Does Instructional Mode Alter the Effectiveness of a Curricular Response to Campus Sexual Violence?

2021 ◽  
pp. 237337992110575
Author(s):  
Katherine M. Johnson ◽  
Jessica L. Liddell ◽  
Alyssa M. Lederer ◽  
Sydney Sheffield
Keyword(s):  
College Students ◽  
Sexual Violence ◽  
Teaching And Learning ◽  
Survey Design ◽  
Health Concern ◽  
Change Over Time ◽  
Instructional Mode ◽  
Quasi Experimental ◽  
First Year College Students ◽  
Over Time

Online coursework is becoming a teaching and learning staple in higher education, especially since the onset of the COVID-19 pandemic. However, there is minimal literature regarding academic courses for campus sexual violence prevention, particularly comparing online versus face-to-face modalities. This study examined whether the effectiveness of a semester-long credit-bearing course (GESS 1900), designed to educate first year college students about correlates of sexual violence in order to ultimately reduce campus sexual violence, differed by instructional mode. Two cohorts had completed GESS 1900 in-person when the COVID-19 pandemic struck; the third cohort was taught entirely online through synchronous instruction and with the exact same faculty instructors and course materials. This created a natural experiment to compare outcomes by instructional mode. We used a quasi-experimental, pretest–posttest survey design to compare in-person ( n = 92) versus online ( n = 45) GESS 1900 students across eight previously validated attitudinal measures related to gender, sexuality, and sexual violence. Results from a two-way, mixed-factorial ANOVA showed no significant differences related to instructional mode on seven of the eight measures. Findings further showed change over time in the desired direction for all students, regardless of instructional mode; many measures showed different starting points for the two groups, but similar rates of change over time. Thus both in-person and synchronous online versions of GESS 1900 were effective in shaping positive student outcomes. The findings have important implications for educators seeking new or multiple delivery methods to educate college students about the pressing health concern of sexual violence.

Teaching to Impact Sexual Violence? The Evaluation of a Curricular Intervention for First-Year College Students

2020 ◽  
pp. 089011712096760
Author(s):  
Katherine M. Johnson ◽  
Alyssa M. Lederer ◽  
Jessica L. Liddell ◽  
Sydney Sheffield ◽  
Alicia McCraw
Keyword(s):  
Sexual Violence ◽  
Behavioral Intentions ◽  
Survey Design ◽  
Sexual Misconduct ◽  
First Year ◽  
First Year College ◽  
Southeastern Us ◽  
Quasi Experimental ◽  
First Year College Students ◽  
Long Course

Purpose: To evaluate whether a semester-long course for first-year undergraduates influenced knowledge, attitudes, and behavioral intentions about gender, sexuality, and sexual violence. Design: Quasi-experimental survey design. Setting: A private university in the Southeastern US. Participants: Undergraduates enrolled in an intervention (n = 49) or comparison (n = 60) course in Fall 2018. Measures: Sociosexual Orientation Inventory, Sexual Conservatism, Heteronormative Attitudes and Beliefs, Illinois Rape Myth Acceptance Scale, Bystander Efficacy Scale, Consent Myths, Sexual Misconduct Apathy, Campus Resource Awareness Index. Analysis: A 2-way mixed-factorial ANOVA. Results: Relative to the comparison group, students in the intervention course had significantly greater rates of change in reducing heteronormative views, decreasing sexual misconduct apathy, and increasing awareness of campus resources for sexual violence. Conclusion: A semester-long course targeting first-year undergraduates can potentially influence knowledge, attitudes, and behavioral intentions regarding sexual violence and create a more positive campus climate.

A Hybrid Evaluation-Optimization Trial to Evaluate an Intervention Targeting the Intersection of Alcohol and Sex in College Students and Simultaneously Test an Additional Component Aimed at Preventing Sexual Violence

2021 ◽  
Author(s):  
Amanda E Tanner ◽  
Kate M Guastaferro ◽  
Kelly L Rulison ◽  
David L Wyrick ◽  
Jeffrey J Milroy ◽  
...  
Keyword(s):  
College Students ◽  
Sexual Violence ◽  
Sexual Behaviors ◽  
Detectable Effect ◽  
First Year ◽  
Behavioral Strategies ◽  
Single Experiment ◽  
First Year College ◽  
First Year College Students

Abstract Background Using the multiphase optimization strategy (MOST), we previously developed and optimized an online behavioral intervention, itMatters, aimed at reducing the risk of sexually transmitted infections (STI) among first-year college students by targeting the intersection of alcohol use and sexual behaviors. Purpose We had two goals: (a) to evaluate the optimized itMatters intervention and (b) to determine whether the candidate sexual violence prevention (SVP) component (included at the request of participating universities) had a detectable effect and therefore should be added to create a new version of itMatters. We also describe the hybrid evaluation-optimization trial we conducted to accomplish these two goals in a single experiment. Methods First year college students (N = 3,098) at four universities in the USA were individually randomized in a hybrid evaluation-optimization 2 × 2 factorial trial. Data were analyzed using regression models, with pre-test outcome variables included as covariates in the models. Analyses were conducted separately with (a) immediate post-test scores and (b) 60-day follow-up scores as outcome variables. Results Experimental results indicated a significant effect of itMatters on targeted proximal outcomes (norms) and on one distal behavioral outcome (binge drinking). There were no significant effects on other behavioral outcomes, including the intersection of alcohol and sexual behaviors. In addition, there were mixed results (positive short-term effect; no effect at 60-day follow-up) of the SVP component on targeted proximal outcomes (students’ self-efficacy to reduce/prevent sexual violence and perceived effectiveness of protective behavioral strategies). Conclusions The hybrid evaluation-optimization trial enabled us to evaluate the individual and combined effectiveness of the optimized itMatters intervention and the SVP component in a single experiment, conserving resources and providing greatly improved efficiency. Trial Registration NCT04095065.

scholarly journals Marital Name Changing Attitudes and Plans of College Students: Comparing Change Over Time and Across Regions

Sex Roles ◽  
2011 ◽  
Vol 66 (3-4) ◽  
pp. 282-292 ◽  
Author(s):  
Laurie K. Scheuble ◽  
David R. Johnson ◽  
Katherine M. Johnson
Keyword(s):  
College Students ◽  
Change Over Time ◽  
Changing Attitudes ◽  
Over Time

scholarly journals Penggunaan Smart Mind Map dalam Pdp Pendidikan Moral

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Jahidih Saili ◽  
Azmil Hashim ◽  
Nurul Hamimi Awang Japilan
Keyword(s):  
Academic Achievement ◽  
Standard Deviation ◽  
Experimental Design ◽  
Moral Education ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Survey Design ◽  
Second Phase ◽  
Quasi Experimental ◽  
Two Phases

This research identified the effectiveness of using Smart Mind Map in the teaching and learning of Moral education at Institut Kemahiran MARA (IKM) Bintulu. This quantitative study was conducted in two phases. The first phase employed a survey design and the survey data were obtained by using the questionnaire instrument while the second phase is employed a quasi-experimental design. A total of 47 students involved in this research. The validity of the data was determined by establishing reference from a panel of experts. The quantitative data were analysed descriptively and were inferred to obtain frequency, percentage, mean and standard deviation. As a result, it was found that the reliability of the instrument that was assessed via alpha Cronbach had been high, which was >80. The results show that the attitude of students is high and the use of Smart Mind Map provides a variety of benefits to students in the teaching and learning of Moral education. Quasi-experiments showed that the use of Smart Mind Map effective in improving students academic achievement. Thus, the use of Smart Mind Map need to be underway again and continuous efforts should be done to improve the function and effectiveness of Smart Mind Map in the teaching and learning of Moral education.

scholarly journals Substance-related knowledge, attitude, and behaviour among college students

2010 ◽  
Vol 70 (4) ◽  
pp. 383-399 ◽  
Author(s):  
Carolyn J Heckman ◽  
Jennifer L Dykstra ◽  
Bradley N Collins
Keyword(s):  
College Students ◽  
Substance Use ◽  
Survey Design ◽  
College Campuses ◽  
Abnormal Psychology ◽  
Normal Personality ◽  
Quasi Experimental ◽  
Personality Theories ◽  
Changes Over Time ◽  
Experimental Survey

Objective: To examine substance-related attitudes and behaviours among college students across an academic semester. Design: Pre–post quasi-experimental survey design. Setting: A large University in the Midwestern United States. Method: Surveys were completed by 299 undergraduates enrolled in three courses: drugs and behaviour, abnormal psychology, and normal personality theories. Results: Although students that were enrolled in the drug course were not more knowledgeable about drugs than others at baseline, their knowledge increased by semester’s end, while the others’ did not. Perceived prevalence of alcohol use was more accurate and became increasingly accurate among drugs and behaviour students. Class enrolment, gender, and baseline substance use were associated with baseline attitudes and behaviours as well as changes over time. Conclusion: This study offers implications for substance use education opportunities on college campuses.

scholarly journals Identifying College Students’ Multiple Intelligences to Enhance Motivation and Language Proficiency

2016 ◽  
Vol 9 (6) ◽  
pp. 92 ◽  
Author(s):  
Magda Madkour ◽  
Rafik Ahmed Abdel Moati Mohamed
Keyword(s):  
Higher Education ◽  
College Students ◽  
Multiple Intelligences ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Teaching English ◽  
Theory Of Multiple Intelligences ◽  
Quasi Experimental ◽  
Level 3 ◽  
The Impact

<p>While most research studies on the theory of multiple intelligences focused on the application of the multiple intelligences domains as separate components, this quasi-experimental research targeted the effect of multiple intelligences as integrated abilities for teaching and learning English at higher education. The purpose of this study was to examine the impact of students’ multiple intelligences profiles on their motivation and language proficiency. The quantitative data was collected from the students of the College of Languages and Translation at Al-Imam Mohammad Ibn Saud Islamic University in Saudi Arabia. The researchers prepared a Likert scale questionnaire to identify students’ multiple intelligences. The participants formed two groups from male and female students who studied English courses at level 3. The first group studied English in a traditional classroom where they relied on memorizing grammatical rules while the second group studied English after identifying their multiple intelligences profiles. Using the Statistical Package for the Social Sciences software (SPSS), data analysis results indicated that ineffective teaching strategies that depended on encouraging learners memorizing language rules hindered students from boosting their language proficiency. The analysis of the data also showed that when students became aware of their multiple intelligences profiles, they managed to enhance their motivation, which helped them improve their language skills. The recommendations of the current research provide creative ideas for using multiple intelligences at higher education, including a model for integrating multiple intelligences for teaching English. The current research is also a contribution in teaching English to college students since it is among only a few studies that have applied Gardner’s theory at higher education.</p>

scholarly journals Evaluating Potential Behavioral Mediators for Increasing Similarity in Friends’ Body Size among College Students

Nutrients ◽  
2019 ◽  
Vol 11 (9) ◽  
pp. 1996 ◽  
Author(s):  
Irene van Woerden ◽  
Daniel Hruschka ◽  
David R. Schaefer ◽  
Kimberly L. Fine ◽  
Meg Bruening
Keyword(s):  
College Students ◽  
Body Size ◽  
Weight Status ◽  
Alcohol Intake ◽  
Future Research ◽  
Potential Candidate ◽  
Cross Sectional ◽  
First Year College ◽  
First Year College Students ◽  
Over Time

College students and their friends become more similar in weight status over time. However, it is unclear which mediators explain this relationship. Using validated survey measures of diet, physical activity, alcohol intake, sleep behaviors, mental health, and food security status, we take a comprehensive look at possible factors associated with excess weight gain that may explain friends’ convergence on body mass index (BMI), waist circumference, waist to hip ratio, and waist to height ratio over time. We use linear mixed models applied to a longitudinal dataset of first-year college students to examine whether these variables satisfy two criteria for potential candidate mediators of friends’ influence on anthropometrics—cross-sectional similarity among friends (n = 509) and longitudinal associations with increasing anthropometrics (n = 428). While friends were similar on some survey measures (such as dining hall use, home cooked meal consumption, fruit intake, alcohol intake, hours of sleep, and stress). Only dining hall use and stress emerged as potential explanations for why friends’ BMI and anthropometric change may be similar. Given that only a few variables satisfied the two criteria as potential mediators, future research may need to consider alternative measurement approaches, including real-time assessments, objective measurements, and alternative factors causing the convergence of friends’ and college students’ body size over time.

The Importance of Love as a Basis of Marriage

2016 ◽  
Vol 38 (3) ◽  
pp. 312-335 ◽  
Author(s):  
Susan Sprecher ◽  
Elaine Hatfield
Keyword(s):  
College Students ◽  
Individual Difference ◽  
Attachment Style ◽  
Self Esteem ◽  
Secure Attachment ◽  
Change Over Time ◽  
Men And Women ◽  
Individual Difference Variables ◽  
Important Basis ◽  
Over Time

This study extended prior research on attitudes about the importance of love as a basis for marriage. With data from a sample of 4,245 college students, obtained over a 16-year period, we found that both men and women, but women to a slightly greater degree than men, rated love as important for entering marriage. Over the 16-year period of the study, the importance of love as a prerequisite for marriage decreased slightly for men. Other individual difference variables (beyond gender) that were found to be associated positively with viewing love as an important basis for marriage included being White (vs. Black), high self-esteem, restrictedness in sociosexuality (true for women only), and a secure attachment style. Participants were more undecided or ambivalent about whether love is necessary to maintain a marriage. The importance of love for maintaining marriage was rated slightly higher by women (than by men), less religious participants, those whose parents had divorced, and those who were unrestricted in their sociosexuality; this belief was not found to change over time.

Sign in / Sign up

Export Citation Format

Share Document