Comparison of Food Allergy Awareness and Self-Management Among College Students at 3 Large US Universities

We delved into the antecedents and consequences of college students' satisfaction with online learning. We proposed the antecedents would be interactions, teaching presence, self-management of learning, and academic self-efficacy, and that the consequence would be intention to continue to use online learning. Participants were 236 college students in South Korea who completed an online survey. Our findings suggest that students' satisfaction with online learning was positively related to the interactions between students and instructor, teaching presence, self-management of learning, and academic self-efficacy. We also found that student satisfaction with online learning positively predicted their intention to continue to use online learning. Thus, our findings in this study provide educators with ways to increase student satisfaction, and add to knowledge about the relationship between students' satisfaction and their intention to take online courses.

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Food allergy symptom self-management with technology (FASST): An mHealth intervention to address psychosocial outcomes in caregivers of children with newly diagnosed food allergy: Protocol for a pilot randomized controlled trial. (Preprint)

10.2196/preprints.25805 ◽

2020 ◽

Author(s):

Brantlee Broome ◽

Mohan Madisetti ◽

Margaret Prentice ◽

Kelli Wong Williams ◽

Teresa Kelechi

Keyword(s):

Randomized Controlled Trial ◽

Food Allergy ◽

Phase I ◽

Phase Ii ◽

Controlled Trial ◽

Self Management ◽

Newly Diagnosed ◽

Randomized Controlled ◽

Allergy Symptom

BACKGROUND Approximately 2.4 million children in the United States suffer from food-induced anaphylaxis; a condition that is annually responsible for over 200 deaths and 200,000 emergency room visits. As a result, caregivers of children newly diagnosed with severe and life-threatening food allergic reactions experience clinically significant symptoms of psychological distress, including: fatigue, anxiety, depressed mood, social isolation, and substantially reduced quality of life. Despite this recognition, there is a lack of caregiver-centered self-management interventions to address these concerns. OBJECTIVE In this protocol, we propose to develop and conduct feasibility testing of a technology-enhanced, self-management mHealth smartphone app intervention Food Allergy Symptom Self-Management with Technology for Caregivers (FASST) designed to meet the psychosocial health needs of caregivers of children with a new diagnosis of food allergy. METHODS This pilot study uses pre-formative qualitative work (Phase I) to inform a 4 -week longitudinal randomized controlled trial (Phase II). In Phase I, 10 caregivers of children (<18 years old) with established food allergy (diagnosed  1 year) will participate in semi-structured interviews to inform the development of the FASST app. In Phase II, 30 caregivers of children with a newly diagnosed food allergy (diagnosed  90 days) will be randomized 2:1 to receive FASST intervention (n = 20) or the control condition (basic app with educational resources) (n = 10). Process measures include feasibility, caregiver acceptability, adherence and satisfaction. Outcome measures include caregiver fatigue, anxiety, depression, sleep, self-efficacy, and quality of life mesasured at baseline,week 4, and at 3-months post study completion. RESULTS Pre-formative Phase I study activities have been completed and Phase II participant enrollment into the randomized controlled trial is expected to commence 2021. CONCLUSIONS With limited readily available resources at their disposal, the results from this study have the potential to provide caregivers of children with a newly diagnosed food allergy a tool to help them self-manage and mitigate negative psychosocial factors during a critical time-period in the caregiving/condition trajectory. CLINICALTRIAL ClinicalTrials.gov Identifier NCT04512924 (posted 08/14/2020).

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Examining the Career Self-Management Model Among Native American Students With STEM Career Goals

Journal of Career Development ◽

10.1177/0894845320959464 ◽

2020 ◽

pp. 089484532095946

Author(s):

Sherri L. Turner ◽

Hangshim Lee ◽

Aaron P. Jackson ◽

Steve Smith ◽

Gale Mason-Chagil ◽

...

Keyword(s):

College Students ◽

Native American ◽

Native Americans ◽

Self Efficacy ◽

Outcome Expectations ◽

Career Goals ◽

Self Management ◽

Native American Students ◽

Stem Career ◽

Csm Model

Native Americans are highly underrepresented in science, technology, engineering, and math (STEM) careers; however, little research exists concerning how to promote Native Americans’ participation in STEM. In this study, we address this gap by examining variables hypothesized to promote participation using the career self-management (CSM) model among Native American college students with STEM career goals. Results of stepwise regressions demonstrated that academic achievement along with the problem-solving aspects of career self-management (CSM) self-efficacy and instrumental assistance from parents, peers, and others in students’ schools and communities predicts clearer, more specific, and more personally congruent goals; and that these goals along with self-efficacy and instrumental assistance predict career exploration. Contrary to hypotheses, neither STEM outcome expectations nor gender was related to goals or exploration. These findings suggest that CSM can be used to guide research regarding the STEM career development of Native American college students.

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Barriers to self-management behaviors in college students with food allergies

Journal of American College Health ◽

10.1080/07448481.2018.1431898 ◽

2018 ◽

Vol 66 (5) ◽

pp. 331-339 ◽

Cited By ~ 3

Author(s):

Sarah E. Duncan ◽

Rachel A. Annunziato

Keyword(s):

College Students ◽

Food Allergies ◽

Self Management ◽

Management Behaviors

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Teaching Physical Education Based on Self-Management Skill - Developing the Active Lifestyle, Physical Activity Level and Physical Fitnes on College Students

2nd International Conference on Sports Science, Health and Physical Education ◽

10.5220/0007061803960400 ◽

2017 ◽

Author(s):

Didin Budiman ◽

Ricky Wibowo ◽

Gano Sumarno

Keyword(s):

Physical Activity ◽

College Students ◽

Physical Education ◽

Physical Activity Level ◽

Activity Level ◽

Self Management ◽

Management Skill ◽

Active Lifestyle ◽

Lifestyle Physical Activity

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Food allergy and food allergy attitudes among college students

Journal of Allergy and Clinical Immunology ◽

10.1016/j.jaci.2009.05.028 ◽

2009 ◽

Vol 124 (2) ◽

pp. 323-327 ◽

Cited By ~ 72

Author(s):

Matthew J. Greenhawt ◽

Andrew M. Singer ◽

Alan P. Baptist

Keyword(s):

College Students ◽

Food Allergy

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Study on Cultivating College Students' English Autonomous Learning Ability under the Flipped Classroom Model

English Language Teaching ◽

10.5539/elt.v13n6p13 ◽

2020 ◽

Vol 13 (6) ◽

pp. 13

Author(s):

Yanxia Du

Keyword(s):

College Students ◽

Flipped Classroom ◽

Autonomous Learning ◽

Learning Ability ◽

Self Management ◽

Classroom Teaching ◽

Teaching Model ◽

College English ◽

Management Learning ◽

Self Learning

Since the 21st century, the cultivation and improvement of college students' English autonomous learning ability have become an important symbol of deepening the reform of College English teaching. The reform of teaching model is the critical to it. With the help of the self-constructed flipped classroom teaching model, this paper designs the corresponding teaching process, aiming at investigating the three dimensions of self-management learning ability, self-learning psychology and self-learning behavior of non-English majors. After the investigation and experiment on the control class and the experimental class for the whole semester, the experimental results show that the self-regulated learning model of College English based on the flipped classroom can greatly improve the comprehensive English level of College students, and the flipped classroom teaching model of College English can effectively improve the students' self-management learning ability, stimulate students 'motivation of autonomous learning and activate students' autonomous learning behavior. Thus, it opens up a new path for the cultivation of College Students 'autonomous learning ability.

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