Sexual violence perceptions among Christian college students

Sexual violence is a persistent problem, both nationally and globally, with college females having an elevated risk over their non-college peers. However, there have been limited studies exploring the beliefs that specific sub-populations, such as religious groups, have about sexual violence. A central objective of this study was to provide a better understanding of student needs in order to assist administrators and student service professionals as they offer support for students in Christian higher education settings. This study was a comprehensive, exploratory survey into the attitudes and perceptions of rape myth acceptance, sexism, authoritarianism, violence, and safety, as well as occurrence of sexual violence, among Christian college students at a mid-Atlantic Christian university was conducted. The results demonstrate which concepts relate to or were predicted by students’ rape myth acceptance, as well as ascertaining similarities and differences between secular and religious colleges. Recommendations for universities, program developers, and researchers are discussed.     

Comprehension of Ambiguous Sentences in Non-Disabled and Disabled Adolescents

If students are to effectively comprehend a text, they must be able to resolve ambiguities. Recent studies of adolescents with learning disabilities suggest multiple reasons for failure to resolve ambiguous structures. Furthermore, previous research does not clearly indicate the age at which syntactic ambiguities can be resolved consistently. The present study investigated similarities and differences in the comprehension of ambiguous sentences in adolescents with and without learning disabilities. Four groups representing four ability levels were sampled in a public high schools. Two additional groups of students with learning disabilities were sampled at a private residential school. The public school group that attained academic honors was superior to all other groups in paraphrasing the meanings of ambiguous sentences. Two other college bound public school groups were superior to a non-college bound group in the public system. These findings suggest a continuum of ability to interpret amiguous structures across a range of 16 year old subjects. The learning disabled private school group with stronger verbal than non-verbal abilities was also significantly better than the non-college bound disabled public school gorup. This superiority of the learning disabled over the non-college bound group suggest a continuum of ability to interpret ambiguous structures in a population of students with various disabilites. The study found associations between knowledge of syntax and knowledge of lexical meaning and interpretation of ambigous materials. There also was a strong relationships between the ability to paraphrase the meanings of ambiguous sentences and overall ability in reading comprehension.     

Changing counterproductive beliefs about attention,memory, and multitasking: Impacts of a brief,fully online module

Ubiquitous mobile technology is part of contemporary life, bringing with it the potential for distraction and reduction in performance associated with multitasking. The predisposition toward dysfunctional multitasking may be shaped in part by beliefs that individuals hold about memory and attention. The issue is particularly pressing for college students, given established links between distraction, multitasking, and learning. This project assessed the impact of an online learning module on beliefs about attention, memory, and learning in college students. It also contrasted these beliefs in a college and non-college community sample. Significant reductions in counterproductive beliefs were associated with completing the module; counterproductive beliefs were also no more prevalent in the college vs. the non-college sample. Our findings suggest that brief online modules are a practical way to address counterproductive beliefs related to multitasking with technology, and add to the literature on metacognition, attention, and multitasking in college and non-college populations.     

Perceptions of single and multiple incident rape

This investigation focused on impressions of single and multiple incident rape victims. College as well as non-college male and female samples reported their perceptions of a rape victim who was raped for the first time or who experienced a prior rape 1, 3, or 8 years previously. Half of the fictional victims with prior rape histories were described as having reported and half as not having reported the earlier incident. No differences in perceptions were related to initial or repeat victimization. Attempts to ward off realization of vulnerability to victimization were offered as explanations for differences in male and female observers' perceptions. College and non-college sample differences in observers' perceptions were discussed in terms of differences in living experience. Caution seems warranted in estimating the general public's perceptions of rape victims from assessments based on college student samples.This investigation was supported by a grant from the University of North Texas Organized Faculty Research Fund. Special thanks are extended to the Legal Services Department of the Dallas/Ft. Worth International Airport for their assistance and to Jack Haynes for assistance in the data analysis.     

Cross-Sectional and Longitudinal Examination of Attachment,Separation-Individuation,and College Student Adjustment

This article examined stability and change in late adolescent attachment relations and the interrelationship among attachment, separation-individuation, and college adjustment variables. Two studies are reported. In the first cross-sectional study, freshman and upperclassmen college students completed self-report measures of attachment, separation, and adjustment. In the second study, students completed measures of attachment in their freshman year and 2 years later as juniors. In junior year, students also completed several measures of separation and adjustment to college. The results of both studies suggested stability in attachment to parents, over time, for both men and women. Security of attachment proved to be inversely related to independence from parents in cross-sectional and prospective/longitudinal analyses. Security of attachment to parents was positively and pervasively associated with a variety of concurrent indexes of college student adjustment. Secure attachment assessed in freshman year also was positively associated with academic and emotional adjustment in junior year, although the longitudinal results were not as pervasive as the cross-sectional findings. The results supported the importance of current and past perceptions of attachment for understanding late adolescent development and adjustment.     

Description and Prediction of Diversity Among Junior Colleges

Diversity in student characteristics at 79 junior colleges was examined. An attempt was made to predict each of 22 student characteristics on the basis of factor scores developed by Richards, Rand, and Rand from published information. Freshmen at the 79 junior colleges were shown to differ widely from each other in level of academic input, major goals in attending college, plans and aspirations, features that made the college attractive to them, degree of influence exerted by others, and significant out-of-class achievements. Most of these differences were related to one or more of the factor scores, but the multiple correlations were too low to permit the substitution of one set of data for the other without a significant loss in accuracy. Implications for characterizing junior colleges, for the naming of factor scores, and for junior college research are discussed.     

Do remedial programs really work?

The results of an evaluative study demonstrate that the remedial reading-writing program at a large urban community junior college did not produce any meaningful differences in student withdrawals from college or in grade point averages during the second semester of college; did not improve achievement in social science, humanities, or English courses; and did not result in higher scores on writing and reading tests for those students in the remedial program than for those in a randomly selected control group who did not participate in the program.     

A Humanistic and Experiential Approach to Personal Development

A community junior college made humanistic concepts and experiential methods the bases for a personal development course which was staffed by professional counselors. The course was designed to permit flexibility in content and class activities which were directed toward the personal growth and intellectual development of individual students, each with unique needs. Small, unstructured discussion groups and individual papers and projects were deliberately placed outside the grading context to encourage active student involvement. The experimental course was evaluated in regard to such questions as the following: Can humanistic and value-oriented course content stimulate intellectual development and personal growth on the part of junior college students? Are didactic and experiential methods compatible in a classroom setting? Can counselors teach and maintain effectiveness as student personnel workers?     

An investigation of vocational indecision in college students: Correlates and moderators

This study investigated the relationships among fear of success, locus of control, and vocational indecision in college students and the extent to which these relationships are moderated by sex and ability. Subjects, 103 female and 98 male undergraduate students, were administered measures of fear of success, locus of control, and career indecision. In addition, American College Test (ACT) composite scores were available for 154, or 77%, of the subjects. Results indicate that vocationally undecided college students are more external in their locus of control, are more fearful of success, and have lower ACT scores than decided students. Multiple regression analyses for the prediction of vocational indecision yield mixed results, as the power of prediction of the independent variables of locus of control and fear of success were influenced by the sex and ability level of the student. Results, implications for future vocational indecision research, and implications for counseling assistance of vocationally undecided students are discussed.     

Self-Control as Self-Regulation: A Return to Control Theory

In an effort to build on previous theory and research it is argued that self-control is not synonymous with impulsivity, but rather should be conceptualized as self-regulation: the capacity to override impulsive desires. Using a sample of college students and a sample of serious adult criminal offenders, we test four hypotheses regarding the relationship between self-regulation, impulsivity, and several outcome measures reflecting antisocial or criminal behavior. Our findings within the college sample more strongly support the notion of self-control as self-regulation. The result differences between samples also highlight the need to consider limitations when generalizing results from more conventional student groups.     

Developing a biodata measure and situational judgment inventory as predictors of college student performance

This article describes the development and validation of a biographical data (biodata) measure and situational judgment inventory (SJI) as useful predictors of broadly defined college student performance outcomes. These measures provided incremental validity when considered in combination with standardized college-entrance tests (i.e., SAT/ACT) and a measure of Big Five personality constructs. Racial subgroup mean differences were much smaller on the biodata and SJI measures than on the standardized tests and college grade point average. Female students tended to outperform male students on most predictors and outcomes with the exception of the SAT/ACT. The biodata and SJI measures show promise for student development contexts and for selecting students on a wide range of outcomes with reduced adverse impact.     

当代大学生创业意向影响因素研究

为了深入了解当代大学生的创业意向及其影响因素,研究者以全国30所高校5000多名大学生为被试,对影响大学生创业意向的诸多因素进行了分析。研究发现:当代大学生的创业意向在性别、奖学金获得次数、学生干部经历、出生地上均存在一定差异。大学生主客观条件中的性别、学校性质、创业兴趣、创意能力改善对创业意向有显著影响。创业教育和创业环境认知的引入对于预测大学生的创业意向均有增量效度,能够在个体的主客观条件以外解释个体创业意向的变异。在大学生认知中,影响创业成功的因素主要由客观背景资源、主观能力经验和外部宏观环境3个因子组成,其中主观能力经验的作用排在首位。     

简单非一致:以再认启发式使用为例

再认启发式理论认为人们仅依赖再认做出决策。以两项高低不同再认预测力(效度)的任务为材料,选取初中生(N=138,M=14.1岁)和成年大学生(N=136,M=19.3岁)被试,探讨再认启发式使用特征。使用层级多项式加工树模型对数据进行分析,结果显示:(1)初中生较大学生认识的材料数更少或运用知识比较的正确率更低;(2)再认启发式使用存在被试异质性;(3)初中生再认启发式的使用低于大学生。结论:知识表现出随年龄增长的趋势,再认启发式的使用存在较大的个体差异和群体差异,决策时初中生相比大学生会更少依赖再认线索。     

初中生时间管理倾向、自我效能感、学习归因与学业成绩关系的研究

本研究探讨了时间管理倾向、自我效能感、学习归因与初中生学业成绩的关系。结果呈正相关。努力归因通过自我效能感的作用间接影响学业成绩。在努力归因、能力归因和时间价值感上女生得分显著高于男生。     

Distress and help-seeking as a function of person-environment fit and self-efficacy: A causal model

Self-efficacy, indicators of distress (state anxiety and frequency of physical symptoms), help-seeking (visits to the campus health center, an outside physician, and a counselor), and two measures of person-environment (P-E) fit were assessed on 152 college students and examined in a LISREL model. The two P-E fit measures were perceived discrepancy, the profile difference score between how each student would like their residence floor and how each viewed it as being, and actual discrepancy, the profile difference score between how each would like the floor to be and the mean rating for how floor residents viewed the floor. It was found that self-efficacy and perceived discrepancy had independent and moderate effects on distress but not on help-seeking, whereas actual discrepancy was found to have a strong effect on help-seeking and no direct effect on distress. Help-seeking was found to have a strong negative effect on distress.     

Vocational interest orientations: A comparison of rural university and junior college freshmen

The increase in junior colleges imposed new demands on counselors. Some areas to be investigated are the differences in counseling programs between junior colleges and universities; the differences in student bodies; and the importance of vocational guidance. This study addresses itself to elements of those areas.Male and female samples were drawn from two rural educational institutions: a four year university and a junior college. Differences in vocational interest orientations were explored through the nonoccupational scales of the Strong Vocational Interest Blank (SVIB). For males significant differences were found on the academic achievement, diversity of interest, managerial orientation, and occupational level scales. Females differed on the diversity of interest scales.     

Gender in the college classroom: An assessment of the “chilly climate” for women

Previous research suggests that female students participate less often and less assertively than male students in college classrooms, and that teachers' discriminatory behaviors are partly responsible. Two in-class surveys of college students (N = 1375)—one at a university and one at a small college—assessed perceptions of student-teacher interaction. Factor analysis revealed a number of analytically distinct dimensions of classroom climate: what the class is like in general, what the class is like for the individual student, and what specific positive and negative teacher behaviors affect interaction. Class size affected each of these dimensions. Gender of student was significant only in the college survey, with males participating more, but this gender difference was not due to teachers' discrimination. Female teachers were more likely to create a participatory climate for all students. Creating a better classroom climate for female students creates a better learning environment for all students.We wish to thank Lawrence G. Rosenberg, Jean Dowdall, and Penelope J. Davis for their help and support during this research project. Mary Crawford was responsible for designing and carrying out the university survey, and Margo MacLeod for designing and carrying out the college survey.     

中国青少年心理健康素质·动力系统研究

选取44063名青少年为调查对象,采用《青少年心理健康素质调查表·动力系统分量表》考察我国青少年动力系统的发展特点。结果表明：（1）从整体上看,我国青少年的动力系统发展状况良好;（2）我国青少年的动力系统年级变化趋势表现出小学五年级得分较高,初一年级略有上升,初二年级有所下降,之后起伏波动,高三年级得分最低,但从高三年级到大学阶段迅速上升,大学阶段得分最高;（3）我国青少年在动力系统各维度上均存在显著年级差异,但在各维度上呈现出不同的年级变化趋势。     

The Effects of Sample Characteristics and Experience with Infidelity on Romantic Jealousy

Past research has suggested that men are more upset by imagined sexual than emotional infidelity, and women are more upset by imagined emotional infidelity than sexual infidelity. However, experience with infidelity, methodology, and age and gender of the sample may help to explain inconsistent results. Two hundred ninety-four English-speaking undergraduate students and 325 non-college adults in a large mid-Atlantic urban area of the U.S. completed forced-choice or continuous-scale anonymous questionnaires regarding jealousy over a mate??s hypothetical infidelity. Chi-square and MANOVA analyses replicated previous findings of the expected gender difference in all hypothetical forced-choice scenarios. However, results for those participants who reported experience with actual infidelity demonstrated little support for the traditional evolutionary model, as there were no gender differences in which aspect of hypothetical infidelity was reported to be more distressing, and no gender differences at the college level in terms of which aspect of infidelity received the greatest focus. These findings, extrapolated from both undergraduates and adults and accounting for the impact of actual, primed memory of experience of infidelity on hypothetical jealousy scenarios, raise important questions about the validity of hypothetical scenarios of jealousy as proxies for real reactions to actual infidelity. The results of the present study suggest that the lack of a consistent, replicable gender difference across the lifespan may be explained by two related factors: age and actual experience with infidelity.     

Towards an evidence‐base for student wellbeing and mental health: Definitions,developmental transitions and data sets

Against a background of huge changes in the world of university and college students since the turn of the millennium, together with a multitude of reports on student mental health/wellbeing, this article argues that the field of student mental health is hampered by the imprecise use of terms, a rush to action by universities in the absence of a robust evidence‐base, and a lack of overall coordination and collaboration in the collection and use of data. In response, we argue for clearer and more consistent use of definitions of, as well as differentiations between, student wellbeing and mental health, for a longitudinal approach to the student body that captures their developmental transitions to and through university, and a strategic and systematic approach to the use of bona fide measures in the collection of data on wellbeing and on the process of outcomes in embedded university counselling services. Such a coordinated approach will provide the necessary evidence‐base upon which to develop and deliver appropriate support and interventions to underpin and enhance the quality of students’ lives and learning while at university or college.