scholarly journals Co-Occurrence of Online and Offline Victimization: A Latent Class Analysis in University Students

2022 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Josep-Maria Tamarit-Sumalla ◽  
Claudia Malpica-Lander ◽  
Victòria Fernández-Cruz
Keyword(s):  
University Students ◽  
Latent Class ◽  
Property Crime ◽  
Prevention Strategies ◽  
Online Interactions ◽  
Theoretical Approaches ◽  
Latent Class Analyses ◽  
Empirical Ground ◽  
And Behavior ◽  
University Undergraduates

Most people are exposed to risks both in the online and offline world. Several studies have provided definitions and measures of cybervictimization based on different theoretical approaches and most of them have focused on specific forms of cybercrime, depicting a limited portrayal of victimization. The current study explored victimization configurations in a sample of 749 university undergraduates from Spain (61.6% women; M age = 26.9), utilizing latent class analyses to account for the nature and frequency of various types of online and offline victimization along their life span. Among them, 35.9% were victims of a cyberattack, 24.4% reported being victims of cyberfraud and 49% of property crime. The analysis uncovered two classes of cybervictims—consisting of economic cybervictimization (victims of economic cybercrimes only) and cyber-polyvictimization (victims of various types of cybercrimes)—and allowed us to compare them with a group of non-victims. Younger respondents (15 to 25 years old), conventional university students, women, people with lower incomes and LGBTQI+ individuals have a higher representation in the cyber-polyvictimization class. In addition, members of this class have suffered more offline victimization in all the areas analyzed. The present study has found co-occurrence between online and offline victimization, thus reinforcing the relevance of simultaneously studying both areas and the interaction between them. From this empirical ground, prevention strategies should not be focused merely on opportunity factors related to the online interactions and behavior of potential victims, without facing the deep human and social roots of victimization.

scholarly journals Peer Network Processes in Adolescents' Health Lifestyles

2020 ◽  
Author(s):  
jimi adams ◽  
Elizabeth Lawrence ◽  
Joshua Goode ◽  
David R. Schaefer ◽  
Stefanie Mollborn
Keyword(s):  
Latent Class ◽  
Friendship Networks ◽  
Adult Health ◽  
Friendship Network ◽  
Health Lifestyles ◽  
Latent Class Analyses ◽  
Selection Processes ◽  
Peer Network ◽  
Bidirectional Relationship ◽  
And Behavior

Group-based lifestyles offer individuals a lens for making behavioral decisions. But how do lifestyles arise and change? We propose that friendship networks shape lifestyles, while simultaneously being a product of lifestyles. Combining theories of health lifestyles—interrelated health behaviors arising from group-based identities—with network and behavior change, we examined influence and selection processes between friendship networks and health lifestyles. We analyzed two high schools with longitudinal, complete friendship network data from the National Longitudinal Study of Adolescent to Adult Health. Latent class analyses characterized each school’s predominant health lifestyles based on several health behavior domains. School-specific stochastic actor-based models (SABMs) evaluated the bidirectional relationship between friendship networks and health lifestyles. Predominant lifestyles remained stable within schools over time, even as individuals transitioned between lifestyles. In both schools, friends displayed more similarity in health lifestyles than other peers, and this similarity resulted primarily from selection, but also from influence processes.

scholarly journals Validation of the Abrahamic Forms of the Centrality of Religiosity Scale (CRS-5, CRS-10, and CRS-15): Evidence from Selected University Students in the Philippines

Religions ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 84
Author(s):  
Fides del Castillo ◽  
Clarence Darro del Castillo ◽  
Gregory Ching ◽  
Michael Ackert ◽  
Marie Antoinette Aliño ◽  
...  
Keyword(s):  
University Students ◽  
Subjective Experience ◽  
Daily Life ◽  
The Philippines ◽  
Descriptive Statistics ◽  
Christian University ◽  
Spss Software ◽  
And Behavior ◽  
Construct System ◽  
Skewness And Kurtosis

The Centrality of Religiosity Scale (CRS) is an instrument that measures the centrality, importance, or salience of religious meanings in personality. Addressing the dearth of research on the salience of religion among Filipino Christian youths, the researchers explore in this paper the degree of religiosity of selected university students and the relevance of religious beliefs in their daily life by validating the Abrahamic forms of the Centrality of Religiosity Scale (CRS-5, CRS-10, and CRS-15). This paper specifically answers the following questions: (1) What CRS version is valid for Filipino Christian youths? (2) What is the position of the religious construct-system among selected Filipino Christian university students? and (3) How does the centrality of religiosity influences the selected Filipino Christian university students’ subjective experience and behavior? Means and standard deviations were calculated for the five subscales of the centrality of religiosity for CRS-5, CRS-10, and CRS-15. The distribution of the subscale scores was also computed using measures of skewness and kurtosis. Cronbach’s α values are provided for each of the subscales to establish internal consistency. Descriptive statistics were also computed with the use of the Statistical Package for Social Science (SPSS) software version 20. Bivariate correlations are reported for all CRS-15 items. This paper established that in a predominantly Christian country such as the Philippines, the CRS-15 is suitable in measuring the centrality of religiosity among Filipino Christian youths.

Patterns of Intimate Partner Violence victimization among Australia and New Zealand female university students: An initial examination of child maltreatment and self-reported depressive symptoms across profiles

2016 ◽  
Vol 50 (4) ◽  
pp. 582-601 ◽  
Author(s):  
Jesse Cale ◽  
Stacy Tzoumakis ◽  
Benoit Leclerc ◽  
Jan Breckenridge
Keyword(s):  
Intimate Partner Violence ◽  
Depressive Symptoms ◽  
New Zealand ◽  
Child Maltreatment ◽  
University Students ◽  
Partner Violence ◽  
Latent Class ◽  
Intimate Partner ◽  
Violence Victimization ◽  
Intimate Partner Violence Victimization

The aim of this study was to examine the relationship between child abuse, depression, and patterns of Intimate Partner Violence victimization among female university students in Australia and New Zealand. Data were based on the Australia/New Zealand portion of the International Dating Violence Study (2001–2005) (n = 293). Using Latent Class Analysis, Low-, Moderate-, and High-level Intimate Partner Violence profiles were identified that differed according to the variety, degree, and severity of Intimate Partner Violence. Furthermore, the combination of child maltreatment and self-reported depressive symptoms differed across profiles. The results highlighted differential pathways from child maltreatment to specific Intimate Partner Violence victimization patterns. These findings provide further evidence for the importance of early intervention strategies to prevent Intimate Partner Violence, and specifically for children who experience abuse and neglect to help prevent subsequent victimization experiences in intimate relationship contexts.

Gender Differences on Attitudes and Participation in an Extracurricular Gymnastics Course Among Greek University Students

2015 ◽  
Vol 34 (3) ◽  
pp. 424-441 ◽  
Author(s):  
Dimitrios C. Milosis ◽  
Athanasios G. Papaioannou ◽  
Theophanis A. Siatras ◽  
Miltiadis Proios ◽  
Michael Proios
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Structural Equation ◽  
Male Students ◽  
Equation Modeling ◽  
Voluntary Participation ◽  
Students Attitudes ◽  
Path Structure ◽  
And Behavior ◽  
Attitudes And Behavior

The aims of the study were (a) to test the effectiveness of the theory of planned behavior (TPB) to predict Greek university students’ voluntary participation in an extracurricular gymnastics course, and (b) to evaluate gender differences. Two hundred sixty-three (127 female, 136 male) students participated in the study. Students’ attitudes, intention, and PBC were measured with a questionnaire and their attendance in the course was recorded by the teacher. Results from the MANOVA conducted showed that females had higher scores compared with males in all observed variables. Results from the structural equation modeling (SEM) employed supported the usefulness of TPB to explain students’ attitudes and behavior toward extracurricular physical activities (PA). Differences also emerged on path structure of the relationships among the variables.

scholarly journals Percepción del alumnado universitario sobre las tutorías académicas: revisión de los factores relevantes

2019 ◽  
Vol 37 (3 Nov- Feb) ◽  
pp. 55-82
Author(s):  
Ana Felicitas Gargallo Castel ◽  
Francisco Javier Pérez-Sanz ◽  
Luisa Esteban-Salvador
Keyword(s):  
University Students ◽  
Self Confidence ◽  
Personal Motivation ◽  
Key Points ◽  
Integral Development ◽  
Personal Attitudes ◽  
Teaching Learning ◽  
And Behavior ◽  
The University ◽  
Attitudes And Behavior

El enfoque de enseñanza-aprendizaje impulsado desde el Espacio Europeo de Educación Superior (EEES) incorpora una nueva forma de concebir la educación universitaria, donde el alumnado asume un papel principal en su aprendizaje. A su vez, implica una revalorización de la tarea docente y de la acción tutorial para reforzar el proceso formativo y el desarrollo integral de los alumnos y alumnas universitarios/as. Este trabajo tiene como objetivo conocer la opinión del alumnado acerca de los elementos relevantes en el uso de las tutorías académicas con el fin de identificar sus necesidades y mejorar la acción tutorial. En el diseño del estudio se adopta un enfoque descriptivo a partir de un cuestionario dirigido a estudiantes universitarios, que incluye preguntas relativas a su comportamiento y actitud personalante las tutorías, a la eficacia de las mismas, a su grado de utilización, y a la comunicación y relación establecida con el profesorado en dicho proceso. Los resultados, obtenidos a partir de una muestra de 322 estudiantes del campus de Teruel de la Universidad de Zaragoza, muestran cuatro aspectos relacionados con la autoconfianza del alumnado, la utilidad percibida, la motivación personal y el ahorro económico y/o de tiempo que supone el uso de las tutorías académicas. Si bien el grado de utilización de las mismas resulta moderado, es preciso destacar el valor que el alumnado otorga a la acción tutorial como estímulo para afrontar el trabajo requerido para superar la materia, así como para optimizar su tiempo de estudio. The teaching-learning process promoted by the European Higher Education Area (EHEA) calls for a new approach in which the student is the main actor of his/her learning. This implies an increase in the value of the teaching task, in general, and tutoring in particular. Tutoring reinforces the training process and the integral development of students. The main objective  of this study is to examine the opinion of university students about the use of academic tutoring in order to identify their needs and improve tutorial action. In the design of the study, the students were given a questionnaire to survey their personal attitudes and behavior toward tutorials, the extent to which they used tutorials and their effectiveness, and the level of communication and the relationship established with the teacher in the tutorials. The results, obtained from a sample of 322 students at the University of Zaragoza, Campus of Teruel, reveal four key points related to students’ self-confidence, perceived utility of the use of tutorials, personal motivation and financial and/or time cost (saving) that the students gain by attending tutorials. Although university students make only moderate use of tutorials, they emphasize the value of the tutorials as a stimulus to face the work required to pass a subject, as well as to optimize their study time.

scholarly journals Primary students’ conceptions of the Earth: Re-examining a fundamental research hypothesis on mental models

2018 ◽  
Vol 6 (1) ◽  
pp. 23 ◽  
Author(s):  
Julie Vaiopoulou ◽  
George Papageorgiou
Keyword(s):  
Statistical Analysis ◽  
Mental Models ◽  
Latent Class ◽  
Theoretical Perspective ◽  
Theory And Practice ◽  
Primary Students ◽  
Latent Class Analyses ◽  
The Earth ◽  
Definite Answer ◽  
Fundamental Research

Research on pupils’ conceptions of the earth has proposed certain mental models within the theoretical perspective known as coherent or theory-like knowledge. Alternatively, the fragmented knowledge hypothesis refutes the existence of such models and proposes a different perspective. Although the relevant discussion has not been converged in to a definite answer, recently, the debate between the two theories has been brought up into consideration by the advances in methodology and statistical analysis. In this paper pupils’ conceptions of the earth were analyzed by latent class analyses. Children’s ideas (N=184, grades 1st to 3rd), were investigated using a closed-ended questionnaire, which includes illustrations corresponding to certain mental models. The results showed that pupils’ conceptions of the earth are not characterized by consistency and thus they do not support the existence of coherent mental models. Implications for theory and practice are discussed.

scholarly journals Relationship between Volitional Regulation and Academic Achievements in University Students

2021 ◽  
Vol 26 (1) ◽  
pp. 66-75
Author(s):  
V.N. Shlyapnikov
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Purpose In Life ◽  
Action Control ◽  
Self Control ◽  
Life Test ◽  
Control Scale ◽  
Academic Achievements ◽  
And Behavior ◽  
Purpose In Life Test

The paper presents results of a study on the relationship between the features of volitional regulation and academic performance in university students of different years and areas of training.The study compared students (year 1 to 4) of ‘Psychology’ (n=133) and ‘State and Municipal Administration’ (n=201) programmes.The following methods were used: the Action Control Scale by J.Kuhl; the questionnaire for revealing the expression of self-control in the emotional sphere, activity and behavior (developed by G.S.Nikiforov, V.K.Vasilyev and S.V.Virsov); the Dembo-Rubinstein self-esteem scale (modified by V.A.Ivannikov and E.V. Eidman, 1990); the Purpose in Life Test (by D.A.Leontiev).The arithmetic mean of all examination marks received by the student during the current academic year was used as an indicator of academic performance.It is shown that in junior students of the management programme the indicator of academic performance positively correlates with the indicators of the Action Control Scale (p <0.01), the Purpose in Life Test (p <0.01) and behavioral self-control (p <0.01), whereas in students of the psychology programme it positively correlates with indicators of the Purpose in Life Test (p <0.01) and social self-control (p <0.01).No significant correlations were found in senior students.The results obtained in the study allow us to draw some conclusions about the contribution of volitional regulation to the level of academic achievements in students.

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