303 Sleep Midpoint and Efficiency Moderate the Link Between Stress and Academic Cognitions in Latinx College Students

Abstract Introduction Latinx students are the largest ethnic/racial minority group in higher education, but are also the group least likely to graduate from a four-year institution. Research suggests that heightened stress perceptions may impede college students’ ability to perform well academically. Poorer sleep may compound the impact of stress on academic functioning. The present study examined the multiplicative effect of college-stress and actigraphy-measured sleep on academic cognitions within-and-across semesters. Methods 209 Latinx college students (Mage=18.95; 64.4% female, 85.1% Mexican descent) were assessed in the spring of the first year of college (T1) and fall of the second year (T2). At T1, participants wore an actigraph watch for 7 nights to measure total sleep time, sleep efficiency, and sleep midpoint. College-stress was assessed at T1 using the College Stress Scale. At T1 and T2, participants completed the Behavioral-Emotional-Cognitive School Engagement Scale, the Academic Self-Efficacy Scale, and a scale assessing academic motivation. Confirmatory factor analysis (CFA) was conducted to assess the model fit of a two-factor model representing academic cognitions (engagement, self-efficacy, motivation) at T1 and T2. Latent variable path analysis models testing for moderation were conducted using Mplus. Results The CFA indicated excellent fit (χ2(5)= 2.91, p=.71, RMSEA=.00, CFI=1.00, TLI=1.01, SRMR=.02). College-stress was concurrently (β=-.19, p=.02), but not longitudinally, associated with academic cognitions. Sleep midpoint predicted academic cognitions at T1 (β=-.24, p<.01) and T2 (β=-.18, p=.03). Sleep efficiency (β=.18, p=.01) and sleep midpoint (β=-.17, p=.02) moderated associations between college-stress and T2 academic cognitions. Higher college-stress was longitudinally linked with lower academic cognitions for students with lower sleep efficiency (b=-.12, p=.01) and later sleep midpoints (b=-.14, p=.01). Conclusion Greater college-stress is concurrently linked with lower academic cognitions, whereas later sleep timing has both immediate and enduring consequences on students’ academic mindsets. The impact of college-stress on academic cognitions may depend on the quality and timing of sleep at the time of these stress perceptions. Programs that address stress reduction and sleep health may be promising interventions for improving academic well-being among first-year Latinx college students. Support (if any) This work was supported by a William T. Grant Foundation Scholars Award (184370) to L.D. Doane.

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Efficacy of Personality Development Program on Self-Efficacy of College Students

International Journal of Indian Psychology ◽

10.25215/0402.165 ◽

2017 ◽

Vol 4 (2) ◽

Author(s):

Dr. Chitra T

Keyword(s):

College Students ◽

Training Program ◽

Self Efficacy ◽

Personality Development ◽

Development Program ◽

Skills Training ◽

Well Being ◽

Control Group ◽

Post Test ◽

The Impact

Universities and Colleges are nowadays implementing soft skills training program apart from imparting core subject knowledge, to improve the Employability skills of their students. Classroom misfortunes, conflicts with peers, and failures in love can make college a breeding ground for self-esteem issues, which ultimately affects their academic performance and well-being. Self-efficacy has emerged as a highly effective predictor of students’ motivation and learning (Zimmerman, 2008). Personality development is a potential intervention tool which helps an individual to gain confidence and improved self-efficacy. Personality Development is just not outer physical looks, but it also includes grooming one’s inner self to bring about a positive change in one’s life. The present study examined the impact of personality development training program on self-efficacy of 150 male (N=58) and female (N=86) post graduate college students. The study also evaluated the training program, by administering quantitative feedback about the program after the completion of the program. The study used one group Pre-test, Post-test research method. The age group of the sample ranged from 19-23 years and they were all single. They belonged to both Science and Arts stream. The sample was assessed on their self-efficacy by using General Self-Efficacy scale by Schwarzer & Jerusalem (1995). Data were collected at 2 time periods i.e. before the training and a week after completion of training. The personality development program with relevant modules was conducted by trained psychologist over a period of continuous 15 weeks (one 2 hour session/week). 150 students participated in 5 batches for the personality development program. 6 students did not fill the questionnaire properly, hence deleted from the research. The 144 data were statistically analyzed using Percentage analysis, t-test, and qualitative analysis. The results showed that the personality development program improved the self-efficacy among college students. Moreover, the intervention did not have any impact on gender and stream of education of college students. However, the results may only be indicative, as there is no control group in the present study. Overall, the Personality development program was found to be effective in improving self-efficacy of students and was well received by them.

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The Impact of Inclusive Education on Academic Motivation, Academic Self-Efficacy, and Well-Being of Students With Learning Disability

Journal of Education ◽

10.1177/00220574211031957 ◽

2021 ◽

pp. 002205742110319

Author(s):

Neel Harit Kausik ◽

Dilwar Hussain

Keyword(s):

Learning Disability ◽

Inclusive Education ◽

Self Efficacy ◽

Academic Motivation ◽

Well Being ◽

Special Schools ◽

Inclusive Schools ◽

Students With Ld ◽

The Impact ◽

Academic Self Efficacy

This study explored the impact of inclusive education on academic motivation, academic self-efficacy, and well-being of students with learning disability (LD). Three groups of students (students with LD studying in special schools, students with LD studying in inclusive schools, and students without LD studying in inclusive schools) were compared on these variables. Results revealed that students without LD scored higher on both academic motivation and academic self-efficacy. They also scored higher on well-being than students with LD going to inclusive schools. Implications of the results in the context of students with LD are discussed.

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Understanding Career Indecisions of Chinese College Students: The Impact of Perceived Family Conflicts, Traditional Cultural Values, and Universal-Diversity Orientation on Career Decision-Making Self-Efficacy

PsycEXTRA Dataset ◽

10.1037/e622712010-001 ◽

2010 ◽

Author(s):

Kayi Hui ◽

Matthew J. Miller ◽

Minji Yang ◽

Na-Yeun Choi ◽

Robert H. Lim ◽

...

Keyword(s):

College Students ◽

Decision Making ◽

Cultural Values ◽

Self Efficacy ◽

Career Decision ◽

Career Decision Making ◽

Family Conflicts ◽

Chinese College Students ◽

Diversity Orientation ◽

The Impact

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The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽

10.2202/0027-6014.1677 ◽

2006 ◽

Vol 43 (3) ◽

Cited By ~ 8

Author(s):

Kellah M. Edens

Keyword(s):

College Students ◽

Academic Performance ◽

Goal Orientation ◽

Self Efficacy ◽

Academic Motivation ◽

College Health ◽

Sleep Habits ◽

Lack Of Sleep ◽

Relationship Of ◽

The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Associations National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

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The impact that cultural food security has on identity and well-being in the second-generation U.S. American minority college students

Food Security ◽

10.1007/s12571-020-01140-w ◽

2021 ◽

Author(s):

Kathrine E. Wright ◽

Julie E. Lucero ◽

Jenanne K. Ferguson ◽

Michelle L. Granner ◽

Paul G. Devereux ◽

...

Keyword(s):

College Students ◽

Food Security ◽

Second Generation ◽

Well Being ◽

Minority College Students ◽

The Impact

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A Longitudinal Investigation of First-Generation College Students’ Mentoring Relationships During Their Transition to Higher Education

Journal of College Student Retention Research Theory & Practice ◽

10.1177/15210251211022741 ◽

2021 ◽

pp. 152102512110227

Author(s):

Matthew A. Hagler ◽

Kirsten M. Christensen ◽

Jean E. Rhodes

Keyword(s):

College Students ◽

Self Efficacy ◽

Help Seeking ◽

First Generation ◽

First Generation College Students ◽

Mentoring Relationships ◽

First Year ◽

School Membership ◽

Longitudinal Investigation ◽

First Generation College

Non-parent mentoring relationships are important protective factors for first-generation college students. Previous research has focused on singular mentoring relationships measured at one time point, failing to capture the breadth and dynamic nature of social networks. The current study is a longitudinal investigation of first-generation students’ mentoring networks during their transition to college at a four-year, predominantly minority-serving commuter university. At the beginning and end of their first year, students (N = 176) responded to online surveys on their mentoring relationship(s), attitudes toward help-seeking, and college experiences. Cumulative support from pre-college mentoring relationships retained across the first year was positively associated with self-efficacy. Support from newly acquired mentoring relationships was positively associated with psychological sense of school membership. Network orientation was positively associated with self-efficacy and sense of school membership. These findings highlight the importance of diverse mentoring networks and demonstrate the utility of collecting longitudinal data on multiple mentoring relationships.

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