scholarly journals Differences in the age-varying association of school belonging with socioemotional flourishing among minority and non-minority college and university students

2020 ◽  
pp. 1-5
Author(s):  
Nicholas J. Parr
Keyword(s):  
University Students ◽  
School Belonging ◽  
College And University

scholarly journals Differences in the Age-varying Association of School Belonging with Socioemotional Flourishing among Minority and Non-minority College and University Students

2019 ◽  
Author(s):  
Nicholas J. Parr
Keyword(s):  
Higher Education ◽  
University Students ◽  
Minority Students ◽  
Social Relationships ◽  
White Students ◽  
School Belonging ◽  
Varying Coefficient Models ◽  
College And University ◽  
The U.S

School belonging is linked with socioemotional wellbeing and academic achievement, but an important question is whether school belonging or its effects vary for college or university students of minority identities. A number of outcomes associated with school belonging, including positive social relationships, perceptions of a fulfilling life, self-respect, optimism, and self-efficacy, are interlinked by the concept of socioemotional flourishing. This study aimed to assess the age-varying prevalence of and association between school belonging and flourishing among sexual or gender minority (SGM) and racial or ethnic minority (REM) students compared with non-minority students in the U.S. higher education setting. Data were drawn from a large national survey of U.S. college and university students ages 18–26, and were examined using varying-coefficient models to estimate the relation of school belonging and flourishing as a continuous function of age. SGM students (n = 6,718) had significantly lower belonging and flourishing than cisgender heterosexual students (n = 19,492) across all age points, and compared to white students (n= 16,444), REM students (n = 10,539) endorsed significantly lower belonging and flourishing at several age points. The association of belonging with flourishing was found to be significantly greater for SGM students than for cisgender heterosexual students across all ages, while age-varying associations for REM and white students were more complex. Findings of this study underline the unique importance and magnitude of the role of school belonging in socioemotional flourishing for SGM young adults, and highlight potential avenues for prevention of negative psychosocial and substance use outcomes among both SGM and REM college and university students.

Anxiety Disorders’ Effect on College and University Students’ Mental Health: A Common and Growing Concern

2020 ◽  
Vol 9 (2) ◽  
pp. 82-90
Author(s):  
Matthew J. Pesko
Keyword(s):  
Mental Health ◽  
Anxiety Disorders ◽  
University Students ◽  
Best Practice ◽  
Epidemiological Studies ◽  
Student Population ◽  
Adult Student ◽  
College And University ◽  
The Past ◽  
Mental Health Settings

Anxiety disorders are commonly experienced by college and university students and should be routinely assessed in mental health settings. Epidemiological studies suggest that the burden of these illnesses has greatly expanded even over the past decade. Factors that contribute to the experience of an anxiety disorder in a young adult student population are considered herein. The best practice for evaluation and treatment of these disorders is presented based on the review of available literature in this field. Special attention is paid to the concept of resilience as it pertains to anxiety disorders in the student population.

scholarly journals Development of a Genetics Education Workshop Curriculum for Native American College and University Students

Genetics ◽  
2001 ◽  
Vol 158 (3) ◽  
pp. 941-948
Author(s):  
Linda Burhansstipanov ◽  
Lynne Bemis ◽  
Mark Dignan ◽  
Frank Dukepoo
Keyword(s):  
Native American ◽  
Native Americans ◽  
University Students ◽  
Health Care Professionals ◽  
Genetic Research ◽  
Native American Students ◽  
College And University ◽  
Career Opportunities ◽  
National Human ◽  
Education Workshop

Abstract The long-term goal of Genetic Education for Native Americans (GENA), a project funded by the National Human Genome Research Institute (NHGRI), is to provide a balance of scientific and cultural information about genetics and genetic research to Native Americans and thereby to improve informed decision making. The project provides culturally sensitive education about genetic research to Native American medical students and college and university students. Curriculum development included focus groups, extensive review of available curricula, and collection of information about career opportunities in genetics. Special attention was focused on genetic research to identify key concepts, instructional methods, and issues that are potentially troublesome or sensitive for Native Americans. Content on genetic research and careers in genetics was adapted from a wide variety of sources for use in the curriculum. The resulting GENA curriculum is based on 24 objectives arranged into modules customized for selected science-related conference participants. The curriculum was pretested with Native American students, medical and general university, health care professionals, and basic scientists. Implementation of the curriculum is ongoing. This article describes the development and pretesting of the genetics curriculum for the project with the expectation that the curriculum will be useful for genetics educators working in diverse settings.

Bullying Among College and University Students

2021 ◽  
pp. 37-54
Author(s):  
Wanda Cassidy ◽  
Chantal Faucher ◽  
Margaret Jackson
Keyword(s):  
University Students ◽  
College And University

scholarly journals Food insecurity, psychosocial health and academic performance among college and university students in Georgia, USA

2019 ◽  
Vol 22 (3) ◽  
pp. 476-485 ◽  
Author(s):  
Ilana G Raskind ◽  
Regine Haardörfer ◽  
Carla J Berg
Keyword(s):  
Academic Performance ◽  
Food Security ◽  
University Students ◽  
Food Insecurity ◽  
Short Form ◽  
Psychosocial Health ◽  
Grade Point ◽  
College And University ◽  
Food Security Status ◽  
Effect Of Food

AbstractObjectiveTo examine whether psychosocial health mediates the association between food insecurity and grade point average (GPA) among college and university students.DesignData for the present study are from a longitudinal cohort study. Structural equation modelling (SEM) was used to test the proposed mediation hypothesis. Food insecurity was measured using the US Department of Agriculture’s Six-Item Short Form. Psychosocial health was operationalized as a latent factor with three indicators: depression, anxiety and hope. Validated scales were used to measure each indicator. GPA was self-reported.SettingSeven colleges and universities in Georgia, USA.ParticipantsStudents aged 18–25 years were recruited via email and surveyed every four months over a two-year period (analytic n 2377).ResultsApproximately 29 % of students were food insecure. In the final SEM, food insecurity was associated (standardized β, se) with poorer psychosocial health (0·22, 0·03, P<0·0001) and poorer psychosocial health was associated with a lower GPA (−0·21, 0·03, P<0·0001). The indirect effect of food security status on GPA, as mediated by psychosocial health, was significant (−0·05, 0·01, P<0·0001) and accounted for 73 % of the total effect. After accounting for psychosocial health, the direct effect of food security status on GPA was not significant (−0·02, 0·02, P=0·43).ConclusionsPsychosocial health may be an important mechanism through which food insecurity affects academic performance among college and university students. Multicomponent interventions that address immediate food security needs as well as co-occurring mental health and academic concerns are needed to ensure student success.

Studying the linguistic ecology of Singapore: A comparison of college and university students

2014 ◽  
Vol 33 (3) ◽  
pp. 340-362 ◽  
Author(s):  
PETER SIEMUND ◽  
MONIKA EDITH SCHULZ ◽  
MARTIN SCHWEINBERGER
Keyword(s):  
University Students ◽  
College And University

scholarly journals Relationship between Need for Belongingness and Facebook Addiction: Mediating Role of Number of Friends on Facebook

2019 ◽  
Vol 7 (2) ◽  
pp. 36
Author(s):  
Umme Kulsuma Rashid ◽  
Oli Ahmed ◽  
Muhammad Alamgir Hossain
Keyword(s):  
University Students ◽  
Social Networking Sites ◽  
Sampling Technique ◽  
Mental Health Practitioners ◽  
College And University ◽  
Mediating Role ◽  
Health Practitioners ◽  
Facebook Addiction ◽  
The Relationship

As humans, we need to connect with one another, our friends and families, our culture and country. Present age is the era of information and technology and social media. College and University students spend significant amount of time on Social Networking Sites like Facebook etc. The present study was conducted to explore role of number of friends on Facebook on the relationship between individual’s need for belongingness and Facebook addiction. A sample of 180 university students was selected as sample through the non-probability sampling technique. Findings suggested that male Facebook users had significantly higher number of friends on Facebook than female Facebook users. Findings also explored significant positive correlation among need for belongingness, number friends on Facebook, and Facebook addiction. The relationship between need for belongingness and Facebook addiction was partially mediated by number of friends on Facebook. The study findings would be helpful to mental health practitioners to effectively deal with emerging problem of Facebook addiction.

scholarly journals Impact of Facebook on Academics of College Students

2021 ◽  
Author(s):  
Ms. Deepali Mahajan ◽  
◽  
Dr. C. Namrata Mahender ◽  
Keyword(s):  
College Students ◽  
University Students ◽  
Cross Sectional ◽  
Postgraduate Students ◽  
Positive Correlation ◽  
College And University ◽  
Cross Sectional Design

Facebook has become the most popular among the students. Hence there is a need to examine the effects of excess use of Facebook. There are different factors discovered which leaves greater impact on the students, this study examines the effects of using Facebook on undergraduate and postgraduate students and finding the association between the excess use of Facebook and academic of the students. A cross-sectional design was used to collect the data from college and university students who are using the Facebook. Total 106 participants have participated in an offline survey. The research has shown that there is a positive correlation between Excess use and Academics of students. The results suggests that the moderate use of Facebook can help students in their studies.

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