scholarly journals Evaluating Selection Effects in a Parent-Based College Alcohol Intervention

2021 ◽  
Author(s):  
Reed M Morgan ◽  
Bradley Trager ◽  
Joseph LaBrie ◽  
Sarah C Boyle
Keyword(s):  
Harm Reduction ◽  
Real World ◽  
Zero Tolerance ◽  
Recruitment Strategy ◽  
First Year ◽  
Recruitment Strategies ◽  
Alcohol Intervention ◽  
Selection Effects ◽  
Online Questionnaire ◽  
First Year Students

Selection effects have been found in health intervention research but have not yet been examined in parent-based alcohol interventions (PBIs). Investigating such effects has been difficult because previous PBI research has only invited specific parents to participate and offered them compensation. The current study investigated selection effects using a recruitment strategy that would occur in a real-world context (i.e., inviting all parents and not paying them to participate). Incoming first-year students (N=386) completed an online questionnaire that included items assessing plausible predictors of participation in a PBI (perceptions of parents’ harm-reduction and zero-tolerance alcohol communication, whether parents allow alcohol, and changes in parents’ alcohol rules). Four months later, all parents of first-year students at the study university were invited to join the PBI, which was described as a resource guide to teach them how to help their student navigate the college transition. Students who had a parent sign up for the intervention perceived their parents as using greater harm-reduction communication, were more likely to perceive them as allowing alcohol use, and perceived their fathers as relaxing alcohol rules more than those who did not have a parent sign up. Zero-tolerance communication did not significantly differ between the groups. Results indicate that biases may exist in PBIs, with parents who use more harm-reduction parenting being more likely to sign up when parents are invited using real-world recruitment strategies. Findings suggest that more comprehensive recruitment strategies may be required to increase parent diversity in PBIs.

Special session: IEEE Real World Engineering Projects: Discovery-based curriculum modules for first-year students

2012 ◽  
Author(s):  
Stephen Williams ◽  
Anita Vasavada ◽  
Jacques Nicolas Beneat ◽  
Gregory Cappuccino ◽  
David Lin ◽  
...  
Keyword(s):  
Real World ◽  
First Year ◽  
Special Session ◽  
First Year Students ◽  
Engineering Projects

scholarly journals Prevalence of Binge Drinking Episodes Among Male and Female College Students (P18-008-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Vanessa Croteau ◽  
Jesse Stabile Morrell
Keyword(s):  
College Students ◽  
University Students ◽  
Binge Drinking ◽  
Drinking Behavior ◽  
First Year ◽  
Drinking Patterns ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
First Year Students ◽  
The Past

Abstract Objectives To examine binge-drinking trends among undergraduate university students (18–24 years) over a five-year span. Methods Data were collected between 2012–17 through an ongoing, cross-sectional health survey at a midsize, northeastern university. Students (n = 2759; 69% female; 59% first-year) self-reported binge-drinking activity over the past 30 days through an online questionnaire. Binge drinking was defined as consumption of ≥4 or 5 drinks on a single occasion for females and males, respectively. Heavy binge drinking behavior was defined as ≥4 episodes of binge drinking in the past 30 days. Proportional differences were analyzed through chi-square analyses. Results Between 2012–17, binge drinking prevalence ranged from 65.1–75.4% among men and 53.9–65.9% among women. Overall, men reported higher rates of binge drinking compared to females (73.2% vs. 59.2%, P < 0.01). Collectively, 35.7% reported heavy binge drinking in the past 30 days. More males report heavy binge drinking over the past 30 days compared to females (49.1% vs. 29.6%, P < 0.01). Upperclass students reported a higher prevalence of binge drinking in the past 30 days compared to first-year students (68.3 vs. 60.3%, P < 0.01). Between 2012–17, binge drinking prevalence ranged from 65.1–75.4% among men and 53.9–65.9% among women. Overall, men reported higher rates of binge drinking compared to females (73.2% vs. 59.2%, P < 0.01). Collectively, 35.7% reported heavy binge drinking in the past 30 days. More males report heavy binge drinking over the past 30 days compared to females (49.1% vs. 29.6%, P < 0.01). Upperclass students reported a higher prevalence of binge drinking in the past 30 days compared to first-year students (68.3 vs. 60.3%, P < 0.01). Conclusions Our findings are consistent with other studies in showing high rates of binge drinking among college students, especially among male students. Monitoring binge-drinking patterns on college campuses assists administrators and health educators to address the severity of the problem to identify and monitor prevention and intervention efforts. Funding Sources New Hampshire Agriculture Experiment Station and the USDA National Institute of Food and Agriculture Project 1010738.

scholarly journals Stress and its correlates among medical students in six medical colleges: an attempt to understand the current situation

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Esraa Ahmed Ragab ◽  
Mumen Abdalazim Dafallah ◽  
Mahmoud Hussien Salih ◽  
Wail Nuri Osman ◽  
Mugtaba Osman ◽  
...  
Keyword(s):  
Medical Students ◽  
Time Pressure ◽  
Academic Stress ◽  
First Year ◽  
Analysis Model ◽  
Undergraduate Medical Students ◽  
Online Questionnaire ◽  
First Year Students ◽  
Stress Development ◽  
Related Stress

Abstract Background Medical students encounter various stressors during their studies. The study aimed to assess stress levels, sources, and associated determinants among Sudanese medical students. An online questionnaire-based study was conducted among 617 undergraduate medical students of 6 different universities in Sudan. A 19-item questionnaire was utilized to assess stress sources, in addition to demographics, stress manifestations, and coping strategies. Results The overall prevalence of stress was 31.7% (p < 0.01). The main sources of stress were time pressure, heavy workload, fear of failure, and examination frequency. One-third of students indicated that they experienced at least one source of psychosocial- and teaching-related stress. Female medical students were more significantly stressed due to academics than males. Also, fourth- and fifth-year students were academically more stressed in comparison to the first-year students. Poisson regression analysis model showed that first-year students were less stressed than the final-year students in relation to academics (odds = 0.888, P = 0.003). Male medical students, across all study years, were far less stressed than females (odds = 0.901, P = 0.000153). Expectedly, ‘studying medicine by choice’ was associated with decreased odds for psychosocial stressors (odds = 0.885, P = 0.00781), and improved model-fit (chi-squared = 6.8952, P = 0.008643). Also, the year of study was a predictor of teaching-related stress development. Conclusions Female medical students were more stressed due to academics than males. On the other hand, final-year students were more academically stressed than first-year students. Female medical students were likely having stress related to academic stress development, while being first-year medical student was a predictor of not developing academic stress. Studying medicine by choice’ was associated with ability to cope against stress.

Keselarasan Personaliti dengan Pemilihan Program Sains Komputer dan Teknologi Maklumat

2014 ◽  
Vol 68 (1) ◽  
Author(s):  
Azura Ishak ◽  
Masura Rahmat ◽  
Shahrina Shahrani ◽  
Noor Faridatul Ainun Zainal ◽  
Rohizah Abd Rahman
Keyword(s):  
Information Technology ◽  
Computer Science ◽  
Information Science ◽  
First Year ◽  
Directed Search ◽  
Online Questionnaire ◽  
First Year Students ◽  
Program Selection ◽  
Personality Pattern ◽  
Personality Patterns

This study discusses personality patterns of the students from computer science and information technology programs, personality congruence level in determining the selection of computer science and information technology’s program, factors of program selections in computer science and information technology and correlations between those factors and personality congruence level. The participants were 154 of first year students from 2012/2013 batch from Faculty of Information Science and Technology (FTSM), Universiti Kebangsaan Malaysia (UKM). The instrument used for this research is a set of online questionnaire (Self-Directed Search (SDS) – Form Easily, a translated version from Amla, (1984) and factor of program selections (Norlia Melawi, 2000). Iachan Congruence Index has been used to measure personality congruence degree. The results demonstrate that student personality pattern, SKI produces low congruence degree, meaning that the factors of program selection are weak, thus not reflecting the present program student had assigned with (what they get). However, program selections are done based on their own preferences and interests, also influenced by other factors such as environment, rewards and family. Despite that, all the factors are not related with their congruence personality degree. 

scholarly journals Navigating social integration into university on Facebook: Insights from a longitudinal study

2017 ◽  
Vol 8 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Naomi Barnes
Keyword(s):  
Social Media ◽  
Longitudinal Study ◽  
Young People ◽  
University Students ◽  
Social Integration ◽  
Real World ◽  
Life Experiences ◽  
First Year ◽  
First Year Students ◽  
Student Transition

This article reports on the experiences of 26 first year students as they record on Facebook snapshots of their experiences navigating social integration into university. There is still a substantial gap in student transition success research conceptually framed by the understanding that first year transition is about becoming. Transition as becoming expands current conceptions of transition by situating it within the real world rather than just within university. Facebook status updates were used as data because social media are integral to the life experiences of the young people and is a means to hypothesise where and how students were becoming university students. This article reports findings that acknowledge the tumultuous, cyclical, and chaotic experiences of first year students consistent with the idea that university is a part of a person’s becoming.

scholarly journals 431ACEs and Resilience in University Students in the Appalachian Region of the United States

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Megan Quinn ◽  
Julia Bernard ◽  
Judy McCook ◽  
Meira Yasin
Keyword(s):  
United States ◽  
The United States ◽  
Future Research ◽  
First Year ◽  
Online Questionnaire ◽  
Childhood Experiences ◽  
First Year Students ◽  
Resilience Scale ◽  
Resilience Factors ◽  
Adult Resilience

Abstract Background Adverse childhood experiences (ACEs) are associated with health outcomes. Resilience factors provide opportunities to mitigate ACEs. This study aimed to understand ACEs and resilience in students at a university in the United States. Methods Students in the 2018-2019 health explorations course completed an online questionnaire (N = 82). Descriptive statistics were completed for all variables. ACE score was created by adding yes responses to ACE questions (range 0-10). Resilience scores were calculated using the Devereux Adult Resilience Scale (DARS, range 20-46). Simple and multiple linear regression were completed with ACE and resilience as outcome measures. Age, gender, family structure, and profession were used as predictors. Results Mean age was 18.4 (SD 1.9%), majority of respondents were female (89%), white (92.7%), rural (55.3%), and single (95.1%). Mean ACE score was 1.63 (SD = 1.99) with 40% reporting no ACEs, 26% three or more, and 18% four or more. DARS score (N = 77) had a mean of 39.29 (SD = 6.14). Age resulted in a slight increase in ACE score, β = 0.20, p &lt; 0.1, however, none of the predictors were significantly associated with ACE score. Future professions classified as helping professions resulted in a significant increase in DAR score, β = 3.91, p &lt; 0.01. Conclusions The response rate was low (20.5%), however, this pilot study provided insights into adversities and resilience factors of first-year students. Future research should include a larger, more diverse sample. Key messages Understanding ACEs and resilience in college students is necessary to mitigate and address ACEs early in adulthood.

scholarly journals Academic Writing and the Internet: Cyber-Plagiarism amongst University Students

2019 ◽  
Vol 8 (2) ◽  
pp. 112
Author(s):  
Nechita Olivia-Dumitrina ◽  
Montserrat Casanovas ◽  
Yolanda Capdevila
Keyword(s):  
University Students ◽  
Academic Writing ◽  
The Internet ◽  
First Year ◽  
Online Questionnaire ◽  
First Year Students ◽  
Copy And Paste ◽  
Faculty Of Education ◽  
Education Psychology ◽  
The University

This research aims to present a number of findings on the perception that university students have on academic plagiarism. Data has been collected on the procedures of copy and paste, paraphrase, translation, as well as the need for citation of resources taken from the Internet. This study was carried out at the University of Lleida (UdL), via an online questionnaire administered to 1150 first-year students. The results show similar figures in the understanding of plagiarism with respect to two procedures: copy and paste (69.3%) and paraphrase (68.3%). In the case of translation, the figure is higher with 82.1% of students considering that translating a text is plagiarism. Regarding the need to cite digital sources, 13.6% argue it is not necessary. When analysing the results according to the different faculties and affiliated schools, no pattern of behaviour has been detected in relation to the typology of the degree students were enrolled in, but a trend towards different behaviours can be observed in the two faculties in which students have received specific training within the framework of subjects of their degrees (Faculty of Nursing and Physiotherapy and Faculty of Education, Psychology and Social Work). In these cases, the figures related to acknowledging plagiarism procedures are higher and so is the percentage of students who say that resources taken from the Internet should be cited. This leads us to conclude, in line with other studies that have dealt with the same subject, that training is key to tackling the issue of plagiarism in higher education.

Medical students’ perceptions of nutrition in medical education and future practice

2020 ◽  
Author(s):  
Peri Fenwick ◽  
Alyson Colborne ◽  
Olga Theou ◽  
Leah Cahill
Keyword(s):  
Medical Students ◽  
Nutrition Education ◽  
Patient Outcomes ◽  
Medical Curriculum ◽  
First Year ◽  
Online Questionnaire ◽  
First Year Students ◽  
Nutritional Counselling ◽  
Second Year ◽  
Future Practice

Abstract Background: Physicians are relied upon as knowledgeable sources of nutrition information; however, many report low nutrition knowledge.Objective: The present study assessed first and second-year medical students’ perceptions of nutrition education within the medical curriculum, in terms of their attitudes, learned body of knowledge, and satisfaction.Methods: An online questionnaire was administered to Dalhousie University medical students completing their first or second years (N=125). Mann-Whitney U tests compared the responses of first-year to second-year students and those with and without previous nutrition education.Results: 97.6% of respondents agreed that nutritional counselling can positively influence patient outcomes, with 91.2% agreeing that physicians play a key role in nutritional counselling. Compared to second-year students, first-year students had greater self-perceived knowledge of basic nutrition concepts (p<0.001) and nutrition in the treatment of disease (p=0.005), as did students with previous nutrition education compared to those without (p=0.019 and 0.018 respectively). Satisfaction was <30% agreement, with first-year students more satisfied with their nutrition education than second-year students (p<0.05).Conclusions: First and second-year medical students regard nutrition as an important component of medical practice that can positively impact patient outcomes. However, low satisfaction with their nutrition education suggests that additional nutrition curriculum would better prepare them for future practice.

scholarly journals The Pedagogical Shift During COVID 19 Pandemic: Online Medical Education, Barriers and Perceptions in Central Kerala

2020 ◽  
Vol 7 ◽  
pp. 238212052095179 ◽  
Author(s):  
Aboobacker Mohammed Rafi ◽  
Pulikkottil Raphael Varghese ◽  
Praveenlal Kuttichira
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
First Year ◽  
Online Classes ◽  
Online Questionnaire ◽  
First Year Students ◽  
Good Learning ◽  
Class Room ◽  
The University ◽  
Study Participants

Owing to COVID 19 pandemic, all educational institutions including medical colleges were closed by the second week of March 2020 in Kerala, India. This college started online classes using various e-platforms by the third week of March. In this study, we report the barriers and perceptions of undergraduate students by an online questionnaire after 2.5 months of e-classes. The study participants were 364 students who responded in a week’s time. Most of the faculty used platforms like Google class room or recorded YouTube videos. The department of Physiology used the Impartus platform. Among the respondents 72.8% were using mobile data and 17.8% were using broadband facilities. Among network providers Jio was the most used. Only first year students were exposed to 3 different online platforms. Among those students, 63.6% reported in favor of Impartus, followed by YouTube and Google class room. Most of the students preferred recorded classes (69.2%) over live classes (33.5%). Submissions were mainly through the online platform itself (69.5%), email submission to the department (17%) or to the faculty (13.5%). Forty seven percent of the students wanted the classes to be of 30 to 45 minutes duration and 42% felt that the classes should be short and below 30 minutes. Only 28.3% of the students favored centralized online class by the university. Providing education to students cannot be discontinued for long. In the present study students are able to follow the online classes and have good learning experience on in the Didactic part. The medical educators could rise up to the challenge of continuing to teach even in times of crisis.

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