English for Bible and Theology: Understanding and Communicating Theology Across Cultural and Linguistic Barriers

This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross‐cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to enhance it through a focus on personal meaning and its communication, both of which are foundational to the communicative language classroom. That is, EBT seeks both to aid students worldwide in attaining the specialized language and cultural proficiency necessary to access English theological resources and to provide a community in which students can connect theological content to their lives. It is this second aim that provides EBT its relevance across a range of theological contexts, as native English‐speaking students likewise stand to benefit from the application of EBT's principles.     

A Survey of the Views of College Students on Academic Dishonesty

The purpose of the study was to examine students' views on dishonest academic behaviours. First year students from Mkoba Teachers' College in Zimbabwe's city of Gweru (n = 152) responded to an open-ended questionnaire that was used to collect data. Knowing examination questions or assignment answers in advance was rated as the worst dishonest academic behaviour engaged in at the college. Lack of preparation was put forward as the main reason why some students engage in academic cheating. Popular proposals for dealing with academic dishonesty included; encouraging students and lecturers to maintain their integrity, severely punishing perpetrators and enforcing security of examination materials. The findings have implications on how responsible authorities communicate appropriate norms to students.     

Psychological Well-Being and Resilience as Predictors of First-Year Students' Academic Performance

This study investigated aspects of psychological well-being (burnout and engagement) and resilience as predictors of the academic performance of a group of first-year students at a higher education institution. Participants included 789 first-year students at a South African university (females = 43%, majority ethnicity Black African = 58%). They completed measures of burnout, engagement and resilience. Data were analysed using stepwise multiple regression to determine whether burnout, engagement and resilience were statistically significant predictors of first year students' academic performance. The results indicated that burnout (specifically Emotional Exhaustion and Cynicism) and resilience (specifically Religion) were statistically significant predictors of academic performance. Students with lower levels of cynicism, who are emotionally and cognitively more involved in their studies, seem to perform better. Surprisingly, students who reported being emotionally more exhausted performed well in their studies. Those students who seem to have strong spiritual/religious beliefs also fared better with regard to academic performance than those of lower religious faith. Strong spiritual/religious anchors and continuous cognitive and emotional involvement in academic work are valuable resources to students in their academic performance.     

Self-efficacy and its relationship with satisfaction with life and happiness among university students

This study set out to examine the relationship between self-efficacy and satisfaction with life and happiness among university students in South Africa. The sample comprised 334 students (female = 222, male = 112, black = 96%, mean age = 23 years). The students completed a general self-efficacy scale, the satisfaction with life scale and the subjective happiness scale. Data were analysed utilising regression approaches to predict students’ satisfaction with life and happiness from self-efficacy. The results revealed higher self-efficacy scores to predict both higher satisfaction with life and happiness in both males and females. Self-efficacy seems to facilitate both satisfaction with life and happiness in general.     

Influences on Career Choice Among Psychology Undergraduate Students: Role of Social Agents

The study explored factors that mediate the choice of psychology as a major subject by undergraduate students. Participants were a convenience sample of 368 students from two higher education institutions in Southern Africa (males =186, females =182, mean age = 22.35 years, SD=2.84 years). Data were collected using a survey that investigated social agents that are considered important in students' career choices. The data were analysed to explore differences by family and peer influences. The findings suggest that the students in the sample regarded social influences important in their choice of psychology as a major subject.     

Personal factors in talent retention in the South African banking industry

This study explored the influence of personal factors on job retention in a banking services sector setting. South African banking sector employees (n = 262) participated in the study (age range = 18–45 years; female = 62%, white = 57%). The participants were equally distributed in the different geographical locations (metropolitan areas = 53%, inland areas = 47%). The employees self-reported on their personal factors (emotional intelligence and self-esteem) and job retention factors. Regression analysis revealed personal factors as a composite variable to predict the talent retention factors of job characteristics, supervisor support, career opportunities, and work/life balance. Furthermore, the results indicated no significant differences in personal factors and retention factors by geographical location. The findings contribute new insights to the talent retention literature by presenting the importance of the personal attributes and demographical differences of employees.     

Substance Use Among High School Athletes

SUMMARY

During the past two decades, prevention specialists have responded to concerns about youthful substance use by developing a variety of programs. The most effective of these programs have been based upon our understanding of the risk and protective factors involved. While student-athletes generally share the same level of risk as other high school students, as a group, they may have other characteristics that can be considered. In addition, the special socializing experience of participating in athletics may present special opportunities for prevention. We suggest that it is prudent to build upon important lessons in designing programs for student athletes and we provide, as a starting point, an overview of twelve key processes with demonstrated impact.     

From Penis Envy to Goddesses in Everywoman:

No abstract available for this article.