and dice games (e.g. 7-11, doubles) predicted more negative gaming-specific consequences. DG participation is common among Australian university students, as it is in other parts of the world. The importance of game type is clear, particularly the risk of consumption games. Findings could help inform interventions to reduce participation in consumption games and identify students who might be especially at-risk for experiencing negative DG consequences. © 2018 Australasian Professional Society on Alcohol and other Drugs.
A comparison of peer and non-peer exposure to unwanted early sexual experiences among students in South Africa and Belgium.

PubMed

Revell, Arlynn T; Nicholas, Lionel J

2013-01-01

This study examined peer and non-peer unwanted early sexual experiences (UESE) among 3,689 university students to establish whether peer UESE is as coercive and bothersome as non-peer UESE. A self-report checklist was administered to all consenting students attending an orientation programme at one South African (SA) and one Belgian university. Of the respondents 21% indicated that they had UESE before their 16th birthday (39.2% SA and 13.5% Belgians). Of respondents indicating UESE, 22.4% (173) reported that they had UESE with a person where the age difference was greater than 5 years and 54.2% (418) reported UESE with an age difference less than 5 years. Overall, a statistically significant difference was found between peer exposed and non-peer exposed groups at the time the UESE occurred related to bothersomeness of the UESE. SA men and women experienced more psychological pressure or physical force among the non-peer exposed group than the peer exposed group.
Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning

NASA Astrophysics Data System (ADS)

Walan, Susanne; Nilsson, Pernilla; Ewen, Birgitta Mc

2017-10-01

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.
Role of the body self and self-esteem in experiencing the intensity of menopausal symptoms.

PubMed

Włodarczyk, Małgorzata; Dolińska-Zygmunt, Grażyna

2017-10-29

The aim of the study was to test differences in self-esteem and strength of the body self, body image, comfort with closeness with others and body protection among women reporting high and low intensity of psychological, vasomotor and somatic symptoms of menopause. The sample included 201 women aged 45-55 years. The Menopause Symptom List was used to test the intensity of menopausal symptoms, the Body Self Questionnaire was used to diagnose the body self, and the Rosenberg Self-Esteem Scale was used to examine participants'levels of self-esteem. Differences between women experiencing high and low intensity of symptoms were analyzed using Student's t-test for independent samples. Women experiencing high-intensity psychological, vasomotor and somatic symptoms of menopause showed significantly lower self-esteem and poorer body-self functioning in all its dimensions except for body protection. Women experiencing high-intensity psychological, vasomotor and somatic symptoms of menopause demonstrated poorer functioning of the body self and lower self-esteem.
Peer and teacher bullying/victimization of South Australian secondary school students: prevalence and psychosocial profiles.

PubMed

Delfabbro, Paul; Winefield, Tony; Trainor, Sarah; Dollard, Maureen; Anderson, Sarah; Metzer, Jacques; Hammarstrom, Anne

2006-03-01

This study examined the nature and prevalence of bullying/victimization by peers and teachers reported by 1,284 students (mean age = 15.2 years) drawn from a representative sample of 25 South Australian government and private schools. Students completed a self-report survey containing questions relating to teacher and peer-related bullying, measures of psychosocial adjustment, and personality. The results showed that students could be clearly differentiated according to the type of victimization they had experienced. Students reporting peer victimization typically showed high levels of social alienation, poorer psychological functioning, and poorer self-esteem and self-image. By contrast, victims of teacher victimization were more likely to be rated as less able academically, had less intention to complete school and were more likely to be engaged in high-risk behaviours such as gambling, drug use and under-age drinking. Most bullying was found to occur at school rather than outside school and involved verbal aggression rather than physical harm. Boys were significantly more likely to be bullied than girls, with the highest rates being observed amongst boys attending single-sex government schools. Girls were more likely to be subject to bullying if they attended coeducational private schools. The implications of this work for enhancing school-retention rates and addressing psychological distress amongst adolescent students are discussed.
Homophobia in Secondary Schools: An Investigation of Teachers' Perceptions of Homophobia through a Collaborative Professional Development Program

ERIC Educational Resources Information Center

Jones, Joseph R.

2010-01-01

According to Gay Lesbian Straight Education Network, GLSEN, (2003), 84% of GLBT students experienced homophobic remarks or verbal harassment and of those, 91.5% reported hearing the word "faggot" or "dyke" on a regular basis, and over 60% felt unsafe in their schools because of their sexual orientation. More recently, several middle school…
A Summary of Evaluations for Learning and Attention Problems at a University Training Clinic

ERIC Educational Resources Information Center

Wierzbicki, Michael; Tyson, Clare M.

2007-01-01

Over a five year period, a university clinic performed psychological evaluations of 102 adults (including 85 college students) who reported that they were experiencing learning or attention problems. Of 92 persons who completed the evaluation, 40 (43.5%) received no diagnosis, 7 (7.6%) received the diagnosis of ADHD, 29 (31.5%) received the…
Misery in Dark Shadows behind the High Achievement Scores in South Korean Schooling: An Ethnographic Study

ERIC Educational Resources Information Center

Kwon, Soonjung; Kristjánsson, Kristján; Walker, David I.

2017-01-01

This article explores some of the hidden background behind the highly praised school results in South Korea. An ethnographic case study is used to cast light on how schooling is actually experienced by South Korean students. Two main results are reported from these data. First, evidence is presented of damaging "cultural elements" such…

Long-Term Effects of Child Corporal Punishment on Depressive Symptoms in Young Adults: Potential Moderators and Mediators

ERIC Educational Resources Information Center

Turner, Heather A.; Muller, Paul A.

2004-01-01

Based on a sample of 649 students from 3 New England colleges, this study examined the long-term effects of childhood corporal punishment on symptoms of depression and considered factors that may moderate or mediate the association. Similar to national studies, approximately 40% of the sample reported experiencing some level of corporal punishment…
Strategies for Estimating Teacher Supply and Demand Using Student and Teacher Data. REL 2017-197

ERIC Educational Resources Information Center

Lindsay, Jim; Wan, Yinmei; Berg-Jacobson, Alexander; Walston, Jill; Redford, Jeremy

2016-01-01

Every year the U.S. Department of Education reports for each state in the country the grade levels, subject areas, and geographic areas that have experienced teacher shortages (U.S. Department of Education, Office of Postsecondary Education, 2015). A teacher shortage occurs when the number of teachers available in a specific grade, subject matter…
Extending the Parameters: An Inquiry into Teaching Practices for Children from Diverse Populations and Homeless Environments

ERIC Educational Resources Information Center

McDaniel, Grace Ann

2012-01-01

The number of homeless children in the United States is increasing. The National Center on Family Homelessness (2010) reports that on average one in 50 children in the United States have experienced homelessness, defined as unstable housing. The needs of this student demographic are varied and complex. For the purpose of this study, the homeless…
Conceptual Difficulties Experienced by Prospective Teachers in Electrochemistry: Half-Cell Potential, Cell Potential, and Chemical and Electrochemical Equilibrium in Galvanic Cells.

ERIC Educational Resources Information Center

Ozkaya, Ali Riza

2002-01-01

A previous study of prospective teachers found that students from different countries and different levels of electrochemistry hold common misconceptions, indicating that concepts were presented to them poorly. Reports on how prospective teachers' scientifically incorrect ideas were used to form assertion-reason-type questions and how these…
Integrating Mindfulness into Mixed Martial Arts Training to Enhance Academic, Social, and Emotional Outcomes for At-Risk High School Students: A Qualitative Exploration

ERIC Educational Resources Information Center

Milligan, K.; Cosme, R.; Wolfe Miscio, M.; Mintz, L.; Hamilton, L.; Cox, M.; Woon, S.; Gage, M.; Phillips, M.

2017-01-01

Increasingly, adolescents report experiencing levels of stress that exceed their coping resources. Chronic stress is associated with emotion regulation challenges that increase risk for poor mental health and educational outcomes. This qualitative study examined the impact of Integra Mindfulness Martial Arts™ (Integra MMA™) on the perceived…
STEPS TOWARD COMPENSATORY EDUCATION IN THE CHICAGO PUBLIC SCHOOLS. HIGH SCHOOL DISTRICTS. REPORT OF AN EVALUATIVE STUDY.

ERIC Educational Resources Information Center

CITIZENS SCHOOLS COMMITTEE OF CHICAGO

THE CITIZENS COMMITTEE OFFERS SUGGESTIONS FOR COMPENSATORY EDUCATION TO MEET THE NEEDS OF ALL CHILDREN LIVING IN AREAS OF HIGH TRANSIENCY WHO HAVE EXPERIENCED A MEAGER EDUCATIONAL BACKGROUND. THE SUGGESTIONS ARE--THAT CLASS SIZE BE LIMITED TO 25 STUDENTS. THAT THE LENGTH OF SCHOOL IN "DIFFICULT" AREAS BE LENGTHENED, AND THAT THE SALARY…
Pilot Testing the Chinese Version of the ETS® Proficiency Profile Critical Thinking Test. Research Report. ETS RR-16-37

ERIC Educational Resources Information Center

Liu, Ou Lydia; Mao, Liyang; Zhao, Tingting; Yang, Yi; Xu, Jun; Wang, Zhen

2016-01-01

Chinese higher education is experiencing rapid development and growth. With tremendous resources invested in higher education, policy makers have requested more direct evidence of student learning. However, assessment tools that can be used to measure college-level learning are scarce in China. To mitigate this situation, we translated the…
DRINKING TO GET DRUNK AMONG INCOMING FRESHMEN COLLEGE STUDENTS.

PubMed

Boekeloo, Bradley O; Novik, Melinda Griffin; Bush, Elizabeth

2011-01-03

This study examined college freshmen who intentionally drink alcohol to get drunk (DTGD). Survey data from 307 incoming freshmen college students living in freshmen residence halls who reported drinking alcohol in the last 30 days were analyzed. The majority (76.9%) of these self-reported drinkers reported DTGD. Relative to other freshmen drinkers, those who reported DTGD were significantly more likely to have consumed alcohol before going out to a party or bar, participated in a drinking game, drank heavily on a non-school night but not on a school night, used liquor, used beer, combined alcohol and drugs, experienced a hangover, vomited, passed out, and/or blacked out. The associations support DTGD as a measure of pre-meditated, controlled, and intentional consumption of alcohol to reach a state of inebriation. Common intentional drunkenness as observed in this study population may have implications for college alcohol risk reduction programs.
A cross sectional study between the prevalence of chronic pain and academic pressure in adolescents in China (Shanghai).

PubMed

Zhang, Yongxing; Deng, Guoying; Zhang, Zhiqing; Zhou, Qian; Gao, Xiang; Di, Liqing; Che, Qianzi; Du, Xiaoyu; Cai, Yun; Han, Xuedong; Zhao, Qinghua

2015-08-22

The purpose of this study was to investigate the prevalence of four types of chronic pain (headache, abdominal pain, neck and shoulder pain (NSP), and low back pain (LBP)) and to explore the relationship between the prevalence of chronic pain and self-reported academic pressure in high school students in Shanghai, China. Three thousand students were randomly surveyed on related issues using a questionnaire, and the results were analyzed using a multivariate logistic regression model. Among the 2849 high school students who completed the questionnaire, the overall prevalence rates of headache, abdominal pain, NSP, and LBP were 30.3, 20.9, 32.8, and 41.1%, respectively. The students in general experienced a heavy burden of learning, a high level of stress, and sleep deprivation, which were closely related to the four types of chronic pain. Chronic pain is a common condition in Chinese adolescents and is closely related to self-reported academic pressure.
Athletic identity, descriptive norms, and drinking among athletes transitioning to college

PubMed Central

Grossbard, Joel R.; Geisner, Irene M.; Mastroleo, Nadine R.; Kilmer, Jason R.; Turrisi, Rob; Larimer, Mary E.

2010-01-01

College student–athletes are at risk for heavy alcohol consumption and related consequences. The present study evaluated the influence of college student and college athlete descriptive norms and levels of athletic identity on drinking and related consequences among incoming college students attending two universities (N = 1119). Prior to the beginning of their first year of college, students indicating high school athletic participation completed assessments of athletic identity, alcohol consumption, drinking-related consequences, and normative perceptions of alcohol use. Estimations of drinking by college students and student–athletes were significantly greater than self-reported drinking. Athletic identity moderated associations among gender, perceived norms, drinking, and related consequences. Athlete-specific norms had a stronger effect on drinking among those reporting higher levels of athletic identity, and higher levels of athletic identity exclusively protected males from experiencing drinking-related consequences. Implications of the role of athletic identity in the development of social norms interventions targeted at high school athletes transitioning to college are discussed. PMID:19095359
Do Rural and Regional Students in Queensland Experience an ICT "Turn-Off" in the Early High School Years?

ERIC Educational Resources Information Center

Courtney, Lyn; Anderson, Neil

2010-01-01

Students learning in regional, rural and remote locations in Queensland are currently experiencing a "turn-off" in relation to school-based ICT in the first three years of high school. At the same time, students are experiencing increasing levels of interest and motivation from their use of ICT at home. Given the importance of ICT as an…
The Effect of Student Gender on the Obstetrics and Gynecology Clerkship Experience

PubMed Central

Odrobina, Michele R.; McIntyre-Seltman, Kathleen

2010-01-01

Abstract Objectives To explore the effects of the students' gender on their perception of quality and quantity of teaching, the amount of experiential learning, and their interest in obstetrics and gynecology. Methods Anonymous, self-administered surveys to third-year medical students rotating on the obstetrics and gynecology clerkship. Results Eighty-one of 91 students participated (89% response rate): 33 men, 46 women, 2 declined to reveal their gender. No significant gender differences existed regarding number of interactions with residents and faculty; number of deliveries, surgeries, or examinations performed; perceived quality of teaching; or feeling included as part of the clinical team. Male students were more likely to report performing specific surgical procedures, such as operating the bovie cautery during gynecological surgeries (p = 0.005). More men experienced patients refusing to allow them to participate in the clinical interview (p < 0.0001) and physical examination (p < 0.0001). Male students were also more likely to report feeling that their gender negatively impacted their clerkship experience (p < 0.0001). Although less likely to report preclerkship and postclerkship career interest in obstetrics and gynecology, male students were more likely to report that their interest increased at the end of the clerkship. Conclusions Male students were more likely to experience gender bias from patients on the obstetrics and gynecology service. Male students also described feeling socially excluded from female-dominated clinical teams. Obstetrics and gynecology educators need to consider methods of encouraging patients to accept medical student participation regardless of gender. Obstetrics and gynecology faculty and residents need to be sensitive to subtle forms of gender bias and ensure equal inclusion for both male and female medical students. PMID:20088663
Associations of Teen Dating Violence Victimization With School Violence and Bullying Among US High School Students*

PubMed Central

Vivolo-Kantor, Alana M.; Olsen, Emily O’malley; Bacon, Sarah

2016-01-01

BACKGROUND Teen dating violence (TDV) negatively impacts health, mental and physical well-being, and school performance. METHODS Data from a nationally representative sample of high school students participating in the Centers for Disease Control and Prevention (CDC)’s 2013 Youth Risk Behavior Survey (YRBS) are used to demonstrate associations of physical and sexual TDV with school violence-related experiences and behaviors, including bullying victimization. Bivariate and adjusted sex-stratified regressions assessed relationships between TDV and school violence-related experiences and behaviors. RESULTS Compared to students not reporting TDV, those experiencing both physical and sexual TDV were more likely to report carrying a weapon at school, missing school because they felt unsafe, being threatened or injured with a weapon on school property, having a physical fight at school, and being bullied on school property. CONCLUSIONS School-based prevention efforts should target multiple forms of violence. PMID:27374352
Results of a heart disease risk-factor screening among traditional college students.

PubMed

Spencer, Leslie

2002-05-01

The author collected data on serum cholesterol, blood pressure, and self-reported health behavior in 226 college students aged 18 to 26 years. Twenty-nine percent had undesirable total cholesterol levels, 10% had high cholesterol, 10% had high systolic blood pressure, and 11% had high diastolic blood pressure. Half or more of the participants consumed a diet high in saturated fats, engaged in binge drinking, had a parental risk for high cholesterol or blood pressure, or reported they experienced elevated stress levels. Men had higher risk-factor levels than women. Findings from a regression analysis revealed that smoking, binge drinking, lack of cardiovascular exercise, and eating a high saturated-fat diet were predictive of undesirable cholesterol levels. Study limitations included self-selection of participants and single measurements of blood pressure and cholesterol. Trained students served as screeners in the program for providing an effective, low-cost screening intervention.
Lifelong learning skills: how experienced are students when they enter medical school?

PubMed

Whittle, Sue R; Murdoch-Eaton, Deborah G

2004-09-01

Widening participation initiatives together with changes in school curricula in England may broaden the range of lifelong learning skills experience of new undergraduates. This project examines the experience levels of current students, as a comparative baseline. First-year medical students completed a questionnaire on arrival, investigating their practice of 31 skills during the previous two years. Responses show that most students have regularly practised transferable skills. However, significant numbers report little experience, particularly in IT skills such as email, using the Internet, spreadsheets and databases. Some remain unfamiliar with word processing. Library research, essay writing and oral presentation are also rarely practised by substantial numbers. One-third of students lack experience of evaluating their own strengths and weaknesses. Current students already show diversity of experience in skills on arrival at medical school. Changes in the near future may increase this range of experience further, and necessitate changes to undergraduate courses.
The Power of Educational Robotics

NASA Astrophysics Data System (ADS)

Cummings, Timothy

The purpose of this action research project was to investigate the impact a students' participation in educational robotics has on his or her performance in the STEM subjects. This study attempted to utilize educational robotics as a method for increasing student achievement and engagement in STEM subjects. Over the course of 12 weeks, an after-school robotics program was offered to students. Guided by the standards and principles of VEX IQ, a leading resource in educational robotics, students worked in collaboration on creating a design for their robot, building and testing their robot, and competing in the VEX IQ Crossover Challenge. Student data was gathered through a pre-participation survey, observations from the work they performed in robotics club, their performance in STEM subject classes, and the analysis of their end-of-the-year report card. Results suggest that the students who participate in robotics club experienced a positive impact on their performance in STEM subject classes.
Levels of Stress among General Practitioners, Students and Specialists In Pediatric Dentistry during Dental Treatment.

PubMed

Davidovich, E; Pessov, Y; Baniel, A; Ram, D

2015-01-01

To assess self-reported stress during the performance of different procedures in pediatric dentistry, according to the professional experience of the dentists. During the years 2010 to 2011, an anonymous survey was administered by means of an internet link, and by distribution at professional meetings of dentists . No statistically significant differences in stress were reported for maxilla and mandibular procedures. Placement of a rubber dam was rated as the most stressful procedure among dental students. For general practitioners and specialists, injection of local anesthesia to an anxious child was the most stressful procedure, regardless of age, sex, or years of professional experience. A negative correlation was found between years of experience and level of stress for all the procedures surveyed, but not for the use of nitrous oxide. No differences were found between male and female dentists in stress scores for any of the procedures. Higher rates of stress during operative procedures were reported among dental students than among experienced dentists. Anxiety of the pediatric patients, but not the location of the procedure: maxillary or mandibular, affected the dentists' reported level of stress.
Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students

NASA Astrophysics Data System (ADS)

Seda Cetin, Pinar; Eymur, Guluzar; Southerland, Sherry A.; Walker, Joi; Whittington, Kirby

2018-03-01

This study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students' chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of disciplinary practices (through Argument-driven Inquiry - ADI) and similar laboratories in which a more traditional Structured Inquiry (SI) approach was employed. The data sources included a Chemistry Concept test, an Argumentative Writing Assessment, and Semi-structured interviews. After seven weeks of chemistry instruction, students experiencing ADI instruction scored higher on the Chemistry Concept test and the Argumentative Writing Assessment than students experiencing SI instruction. Furthermore, girls who experienced ADI instruction scored higher on the assessments than their majority peers in the same class. The results suggest that Turkish students can substantially improve their chemistry proficiency if they have an opportunity to engage in instruction featuring a broad array of the practices of science.
Perceived stress and gastrointestinal symptoms in nursing students in Korea: A cross-sectional survey

PubMed Central

2011-01-01

Background Although nursing students experience a high level of stress during their training, there has been limited research on stress and its impact on the student's physical responses, such as gastrointestinal symptoms. The aims of this study are to assess the prevalence of GI symptoms in nursing students in Korea and to examine the association between the perceived stress and GI symptoms. Methods A cross-sectional descriptive study design was used. A total of 715 students of a three-year associate degree nursing program in a Korean college participated. The Perceived Stress Scale and a GI Symptoms Questionnaire were administered through a self-reported system. Chi-square tests, Fisher's exact test, and logistic regression analysis were performed using SPSS 17.0. Results Sixty-five percent of the nursing students experienced more than one GI symptom, with 31.1% of students reporting more than three GI symptoms. Most of the nursing students complained of upper dysmotility and bowel symptoms. In addition, students who reported higher perceived stress were significantly more likely to complain of GI symptoms. Compared to nursing students with the lowest perceived stress level, the adjusted odds ratio (OR) for GI symptoms in students with the highest perceived stress level was 3.52 times higher (95% CI = 2.05-6.06). Conclusions GI symptoms that are highly prevalent among nursing students are significantly associated with the perceived stress level. High perceived stress should be considered a risk factor for GI symptoms. To reduce perceived stress, stress management programs including cognitive reappraisal training are needed in nursing curriculum. PMID:22067441
The Prevalence and Symptoms Characteristic of Functional Constipation Using Rome III Diagnostic Criteria among Tertiary Education Students

PubMed Central

2016-01-01

Background and Aims Functional constipation is very common with heterogeneous symptoms that have substantial impact on patient quality of life as well as medical resources which are rarely reported as life-threatening. The aim of this study is to examine the prevalence and symptoms characteristic of functional constipation (FC) by using Rome III diagnostic criteria among tertiary education students with an intention to introduce treatment in the future. Methods Demographic, socio-economics characteristics and symptoms of FC using the Rome III criteria were sought using a questionnaire administered to Malaysian students in a tertiary education setting. Other data obtained were the general health status, lifestyle factors and anthropometric measurements. Using a simple random sampling method, a total of 1662 students were recruited in the study with a response rate of 95.0%. Sampled data are presented as frequency and percentage and stratified accordingly into categories for Chi-square analysis. Results The prevalence of functional constipation among the students was 16.2%, with a significantly higher prevalence among women (17.4%) than men (12.5%). Hard or lumpy stool, incomplete evacuation, anorectal obstruction and straining were reported as the commonest symptoms experienced. Type 3 was the most frequent stool consistency experienced among the constipated individuals (35.2%). Only 4.4% of individuals reported having less than three defecations per week. Using univariable analysis, FC was significantly associated with sex (odds ratio: 1.48, 95% CI: 1.06–2.06) and age group (odds ratio: 1.34, 95% CI: 1.01–1.79) with P value < 0.05 significance level. In multivariate logistic regression analysis, only sex was found significantly associated with FC (adjusted odds ratio: 1.53, 95% CI: 1.08–2.17, P < 0.05). Conclusions Based on the prevalence rate, constipation is a common problem among tertiary education students (16.2%), with significantly more prevalence among the female respondents. Early detection of symptoms and further intervention studies focusing on treatment recommendation in improving the symptoms are essential. PMID:27997551

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