An Exploratory Study of the Cyberbullying and Cyberstalking Experiences and Factors Related to Victimization of Students at a Public Liberal Arts College

2010 ◽  
Vol 1 (4) ◽  
pp. 74-91 ◽  
Author(s):  
Ellen Kraft ◽  
Jinchang Wang
Keyword(s):  
College Students ◽  
High School ◽  
Graduate Students ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Significant Risk ◽  
Significant Risk Factor ◽  
High School To College ◽  
Mail Address ◽  
E Mail

This article shows the results of a study of the cyberbullying and cyberstalking experiences of students at a public liberal arts college. A survey was administered online to sophomores, juniors, seniors, and graduate students at the college. The prevalence rates were 10% for cyberbullying and 9% for cyberstalking, shown in the sample of 471 respondents. Traditional college students under 25 years of age were experiencing and participating in cyberbullying at higher rates than older college students. Prior experience as a victim of cyberbullying in high school was a significant risk factor for cyberbullying and cyberstalking in college, which implies that students’ roles in cyberbullying are maintained from high school to college. The majority of college students are handling cyberbullying incidents themselves rather than utilizing campus resources, but two-thirds of respondents would be more likely to consider reporting an incident if there was a central e-mail address available for reporting incidents.

An Exploratory Study of the Cyberbullying and Cyberstalking Experiences and Factors Related to Victimization of Students at a Public Liberal Arts College

2012 ◽  
pp. 113-131
Author(s):  
Ellen Kraft ◽  
Jinchang Wang
Keyword(s):  
College Students ◽  
High School ◽  
Exploratory Study ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Significant Risk ◽  
Significant Risk Factor ◽  
High School To College ◽  
Mail Address ◽  
E Mail

This article shows the results of a study of the cyberbullying and cyberstalking experiences of students at a public liberal arts college. A survey was administered online to sophomores, juniors, seniors, and graduate students at the college. The prevalence rates were 10% for cyberbullying and 9% for cyberstalking, shown in the sample of 471 respondents. Traditional college students under 25 years of age were experiencing and participating in cyberbullying at higher rates than older college students. Prior experience as a victim of cyberbullying in high school was a significant risk factor for cyberbullying and cyberstalking in college, which implies that students’ roles in cyberbullying are maintained from high school to college. The majority of college students are handling cyberbullying incidents themselves rather than utilizing campus resources, but two-thirds of respondents would be more likely to consider reporting an incident if there was a central e-mail address available for reporting incidents.

Predicting Academic Performance and Retention Among African American Freshmen Men

NASPA Journal ◽  
2002 ◽  
Vol 39 (4) ◽  
Author(s):  
Robert A. Schwartz ◽  
Charles M. Washington
Keyword(s):  
High School ◽  
African American ◽  
Academic Performance ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Academic Probation ◽  
Orientation Programs ◽  
High School Grades ◽  
Significant Relationships ◽  
High School Rank

To determine academic performance and retention patterns, 229 African American freshmen men at a historically African American, private liberal arts college in the Southeast were surveyed about their adaption to college using cognitive and noncognitive measures. Predictions generated by 14 independent variables were compared to the students’ actual academic performance (i.e., grades and academic probation) and retention (i.e., staying in school). Statistically significant relationships were between high school grades, high school rank, and several noncognitive variables and students’ academic performance and retention. Suggestions for admission, extended orientation programs, and increased faculty and peer support are discussed.

Of what Value the MA Degree in Psychology from a Small Liberal Arts College

1963 ◽  
Vol 13 (1) ◽  
pp. 77-78
Author(s):  
Curtis A. Gilgash
Keyword(s):  
Graduate Students ◽  
Liberal Arts ◽  
Graduate Program ◽  
Liberal Arts College ◽  
Limiting Factor ◽  
Real Difference ◽  
Limited Sample ◽  
Professional Advancement ◽  
Difference Of Opinion

The purpose was to ascertain the attitudes and opinions of former graduate students concerning the graduate program in psychology at MacMurray College The results based on such a limited sample suggest that there is minimal agreement among those who responded to the questionnaire concerning the values of specific courses in relation to employment. Approximately 50% of the graduates who responded to the questionnaire expressed a need for additional study in order to qualify and maintain positions they desired. It was felt that the responses were too closely divided to constitute a real difference of opinion positively or negatively where the “value” of a MA program in psychology at MacMurray was concerned. It was concluded that the MA in psychology from MacMurray had questionable “value” and was a limiting factor if professional advancement tended to hinge on such a terminal MA degree.

Insightful Solution of a Geometry Problem with Instructional Cues: I. Group Experiments

1988 ◽  
Vol 67 (3) ◽  
pp. 699-705 ◽  
Author(s):  
Loh Seng Tsai
Keyword(s):  
Higher Education ◽  
College Students ◽  
High School ◽  
Training Program ◽  
College Freshmen ◽  
Educational Status ◽  
Wrong Response ◽  
High School To College ◽  
Geometry Problem ◽  
Two Sides

The purpose was (1) to determine empirically the extent of insight exhibited by 429 high school and college students in solving a geometry problem directly solvable by insight without mathematical computations and (2) to study the effects of instructional cues and educational status. Educational status ranged from high school through college freshmen to upper-division students. Insightful solutions were achieved by about 4% of the participants under Condition I with no cues as a control, about 3% under Condition II where an unsolvable Pythagorean equation with two unknown sides was given, about 13% under Condition III giving a solvable Pythagorean equation with two sides of known lengths, and about 16% under Condition IV with an instructional cue that diagonals of a rectangle are equal. The last condition and the combined results suggest insightful solution increases with educational status. Two types of noninsightful responses were noted: empty or no answer and wrong response or incorrect approach through computations. The first type tends to increase, while the second to decrease from high school to college status probably due to a growing cautious deliberation with maturity and higher education. A training program on “the formation of insight sets” is proposed.

The Time Management Needs of College and University

2021 ◽  
pp. 276-297
Author(s):  
Michelle Kiser
Keyword(s):  
College Students ◽  
High School ◽  
Graduate Students ◽  
Time Management ◽  
Management Strategies ◽  
Management Plan ◽  
Specific Time ◽  
Management Tools ◽  
College And University ◽  
Management Techniques

College students need time management techniques in order to be successful. Likewise, evidence suggests high school does not fully prepare students for success in college. The present chapter will investigate time management and the techniques students should obtain. Time management strategies, time wasters, and specific time management tools will be described at length. Tools students can use to create and implement a daily time management plan will be provided. The chapter's conclusion describes time management techniques for undergraduate and graduate students and best practices to assist in completing coursework.

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