Influences of Factors Promoting Cigarette Smoking, Smoking Cognition, and Health Behaviors on Smoking among College Students: Gender Differences

2017 ◽  
Vol 1 (1) ◽  
pp. 137-142
Author(s):  
Gui-Yun Choi ◽  
◽  
Young-Mi Ko ◽  
Sung-Hee Lee ◽  
◽  
...  
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Cigarette Smoking ◽  
Health Behaviors

Gender Differences in Type 2 Diabetes Risk Perception, Attitude, and Protective Health Behaviors: A Study of Overweight and Obese College Students

2016 ◽  
Vol 47 (5) ◽  
pp. 315-323 ◽  
Author(s):  
Ann O. Amuta ◽  
Wura Jacobs ◽  
Adam E. Barry ◽  
Olufemi A. Popoola ◽  
Katie Crosslin
Keyword(s):  
College Students ◽  
Type 2 Diabetes ◽  
Gender Differences ◽  
Risk Perception ◽  
Health Behaviors ◽  
Diabetes Risk

scholarly journals Gender differences in first-year college students’ academic expectations

2016 ◽  
Vol 43 (4) ◽  
pp. 689-701 ◽  
Author(s):  
António M. Diniz ◽  
Sonia Alfonso ◽  
Alexandra M. Araújo ◽  
Manuel Deaño ◽  
Alexandra R. Costa ◽  
...  
Keyword(s):  
College Students ◽  
Gender Differences ◽  
First Year ◽  
Academic Expectations ◽  
First Year College ◽  
First Year College Students

Gender Differences in U.S. College Students’ Fear for Others

Sex Roles ◽  
2011 ◽  
Vol 64 (7-8) ◽  
pp. 568-581 ◽  
Author(s):  
Nicole E. Rader ◽  
Jeralynn S. Cossman
Keyword(s):  
College Students ◽  
Gender Differences

Co-Sleeping: Gender Differences in College Students' Retrospective Reports of Sleeping with Parents during Childhood

1996 ◽  
Vol 79 (3_suppl) ◽  
pp. 1423-1426 ◽  
Author(s):  
Robert E. Billingham ◽  
Shannon Zentall
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Specific Pattern ◽  
First Year ◽  
Retrospective Reports ◽  
Younger Age

161 women and 111 men, Caucasian college students, provided retrospective information about their patterns of sleeping during childhood. The practice of co-sleeping was common, with 33.7% reporting that they co-slept in their parents' room during their first week after birth, 29.4% during the first month after birth, and 27.5% during their second month after birth. In addition, 6.3% of women and 11.9% of men reported that they co-slept during the entire first year after birth. Finally, a sex-specific pattern of co-sleeping was found with more women reporting that they co-slept with their parents during their first week and first month after birth, but a greater percentage of men than women reported that they co-slept with their parents at older ages. It appears that girls are removed from the parents' room at a younger age and more frequently than are boys.

scholarly journals Examining and Promoting Sleep Health in the Undergraduate Classroom: A Mixed-Methods Approach

2021 ◽  
Vol 18 (23) ◽  
pp. 12297
Author(s):  
Natalie Dautovich ◽  
Ashley MacPherson ◽  
Sarah Ghose ◽  
Claire Williams ◽  
Morgan Reid ◽  
...  
Keyword(s):  
College Students ◽  
Mixed Methods ◽  
Health Behaviors ◽  
Classroom Environment ◽  
Sleep Disturbances ◽  
Health Behavior Change ◽  
The United States ◽  
Self Determination ◽  
Sleep Health ◽  
Psychology Courses

Objective: Although college students are at heightened risk for sleep disturbances, healthy sleep is associated with positive physical, cognitive, psychological, and academic benefits for this group. The goals of the current study were to (1) describe sleep health in an undergraduate college sample and (2) examine the role of a class activity using self-determination theory to promote better sleep health in this group. Methods: A cohort study was conducted using data drawn from class activities conducted in two undergraduate Introduction to Psychology courses. Students were undergraduates at a mid-Atlantic public university in the United States. Total sample size was N = 224 (intervention class [n = 98], and the control class [n = 127]). Both the intervention and control classes completed the RU SATED sleep health questionnaire at the beginning and the end of the semester. The intervention class also completed a self-determination activity focused on sleep health mid-semester. Both the RU SATED questionnaires and the self-determination activities were completed via in-class responder technology. Data were de-identified and downloaded from the responder technology at the end of the semester. Mixed methods were used for data analysis including quantitative analyses and a qualitative approach using a phenomenological, inductive, and reflexive qualitative method whereby themes were allowed to emerge from the data. Results: Overall, almost 25% of the students reported never or rarely obtaining healthy sleep on average. The majority (76%) said they sometimes have healthy sleep and no students reported usually or always obtaining healthy sleep. The components of sleep health the entire sample scored highest on were timing (sleeping between 2 and 4 AM), sleep duration (between 7 and 9 h), and staying awake during the day. The areas they scored the lowest on were maintaining regular bed and wake times, spending less than 30 min awake at night, and feeling satisfied with their sleep. Qualitatively, the most frequently obtained sleep health behaviors of the intervention class were rhythmicity, prioritizing sleep, timing of sleep, and tech hygiene. The intervention class had significantly better sleep health across the entire semester and significantly better daytime alertness post-intervention. The most commonly chosen sleep health behaviors to change were sleep hygiene, tech hygiene, and stimulus control. Conclusion: We examined the classroom environment as a venue for promoting sleep health among college students. Given the popularity of Introduction to Psychology courses, this class is a promising avenue to deliver sleep health promotions to a large number of students. The implementation of a self-determination framework, as part of sleep health promotion, shows potential for creating a person-centered, strengths-based approach to health behavior change within this population.

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