scholarly journals The Development of Vocational Calling, Identity, and Faith in College Students: A Preliminary Study of the Impact of Study Abroad

2010 ◽  
Vol 19 (1) ◽  
pp. 87-104 ◽  
Author(s):  
Cindy Miller-Perrin ◽  
Don Thompson
Keyword(s):  
College Students ◽  
Personal Growth ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Life Purpose ◽  
International Program ◽  
Vocational Calling ◽  
Preliminary Study ◽  
Identity Achievement ◽  
The Impact

The present study examined the impact of an international program experience on college students’ personal growth in the areas of faith, vocational calling, and identity.  Participants were selected from a random sample of 300 students belonging to a Lilly Endowment sponsored study.  A subsample of 37 students who participated in an international program (the IP Group) was matched demographically to 37 students who did not (No IP Group). Repeated measures ANOVAs were conducted, revealing significant interaction effects, indicating that faith, life purpose, and identity achievement scores increased over time for the IP Group but decreased for the No IP Group.

Affective Integration Speeds Trait Processing

2005 ◽  
Vol 97 (3) ◽  
pp. 810-818
Author(s):  
Takashi Nakao ◽  
Makoto Miyatani
Keyword(s):  
College Students ◽  
Personality Trait ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Speed Of Processing ◽  
Repeated Measures Design ◽  
Fan Effect ◽  
Students First ◽  
Recognition Judgments ◽  
Affective Value

We investigated whether affective integration increases the speed of processing of personality trait knowledge. The fan effect was compared between cases where trait knowledge is stored with the affective value and cases where it is not stored with the affective value. 18 college students first memorized a set of traits about fictitious individuals and then made recognition judgments. In the 2 × 2 factorial repeated-measures design, the number of traits learned about a fictitious individual and whether those traits were integrated by a shared affective value were manipulated. The significant interaction showed that knowledge of personality trait with affective integration was processed quickly even if the particular person's memory had rich connections with traits.

The Impact of Virtual Physical Activity Interventions on Depression and Anxiety among College Students: Randomized Controlled Trial (Preprint)

2021 ◽  
Author(s):  
Andy Murray ◽  
Michele Marenus ◽  
Ana Cahuas ◽  
Kathryn Friedman ◽  
Haley Ottensoser ◽  
...  
Keyword(s):  
College Students ◽  
Resistance Exercise ◽  
Interaction Effect ◽  
Repeated Measures ◽  
Exercise Intervention ◽  
Controlled Trial ◽  
Depression Symptoms ◽  
Depression And Anxiety ◽  
Main Effect ◽  
The Impact

BACKGROUND Depression and anxiety are growing issues for college students, with both aerobic-resistance training and mindfulness-yoga exercises known to be effective in reducing symptoms and severity. However, no known research is available comparing these two depression and anxiety interventions simultaneously and in a virtual environment. OBJECTIVE This study aimed to determine the effects of a virtual aerobic-resistance exercise intervention (WeActive) and a virtual yoga-mindfulness mindfulness exercise intervention (WeMindful) on depression and anxiety symptoms in college students METHODS The participants were 78 college students who anonymously completed a Qualtrics survey including the Generalized Anxiety Disorder Scale (GAD-7) and the Major Depression Inventory (MDI) at baseline and the post-test. Participants were randomly assigned to either the WeActive or WeMindful group and underwent two 30-minute virtual aerobic-resistance exercise lessons or yoga-mindfulness lessons per week for eight weeks. RESULTS The results of ANCOVA with repeated measures indicated that, while not statistically significant, both groups showed a notable decrease in anxiety with a marginal significant main effect of time (F = 3.485, p = 0.066, η2 = 0.047) but no significant main effect of group and no significant interaction effect of time with group. The two intervention groups experienced a significant decrease in depression with the main effect of time (F = 3.892, p = 0.052, η2 = 0.052). There was no significant main effect of group or interaction effect of time with group for depression. CONCLUSIONS College students in both WeActive and WeMindful groups experienced a significant decrease in depression symptoms and a decrease, though not significant, in anxiety as well. The study suggests that virtual WeActive and WeMindful interventions are effective approaches to managing US college student depression and anxiety during a pandemic.

The Effects of Three Types of Goal Setting Conditions on Tennis Performance: A Field-Based Study

2001 ◽  
Vol 20 (2) ◽  
pp. 188-200 ◽  
Author(s):  
B. Ann Boyce ◽  
Thomas Johnston ◽  
Valerie K. Wayda ◽  
Linda K. Bunker ◽  
John Eliot
Keyword(s):  
College Students ◽  
Goal Setting ◽  
Random Sampling ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Sampling Technique ◽  
The Self ◽  
Two Stage ◽  
Baseline Performance

Utilizing a two-stage random sampling technique, this study investigated the effect of three types of goal setting conditions (self-set, instructor-set, and “do your best” control) on tennis serving performance of college students (N = 156) in nine beginning tennis classes. A 3 × 2 × 5 (goal setting conditions × gender × trials) ANCOVA with repeated measures on the last factor and baseline performance as the covariate was computed. A significant interaction of goal setting conditions by trials was revealed (p < .003) with follow-up procedures favoring the instructor-set and self-set goal groups over the “do your best" group at the second and fourth trials. Further, at trial two, the instructor-set group was statistically superior to the self-set group. From this significant interaction, it appeared that the instructor-set and self-set goals enhanced students’ performance on the tennis serving task.

scholarly journals Gaze Analysis of Pianists’ Sight-reading: Comparison Between Expert Pianists and Students Training to Be Pianists

2021 ◽  
Vol 4 ◽  
pp. 205920432110611
Author(s):  
Kyoko Imai-Matsumura ◽  
Megumi Mutou
Keyword(s):  
College Students ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Fixation Duration ◽  
Sight Reading ◽  
Eye Tracker ◽  
Eye Fixation ◽  
Music Score ◽  
Eye Fixations ◽  
Definition Of

One of the most important skills for a pianist is sight-reading, which is the ability to read an unknown music score and play it. In recent years, research has analysed eye movement during sight-reading. However, the definition of sight-reading has varied. In addition, the participants enlisted as experts in most studies have been music college students. The present study aimed to compare eye movements during sight-reading between experts, teachers at a music college and pianists, and non-experts, music college students studying to become pianists, using an eye tracker. Using easy and difficult music scores for two-handed playing, we investigated whether there were differences in the number of eye fixations, fixation duration, and eye-hand span. The definition of sight-reading in this study is to read a novel music score once without playing the piano, and then to play it while looking at the music score. The results showed that the higher the piano performance rating, the longer the eye-hand span. Areas of interest (AOIs) were defined every two rows, including a treble and bass staff in each music score. We conducted a two-factor repeated measures ANOVA (group × AOI) for each dependent variable to analyse fixation count and fixation duration per eye fixation. There was a significant interaction for the fixation count between groups and AOIs both without and with performance in the difficult score. In experts, the number of eye fixations on the difficult part of difficult score increased compared with other part both without and with performances. By contrast, there was a significant interaction for the duration per eye fixation between groups and AOIs in easy score with performance. The duration per eye fixation in experts was shorter than that in non-experts in the easy score with performance. These results suggest that experts get information through short gaze fixations.

scholarly journals The Impact of the COVID-19 Pandemic on College Student Mental Health: A Longitudinal Examination of Risk and Protective Factors

2020 ◽  
Author(s):  
Martha Zimmermann ◽  
Casandra Bledsoe ◽  
Anthony Papa
Keyword(s):  
College Students ◽  
Psychological Distress ◽  
Social Engagement ◽  
Repeated Measures ◽  
The Novel ◽  
College Student Mental Health ◽  
Modifiable Factors ◽  
Novel Coronavirus ◽  
The Impact ◽  
Academic Year

The spread of the novel coronavirus has led to unprecedented changes in daily living. College students may face unique challenges associated with these changes. In the present study, college students (N = 205) completed a battery of questionnaires in April of 2020, after having completed similar measures 8, 5, and 2 months prior as part of a larger study. A repeated measures ANOVA suggested significantly greater depression and anxiety symptom severity during the pandemic than at any other time during the 2019-2020 academic year. Static and modifiable factors associated with psychological distress and controlling for pre-existing psychological distress were examined. Cognitive and behavioral avoidance was the most consistent predictor of psychological distress during the pandemic. Online social engagement and problematic Internet use also conferred greater risk. Women and Latinx participants were more likely to experience elevated distress during the pandemic, even when controlling for distress prior to the pandemic.

The Impact of Dosage on a Mindfulness Intervention With First-Year College Students

2021 ◽  
pp. 152102512110416
Author(s):  
Elizabeth S. Bambacus ◽  
Abigail H. Conley
Keyword(s):  
College Students ◽  
Repeated Measures ◽  
Binary Logistic Regression ◽  
First Year Experience ◽  
Outcome Variable ◽  
First Year ◽  
Grade Point ◽  
Mindfulness Intervention ◽  
Quasi Experimental ◽  
The Impact

While mindfulness intervention research is prevalent, it is limited in (1) relation to college students’ grade point average (GPA) and retention and (2) minimum dosage recommended for the intervention. This repeated-measures quasi-experimental nonequivalent control groups study investigated differences in mindfulness, stress, flourishing, GPA, and retention between students ( n = 248) in first-year experience seminars who received a brief mindfulness intervention and the comparison group ( n = 125) who did not receive the intervention. The intervention consisted of three- to five-minute mindfulness exercises at the beginning of class that met once a week. In contrast to results of previous studies, this study—when controlling for class sections and gender—showed no significant differences in any outcome variable between groups. These results provide important evidence that a mindfulness dosing limit might exist. A post hoc binary logistic regression supported previous findings that GPA predicts retention. Implications are discussed in regard to college administrators, faculty, and student affairs professionals.

Assessing the Impact of Gain and Loss Messages on Drunkorexia

2020 ◽  
Vol 31 (3) ◽  
Author(s):  
Tavis Glassman ◽  
Monita Karmakar ◽  
Tom Castor ◽  
Alexis Blavos ◽  
Jessica Kruger ◽  
...  
Keyword(s):  
College Students ◽  
Experimental Design ◽  
Alcohol Consumption ◽  
Caloric Restriction ◽  
Repeated Measures ◽  
Text Message ◽  
Maladaptive Behavior ◽  
Prevention Messages ◽  
Quasi Experimental ◽  
The Impact

The term drunkorexia refers to a maladaptive behavior characterized by caloric restriction and/or increased exercise to compensate for calories consumed from alcohol. The objective of this study was to compare loss and gain-framed prevention messages focusing on dietary issues and alcohol. Researchers employed a quasi-experimental design using repeated-measures. Participants (n = 211) received messages in person, via email, and via text message. Individuals exposed to gain-framed messages decreased alcohol consumption and reported a reduction in maladaptive exercise. None of the messages elicited increased drunkorexic behavior, indicating that educating college students about the calories associated with alcohol does not result in deleterious outcomes.

scholarly journals The Effectiveness of Mentoring-Based Professional Development on Physical Education Teachers’ Pedometer and Computer Efficacy and Anxiety

2008 ◽  
Vol 27 (1) ◽  
pp. 68-82 ◽  
Author(s):  
Jeffrey J. Martin ◽  
Nate McCaughtry ◽  
Pamela Kulinna ◽  
Donetta Cothran ◽  
Roberta Faust
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Computer Anxiety ◽  
Physical Education Teachers ◽  
Control Group ◽  
Significant Interaction Effect ◽  
And Control ◽  
The Impact

The purpose of our study was to examine the impact of mentoring-based professional development on physical education teachers’ efficacy. Experienced mentor teachers were paired (n = 15) with inexperienced protégé teachers (n = 15) at the beginning of a yearlong intervention study. It was hypothesized that teachers would increase their efficacy to use pedometers and computers to enhance instruction, and reduce their computer anxiety. Repeated-measures ANOVAs for mentors and protégés revealed a variety of significant main effects. We found increases in computer and pedometer efficacy. A second set of repeated-measures ANOVAs based on mentors’, protégés’, and control groups’ scores revealed a significant interaction for computer efficacy, indicating that both mentors and protégés significantly increased their computer efficacy compared with the control group. Finally, a significant interaction effect was also found for pedometer efficacy, again indicating that both groups significantly increased their efficacy compared with control teachers.

The impact of humanistic coach training on youth athletes’ development through sport

2020 ◽  
Vol 15 (5-6) ◽  
pp. 610-620
Author(s):  
William R Falcão ◽  
Gordon A Bloom ◽  
Catherine M Sabiston
Keyword(s):  
Personal Growth ◽  
Repeated Measures ◽  
Student Athletes ◽  
Training Session ◽  
Developmental Outcomes ◽  
Youth Athletes ◽  
Raising Awareness ◽  
Repeated Measures Analysis ◽  
The Impact ◽  
Coach Training

The purpose of this study was to evaluate the impact of humanistic coach training on athletes’ developmental outcomes. A sample of 148 high school student-athletes between 12 and 17 years old from low socio-economic communities completed questionnaires during their season. The student-athletes were divided into an experimental group composed of student-athletes of 11 head coaches who participated in a humanistic coach training session, and a comparison group composed of student-athletes of 8 untrained coaches. Four questionnaires were used to assess competence, confidence, connection to the coach, and character (prosocial and antisocial behaviours) of the participants. The effects of the humanistic coach training program were assessed using repeated measures analysis of variance models. Results showed that connection to the coach worsened for athletes of untrained coaches. Also, participants from both groups reported an increase in antisocial behaviours at the end of the season, but the athletes of trained coaches reported engaging less frequently in antisocial behaviours compared to athletes of untrained coaches. These findings suggest that teaching humanistic coaching may help practitioners foster positive developmental outcomes in youth sport participants and build positive coach-athlete relationships, while also raising awareness to the use of sport as a tool to promote personal growth and development.

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