Self-regulation as a buffer of the relationship between parental alcohol misuse and alcohol-related outcomes in first-year college students

2011 ◽  
Vol 36 (12) ◽  
pp. 1309-1312 ◽  
Author(s):  
Matthew R. Pearson ◽  
Gabrielle M. D'Lima ◽  
Michelle L. Kelley
Keyword(s):  
College Students ◽  
Alcohol Misuse ◽  
Self Regulation ◽  
First Year ◽  
First Year College ◽  
First Year College Students ◽  
The Relationship ◽  
Parental Alcohol

First-Year College Students’ Time Use

2016 ◽  
Vol 28 (1) ◽  
pp. 5-27 ◽  
Author(s):  
Jordan Thibodeaux ◽  
Aaron Deutsch ◽  
Anastasia Kitsantas ◽  
Adam Winsler
Keyword(s):  
College Students ◽  
Time Use ◽  
Self Regulation ◽  
First Year ◽  
Grade Point ◽  
First Semester ◽  
First Year College ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
First Year College Students

How students manage their time is critical for academic performance and is an important component of self-regulated learning. The purpose of the present study was to examine relationships among first-year college students’ ( N = 589) time use, academic self-regulation, and target and actual grade point average (GPA) at three time points. Findings showed that students planned and spent less time on academics than socializing and work obligations in their first semester. Students generally planned to spend more time on academics in the second semester. Academic time use (planned and actual academic hours) related to higher self-regulated learning and target GPA in the first and second semester. Students who were farther away from their first-semester target lowered their second-semester target GPA instead of planning more time in academics. Students exceeding their target first-semester GPA planned to socialize more in the second semester. Orientation and transition programs that assist students may need to revisit time management and planning midway through the year to address potentially inadequate self-regulated learning in the first year of college.

scholarly journals Three-Wave Longitudinal Survey on the Relationship between Neuroticism and Depressive Symptoms of First-Year College Students: Addictive Use of Social Media as a Moderated Mediator

2020 ◽  
Vol 17 (17) ◽  
pp. 6074
Author(s):  
Weiqi Mu ◽  
Dongyun Zhu ◽  
Yanhong Wang ◽  
Fugui Li ◽  
Liyuan Ye ◽  
...  
Keyword(s):  
College Students ◽  
Social Media ◽  
Depressive Symptoms ◽  
First Year ◽  
Psychological Resilience ◽  
First Year Students ◽  
First Year College ◽  
First Year College Students ◽  
Use Of Social Media ◽  
The Relationship

First-year college students’ adaptation problems and related mental health have attracted researchers’ attention. The current research focuses on the depressive symptoms of first-year college students and aims to explore the relationship between the neuroticism trait and depressive symptoms, the mediating effect of addictive use of social media, and the moderating effect of psychological resilience. Three-wave longitudinal data from 1128 first-year students at a university in Fujian Province, China, were collected within three months of their enrollment. PROCESS macro for SPSS with bootstrapping was used to test the model. Results showed that the prevalence of moderate to severe severity of depressive symptoms in first-year students was 10.28% (T1) and 11.17% (T3). Addictive use of social media (T2) plays a moderated mediator role in the relationship between neuroticism (T1) and depressive symptoms (T3) of first-year students. Specifically, a low neuroticism individual does not necessarily have a less addictive use of social media. Psychological resilience (T1) moderated the above mediation. Implications for research and practice are discussed.

scholarly journals Impact of Study Skills and Parent Education on First-Year GPA Among College Students With and Without ADHD: A Moderated Mediation Model

2015 ◽  
Vol 22 (4) ◽  
pp. 334-348 ◽  
Author(s):  
Matthew J. Gormley ◽  
Trevor Pinho ◽  
Brittany Pollack ◽  
Kristina Puzino ◽  
Melanie K. Franklin ◽  
...  
Keyword(s):  
College Students ◽  
Service Utilization ◽  
Study Skills ◽  
Parental Education ◽  
Equation Modeling ◽  
First Year ◽  
Mediation Effects ◽  
First Year College ◽  
First Year College Students ◽  
The Relationship

Objective: To test if the relationship between ADHD and academic achievement is mediated by service utilization and/or study skills, and if these mediation effects are moderated by parental education level. Method: A bootstrapping method within structural equation modeling was used with data from 355 first year college students meeting strict criteria for ADHD or clearly without ADHD to test the mediation and moderation effects. Results: Study skills, but not service utilization, significantly mediated the relationship between ADHD status and GPA; however, this relationship was not significant among students with at least one parent holding a master’s degree or higher. Conclusion: Among first year college students study skills may be a more salient predictor of educational outcomes relative to ADHD status. Additional research into support services for college students with ADHD is needed, however, results suggest interventions targeting study skills may hold particular promise for these students.

scholarly journals Tracking Social Isolation, Academic Self-Effifacy and Adjustment to College

2019 ◽  
Vol 25 (1) ◽  
Author(s):  
Sara Connolly ◽  
David Oberleitner ◽  
Joseph Guarneri
Keyword(s):  
College Students ◽  
Social Isolation ◽  
Self Efficacy ◽  
College Adjustment ◽  
Rejection Sensitivity ◽  
First Year ◽  
Adjustment To College ◽  
First Year College ◽  
First Year College Students ◽  
The Relationship

Widespread investigations of the prevalence of experienced social isolation, and how social isolation, college adjustment and collegiate self-efficacy interact, have not been widely studied. Given the literature on each of these domains, it can be surmised that these factors all interact and impact first-year college students. As such, the purpose of this study was to examine the relationship between social isolation, rejection sensitivity, and collegiate self-efficacy with college adjustment.

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