Intramurals and College Student Development: The Role of Intramurals on Values Clarification

2006 ◽  
Vol 30 (1) ◽  
pp. 46-52 ◽  
Author(s):  
Erin Rothwell ◽  
Philip Theodore
Keyword(s):  
Moral Reasoning ◽  
Student Development ◽  
College Student Development ◽  
College Campuses ◽  
Values Clarification ◽  
Development Education ◽  
Moral Conduct ◽  
Time And Energy ◽  
The Relationship

Intramural programs on college campuses enforce standards of moral conduct, otherwise known as “good sportsmanship,” in their programs. Moral development education focuses on helping students reach higher levels of moral reasoning (Kohlberg, 1981). To achieve higher levels of moral reasoning requires one to first clarify her or his values. This research explores the relationship between participation in intramural programs and values clarification. Values clarification assumes if an individual is successful in clarifying her or his own values, then changes in behavior will result. When values are not clear, students' lives lack direction and decisions about how to spend their time and energy (Raths, Harmin, & Simon, 1966). According the theory of values clarification, individuals who are confused or unclear about their values will tend to behave in immature, over-conforming, or over-dissenting ways, while individuals who possess clarified values behave in calm, confident, and purposeful ways (Kinnier, 1995). Through the enforcement of good sportsmanship in an intramural program, opportunities are provided for individuals to clarify their values, thus contributing to the overall development of the student.

Hearing Vocation Differently

2018 ◽  
Keyword(s):  
Undergraduate Students ◽  
Affective Learning ◽  
College Campuses ◽  
Deep Roots ◽  
Academic Field ◽  
Multiple Voices ◽  
Faith Traditions ◽  
Future Direction ◽  
The Relationship

Colleges and universities have begun using the language of vocation and calling to help undergraduates think about the future direction of their lives. This language has been employed in both secular and religious contexts, but it has deep roots in a specific theological tradition. Given the increasingly multi-faith context of undergraduate life, many have asked whether this originally Christian terminology can truly become a new vocabulary for higher education. This volume’s 13 contributing scholars identify with a wide variety of faith traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism. Some claim more than one tradition; others would claim none. Rather than seeking to “translate” Christian language into other perspectives, they reflect on various facets of vocation from the standpoint of their own traditions. Both individually and collectively, they seek to expand the range of vocational reflection and discernment well beyond its traditional Christian origins, addressing themes such as religious pluralism and difference, the importance of multiple voices, the role of affective learning, the relationship between process and result, and the development of an integrated life. The authors recognize that all undergraduate students—regardless of their academic field, religious background, or demographic identity—need to make space for reflection, to overcome obstacles to vocational discernment, and to consider the significance of their own narratives, beliefs, and practices. Accomplishing these goals will require college campuses to reimagine their curricular and co-curricular programming in order to support their students’ interfaith reflections on issues of meaning and purpose, as well as personal identity.

“I'd be Dead If I Didn't Have this Class:” the Role of Leisure Education in College Student Development

2011 ◽  
Vol 35 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Brianna S. Clark ◽  
Denise M. Anderson
Keyword(s):  
College Student ◽  
Focus Groups ◽  
Student Development ◽  
Leisure Activities ◽  
College Student Development ◽  
Leisure Education ◽  
University Level ◽  
College Setting ◽  
The University

Participation in recreation during college has been shown to positively impact student development; however, little to no research exists examining leisure activities within a for-credit classroom. The purpose of the study was to examine the role for-credit leisure education classes (leisure skill classes) have on student development at the university level. Focus groups were conducted with students currently enrolled in seven leisure skill classes. Two major themes emerged, motivation/benefits of leisure skill class enrollment and contributions to student development. Students were motivated to participate in the classes due to numerous benefits the class offered (i.e., able to try something new, reduced cost, health benefits, socialization, needing credit). In addition, the classes contributed to development by giving them the opportunity to become well-rounded students and future professionals. Practitioners should consider the multitude of benefits for-credit leisure skill classes can offer in a college setting.

scholarly journals Creating Inclusive Environments: The Mediating Effect of Faculty and Staff Validation on the Relationship of Discrimination/Bias to Students’ Sense of Belonging

JCSCORE ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 59-81 ◽  
Author(s):  
Sylvia Hurtado ◽  
Adriana Ruiz Alvarado ◽  
Chelsea Guillermo-Wann
Keyword(s):  
Student Development ◽  
Sense Of Belonging ◽  
College Campuses ◽  
Mediating Effect ◽  
Direct Effects ◽  
Student Integration ◽  
Diverse Learning ◽  
Faculty And Staff ◽  
Relationship Of ◽  
The Relationship

This study reexamines notions of student integration given continuingexperiences of discrimination and bias on college campuses. Building on thescholarship on inclusion, the authors test the mediating effect of studentexperiences with faculty and staff validation on the relationship of discriminationand bias to students’ sense of belonging. The Diverse Learning EnvironmentsSurvey was used to assess the model among 20,460 students attending broadaccess and selective institutions. Results show direct effects of validatingexperiences with faculty and staff on students’ sense of belonging, and that suchexperiences mitigate the effects of discrimination and bias. Creating inclusiveenvironments for student development remains a responsibility of faculty andstaff, which we rarely assess even as research begins to uncover principles fortransformative practice.

scholarly journals Student Anxiety and Evaluation

2019 ◽  
Vol 12 ◽  
pp. 23-35 ◽  
Author(s):  
Kerry Hull ◽  
Heather Lawford ◽  
Suzanne Hood ◽  
Vanessa Oliveira ◽  
Michele Murray ◽  
...  
Keyword(s):  
Self Efficacy ◽  
College Campuses ◽  
Mediating Role ◽  
Evaluation Anxiety ◽  
La Modification ◽  
The Relationship ◽  
Academic Self Efficacy ◽  
Evaluation Techniques ◽  
Insight Into

The increased prevalence and severity of academic-related distress is of significant concern on college campuses.  Of particular relevance to instructors is the anxiety relating to classroom teaching and evaluation practices.  Sources of evaluation anxiety include student uncertainty about the nature of the expected demands as well as their ability to meet these demands. This report presents work from a pilot study investigating correlations between evaluation anxiety and perceived evaluation fidelity for different evaluation techniques across four different disciplines.  We also examined the potential mediating role of academic self-efficacy in the relationship between anxiety and expected grade.  Our results provide insight into methods to reduce anxiety and increase performance: should instructors focus their efforts on modifying their evaluation tools or increasing academic self-efficacy?   La prévalence et la gravité accrues de la détresse liée aux études sont une préoccupation importante sur les campus universitaires. L'angoisse liée aux pratiques d'enseignement et d'évaluation en classe est particulièrement importante pour les instructeurs. Les sources d'angoisse de l'évaluation comprennent l'incertitude des étudiants quant à la nature des demandes attendues ainsi que leur capacité à répondre à ces demandes. Ce rapport présente les résultats d'une étude pilote portant sur les corrélations entre l'anxiété de l'évaluation et la fidélité à l'évaluation perçue pour différentes techniques d'évaluation dans quatre disciplines différentes. Nous avons également examiné le rôle médiateur potentiel de l'auto-efficacité académique dans la relation entre l'anxiété et le grade attendu. Nos résultats donnent un aperçu des méthodes permettant de réduire l’anxiété et d’augmenter les performances: les instructeurs devraient-ils concentrer leurs efforts sur la modification de leurs outils d’évaluation ou sur l’amélioration de leur efficacité personnelle?

scholarly journals Prosocial moral reasoning and behaviours: the role of ethics education

2016 ◽  
Vol 6 (2/1) ◽  
pp. 293-308
Author(s):  
Martin Brestovanský
Keyword(s):  
Moral Reasoning ◽  
Primary Schools ◽  
Ethics Education ◽  
Education Evaluation ◽  
School Subject ◽  
Higher Types ◽  
Evaluation Measure ◽  
Prosocial Behaviours ◽  
The Relationship

The relationship between students´ evaluation of the school subject Ethics Education and students´ type of prosocial moral reasoning and behaviours is described in the study. Prosocial moral reasoning, prosocial behaviour in the school questionnaire, and our own Ethics Education evaluation measure was used in the study. Research sample included students of 6th grades of 26 primary schools from the western part of Slovakia: 579 participants (49,7% female, Mage = 11,27; SD = .71). There is evidence which supports the idea that the positive attitude to Ethics Education is linked to developmentally higher types of reasoning and higher prevalence of prosocial behaviours.

scholarly journals The relationship between school-related factors and student development: An empirical study of Vietnamese students in the Industry 4.0

2021 ◽  
pp. 1787-1796
Author(s):  
Lan Nguyen ◽  
Thi Khanh Phuong Tan ◽  
Thu Ha Nguyen ◽  
Zhang Zuyen
Keyword(s):  
Cognitive Development ◽  
Student Satisfaction ◽  
Student Development ◽  
School Environment ◽  
Academic Staff ◽  
Related Factors ◽  
Dependent Variables ◽  
Teaching Curriculum ◽  
The Relationship

The study examines how school-related factors influence the cognitive, psychological, and mental development of Vietnamese students. We randomly sent the questionnaires to more than 2000 students with different majors at five top universities in Vietnam based on the Ranking Web of Universities and conducted in-depth online interviews with respondents. Subsequently, we tested the correlation between student development and four school-related factors, including academic staff quality, school infrastructure, teaching curriculum, and school environment, using SPSS 22 and STATA version 2016. The findings suggest the significant role of staff quality in determining the level of student satisfaction. Specifically, students express their satisfaction and appreciation with their studies if their teachers have a solid academic platform. More importantly, infrastructure is positively correlated with three dependent variables, while teaching curriculum only influences cognitive development. The school environment positively affects psychological, mental, but not cognitive development. We also find that gender does not moderate students’ development but does influence student satisfaction.

scholarly journals The Relationship Between Personality Traits and Interracial Contact on Campus

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402096525
Author(s):  
David K. Diehl
Keyword(s):  
Personality Traits ◽  
Factor Model ◽  
Five Factor Model ◽  
College Campuses ◽  
Interracial Contact ◽  
Diversity In Higher Education ◽  
Interracial Friendships ◽  
The Relationship ◽  
Made In

It is not well understood why, on diverse college campuses, some students are more likely than others to engage in interracial contact. While research has begun to examine the role of individual differences like personality traits, results have thus far been mixed. This article asks if this might be the result of confounding different forms of interracial contact. Using a sample of nearly 500 university students and drawing on distinctions made in research on diversity in higher education, models examining the relationships between the five-factor model (FFM) of personality traits and four types of interracial contact are presented: positive and negative cross-racial interactions (CRIs), and two ways of estimating interracial friendships (IRFs)—self-reported composition of close friends as well as the count of ego-network connections. Results show that having an Agreeable personality is associated with perceiving more positive and fewer negative CRIs, while no personality traits are associated with IRFs.

scholarly journals Perching Behavior by Dung Beetles (Coleoptera: Scarabaeidae): A Spatial Segregation Mechanism to Dilute Interspecific Competition in Highly Rich Assemblages?

2020 ◽  
Author(s):  
Jorge Ari Noriega ◽  
Kevina Vulinec
Keyword(s):  
Dung Beetles ◽  
Spatial Segregation ◽  
Neotropical Forests ◽  
Food Detection ◽  
Main Driver ◽  
Common Strategy ◽  
Biogeographical Regions ◽  
Time And Energy ◽  
The Relationship

Abstract Sit-and-wait is a common strategy to optimize time and energy devoted to foraging activities. Among Coleoptera, dung beetles are one of the groups that display this behavior. Although diverse aspects of natural history have been reviewed, no agreement exists on which theory may explain this food searching tactic. We performed a systematic literature review about this behavior in dung beetles, analyzing existing studies, and discussing potential explanations. We identified six different hypotheses (resource partitioning, food detection, foraging time, predator’s avoidance, thermoregulation, and resting). Based on the evidence that we found, we support the hypothesis that the main driver of perching behavior is a strategy of spatial segregation. We found reports for several tribes in different biogeographical regions, especially in Neotropical forests. Few studies explore the relationship between perching height and dung beetles’ size. However, recent findings sustained that dung beetles perch at a height proportional to its size, large beetles prefer bigger leaves, and functional groups perch at different heights. Dung beetles observed perching were strictly coprophagous and there is no specific relationship between dial activity and perching behavior. We also found perching records of the three main functional guilds (tunnelers, rollers, and dwellers). Despite several studies of dung beetles perching, there is a lack of experimental analyses. One aspect to analyze in future investigations is the relationship between perching behavior and functional traits. Finally, it is essential to explore and solve some questions that we propose to understand the functional role of this behavior in the structure of assemblages.

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