Alcohol-related and alcohol-free activity participation and enjoyment among college students: A behavioral theories of choice analysis.

2006 ◽  
Vol 14 (3) ◽  
pp. 339-349 ◽  
Author(s):  
James G. Murphy ◽  
Nancy P. Barnett ◽  
Suzanne M. Colby
Keyword(s):  
College Students ◽  
Activity Participation ◽  
Behavioral Theories ◽  
Choice Analysis ◽  
Free Activity

scholarly journals Association of nursing activity participation and clinical practice stress with career maturity during clinical practice of nursing college students

2020 ◽  
Vol 26 (4) ◽  
pp. 337-347
Author(s):  
Seo Young Han ◽  
Su Jin Kwak ◽  
Bo Gyeong Choi ◽  
Hyeong Ju Jeon ◽  
Myung Kyung Lee
Keyword(s):  
College Students ◽  
Clinical Practice ◽  
Nursing Students ◽  
Role Models ◽  
Role Model ◽  
Linear Regression Analysis ◽  
Career Maturity ◽  
Activity Participation ◽  
Nursing Activity ◽  
Nursing College

Purpose: The purpose of this study was to figure out the association of nursing activity participation and clinical practice stress with career maturity during clinical practice among nursing college students.Methods: Participants of the study were 201 nursing college students located in nationwide regions. Data collection was performed between July 18 and August 8, 2019. Data analyses were performed through an independent t-test, ANOVA, Pearson’s correlation coefficient, and multiple linear regression analysis using SPSS WIN 25.0.Results: The results of this study were as follows. We ran multiple regression analyses to see which critical factors influenced career maturity. The general characteristics significantly associated with career maturity were preference for clinical nursing, admission to nursing college due to belief, time off, and being satisfied with clinical practice. Regarding clinical practice stress, clinic environment, interpersonal relationship conflict, inappropriate role model and conflict with patients were significantly associated with career maturity.Conclusion: This study suggested that, to improve nursing students’ career maturity, nursing colleges and training fields should collaboratively make an efforts to reduce students’ stress by building educational clinic environments including managing conflicts in interpersonal relationships among patients, caregivers, and medical and non-medical personnel, and improving inappropriate role models in nursing.

scholarly journals Health-Related Social Control Influences the Physical Activity of College Students

2019 ◽  
Vol 12 (1) ◽  
pp. 181-187
Author(s):  
Kelly A. Cotter ◽  
Jennifer A. Mendiola
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Social Control ◽  
Level Structure ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Social Partner ◽  
Individual Level ◽  
Health Related ◽  
The Impact

Objective: To examine the impact of health-related social control tactics on the physical activity behavior of college students. Participants: 110 undergraduates (74% women) recorded their naturalistic behavior across eight consecutive days between March and May of 2010. Methods: A short-term longitudinal daily diary survey examined daily self-reports of received health-related social control (the direct regulation of a target’s health behaviors by a social partner) and minutes engaged in physical activity. Results: Multilevel modeling according to a two-level structure in which observations (Level 1) were nested within individuals (Level 2) revealed that positive social control for exercise (e.g., encouragement) had a positive effect on physical activity participation, both within-persons (intra-individual level) and between-persons (inter-individual level). Negative social control (e.g., nagging) had no effect on physical activity participation. Conclusion: The present results suggest that individuals should employ positive social control tactics when attempting to enhance the physical activity behaviors of college students.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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