A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students

In this study we proposed to estimate the impact of lifestyle, negative affectivity, and college students’ personal characteristics on eating behavior. We aimed to verify that negative affectivity moderates the relationship between lifestyle and eating behavior. We assessed eating behaviors of cognitive restraint (CR), uncontrolled eating (UE), and emotional eating (EE)) with the Three-Factor Eating Questionnaire-18. We assessed lifestyle with the Individual Lifestyle Profile, and we assessed negative affectivity with the Depression, Anxiety and Stress Scale-21. We constructed and tested (at p < .05) a hypothetical causal structural model that considered global (second-order) and specific (first-order) lifestyle components, negative affectivity and sample characteristics for each eating behavior dimension. Participants were 1,109 college students ( M age = 20.9, SD = 2.7 years; 65.7% females). We found significant impacts of lifestyle second-order components on negative affectivity (β = −0.57–0.19; p < 0.001–0.01) in all models. Physical and psychological lifestyle components impacted directly only on CR (β=−0.32–0.81; p < 0.001). Negative affectivity impacted UE and EE (β = 0.23–0.30; p < 0.001). For global models, we found no mediation pathways between lifestyle and CR or UE. For specific models, negative affectivity was a mediator between stress management and UE (β=−0.07; p < 0.001). Negative affectivity also mediated the relationship between thoughts of dropping an undergraduate course and UE and EE (β = 0.06–0.08; p < 0.001). Participant sex and weight impacted all eating behavior dimensions (β = 0.08–0.34; p < 0.001–0.01). Age was significant for UE and EE (β=−0,14– −0.09; p < 0.001–0.01). Economic stratum influenced only CR (β = 0.08; p = 0.01). In sum, participants’ lifestyle, negative emotions and personal characteristics were all relevant for eating behavior assessment.

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The Relationship of Affective Changes to Cognitive Skills Development

Proceedings of the Annual Conference of the Western College Reading Association ◽

10.1080/24699365.1971.11669428 ◽

1971 ◽

Vol 4 (1) ◽

pp. 76-88

Author(s):

Luanne P. King

Keyword(s):

Cognitive Skills ◽

Skills Development ◽

Relationship Of ◽

The Relationship

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Examining the dark side of motivation on life satisfaction in college students: does grit matter?

Behavioral Psychology/Psicología Conductual ◽

10.51668/bp.8321106n ◽

2021 ◽

Vol 29 (1) ◽

pp. 111-125

Author(s):

Elisa Huéscar Hrnández ◽

Juan Antonio Moreno-Murcia ◽

Luís Cid ◽

Diogo Monteiro ◽

Filipe Rodrigues

Keyword(s):

College Students ◽

Life Satisfaction ◽

Student Behavior ◽

Structural Model ◽

Satisfaction With Life ◽

Well Being ◽

Teacher Behavior ◽

Dark Side ◽

Mediating Role ◽

The Relationship

Even though teachers can have an important effect on the regulation of student behavior, the existing scientific literature has hardly explored the simultaneous influence of personal traits and social factors to promote student well-being. This study examined the mediating role of amotivated behavior and the relationship with teacher controlling behaviors, grit, and satisfaction with life. A total of 474 college students (female= 135; male= 339) participated in the study. All participants completed a multi-section survey assessing the constructs under analysis. Results from the structural model analysis displayed acceptable fit and amotivation played a mediating role in the relationship between grit-perseverance and life satisfaction but not for grit-passion. These findings provide evidence regarding adequate teacher behavior and the importance of measuring student grit in the classroom setting. These findings provide new insights into the understanding of teacher motivational behaviors and student learning processes that influence student behavioral regulations and affective outcomes.

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The Relationship Between Leisure and Well-Being in Taiwanese College Students

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2012.40.8.1245 ◽

2012 ◽

Vol 40 (8) ◽

pp. 1245-1254 ◽

Cited By ~ 5

Author(s):

Wan-Chi Yang ◽

Ko-Chia Chen ◽

Yao-Shun Hsueh ◽

Chao-Ping Tan ◽

Chia-Ming Chang

Keyword(s):

College Students ◽

Health Status ◽

Structural Model ◽

Perceived Health ◽

Well Being ◽

Perceived Health Status ◽

Convenience Sample ◽

Leisure Involvement ◽

The Relationship ◽

Satisfaction Of Needs

Psychologists have different perspectives about well-being. In the satisfaction of needs theory it is stated that well-being is achieved when an individual's needs are satisfied. In this study we explored the relationships among leisure involvement, perceived health status, and leisure benefits to construct a model of the well-being of college students. A structural model based on the descriptive statistics from a convenience sample revealed that although leisure involvement was not directly related to leisure benefits, it did have an impact on well-being. In addition, perceived health status and leisure benefits were found to have a direct effect of well-being. The results are discussed in terms of their relevance to future researchers.

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El Programa Institucional de Tutorías (PIT): impacto en la formación de los estudiantes universitarios

Revista de Políticas Universitarias ◽

10.35429/jup.2019.8.3.1.6 ◽

2019 ◽

pp. 1-6

Author(s):

María Cristina Cepeda-Gonzalez ◽

Blanca Margarita Villarreal-Soto ◽

Roció Isabel Ramos-Jaubert ◽

Laura Patricia Garcia-Contreras

Keyword(s):

College Students ◽

Science Education ◽

Cultural Change ◽

Exploratory Study ◽

Skills Development ◽

Learning Resources ◽

Personalized Services ◽

Study Type ◽

The Relationship ◽

Estudiantes Universitarios

The present study has as main objective to analyze the relationship between the mentoring institutional program and the formation of college students. It is an exploratory study type, phenomenon is examined from a distinct perspective to other studies made; descriptive, since it is specified how is the phenomenon study and correlational (Hernandez 2014). A survey is applied to 100 students from the Science, Education and Humanity faculty of the Autonomous University of Coahuila, results are explored in the following analysis; Descriptive, integrational and relational. Main results are that support of the personalized services of mentoring have impact in the student’s formation since the skills development as decision taking and in their learning resources. Besides in their achievement of planed objectives. Parting from the results is pretended to improve the mentoring work from the student’s perspective that allows them a cultural change as to how to take the process of tutoring.

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Cognitive Skills Development among Transfer College Students: An Analysis by Student Gender and Race

Journal of Education and Training ◽

10.5296/jet.v2i2.7227 ◽

2015 ◽

Vol 2 (2) ◽

pp. 117 ◽

Cited By ~ 1

Author(s):

David Edens ◽

Heather Dy ◽

James Dalske ◽

Cassandra Strain

Keyword(s):

College Students ◽

Regression Analysis ◽

Transfer Students ◽

Cognitive Skills ◽

Skills Development ◽

Men And Women ◽

Gender And Race ◽

Student Gender ◽

Analysis Models

The purpose of the study is to improve the understanding of transfer college students, by examining the patterns in and predictors of cognitive skills development among transfer college students. Moreover, this study examined how such patterns and predictors differ by student’s gender and race within this population. Results found that men and women transfer students have differing cognitive skills gains after transferring to a 4-year institution. Results also indicated that there are differences in the cognitive skills gained in college by transfer students from various races. Finally, using regression analysis, models were developed to predict the variance in cognitive skills development for transfer students. Models were able to 33% and 46% of the variance in cognitive skills gains, when evaluated by gender or ethnicity.

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