Words That Upset Urban College Students: Measured with GSRs and Rating Scales

1974 ◽  
Vol 94 (2) ◽  
pp. 305-306 ◽  
Author(s):  
Susan Karp Manning ◽  
Maria Parra Melchiori
Keyword(s):  
College Students ◽  
Rating Scales

Predicting the Extended Time Use of College Students With Disabilities

2019 ◽  
Vol 38 (3) ◽  
pp. 279-290
Author(s):  
Laura M. Spenceley ◽  
Whitney L. M. Wood ◽  
Marisa Valentino ◽  
Lawrence J. Lewandowski
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Students With Disabilities ◽  
Rating Scales ◽  
Test Accommodations ◽  
Extended Time ◽  
Group Setting ◽  
Test Taking ◽  
Comprehension Task ◽  
College Students With Disabilities

This study investigated the extent to which standardized reading performance, individual perceptions of reading and test taking skills, and test anxiety predict the amount of extended time needed to equalize test access for college students with disabilities. Thirty-seven college students with a specific learning disorder (LD) and/or an attention deficit hyperactivity disorder (ADHD) diagnosis who received university test accommodations were recruited to participate in this study, along with 37 controls. All participants individually completed standardized reading tests and rating scales, and a timed reading comprehension task in a group setting. Results indicated that participants receiving test accommodations utilized approximately 14% more time than control participants to complete the timed reading task. Regression analyses indicated that the differences in time required to complete the reading comprehension task were related to participants’ reading fluency and decoding, as well as perceptions of the strength of their reading and test taking skills.

scholarly journals An Exploratory Examination of the Use of Co-Occurrence Network Analysis to Assess the Anxiety and Beliefs in College Students When Performing Mathematical Computation

2020 ◽  
Author(s):  
Christoper Magalis ◽  
Rick Parente ◽  
Jaclyn Kenney
Keyword(s):  
College Students ◽  
Standard Deviation ◽  
Network Analysis ◽  
Math Anxiety ◽  
Rating Scales ◽  
Statistics Anxiety ◽  
Mathematical Computation ◽  
Deviation Problem

This study used used co-occurrence network analysis to study the experience of college students when solving statistics or algebra problems. Students generated words to describe their perceptions of solving a standard deviation problem and a quadratic computation. Results indicated that the statistics problem was associated with words indicating "anxiety" and "confusion". Conversely, words, such as "relaxed and "familiar" were used to describe solving the quadratic computation. Additionally, rating scales measuring statistics anxiety, math anxiety, and math helplessness, showed that meth anxiety tended to predict statistics anxiety for all students, above and beyond math helplessness. <br>

scholarly journals An Exploratory Examination of the Use of Co-Occurrence Network Analysis to Assess the Anxiety and Beliefs in College Students When Performing Mathematical Computation

2020 ◽  
Author(s):  
Christoper Magalis ◽  
Rick Parente ◽  
Jaclyn Kenney
Keyword(s):  
College Students ◽  
Standard Deviation ◽  
Network Analysis ◽  
Math Anxiety ◽  
Rating Scales ◽  
Statistics Anxiety ◽  
Mathematical Computation ◽  
Deviation Problem

This study used used co-occurrence network analysis to study the experience of college students when solving statistics or algebra problems. Students generated words to describe their perceptions of solving a standard deviation problem and a quadratic computation. Results indicated that the statistics problem was associated with words indicating "anxiety" and "confusion". Conversely, words, such as "relaxed and "familiar" were used to describe solving the quadratic computation. Additionally, rating scales measuring statistics anxiety, math anxiety, and math helplessness, showed that meth anxiety tended to predict statistics anxiety for all students, above and beyond math helplessness. <br>

On the Assessment of Anxiety: III. By Self-Ratings

1966 ◽  
Vol 19 (1) ◽  
pp. 251-254 ◽  
Author(s):  
Mary Acker ◽  
Paul McReynolds
Keyword(s):  
College Students ◽  
Rating Scales ◽  
Psychiatric Patients ◽  
The Other ◽  
Validity Data ◽  
Self Rating

Two anxiety self-rating scales, one intended primarily for college students and the other primarily for psychiatric patients, are described. Preliminary validity data, in the form of Pearsonian correlations with anxiety inventories, are presented. The point is made that anxiety self-rating devices are worth developing in their own right and not just as substitutes for inventories.

ADHD Assessment in College Students: Psychologists’ Adherence to DSM-5 Criteria and Multi-Method/Multi-Informant Assessment

2017 ◽  
Vol 37 (2) ◽  
pp. 209-225 ◽  
Author(s):  
Robert Weis ◽  
Christina H. Till ◽  
Celeste P. Erickson
Keyword(s):  
College Students ◽  
Rating Scales ◽  
Academic Accommodations ◽  
Statistical Manual ◽  
Adhd Assessment ◽  
Hyperactivity Disorder ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Students With Adhd ◽  
Assessment Procedures

The evidence-based assessment of attention-deficit/hyperactivity disorder (ADHD) depends on adherence to Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) diagnostic criteria and reliance on multi-method/multi-informant data. Although nearly all psychologists endorse these practices, college students with ADHD may lack documentation supporting their diagnoses. We reviewed the documentation submitted by 214 undergraduates diagnosed with ADHD and receiving academic accommodations for this condition. Their clinicians also completed a checklist that described their assessment procedures. Relatively few psychologists assessed all DSM-5 criteria, based on either the psychologist’s self-reported assessment procedures (23.4%), written documentation (14.0%), or multi-method/multi-informant data (10.3%) such as educational/medical records, results of rating scales, or interviews with other informants. Psychologists were least likely to assess students’ areas of impairment or to rule out alternative causes for students’ self-reported symptoms. This lack of adherence to DSM-5 criteria and overreliance on students’ self-reports can threaten the reliability of diagnosis and the appropriateness of medication and accommodations that follow.

Automatic Recognition of Student Emotions Based on Deep Neural Network and Its Application in Depression Detection

2020 ◽  
Vol 10 (11) ◽  
pp. 2634-2641
Author(s):  
Yan Ding ◽  
Shan Zhong ◽  
Lei Hua
Keyword(s):  
College Students ◽  
Deep Learning ◽  
Rating Scales ◽  
Training Sample ◽  
Fine Tuning ◽  
Sample Length ◽  
Emotion Classification ◽  
Model Framework ◽  
Optimal Method ◽  
Adjacent Segments

The mental health rating scales combined with psychological expert consultation are easily influenced by subjective factors from psychological experts and lack objectivity and scientificalness. Due to the serious influence of depression tendency on learning and living of college students, a novel DNN network model framework based on context emotion information is designed to achieve the automatic auxiliary emotion classification. More corpus training sample can be received by heightening the sample length without reducing samples' number. Firstly, the existing sample feature is input into the recognition model to encode depression related features, and then the MADN features of the samples in the two adjacent segments are input into the above trained model in order for fine-tuning and optimization. Compared with the existing optimal method, the proposed model improves the recognition accuracy in the diagnosis of depression. From the analysis of the experimental results, it is known that deep learning network can monitor the emotional state of college students with high precision, which can accurately identify the patients with depression. The deep learning model can take effective measures to prevent the depression of college students, and discover the depression of college students, alleviate and treat the depression of college students, reduce the depression rate of college students.

Attribution to Supernatural Causation: An Important Component of Religious Commitment?

1979 ◽  
Vol 7 (4) ◽  
pp. 286-293 ◽  
Author(s):  
Robert J. Ritzema
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Religious Belief ◽  
Rating Scales ◽  
Religious Commitment ◽  
Belief Systems ◽  
Christian College ◽  
Divine Intervention ◽  
Attributional Processes ◽  
Supernatural Explanations

Most religious belief systems maintain that some natural events are caused by divine intervention. Exploration of the manner in which believers attribute events to supernatural causes is thus one fruitful way of studying the psychology of religion. The attributional processes of evangelical Christian college students were explored by means of a questionnaire containing several brief descriptions of incidents, each followed by rating scales on which subjects attributed causality for that event. Individual differences in the tendency to invoke supernatural explanations were found, and the tendency to invoke such explanations was positively correlated with other measures of religious belief and practice. Attribution to God was unrelated to locus of control. Differences in the nature of the incidents to be explained affected attribution to God.

Attributive Projection: Test of Defensive Hypotheses

1976 ◽  
Vol 42 (3) ◽  
pp. 707-711 ◽  
Author(s):  
James Halpern ◽  
Marvin Goldschmitt
Keyword(s):  
College Students ◽  
Significant Positive Correlation ◽  
Rating Scales ◽  
Self Esteem ◽  
Positive Correlation ◽  
Self And Other ◽  
Positive Traits ◽  
Trait Rating

On the basis of a defensive model of attributive projection, it was hypothesized that subjects with high self-esteem would project more acknowledged negative traits onto a favorable other than would subjects with low self-esteem. It was also hypothesized that acknowledged negative traits would lead to more anxiety and would therefore be projected more than acknowledged positive or neutral traits. 52 college students described a favorable other and themselves according to a list of trait-rating scales. They also judged whether each of the traits was positive, negative, or neutral. There was a significant positive correlation of .34 between self and other ratings. Although attributive projection occurred, further analyses did not support the hypotheses. Acknowledged positive traits were projected significantly more than acknowledged negative traits.

Relationship between Subjects, Scales, and Stimuli in Research on Social Perception

1979 ◽  
Vol 48 (3) ◽  
pp. 691-697 ◽  
Author(s):  
Andrew S. Imada ◽  
Manuel London
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Social Perception ◽  
Rating Scales ◽  
Factor Analyses ◽  
Heterogeneous Sample ◽  
Geographic Regions

This study examined the extent to which ratings of a stereotype are a function of the stimuli being rated, the rating scales, and the rater. A heterogeneous sample of 260 college students (whites, blacks, and Orientals from three geographic regions) rated six stimulus categories, e.g., whites, blacks, and Orientals, on 24 bipolar scales. Factor analyses were conducted separately on scales, stimuli, and subjects. Then the interaction between scales, stimuli, and subjects was examined using a three mode factor analysis. The results emphasized that the interaction among the modes accounted for meaningful variance in the ratings of the stereotype.

Comparability of Drug Abuse Rating Scales

1973 ◽  
Vol 33 (3) ◽  
pp. 699-702 ◽  
Author(s):  
Malcolm Kahn ◽  
Kenneth Holroyd
Keyword(s):  
College Students ◽  
Drug Abuse ◽  
Drug Use ◽  
Life Style ◽  
Rating Scales ◽  
Marijuana Use ◽  
Single Drug ◽  
Drug Type

Drug histories of 144 college students were rated on five different scales of degree of drug use. The scales were based on frequency of marijuana use, life style, and nature of marijuana use, number of drugs used, types of drugs used, and over-all involvement with drugs. While significant intercorrelations were obtained, the most consistent scales were those that took into account life style, history, and over-all involvement rather than simply drug type or single drug frequency. It was concluded that many individual Ss would be misclassified in regard to this position-toward-drug-use by ratings based only on drug type or frequency.

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