Parental Verbal Abuse: Culture-Specific Coping Behavior of College Students in the Philippines

2005 ◽  
Vol 36 (3) ◽  
pp. 243-259 ◽  
Author(s):  
Esther J. Esteban
Keyword(s):  
College Students ◽  
Coping Behavior ◽  
The Philippines ◽  
Verbal Abuse

Domestic Violence Beliefs and Perceptions Among College Students

2006 ◽  
Vol 21 (6) ◽  
pp. 779-795 ◽  
Author(s):  
Erin L. Nabors ◽  
Tracy L. Dietz ◽  
Jana L. Jasinski
Keyword(s):  
College Students ◽  
Domestic Violence ◽  
Sexual Abuse ◽  
Race And Ethnicity ◽  
Family Income ◽  
Verbal Abuse ◽  
Attitudes And Beliefs ◽  
Sociodemographic Variables ◽  
Violence Attitudes ◽  
Physical And Sexual Abuse

This study builds on current research, investigating the relationships between sociodemographic variables and domestic violence attitudes and beliefs among college students. Data from the Relationship Characteristics Study conducted in 2001, which includes a sample of 1,938 college students, are used to replicate and extend the research of Carlson and Worden (2001, 2005), the developers of the attitudes and beliefs items. In addition, the research portends to analyze factors associated with domestic violence causation endorsement, physical and sexual abuse, stalking, and verbal abuse beliefs, including gender, race and ethnicity, university year, parents’ education, family income, parents’ marital status, and relationship status. Results are consistent with the rates reported by the item developers. Further, results demonstrate that sociodemographic variables are correlated with physical and sexual abuse and verbal abuse beliefs and causation endorsement.

scholarly journals The Essence of Education in Disruptive COVID-19 Crisis: Capturing the Lived Experience of College Students in the Philippines

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Michael Cahapay
Keyword(s):  
College Students ◽  
Lived Experience ◽  
Indigenous Peoples ◽  
Phenomenological Approach ◽  
Recovery Phase ◽  
The Philippines ◽  
Practical Significance ◽  
Positive Outcomes ◽  
Marginalized Groups ◽  
Relevant Education

Asserting a responsive, appropriate, and relevant education has historically always been a problem for most learners from marginalized groups. This extant inequality has been magnified in the present novel crisis. Thus, drawing from the lived experience of college students belonging to the marginalized group of indigenous peoples, this research described the essence of education in the context of the current COVID-19 crisis. Following the phenomenological approach based upon the hermeneutic rule of Dahlberg et al. (2008), the researcher interviewed 10 Filipino college students who identify themselves as indigenous peoples. Four themes emerged: 1.) It surprised me: Education has a changed ecology; 2.) It overwhelmed me: Education is fraught with divides; 3.) It motivated me: Education is a driver of aspiration beyond crisis; and 4.) It taught me: Education has unintended positive outcomes. These themes form the structure of the essence of education amid the COVID-19 crisis from the perspectives of college students belonging to the group of indigenous peoples. This research underlines the practical significance of analyzing the state of the students amid a virulent crisis. Given the extant inequality and considering the anticipated educational recovery phase, measures should be planned towards the attainment of responsive, appropriate, and relevant education.

Self-Concept of College Students: Empirical Evidence from an Asian Setting

2021 ◽  
Vol 24 ◽  
pp. 26-37
Author(s):  
Jonah C. Balba ◽  
Manuel E. Cainigcoy
Keyword(s):  
College Students ◽  
Emotional Adjustment ◽  
The Philippines ◽  
The Self ◽  
Self Concept ◽  
Future Research ◽  
Cross Sectional ◽  
Guidance Services ◽  
Bachelor Of Science ◽  
High Level

Individuals with high self-concept will likely have high life satisfaction, they easily get adjusted to life, and they communicate their feeling more appropriately. However, it was not certain whether self-concept would decline or improve as individuals age, or whether self-concept would vary between genders and ethnic groups.  To prove, a study was carried out to compare the self-concept of college students in an Asian context. The inquiry utilized the cross-sectional design in finding out significant differences in the self-concept of participants in terms of age, gender, and ethnicity. A 22-item questionnaire was adapted and administered to 222 Bachelor of Public Administration and Bachelor of Science in Business Administration students from the satellite campus of Bukidnon State University in the Philippines. Initially, a sample was randomly drawn from the population. During the actual data collection, the researchers had difficulty getting the responses from the randomly selected individuals due to internet connection and it was done amidst a pandemic. Instead, it took all responses from those who were available, have access to the internet, and could accomplish the google forms. The data were analyzed using Mean, Standard Deviation, T-test for independent sample, ANOVA and Post Hoc test. The results revealed that college students at the locale have a high level of self-concept in self-fulfilment, emotional adjustment, and honesty. Yet, they only had a moderate level of self-concept in autonomy. Further, there were significant differences in college students’ autonomy and honesty in terms of age and gender. Furthermore, there were significant differences in their emotional adjustment and self-fulfilment as to their ethnicity. The results have implications for instruction, administration, guidance services, and future research.

Alexithymia, Prior Trauma, Alcohol Use, and Sexual Aggression Perpetration: A Cross-Cultural Comparison of a Moderated Mediation Model

Sexual Abuse ◽  
2020 ◽  
pp. 107906322091245
Author(s):  
Lindsey G. Hawkins ◽  
Natira Mullet ◽  
Antover P. Tuliao ◽  
Travis Gudenrath ◽  
Derek Holyoak ◽  
...  
Keyword(s):  
College Students ◽  
Alcohol Use ◽  
Sexual Aggression ◽  
Group Analysis ◽  
Moderated Mediation ◽  
The Philippines ◽  
Future Research ◽  
Mediation Model ◽  
Moderated Mediation Model ◽  
Prior Trauma

In this study, we examined the relationships between prior trauma, alexithymia, and sexual aggression perpetration among 610 U.S. college students and 107 college students from the Philippines utilizing a cross-sectional retrospective design. We tested a moderated mediation model with alexithymia as the mediator between prior trauma and sexual aggression perpetration, and alcohol use as a moderator of the alexithymia–sexual aggression link. Moreover, given that cultural norms may influence these relationships, we also examined the structural invariance of the proposed moderated mediation model. Path analyses and multiple group analysis were used to examine the moderated mediation model, and examine model differences between samples. We did not find evidence for alexithymia as a mediator, but there was a significant interaction between alcohol use severity and alexithymia on sexual aggression perpetration across both samples. Alexithymia is a key variable in understanding the alcohol use–sexual aggression perpetration relationship. Clinical implications and recommendations for future research are also discussed.

scholarly journals Words That Hurt: A Qualitative Study of s Parental Verbal Abuse in the Philippines

2010 ◽  
Vol 26 (11) ◽  
pp. 2244-2263 ◽  
Author(s):  
Jennifer Loh ◽  
Flora Calleja ◽  
Simon Lloyd D. Restubog
Keyword(s):  
Qualitative Study ◽  
The Philippines ◽  
Verbal Abuse

scholarly journals ACDC Agency: Food and Politics with Community College Students at Vassar

2017 ◽  
Vol 107 ◽  
pp. 45-51
Author(s):  
Robert Cowan
Keyword(s):  
College Students ◽  
Community College ◽  
Los Angeles ◽  
Community College Students ◽  
Low Income ◽  
Liberal Arts ◽  
Food Systems ◽  
Food Sovereignty ◽  
The Philippines ◽  
Transfer Program

The food at the All-College Dining Commons (ACDC) at Vassar College stinks. Not that is literally smells foul; it just isn’t very good. The high-achieving community college students in the Exploring Transfer Program (ET) eat breakfast and dinner there for the five weeks that they are studying at Vassar. Ironically, the course I co-taught in ET for two summers, with the Chair of Environmental Studies, is entitled Feast or Famine: Food, Society, Environment. This course is a survey of issues concerning food systems, such as industrial farming, the role of agricultural lobbyists in Washington, overfishing, food sovereignty in developing countries, food stamps, food deserts, the USDA, FDA, WTO, IMF, etc. And yet, with all of the knowledge the students are gleaning from authors like Marion Nestle, Michael Pollan, Wendell Berry and myriad others, they have to eat the crappy food at ACDC.            We have had students in this course from Argentina, Bosnia, Bourkina Faso, China, El Salvador, Ghana, Guyana, Haiti, Italy, Mexico, Pakistan, Poland, the Philippines, Sweden, Uzbekistan, and Vietnam. They come from community colleges mostly in the New York area, but also from as far away as Boston, Maine, Los Angeles, and Diné Community College, which is on a Navajo reservation in Northern Arizona. This program—over 30 years old and with over 1,000 alumni—is a sort of academic boot camp for community college students who hope to transfer to an elite liberal arts college, a Research 1 university, or an Ivy League school. It’s a full scholarship program during which they take two courses in five weeks, each team-taught by a community college professor and a Vassar professor.            “AC/DC” seems an apt metaphor for the ET program; not for its pop-metal connotations but because of the fact that it demands that students that are accustomed to operating in one current suddenly adjust to quite another. The question that arises out of the experience of eating ACDC, though—of being low-income, immigrant, first-generation college students, studying at one of the whitest and most expensive schools in the country and yet being forced to eat poor food—is “how do they develop a sense of personal agency,” since that is what the transition through community college and onto a school like Vassar requires. 

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