The Positive Effects of Empathy and Interpersonal Competence on College Students’ Interest in a Problem-Based Learning Course

2019 ◽  
Vol 19 (16) ◽  
pp. 291-310
Author(s):  
Hee Jung Min
Keyword(s):  
College Students ◽  
Problem Based Learning ◽  
Interpersonal Competence ◽  
Positive Effects

Hallucinogen Use in College Students: Current Trends and Consequences of Use

2020 ◽  
Vol 9 (2) ◽  
pp. 115-127
Author(s):  
Lena S. Jia ◽  
Jessica A. Gold
Keyword(s):  
College Students ◽  
Drug Class ◽  
Positive Effects ◽  
Current Trends ◽  
College Population ◽  
Therapy Studies ◽  
Recreational Use ◽  
Perception Disorder ◽  
Review Current

Hallucinogens are a drug class that is growing in popularity with college students. Recent experimental trends, such as microdosing, have helped promote the use of hallucinogens on campus, and students may be tempted to use these substances due to their beliefs about the drugs’ positive effects on mood. Although hallucinogens are not currently an established form of medical therapy, studies have shown that they have significant benefits as adjunctive treatments for psychological disorders. However, the recreational use of these drugs in college students often occurs in uncontrolled doses or with drug mixing, which is often dangerous. Furthermore, students with mental health disorders may have their symptoms masked by hallucinogenic drug use, which could delay treatment and have serious consequences. Long-term use of these drugs may also result in tolerance or hallucinogen persisting perception disorder. This article attempts to review current information regarding hallucinogen use and how it applies to the college population.

scholarly journals Psychological Well-Being in Chinese College Students During the COVID-19 Pandemic: Roles of Resilience and Environmental Stress

2021 ◽  
Vol 12 ◽  
Author(s):  
Yuanfa Tan ◽  
Chienchung Huang ◽  
Yun Geng ◽  
Shannon P. Cheung ◽  
Shuyan Zhang
Keyword(s):  
College Students ◽  
Environmental Stress ◽  
Well Being ◽  
Life Outcomes ◽  
Psychological Well Being ◽  
Important Indicator ◽  
Chinese College Students ◽  
Positive Effects ◽  
Negative Effect ◽  
Using Data

Psychological well-being is an important indicator of well-being and has been found to be associated with a multitude of positive life outcomes. Using data collected from 1,871 Chinese college students from September 23 to October 5, 2020, this study examined students' psychological well-being during the COVID-19 pandemic and investigated how resilience and pandemic-related environmental stress may affect psychological well-being. Results showed that resilience had strong positive effects on psychological well-being during the pandemic. Meanwhile, environmental stress had a moderate effect and marginally reduced psychological well-being. The magnitudes of the estimates suggested that increasing resilience can effectively buffer the negative effect of environmental stress on psychological well-being.

scholarly journals Using Goals to Motivate College Students: Theory and Evidence From Field Experiments

2020 ◽  
Vol 102 (4) ◽  
pp. 648-663 ◽  
Author(s):  
Damon Clark ◽  
David Gill ◽  
Victoria Prowse ◽  
Mark Rush
Keyword(s):  
College Students ◽  
Loss Aversion ◽  
Field Experiments ◽  
Theoretical Framework ◽  
The Other ◽  
Task Completion ◽  
Course Performance ◽  
Positive Effects ◽  
Present Bias

Will college students who set goals work harder and perform better? We report two field experiments that involved four thousand college students. One experiment asked treated students to set goals for performance in the course; the other asked treated students to set goals for a particular task (completing online practice exams). Task-based goals had robust positive effects on the level of task completion and marginally significant positive effects on course performance. Performance-based goals had positive but small and statistically insignificant effects on course performance. A theoretical framework that builds on present bias and loss aversion helps to interpret our results.

Financial Stress and Financial Counseling: Helping College Students

2015 ◽  
Vol 26 (2) ◽  
pp. 172-186 ◽  
Author(s):  
Sonya L. Britt ◽  
Anthony Canale ◽  
Fred Fernatt ◽  
Kristen Stutz ◽  
Racquel Tibbetts
Keyword(s):  
College Students ◽  
Financial Stress ◽  
Student Loan ◽  
Student Loan Debt ◽  
Financial Behaviors ◽  
Net Worth ◽  
Positive Effects ◽  
Financial Counseling ◽  
Loan Debt ◽  
Subjective Financial Knowledge

This study had two distinct purposes. First, to determine the predictors of financial stress among college students who sought free peer-based financial counseling from a large Midwestern university (N = 675). Secondly, to determine the effectiveness of the particular financial counseling center from a subsample of those who sought help (N = 97). Results of the regression analysis indicate that students more likely to experience financial stress include freshmen, those with low perceived mastery and net worth, and those with median student loan debt as compared to those with no student loan debt. Results of t-test analyses suggest that financial counseling had positive effects on subjective financial knowledge and financial attitudes and mixed effects on financial behaviors.

scholarly journals College Students’ Perceptions of Barriers to Bystander Intervention

2017 ◽  
Vol 35 (15-16) ◽  
pp. 2971-2992 ◽  
Author(s):  
Kristen Yule ◽  
John Grych
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Collective Responsibility ◽  
Bystander Intervention ◽  
Common Element ◽  
Physical Assault ◽  
Actual Behavior ◽  
Positive Effects ◽  
Skill Deficits ◽  
First Year College Students

Sexual violence is a major problem on college campuses and is associated with a range of negative health consequences for victims. Teaching students to intervene as prosocial bystanders has become a common element of sexual assault prevention efforts; although these programs have demonstrated positive effects on participants’ beliefs and knowledge, their impact on actual behavior is weaker. Understanding the factors that inhibit intervening in risky situations may enhance the effectiveness of bystander programs by identifying material that addresses these barriers. A sample of 281 first-year college students indicated whether they had encountered 10 situations that may present elevated risk of sexual or physical assault since arriving on campus, and if so, whether they had done something to intervene. If they had not intervened, they were asked to identify the barriers that had inhibited them. Participants also completed measures of two factors proposed to predict bystander behavior, self-efficacy and emotion regulation. A majority of participants intervened in most of the situations, but only 27% of participants intervened in every situation they encountered. Men and women differed in the barriers they identified most frequently across situations, with men endorsing Perceived Responsibility more often than women, and women reporting Skill Deficits more often than men. Neither men nor women perceived Audience Inhibition to be a significant barrier; it was salient in only one of the 10 situations. Students higher in global bystander self-efficacy were more likely to intervene and less likely to report barriers related to skill deficits and perceived responsibility. These results suggest that existing bystander intervention programs efforts can be improved by fostering a greater sense of collective responsibility in students and teaching specific intervention behaviors.

Facilitative Effects of Gaze upon Learning

1987 ◽  
Vol 64 (3_suppl) ◽  
pp. 1275-1278 ◽  
Author(s):  
James V. Sherwood
Keyword(s):  
College Students ◽  
Experimental Designs ◽  
Measuring Device ◽  
Positive Effects

A series of five studies, employing 146 college students, investigated the positive effects of gaze upon recall. Various experimental designs were implemented. In each study the experimenter delivered a verbal presentation to subjects in gaze and no-gaze conditions. Questions pertaining to the topic of the verbal presentation served as the measuring device for recall. It was concluded that examiner's gaze significantly affects subjects' recall.

Exploring the Role of Expectancies in the Mental and Physical Health Outcomes of Written Self-Disclosure

2007 ◽  
Vol 27 (2) ◽  
pp. 99-115 ◽  
Author(s):  
Candace L. Patterson ◽  
Jefferson A. Singer
Keyword(s):  
College Students ◽  
Health Outcomes ◽  
Physical Health ◽  
Emotional Expression ◽  
Female College Students ◽  
Self Disclosure ◽  
Positive Effects ◽  
Physical Health Outcomes ◽  
Mental And Physical Health

Emotional self-disclosure yields mental and physical health benefits. Methods for enhancing this intervention have largely been ignored in the literature. Building from research that indicates that expectations play a role in self-disclosure's outcomes, the current research examined expectations and self-disclosure. Health outcomes were assessed in 40 female college students who participated in a written self-disclosure exercise for 15 minutes for 3 consecutive days. In order to determine the interactive influence of self-disclosure and expectancy on mental and physical health outcomes, participants self-disclosed a traumatic or trivial topic and the researchers attempted to manipulate participants' expectancies concerning the benefits produced by self-disclosure. Women who disclosed traumas and were given the expectancy that disclosure would yield benefits had decreased interpersonal sensitivity and interpersonal alienation 1 month after disclosure. Limitations and recommendations are discussed. Creating positive expectations may represent a method for enhancing the positive effects of emotional expression.

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