scholarly journals Assessing College Students’ Social and Emotional Strengths: A Cross-Cultural Comparison from Mexico, United States, and Spain

2021 ◽  
Vol 4 (2) ◽  
pp. 123-137
Author(s):  
Michael J. ◽  
José A. ◽  
Leticia Chacón-Gutiérrez ◽  
Erin Dowdy ◽  
Karen Nylund-Gibson ◽  
...  
Keyword(s):  
Higher Education ◽  
United States ◽  
College Students ◽  
Psychosocial Development ◽  
Factor Model ◽  
Emotional Health ◽  
Level Structure ◽  
Social Contexts ◽  
Future Research ◽  
Confirmatory Factor Analyses

<p style="text-align:justify">Endeavors supporting college students’ positive psychosocial development are gaining attention and investment in various countries and social contexts. Higher education experiences provide new academic, social, and vocational advancement opportunities at a critical developmental stage. However, higher education can also cause distress due to the challenges and stressors present during this new stage of increased independence. The Social Emotional Health Survey-Higher Education (SEHS-HE) assesses the core psychosocial strengths of youths transitioning from secondary schools into higher education institutions (IHE) to aid campus student support services. The present study sought to extend the SEHS-HE research by examining its application with samples from Mexico (n = 4,207), United States (n = 1,638), and Spain (n = 1,734), college students. Confirmatory factor analyses investigated the hypothesized SEHS-HE higher-order factor model. The Mexico sample returned an acceptable model fit, but the USA and Spain samples had a suboptimal fit; hence, we explored alternative models. A two-level structure had full invariance for all three samples. This study extends the current scholarship on the conceptual model and psychometric properties of SEHS-HE. The discussion focuses on implications for future research to enhance SEHS-HE in national and cross-national research and practice.</p>

More on The Structure of Male Role Norms

1998 ◽  
Vol 22 (2) ◽  
pp. 135-155 ◽  
Author(s):  
Ann R. Fischer ◽  
David M. Tokar ◽  
Glenn E. Good ◽  
Andrea F. Snell
Keyword(s):  
Factor Model ◽  
Future Research ◽  
Validation Sample ◽  
Male Role ◽  
Confirmatory Factor Analyses ◽  
Total N ◽  
Masculinity Ideology ◽  
Male Role Norms ◽  
Role Norms ◽  
Best Fit

This study assessed the structure of a widely used measure of masculinity ideology, the Male Role Norms Scale (Thompson & Pleck, 1986), using data from four samples of male college students (total N= 656) at two large, public universities (one Midwestern, one Eastern-Central). Exploratory factor analysis suggested a four-factor model best fit the data in the exploratory sample (sample 1; N = 210). The four factors were Status/Rationality, Antifemininity, Tough Image, and Violent Toughness. A series of confirmatory factor analyses on a validation sample (samples 2, 3, and 4; N = 446), tested four models based on theory (i.e., Brannon, 1976) and previous research (i.e., Thompson & Pleck, 1986). Results from Study 1, our exploratory analysis, indicated that the four-factor model derived from the exploratory sample in Study 1 provided the best fit for the validation sample data of all models tested and also provided a good fit in absolute terms, according to several model–data fit indices. Implications for the assessment of masculinity ideology and suggestions for future research are discussed.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

Out-Group Treatment in Higher Education

2019 ◽  
pp. 65-86
Author(s):  
Cody T. Havard ◽  
Timothy T. Ryan ◽  
Skylar S. Workman
Keyword(s):  
Higher Education ◽  
College Students ◽  
Student Perceptions ◽  
Group Treatment ◽  
Future Research ◽  
Fan Behavior

The chapter investigates differences in the ways college students compare to out-groups using the different NCAA competition divisions. In particular, students enrolled at schools in all six (i.e., Power Five, Group of Five, FCS, DI No Football, DII, DIII) reported their perceptions of rival school's athletics teams using the Sport Rivalry Fan Perception Scale (SRFPS). Differences were found regarding student perceptions among competition divisions. Specifically, attendance at a Power Five School influenced student's willingness to support rival teams against other teams, the enjoyment from defeating the rival team, perceptions of rival academic prestige and fan behavior, and likelihood of experiencing Glory Out of Reflected Failure (GORFing), or celebrating when the rival experiences indirect failure. Further, students attending DI No Football Schools and DIII Schools chose academic prestige as a way to derogate their rival schools. Discussion focuses on implications to higher education and avenues for future research.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

2017 ◽  
pp. 90-107
Author(s):  
Ute S. Lahaie ◽  
Jacqueline M. Mumford
Keyword(s):  
Higher Education ◽  
United States ◽  
New Technology ◽  
Education Institution ◽  
The United States ◽  
Faculty Members ◽  
Future Research ◽  
Learning Technology ◽  
Pedagogical Approaches

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

Full-Time Students With Part-Time Benefits: How Being Denied On-Campus Housing Affects College Students With Criminal Records

2020 ◽  
pp. 152102512096066
Author(s):  
Terrence S. McTier ◽  
Chelsea T. Smith ◽  
Gabrielle Smith ◽  
Ariel Hodges ◽  
Samba Bah
Keyword(s):  
Higher Education ◽  
College Students ◽  
Future Research ◽  
Criminal Record ◽  
Full Time ◽  
Prospective Students ◽  
Criminal Records ◽  
Housing Policies ◽  
Campus Housing ◽  
Part Time

There are major assumptions that housing opportunities in higher education are equally accessible and available to all students. However, these accessible housing opportunities are not available to current and prospective students who possess a criminal record. Many college students with criminal records are deemed ineligible for adequate housing opportunities even before their applications are submitted. This study uses a qualitative layered analysis approach to explore how denials from on-campus housing affect college students with criminal records. Using the perspectives of this marginalized and invisible student population, we draw the reader’s attention to how students with criminal records are affected as a result of being denied on-campus housing, and we provide tangible recommendations for future research, housing practices, and housing policies in higher education.

scholarly journals Effects of COVID-19 on College Students’ Mental Health in the United States: Interview Survey Study (Preprint)

2020 ◽  
Author(s):  
Changwon Son ◽  
Sudeep Hegde ◽  
Alec Smith ◽  
Xiaomei Wang ◽  
Farzan Sasangohar
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
United States ◽  
College Students ◽  
Multiple Stressors ◽  
Well Being ◽  
The United States ◽  
Survey Study ◽  
Positive Coping ◽  
Negative Impacts

BACKGROUND Student mental health in higher education has been an increasing concern. The COVID-19 pandemic situation has brought this vulnerable population into renewed focus. OBJECTIVE Our study aims to conduct a timely assessment of the effects of the COVID-19 pandemic on the mental health of college students. METHODS We conducted interview surveys with 195 students at a large public university in the United States to understand the effects of the pandemic on their mental health and well-being. The data were analyzed through quantitative and qualitative methods. RESULTS Of the 195 students, 138 (71%) indicated increased stress and anxiety due to the COVID-19 outbreak. Multiple stressors were identified that contributed to the increased levels of stress, anxiety, and depressive thoughts among students. These included fear and worry about their own health and of their loved ones (177/195, 91% reported negative impacts of the pandemic), difficulty in concentrating (173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased social interactions due to physical distancing (167/195, 86%), and increased concerns on academic performance (159/195, 82%). To cope with stress and anxiety, participants have sought support from others and helped themselves by adopting either negative or positive coping mechanisms. CONCLUSIONS Due to the long-lasting pandemic situation and onerous measures such as lockdown and stay-at-home orders, the COVID-19 pandemic brings negative impacts on higher education. The findings of our study highlight the urgent need to develop interventions and preventive strategies to address the mental health of college students.

scholarly journals Examine Internet Addiction and Acculturative Stress among International College Students in the United States

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Jason Li
Keyword(s):  
United States ◽  
College Students ◽  
Length Of Stay ◽  
Acculturative Stress ◽  
Internet Addiction ◽  
The United States ◽  
Future Research ◽  
Addictive Behaviors ◽  
Stress Theory ◽  
International College

While Internet use plays an increasingly important role in individuals’ lives, little is known about its potential to influence addictive behaviors. Guided by the acculturative stress theory, we examined the relationships between acculturative stress, gender, age, length of stay, and Internet addiction among international college students. Data were collected from 111 international undergraduate and graduate students studying in the United States. Hierarchical multiple regression analyses reported that acculturative stress and gender significantly predict Internet addiction among international college students. In this sample, neither age nor length of stay predicts Internet addiction. Our findings paint a picture of the potential influence of acculturative stress on Internet addiction. We offer suggestions for future research on Internet addiction and acculturative stress, particularly for international college students

The Test Anxiety Measure for College Students-Short Form: Development and Examination of Its Psychometric Properties

2020 ◽  
pp. 073428292096294
Author(s):  
Patricia A. Lowe
Keyword(s):  
College Students ◽  
Test Anxiety ◽  
Convergent Validity ◽  
Factor Model ◽  
Short Form ◽  
Single Group ◽  
Confirmatory Factor Analyses ◽  
Physiological Hyperarousal ◽  
Task Irrelevant ◽  
College Student Population

A short form of the 43-item Test Anxiety Measure for College Students (TAM-C) was developed in the present study. The TAM-C consists of six (social concerns, cognitive interference, worry, physiological hyperarousal, task irrelevant behaviors, and facilitating anxiety) scales. Twenty-four items from the TAM-C were selected for the short form. Single-group confirmatory factor analyses (CFAs) and correlational analyses were conducted with the responses of 728 U.S. college students to the TAM-C Short Form. Results of the single-group CFAs supported a six-factor model for the TAM-C Short Form. Concurrent and convergent validity evidence was found for the TAM-C Short Form scores. Overall, the findings suggest the TAM-C Short Form is an economical measure with unique features to assess test and facilitating anxiety in the college student population.

A Christian college in a food truck? Christian study centers and moral formation

2020 ◽  
pp. 205699712097165
Author(s):  
Andrew Hansen
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Christian College ◽  
Future Research ◽  
Christian Tradition ◽  
University Of Minnesota ◽  
Moral Formation ◽  
The University ◽  
Important Purpose

The task of moral formation has long been an important purpose of higher education in the United States. However, pluralism and lack of moral consensus within secular universities present significant challenges to accomplishing this task. One possible solution is Christian study centers, which offer thick moral cultures that can form students at secular universities within the Christian tradition. Anselm House’s Fellows Program at the University of Minnesota illustrates such a context and suggests avenues for future research.

scholarly journals Validation and Reliability of the Korean Version of the Sport Anxiety Scale-2

2018 ◽  
Vol 61 (1) ◽  
pp. 217-225 ◽  
Author(s):  
Seongkwan Cho ◽  
Hunhyuk Choi ◽  
Robert C. Eklund ◽  
Insu Paek
Keyword(s):  
Trait Anxiety ◽  
Factor Model ◽  
Collegiate Athletes ◽  
Anxiety Scale ◽  
Future Research ◽  
Discussion Section ◽  
Confirmatory Factor Analyses ◽  
Somatic Anxiety ◽  
Korean Version ◽  
Average Variance

AbstractThe main purpose of the present study was to examine the validation and reliability of the Korean version of the Sport Anxiety Scale (SAS-2Kr) by evaluating its factorial invariance across gender. A total of 303 Korean collegiate athletes (198 males and 105 females) from 9 sports participated in the study, and they completed the demographic questionnaire and the SAS-2Kr containing 15 items to measure multidimensional trait anxiety and individual differences in the cognitive and somatic anxiety experienced by athletes. The results of this study indicated that the construct validity in the SAS-2Kr was well established in that the values of the standardized factor loadings, composite reliability, and average variance extracted values were above the recommended cutoff points. The multiple-sample confirmatory factor analyses showed the SAS-2Kr could be generalizable across gender in college samples. The results also indicated that the SAS-2Kr supported the original 3-factor model of SAS-2 in English consisting of somatic anxiety, worry, and concentration disruption, and thus this study provides useful information for researchers to understand the athletes’ tendency to experience anxiety reactions in sport situations. Suggestions for future research on competitive trait anxiety are provided in the discussion section.

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