scholarly journals Character Strengths and Academic Achievements of Undergraduate College Students of Guwahati, Assam

2017 ◽  
Vol 5 (1) ◽  
pp. 49
Author(s):  
Sabiha Alam Choudhury ◽  
Indranee P. Borooah
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Character Strengths ◽  
Female Undergraduate ◽  
Academic Achievements ◽  
Love Of Learning ◽  
University Level ◽  
Undergraduate College Students ◽  
The Individual ◽  
Core Characteristics

Character strengths, as conceptualised by the Values-In-Action (VIA) strengths classification system, are core characteristics of individuals that allow people to be virtuous (Seligman 2002). They are moral, intrinsically valuable, and ubiquitous traits that can be developed and enhanced. Social psychologists and sociologists consider achievements in college or university level, because of recognition and proper utilisation of the character strengths possessed by the individual students. The current study was conducted amongst 240 undergraduate college students of arts stream (60 males and 60 females) and science stream (60 males and 60 females) falling within the age group of 18-21 years, with the aim of finding out if the character strengths of the male and female undergraduate students are associated with their college academic achievements. It was found that significant correlation existed between appreciation of beauty and excellence, fairness, forgiveness, honesty, humour, kindness, love of learning and humility with the academic achievement of the students.

Therapy Dog Intervention Decreases Stress and Increases Arousal in College Students

2021 ◽  
Author(s):  
Paul A. Cacolice ◽  
Corinne M. Ebbs
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Clinical Question ◽  
Therapy Dogs ◽  
Female Undergraduate ◽  
Bottom Line ◽  
Therapy Dog

Clinical Question: What is the effect of CT intervention on the stress and arousal levels of undergraduate students? Clinical Bottom Line: There is Level A–B evidence showing that the use of therapy dogs decreases stress and elevates arousal in female undergraduate students, with little evidence available for other populations.

Anonymity, Sex, and Weight-Preoccupation as Variables on the Eating Disorders Inventory with Normal College Students

1989 ◽  
Vol 65 (3) ◽  
pp. 795-800 ◽  
Author(s):  
Barbara C. Szekely ◽  
Paul C. Raffeld ◽  
Greg Snodgrass
Keyword(s):  
College Students ◽  
Eating Disorders ◽  
Binge Eating ◽  
Counseling Center ◽  
Statistical Analyses ◽  
Female Undergraduate ◽  
Male And Female ◽  
Weight Preoccupation ◽  
Eating Disorders Inventory ◽  
Undergraduate College Students

The Eating Disorders Inventory was administered to 595 nonclinical male and female undergraduate college students in response to observations at the counseling center that an increasing number of students were seeking assistance for problems associated with binge eating. The purpose of the study was to identify a group with bulimic characteristics, and since secrecy is associated with bulimia, to compare students' responses when anonymous vs name-identified. Statistical analyses of the eight subscales of the inventory showed no significant differences by anonymity vs identification, but significant differences by sex and by weight-preoccupation existed.

Comparison and Cross-Validation of the Irrational Belief Test and the Rational Behavior Inventory

1980 ◽  
Vol 46 (2) ◽  
pp. 541-542 ◽  
Author(s):  
Joseph B. Ray ◽  
Joseph S. Bak
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Validation Study ◽  
Irrational Beliefs ◽  
Cross Validation ◽  
Irrational Belief ◽  
The Other ◽  
Rational Behavior ◽  
Female Undergraduate ◽  
The One

The Irrational Belief Test and the Rational Behavior Inventory were given to 27 male and 33 female undergraduate students. The tests were significantly and negatively correlated, indicating that subjects who demonstrated many of the irrational beliefs on the one test also exhibited little rational behavior on the other. The results of this cross-validation study supported the notion that the degree of rationality and irrationality evidenced by college students in the standardization studies is still evidenced by today's youth.

Cattell Anxiety Scale in Predicting College Students' Achievement

1985 ◽  
Vol 56 (2) ◽  
pp. 567-570 ◽  
Author(s):  
Elliott H. Schreiber
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Anxiety Scale ◽  
Female Undergraduate ◽  
In The Beginning ◽  
The Relationship

120 college students were studied to estimate the relationship between high sten scores on the Cattell Anxiety Scale and above average college term grades. 43 male and 77 female undergraduate students were tested in the beginning of the semester and given a coded sten score. Strong grade differences were noted between students with high and students with low sten scores on the Cattell Anxiety Scale. This anxiety scale might be used to counsel students for improvement in achievement and success in college.

Does Perpetrator Occupation Affect Classification of Sexual Assault?

2019 ◽  
pp. 088626051987333
Author(s):  
Dayna S. Henry ◽  
Laura K. Merrell ◽  
Sarah R. Blackstone ◽  
Erika Collazo-Vargas ◽  
Christina Mohl ◽  
...  
Keyword(s):  
College Students ◽  
College Student ◽  
Sexual Assault ◽  
Undergraduate Students ◽  
Rehabilitation Program ◽  
Individual Characteristics ◽  
White Female ◽  
Sexual Rehabilitation ◽  
The Individual

Classification of sexual assault varies based on the characteristics of the victim, perpetrator, and event. However, most studies focus on the individual characteristics of participants asked to classify the assault, the victims’ characteristics, or the event; few have examined variations in the perpetrator. Therefore, this study examined whether the occupation of the perpetrator affected the classification of the event as sexual assault. Participants included a primarily White female sample of undergraduate students ( n = 401) at a south-Atlantic university. They completed a paper-and-pencil survey containing an ambiguous sexual assault encounter where the occupation of the perpetrator (athlete, reporter, college student, or politician) was randomly varied. Participants were asked to classify whether the encounter was sexual assault and what an appropriate punishment might be. Additional measures included the Illinois Rape Myth Acceptance Scale (IRMA) and questions about personal experience with sexual assault. Overall, most participants labeled the encounter as sexual assault, indicating that college students are aware of the legal parameters for providing consent. However, this classification occurred differentially based on the occupation of the perpetrator. Participants were most likely to label the athlete as committing sexual assault, followed by the college student, politician, and reporter, respectively. Females and those who reject rape myths were more likely to label the scenario as sexual assault. A “personal apology” and a “sexual rehabilitation program” were the most common punishments selected for the perpetrator. These findings highlight potential concerns and the need for additional training when college students adjudicate sexual assault reports and determine appropriate consequences.

Sex Differences in Dimensions of Internal versus External Control

1978 ◽  
Vol 42 (1) ◽  
pp. 57-58 ◽  
Author(s):  
Gary E. Dudley
Keyword(s):  
College Students ◽  
Sex Differences ◽  
Sex Difference ◽  
Factor Structure ◽  
Causal Model ◽  
External Control ◽  
Female Undergraduate ◽  
Undergraduate College Students ◽  
Control Construct

This study investigated the dimensions of Rotter's internal-external control construct in 92 male and 108 female undergraduate college students. The findings contrast with others in that a sex difference in factor structure was observed. The confounding effects of the I-E inventory were brought into focus in viewing causality from a four element framework, as suggested by attribution theorists, as opposed to a two element causal model, assumed by Rotter.

Character Strengths and First-Year College Students’ Academic Persistence Attitudes: An Integrative Model

2018 ◽  
Vol 46 (5) ◽  
pp. 608-631 ◽  
Author(s):  
Brandon R. Browning ◽  
Ryon C. McDermott ◽  
Marjorie E. Scaffa ◽  
Nathan R. Booth ◽  
Nicole T. Carr
Keyword(s):  
Higher Education ◽  
College Students ◽  
Undergraduate Students ◽  
Academic Integration ◽  
Student Persistence ◽  
Structural Equation ◽  
Character Strengths ◽  
Integrative Model ◽  
Institutional Commitment ◽  
First Year

Higher education scholars produce the majority of research on student persistence. However, counseling psychologists may be uniquely situated to help students persist toward graduation by enhancing strengths. The present study integrated counseling and higher education models to examine college students’ character strengths (i.e., hope and gratitude) as predictors of student persistence variables (i.e., academic integration and institutional commitment). Drawing on higher education theories of persistence, we examined the mediating effects of academic integration on the associations between character strengths and institutional commitment among first-year undergraduate students ( N = 653). Controlling for social support, greater academic integration mediated the associations between character strengths and institutional commitment in a structural equation model. Consistent with higher education theories emphasizing academic integration as a precursor to institutional commitment, character strengths may be important for understanding academic integration and persistence. Implications for prevention and the integration of counseling psychology and higher education perspectives are discussed.

Identity Formation: Role of Academic Achievement and Gender Among College Students

2021 ◽  
pp. 165-175
Author(s):  
Navneet Kaur ◽  
Kulwinder Singh
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Identity Development ◽  
Identity Formation ◽  
Undergraduate Students ◽  
Identity Status ◽  
Male Students ◽  
Undergraduate College Students ◽  
Identity Achievement ◽  
And Gender

Erikson's work on identity development focused on the question, 'who am I'? As in society, identity formation is argued to be one of the key developmental tasks. This study aims to explore identity formation among undergraduate college students of Punjab across gender and achievement. The study was carried out on 200 undergraduate students (80 males and 120 females) from colleges under Punjab University, Chandigarh. The objective was to measure the Ego Identity Status which was done by using a tool developed by Bennion and Adams (1986). Descriptive and inferential statistics were used to test the hypothesis formulated for the study. It was found that majority of undergraduate college students are in diffusion and achievement identity status. Female students outnumbered the male students in 'Identity Achievement', 'Foreclosure' and 'Moratorium' status. There were no significant gender differences in the academic achievement of undergraduate college students. There was an interaction effect of gender and identity formation on achievement. It was found that among males identity achievement and foreclosure identity status groups performed better than moratorium and diffusion groups of undergraduate college.

Application of the DSM-5 Level of Personality Functioning Scale by Lay Raters

2018 ◽  
Vol 32 (5) ◽  
pp. 709-720 ◽  
Author(s):  
Leslie C. Morey
Keyword(s):  
College Students ◽  
Personality Disorder ◽  
Personality Disorders ◽  
Clinical Experience ◽  
Alternative Model ◽  
Personality Functioning ◽  
Dsm 5 ◽  
Undergraduate College Students ◽  
The Individual ◽  
Considerable Experience

One concern that has been expressed with the Alternative Model for Personality Disorders (AMPD) presented in DSM-5 is that the description of characteristic impairments in personality function uses concepts requiring considerable experience and clinical inference to apply. To examine this question, the individual indicators included in the AMPD's Level of Personality Functioning Scale (LPFS) that describes these core impairments were abstracted as individual items, and then rated on a target acquaintance by 194 undergraduate college students with minimal training in personality disorder and no training in the AMPD. Results indicated that the LPFS indicators were highly internally consistent as rated in this sample, and that the degree of discrimination between groups corresponded very well with the putative level of severity represented for each indicator in the LPFS. These findings support the contention that using the LPFS might not require any particular clinical experience or training.

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