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Journal articles on the topic 'College student behavior'
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Cole, James S., and Ali Korkmaz. "Estimating college student behavior frequencies." Journal of Applied Research in Higher Education 5, no. 1 (April 19, 2013): 58–71. http://dx.doi.org/10.1108/17581181311310270.
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LeBlanc, Cary J. "Characteristics Shaping College Student Organizational Citizenship Behavior." American Journal of Business Education (AJBE) 7, no. 2 (March 28, 2014): 99–108. http://dx.doi.org/10.19030/ajbe.v7i2.8468.
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This study explored the concept of Organizational Citizenship Behavior (OCB) in relation to undergraduate college students. The extensive research on OCB within traditional work environments indicates that while workers who demonstrate OCB usually receive more favorable performance evaluations, those behaviors also help build community and culture within the organization. This study expands the extant research by examining OCB of college students, where very few studies exist. For this research 490 undergraduate students completed an online survey, where we looked to identify correlations between OCB and four variables: gender, year in school, religious practice, and major. The statistically significant correlation between three of these variables and OCB will help faculty and student life staff identify and encourage OCB in their students. It will also help students be more successful in school, help prepare them for careers, while also enriching the college community.
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Ellenbogen, Stephen, Durand Jacobs, Jeffrey Derevensky, Rina Gupta, and Tom Paskus. "Gambling Behavior Among College Student-Athletes." Journal of Applied Sport Psychology 20, no. 3 (July 18, 2008): 349–62. http://dx.doi.org/10.1080/10413200802056685.
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Thomas, Ryan L. "Systems for Guiding College Student Behavior." NASPA Journal 25, no. 1 (July 1, 1987): 54–61. http://dx.doi.org/10.1080/00220973.1987.11072029.
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Davidson, Curt, and Alan Ewert. "College Student Commitment and Outdoor Orientation Programming." Journal of Experiential Education 43, no. 3 (June 1, 2020): 299–316. http://dx.doi.org/10.1177/1053825920923709.
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Background: Increasingly colleges and universities are utilizing Outdoor Orientation Programs (OOPs) to help incoming students assimilate into college life. These programs have shown promise in recent analyses for enhancing desired outcomes with particular consideration shown to pro-social behavior and retention outcomes. Purpose: To examine how effective OOPs are in preparing students for a successful college student experience, particularly with variables known to influence student success and commitment to college. Methodology/Approach: Data were collected from four universities across the United States. Participants in this study were 205 undergraduate students from 17 to 25 years old who self-enrolled in their respective institutions OOP. This study used the College Student Readiness Inventory to generate a hypothesis concerning the possible effects of an OOP experience concerning predictive and outcomes variables relative to college student commitment. Findings/Conclusions: Using SmartPLS, the main effects of the OOP indicated predictive relationships between Commitment to College and Goal Striving, Communication Skills, Social Activity, Emotional Reactivity, Study Skills, and Social Connection. Academic Self-Discipline, Academic Self-Confidence, and Self-Determination on Commitment to College. Implications: Study findings suggest specific connections between predicting college student commitment before and after an OOP.
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Meng, Hai Liang. "Research on College Student Low-Carbon Consumption Behavior." Advanced Materials Research 1073-1076 (December 2014): 2553–56. http://dx.doi.org/10.4028/www.scientific.net/amr.1073-1076.2553.
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Low-carbon consumption plays an extremely important role in low-carbon economy, and the low-carbon consumption behavior of college students is very important. This paper learned the status and problems of college student low-carbon consumption via questionnaire, analyzed the causes and proposed the countermeasures and suggestions.
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Darolia, Rajeev. "Messengers of Bad News or Bad Apples? Student Debt and College Accountability." Education Finance and Policy 10, no. 2 (April 2015): 277–99. http://dx.doi.org/10.1162/edfp_a_00161.
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Student loan debt and defaults have been steadily rising, igniting public worry about the associated public and private risks. This has led to controversial regulatory attempts to curb defaults by holding colleges, particularly those in the for-profit sector, increasingly accountable for the student loan repayment behavior of their students. Such efforts endeavor to protect taxpayers against the misuse of public money used to encourage college enrollment and to safeguard students against potentially risky human capital investments. Recent policy proposals penalize colleges for students’ poor repayment performance, raising questions about institutions’ power to influence this behavior. Many of the schools at risk of not meeting student loan default measures also disproportionately enroll low-income, nontraditional, and financially independent students. Policy makers therefore face the challenge of promoting the efficient use of public funds and protecting students while also encouraging access to higher education.
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Montgomery, Robert L., and Frances M. Haemmerlie. "Undergraduate Adjustment to College, Drinking Behavior, and Fraternity Membership1." Psychological Reports 73, no. 3_part_1 (December 1993): 801–2. http://dx.doi.org/10.1177/00332941930733pt113.
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This study examined the relationship between adjustment to college as measured by Baker and Siryk's 1986 Student Adaptation to College Questionnaire, drinking patterns, and various aspects of student life (e.g., fraternity or sorority membership). A total of 114 students participated. Pearson product-moment correlations indicated several significant relationships.
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Dunleavy, Katie Neary, Matthew M. Martin, Maria Brann, Melanie Booth-Butterfield, Scott A. Myers, and Keith Weber. "Student Nagging Behavior in the College Classroom." Communication Education 57, no. 1 (January 2008): 1–19. http://dx.doi.org/10.1080/03634520701678679.
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Liu, Haobing, Yanmin Zhu, Tianzi Zang, Yanan Xu, Jiadi Yu, and Feilong Tang. "Jointly Modeling Heterogeneous Student Behaviors and Interactions among Multiple Prediction Tasks." ACM Transactions on Knowledge Discovery from Data 16, no. 1 (July 3, 2021): 1–24. http://dx.doi.org/10.1145/3458023.
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Prediction tasks about students have practical significance for both student and college. Making multiple predictions about students is an important part of a smart campus. For instance, predicting whether a student will fail to graduate can alert the student affairs office to take predictive measures to help the student improve his/her academic performance. With the development of information technology in colleges, we can collect digital footprints that encode heterogeneous behaviors continuously. In this article, we focus on modeling heterogeneous behaviors and making multiple predictions together, since some prediction tasks are related and learning the model for a specific task may have the data sparsity problem. To this end, we propose a variant of Long-Short Term Memory (LSTM) and a soft-attention mechanism. The proposed LSTM is able to learn the student profile-aware representation from heterogeneous behavior sequences. The proposed soft-attention mechanism can dynamically learn different importance degrees of different days for every student. In this way, heterogeneous behaviors can be well modeled. In order to model interactions among multiple prediction tasks, we propose a co-attention mechanism based unit. With the help of the stacked units, we can explicitly control the knowledge transfer among multiple tasks. We design three motivating behavior prediction tasks based on a real-world dataset collected from a college. Qualitative and quantitative experiments on the three prediction tasks have demonstrated the effectiveness of our model.
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Williams, Alvin J., and Ben Oumlil. "College student financial capability." International Journal of Bank Marketing 33, no. 5 (July 6, 2015): 637–53. http://dx.doi.org/10.1108/ijbm-06-2014-0081.
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Purpose – The reviewed literature emphasized that the student loan debt issues have a lot of connections to the economy. This conclusion is in support with broader evidence that high student debt levels are a drag on economic growth. Additionally, disadvantaged and other vulnerable groups, including students, are more likely to be excluded from the formal, regulated financial sector and not be able to take advantage of mainstream financial service providers (e.g. lack access to credit, insurance, and other formal financial services). Among the primary reasons cited for this financial exclusion has to do with a lack of understanding or familiarity with traditional financial services. The aim of this paper is to look at alternate approaches in promoting financial literacy to manage the huge private debt burden facing this important segment of the population. The purpose of this paper is to advance a model of college students’ financial capabilities enhancement to partially alleviate some of the problems related to deficits in financial knowledge among this population. The integrative model provides a framework to be operationalized by institutional decision-makers and policymakers at all levels. The model can be adapted to fit unique institutional circumstances and culture. Successful implementation of the model has the potential to enhance the quality of financial health among college students and young adults. Design/methodology/approach – The manuscript’s aim is to advance a model of college students’ financial capabilities in an effort to prevent their financial exclusion. The proposed model provides a framework to be operationalized by institutional decision-making processes. The model offers six distinct, but inter-related components – antecedent variables, program design and implementation, delivery modalities, program content, behavioral outcomes, and measurement and assessment. Findings – The underlying raison d’etre for the model is to offer a comprehensive, inclusive, across-the-board roadmap to guide universities, and other organizations in conceptualizing, planning, organizing, implementing, and assessing financial education-related systems and processes designed to enhance the long-term financial choices and behaviors of students. Through careful consideration of each of the phases of the model, decision-makers at all levels and all types of organizations should have a stronger grasp of the depth and breadth of actions required to effect the desired changes in students’ financial behavior. Research limitations/implications – As with any paper there are limitations. The paper is conceptual and lacks data to test some of the linkages. Future research efforts should posit specific propositions to be tested based on the linkages offered in the model. Given the nature of the research theme, there is considerable benefit from taking a case-based approach to future research to offer more in-depth analyses of student financial literacy deficits across different situations and types, student markets, and educational institutions. The current research could also benefit from a stronger cross-cultural focus. While huge college student debt is probably more burdensome in the USA, it is helpful to get input from students in countries that lack a tradition of heavy borrowing to pay for college costs. Researching debt management trends across cultures should provide useful micro- and macro-economic data for policymakers and others. Practical implications – The paper introduces a model of college students’ financial capabilities enhancement and financial exclusion’s prevention that offers one avenue to partially remedy the direct and indirect ills perpetrated and perpetuated by insufficient financial knowledge among young adults, especially the college segment (i.e. to promote financial inclusion and financial exclusion’s prevention). The model provides a comprehensive and integrative path for college administrators and others to consider when designing programs to enhance the overall financial knowledge acumen and savvy of college students. Specifically, the model discusses antecedent variables, program design and implementation, delivery modalities, program content, behavioral outcomes, and measure and evaluation options. Social implications – There is considerable concern among students, parents, marketers, and public policymakers regarding deficiencies in financial knowledge and capabilities among the young adult population. Students have massive student loan debt, collectively, and there is a multifaceted clarion call to develop integrative solutions to this daunting scenario. The paper discusses the gravity and consequences of financial literacy deficits among college students and some associated solutions. Originality/value – The model offers six distinct, but inter-related components – antecedent variables, program design and implementation, delivery modalities, program content, behavioral outcomes, and measurement and assessment. The model is posited as an “intervention strategy” capable of strengthening the capacity of young college adults to make informed financial decisions, thus impacting their quality of life over the long run. In particular the model offers a form of empowerment to this consumer segment. As stated, the underlying raison d’etre for the model is to offer a comprehensive, inclusive, across-the-board roadmap to guide universities and other organizations in conceptualizing, planning, organizing, implementing, and assessing financial education-related systems and processes designed to enhance the long-term financial choices and behaviors of students. Through careful consideration of each of the phases of the model, decision-makers at all levels and all types of organizations should have a stronger grasp of the depth and breadth of actions required to effect the desired changes in students’ financial behavior.
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Nippert, Karen. "Influences on the Educational Degree Attainment of Two-Year College Students." Journal of College Student Retention: Research, Theory & Practice 2, no. 1 (May 2000): 29–40. http://dx.doi.org/10.2190/8788-r3at-wtqc-h229.
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With increasing numbers of students enrolling at two-year colleges, it is clear that additional research is needed to understand and predict the persistence behavior of this group of students. The central purpose of this study was to examine the effects of students' backgrounds, academic and social integration, external influences, and institutional satisfaction on the educational degree attainment of students who began their college experience at two-year colleges. The findings of this study are consistent with previous research and confirm the relationship of college academic activities and college grade point average with student persistence. Students' willingness to re-enroll in their freshman college was also found to positively influence educational degree attainment.
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Jaquette, Ozan. "Funding for Performance and Equity: Student Success in English Further Education Colleges." education policy analysis archives 14 (September 27, 2006): 24. http://dx.doi.org/10.14507/epaa.v14n24.2006.
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The impact of performance funding on community college student outcomes is a contested issue. Performance funding policies in most U.S. states involve too small a proportion of funding to change college behavior. English further education colleges are similar to U.S. community colleges. 1992 policy reforms in England centralized policy control, and implemented a per-pupil funding formula; 10% of all funding is based on student success but other components of the funding formula pay colleges more money for enrolling disadvantaged students. This research uses five years of student level data to test the impact of these policies. Overall student success rates rose by 10% during the five-year period, with the largest gains made by ethnic minorities, adult basic education students, and students from disadvantaged neighborhoods. Although the English system depends on regulatory agencies that do not exist in the U.S., the major assertion of this research is that market-based funding policies˜if properly designed˜can promote equity in educational achievement.
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Zhao, Yanxia, Wei Ren, and Zheng Li. "Prediction of English Scores of College Students Based on Multi-source Data Fusion and Social Behavior Analysis." Revue d'Intelligence Artificielle 34, no. 4 (September 30, 2020): 465–70. http://dx.doi.org/10.18280/ria.340411.
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Multi-source data fusion is the premise of applying big data technology in specific fields. Inspired by the theory on multi-source data fusion, this paper fuses various data on college students, including motion trajectories, consumptions, and social behaviors, and adopts support vector machine (SVM), a machine learning (ML) classifier to predict the English scores of college students. The behavior trajectories were taken into account, because this type of data represents the social similarity between students. Specifically, the behavioral features of college students were extracted, and subject to principal component analysis (PCA). Based on these features, the correlation between student score and social relation was analyzed, and used to predict the English scores of college students. Experimental results show that our method can accurately reflect the relationship between the social behaviors and course scores of college students.
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Huéscar Hrnández, Elisa, Juan Antonio Moreno-Murcia, Luís Cid, Diogo Monteiro, and Filipe Rodrigues. "Examining the dark side of motivation on life satisfaction in college students: does grit matter?" Behavioral Psychology/Psicología Conductual 29, no. 1 (April 1, 2021): 111–25. http://dx.doi.org/10.51668/bp.8321106n.
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Even though teachers can have an important effect on the regulation of student behavior, the existing scientific literature has hardly explored the simultaneous influence of personal traits and social factors to promote student well-being. This study examined the mediating role of amotivated behavior and the relationship with teacher controlling behaviors, grit, and satisfaction with life. A total of 474 college students (female= 135; male= 339) participated in the study. All participants completed a multi-section survey assessing the constructs under analysis. Results from the structural model analysis displayed acceptable fit and amotivation played a mediating role in the relationship between grit-perseverance and life satisfaction but not for grit-passion. These findings provide evidence regarding adequate teacher behavior and the importance of measuring student grit in the classroom setting. These findings provide new insights into the understanding of teacher motivational behaviors and student learning processes that influence student behavioral regulations and affective outcomes.
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Wang, Si Yao. "The Application of Logit Model in College Students’ Financial Investment Behavior." Advanced Materials Research 1079-1080 (December 2014): 1080–83. http://dx.doi.org/10.4028/www.scientific.net/amr.1079-1080.1080.
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Investment management is becoming increasingly popular among college students, college student has become a financial investment groups that cannot be ignored. This paper is divided into three parts, the first part focuses on the contemporary situation of college students' financial investment; the second part focuses on that based on the Logit model state the factors that affect College students' financial investment., the last part introduced that high institutions how to improve the students' financial investment capacity.
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Walker, Sara, and Merith Cosden. "Reliability of college student self-reported drinking behavior." Journal of Substance Abuse Treatment 33, no. 4 (December 2007): 405–9. http://dx.doi.org/10.1016/j.jsat.2007.02.001.
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Shen, Xiaoying, and Chao Yuan. "A College Student Behavior Analysis and Management Method Based on Machine Learning Technology." Wireless Communications and Mobile Computing 2021 (August 2, 2021): 1–10. http://dx.doi.org/10.1155/2021/3126347.
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A digital campus will generate a large amount of student-related data. How to analyze and apply these data has become the key to improving the management level of students. The analysis of student behavior data can not only assist schools in early warning of dangerous events and strengthen school safety but also can use real data to describe student behavior, thereby providing quantitative data support for scholarship and grant evaluation. This paper takes a university student as the research object, collects various data in the digital campus platform, and uses an adaptive K -means algorithm in the machine learning algorithm to cluster the data. Analyze the behavior of college students from the clustering results, so as to provide a basis for the education management and learning ability improvement of college students. Specifically, the student’s study, life, and consumption data are selected as the data to describe the student’s behavior at school. This data is input into the adaptive K -means algorithm to obtain different types of student consumption habits, living habits, and learning habits. Through the analysis results, it can be found that the problem of the group of students with low financial ability, the problem of too long online time for students, and the number of books borrowed are too low. According to the characteristics of these problems, teachers and schools are provided with targeted management suggestions. The analysis of student behavior based on machine learning technology provides a reference for the formulation of students’ school management policies and provides teachers with information on students’ personality characteristics, which is conducive to improving teachers’ teaching effects. In short, the management of the results of student behavior analysis can provide a basis for the school to formulate reasonable management policies, thereby promoting precision management and scientific decision-making.
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Kusvanti, HeniIkke, Suhendro Suhendro, and Riana R. Dewi. "INDIVIDUAL FACTORS THAT INFLUENCE THE ETHICAL BEHAVIOR OF ACCOUNTING STUDENT." eBA Journal: Journal Economics, Bussines and Accounting 5, no. 1 (February 13, 2019): 1–10. http://dx.doi.org/10.32492/eba.v5i1.705.
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This research aims to find out how the influence of gender, ethical sensitivity, locus of control, and the understanding of the code of ethics the ethical behaviour against the accountant accounting students at universities in Surakarta. The population in this research are undergraduate students program of study had been completed accounting auditing courses at the Islamic University of Surakarta Batik, Slamet Riyadi, University and high school Economics. Sampling technique used was simple random sampling technique. Methods of analysis used was multiple linear regression analysis. The results of this research show that gender, ethical sensitivity and locus of control have no effect against the ethical behavior of college students in Surakarta. While the understanding of the code of ethics to ethical behavior of college students in Surakarta. The value of the coefficient of determination (R2) of 0.102. This indicates that the variansi variable on the practice of ethical behavior of college students in higher education in Surakarta amounted to 10.2% can be explained by the variable gender, ethical sensitivity, locus of control and understanding of the code of ethics of accountants, while the rest 89.8% is explained by factors – factors other than that examinedThis research aims to find out how the influence of gender, ethical sensitivity, locus of control, and the understanding of the code of ethics the ethical behaviour against the accountant accounting students at universities in Surakarta. The population in this research are undergraduate students program of study had been completed accounting auditing courses at the Islamic University of Surakarta Batik, Slamet Riyadi, University and high school Economics. Sampling technique used was simple random sampling technique. Methods of analysis used was multiple linear regression analysis. The results of this research show that gender, ethical sensitivity and locus of control have no effect against the ethical behavior of college students in Surakarta. While the understanding of the code of ethics to ethical behavior of college students in Surakarta. The value of the coefficient of determination (R2) of 0.102. This indicates that the variansi variable on the practice of ethical behavior of college students in higher education in Surakarta amounted to 10.2% can be explained by the variable gender, ethical sensitivity, locus of control and understanding of the code of ethics of accountants, while the rest 89.8% is explained by factors – factors other than that examined
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da Rocha, Marina Monzani, Gabriela Andrade da Silva, Leandro Nascimento, José de Oliveira Siqueira, and Emma Otta. "Cheating on College Examinations." Psychological Reports 100, no. 2 (April 2007): 379–86. http://dx.doi.org/10.2466/pr0.100.2.379-386.
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The aim of this study was to investigate the influence of contexts on cheating attitudes and behavior among Brazilian undergraduates. Participants were 77 Previous Choice Engineering and 70 Late Choice Engineering students. Previous Choice students enter the desired field chosen by examination, whereas Late Choice students' grades during the two first college years give them preference to choose the field. Their self-reported attitudes and behaviors were compared with those of 82 chemistry undergraduates from two universities (UNI-C and USP-C). The Late Choice students reported significant negative opinion about cheating, whereas Previous Choice students, especially women, reported significant favorable opinion. Furthermore, Previous Choice students reported colleagues more frequently gave them answers on examinations than Late Choice students. The two university groups in chemistry had intermediate scores. Deterrents of cheating strongly embedded in the student culture were found among Late Choice engineering undergraduates which may be explained by social learning theory.
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Geyer, Paul D. "Defining and measuring student adjustment-seeking behavior." Journal of Applied Research in Higher Education 8, no. 4 (October 10, 2016): 414–23. http://dx.doi.org/10.1108/jarhe-04-2015-0030.
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Purpose The purpose of this paper is to describe and define the concept of student adjustment-seeking behavior, differentiating it from the related behaviors of compliance-seeking, and help-seeking. Design/methodology/approach Based on a survey of college students, documentation is provided as to the frequency of occurrence of student adjustment-seeking behavior. Also presented is empirical, albeit exploratory, evidence of a statistically significant correlation between self-reports of prior adjustment-seeking behavior, and adjustment-seeking likelihood. Findings In support of the study hypothesis, a moderately high, bivariate correlation was observed between adjustment-seeking likelihood and prior adjustment-seeking behavior. Originality/value Further attention to the topic and measurement of adjustment-seeking behavior would seem to be justified and continued efforts to validate the measure of adjustment-seeking likelihood may be fruitful in efforts to better understand adjustment-seeking behavior. Research recommendations, practical applications, and study limitations are discussed.
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Xie, Yunfang, Su Zhang, and Yingdi Liu. "Abnormal Behavior Recognition in Classroom Pose Estimation of College Students Based on Spatiotemporal Representation Learning." Traitement du Signal 38, no. 1 (February 28, 2021): 89–95. http://dx.doi.org/10.18280/ts.380109.
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Artificial intelligence and fifth generation (5G) technology are widely adopted to evaluate the classroom poses of college students, with the help of campus video surveillance equipment. To ensure the effective learning in class, it is important to detect and intervene in abnormal behaviors like sleeping and using cellphones in time. Based on spatiotemporal representation learning, this paper presents a deep learning algorithm to evaluate classroom poses of college students. Firstly, feature engineering was adopted to mine the moving trajectories of college students, which were used to determine student distribution and establish a classroom prewarning system. Then, k-means clustering (KMC) was employed for cluster analysis on different student groups, and identify the features of each group. For a specific student group, the classroom surveillance video was decomposed into several frames; the edge of each frame was extracted by edge detection algorithm, and imported to the proposed convolutional neural network (CNN). Experimental results show that our algorithm is 5% more accurate than the benchmark three-dimensional CNN (C3D), making it an effective tool to recognize abnormal behaviors of college students in class.
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Beauchemin, James, Todd Gibbs, and Paul Granello. "Wellness Promotion Courses in University Settings: A Review of the Outcome Research." Building Healthy Academic Communities Journal 2, no. 1 (June 20, 2018): 36. http://dx.doi.org/10.18061/bhac.v2i1.6344.
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Background: Improving college student wellness continues to be a challenge due to concerns related to lifestyle, unhealthy behavior, and lack of accessible supports, often resulting in poor academic performance and high drop-out rates. As a result there has been an increase in wellness-promoting academic courses across colleges and universities with the goal of helping students to establish healthy lifestyle behaviors.Aim: This article critically reviews the existing literature related to college courses designed to promote student wellness.Methods: This scoping review examines research related to courses designed to improve wellness within the college student population between the years 2000-2017 using multiple electronic databases. Results: Review findings include a lack of rigorous research designs, lack of integration of evidence-based models of wellness, challenges associated with consensus conceptualizations of wellness, fidelity, and replicability of wellness-related courses.Conclusions: Wellness as an emerging paradigm continues to gain attention in the literature, particularly related to college students. However, there is a need for more rigorous study designs, examination of mechanisms of change, and consensus related to conceptualizations of wellness and component definitions to inform wellness-promotion efforts, and ultimately support health-enhancing change within the existing lifestyle culture on college campuses.
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Polinsky, Tracy L. "Understanding Student Retention through a Look at Student Goals, Intentions, and Behavior." Journal of College Student Retention: Research, Theory & Practice 4, no. 4 (February 2003): 361–76. http://dx.doi.org/10.2190/h9hv-5m07-rufd-na39.
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Historically, retention, persistence, and graduation rates have been used as indicators of a college's success. While these measures may shed light on what is happening among an institution's students, they are not always as meaningful as they appear. This community college believed that these performance indicators were not accurately reflecting the success of its students. As an offshoot of the college's Retention Committee, the Student Intention Survey was created and administered to the college's credit students as a means to identify student goals, accomplishment of these goals, and how they relate to retention. The results of this study helped explain student retention in terms of student goals and intentions, and identified factors related to positive and negative attrition.
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Phillips, Sharon Campbell. "Socialization as a Way for Improving Student Morality Behavior." SIASAT 5, no. 4 (October 31, 2020): 103–16. http://dx.doi.org/10.33258/siasat.v5i4.75.
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This paper explores whether the college level educational institutions in Bangladesh ensure scopes enough to teach, learn and exercise morality behaviors from the part of the learners. The data were collected from the fifty participants of targeted population of a ‘X’ college of Bangladesh. A semi-structured questionnaire was used as data collection instrument and both qualitative and quantitative data were intended to receive. The sample was selected through snowball sampling procedure from the ‘Y’ department of ‘X’ college. ‘Y’ department was selected randomly. Then, data was analyzed on the basis of ratio and nominal scale to analyze the data.
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Firdausiah, Salsabiah, and Arum Etikariena. "Perilaku Kerja Inovatif dan Efikasi Diri Kreatif pada Mahasiswa." Psikologika: Jurnal Pemikiran dan Penelitian Psikologi 26, no. 1 (January 31, 2021): 57–84. http://dx.doi.org/10.20885/psikologika.vol26.iss1.art4.
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Recently companies need employees with innovative work behavior. Therefore, it is very important to prepare students as employee candidates to own this behavior since they are still in college. However, research on innovative work behavior among college students and the variables associated with it is still quite few, especially in Indonesia. This correlational research was then conducted to look at the relationship between creative self-efficacy and innovative work behavior among college students. The respondents were 539 undergraduate students at Universitas Indonesia, at least in fourth semester. This research is a quantitative study, using the Pearson Correlation statistical technique. It argues that there is a positive and significant relationship between creative self-efficacy and innovative work behavior among college students, r (538) = .67, p = .00 (p < .01, one-tailed). The effect size is quite large, because it has r > .50. This result might contribute in adding literature on innovative work behavior among college students. Keywords: college student, creative self-efficacy, innovative work behavior
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Lundquist, Cara, Rebecca J. Spalding, and R. Eric Landrum. "College Student's Thoughts about Leaving the University: The Impact of Faculty Attitudes and Behaviors." Journal of College Student Retention: Research, Theory & Practice 4, no. 2 (August 2002): 123–33. http://dx.doi.org/10.2190/flal-7am5-q6k3-l40p.
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College students at a large Western university ( N = 729) were surveyed about 19 potential faculty attitude and behavior items and the items relative impact on student's thoughts about leaving the university. Three issues have a significant impact on predicting student thoughts about leaving the university: faculty members being supportive of student needs, returning telephone calls and e-mails in a timely fashion, and being approachable. The magnitude of the impact of these items on student retention also varies as a function of gender and year in school. Faculty members need to be aware of the impact their attitudes and behaviors have in students' decisions to leave the university.
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Berger, Joseph B. (Joseph Buryl). "Organizational Behavior at Colleges and Student Outcomes: A New Perspective on College Impact." Review of Higher Education 23, no. 2 (2000): 177–98. http://dx.doi.org/10.1353/rhe.2000.0001.
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Reyaan, Maria Novita, and TA Prapancha Hary. "HUBUNGAN ANTARA KEPERCAYAAN DIRI DENGAN PERILAKU MENYONTEK PADA MAHASISWA UST." JURNAL SPIRITS 6, no. 1 (April 27, 2017): 18. http://dx.doi.org/10.30738/spirits.v6i1.1068.
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ABSTRACT The purpose of this study is to determine of the Relationship Self Confidence with Behavior Cheating of college student in University Sarjanawiyata Tamansiswa and to know the significant of Self Confidence function to percepsion of behavior cheating. Subjects in this study were between 18 – 24 years old college student of the University Sarjanawiyata Tamansiswa. Sampling technique was cluster random sampling . The method of analysis used in this study is the Product Moment Correlation. Result of data analysis variable Self Confidance with variable Behavior Cheating the value r -0,681 with p = 0.000 ( p < 0,05 ). Based on the results of the correlation can be stated that there is a significant negative relationship between Self Confidence by Behavior Cheating college student Universitas Sarjanawiyata Tamansiswa. Correlation test results showed that the variable Self Confidence with Behavior Cheating of college student has determinant coefficient of 46%. It shows that 54% that Behavior Cheating of college student is fixed by other factors that give influence. Keywords: Self Confidence, Behavior Cheating
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Cellini, Stephanie Riegg, and Rajeev Darolia. "High Costs, Low Resources, and Missing Information: Explaining Student Borrowing in the For-Profit Sector." ANNALS of the American Academy of Political and Social Science 671, no. 1 (April 27, 2017): 92–112. http://dx.doi.org/10.1177/0002716217696255.
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This article examines the borrowing behavior of students enrolled in for-profit colleges, asking how and why their borrowing differs relative to students pursuing postsecondary education in other sectors. We employ statistical decompositions to understand the extent to which variation in borrowing across sectors can be attributed to observed characteristics of students and of higher education institutions. Drawing on nationally representative data on undergraduate students, we show that college costs of attendance are the primary observed driver of the large differences in borrowing between students in for-profit institutions and those in other sectors. However, a substantial portion of borrowing differences remains unexplained by these high costs, low student financial resources, and variation in college attendance patterns. Further, there is little evidence that changes in these characteristics can explain the rise in student borrowing in the for-profit sector over time. We discuss how these findings present challenges to regulation of the for-profit sector, and the extent to which policymaking can encourage prudent borrowing and college choice decisions.
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Wu, Shaofei, and Krzysztof Adamsk. "Intervention effect of cognitive behaviour therapy under suicidology on psychological stress and emotional depression of college students." Work 69, no. 2 (June 24, 2021): 697–709. http://dx.doi.org/10.3233/wor-213510.
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BACKGROUND: The suicide of college students had been a social topic attracting people’s attention, and the generation of suicidal ideation was an inevitable link in the psychological process of suicidal behavior. It was the focus of many researches whether the pressure of college students with suicidal ideation can be detected and relieved in time. OBJECTIVE: The study aimed to analyze the therapeutic effect of cognitive behaviour therapy on psychological stress, depression, and other negative emotions of college students with suicide ideation. METHODS: 114 people from 1,158 college students with suicide ideation in the Wuhan area were divided into an experimental group and a control group in this study. Students in the experimental group were given with the cognitive behaviour therapy, and students in the control group were not intervened in any way. The suicide ideation scale (despair, optimism, and sleep), psychological stress test rating, and self-reporting inventory (somatization, compulsion, interpersonal relationship, depression, anxiety, hostility, terror, delusion, and psychosis) were used to evaluate the objects in the pre-test stage, intermediate-test stage, and the tracking-test stage. The multivariate logistic regression was adopted to analyze the influencing factors of the suicide ideation of the college student. RESULTS: The suicide ideation of the college student was significantly positively correlated with the psychological stress, depression, interpersonal sensitivity, anxiety, and psychosis (P > 0.05); the total score of suicide ideation, despair, optimism, and sleep in the experimental group were lower than those in the control group (P < 0.05) in the intermediate-test stage and the tracking-test stage (P < 0.05); the psychological stress, depression, and anxiety of the college students in the experimental group in the intermediate-test and tracking-test stage were slighter than those in the control group (P < 0.05); the somatization, compulsion, and interpersonal relationship of students in the experimental group were significantly lower than those in the control group (P < 0.05). CONCLUSIONS: The psychological stress, depression, interpersonal sensitivity, anxiety, and psychosis were all risk factors for the college student to have suicide ideation. Negative emotions such as psychological stress, emotional depression, and anxiety of the college student with suicide ideation could be improved effectively by cognitive behaviour therapy, and the level of suicide ideation could be reduced finally.
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Aboul-Enein, Basil H., and Joshua Bernstein. "Promoting Dietary Behavior Using the Mediterranean Diet in an Online College Environment." Californian Journal of Health Promotion 12, no. 2 (September 1, 2014): 107–11. http://dx.doi.org/10.32398/cjhp.v12i2.2155.
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Background and Purpose: The prevalence of obesity has prompted calls for broad public health education solutions to reduce, if not reverse, overweight and obesity among college students in the United States. This study investigated change in student dietary behavior and food choices following an education intervention that introduced the Mediterranean diet (MD) as a weight management tool in a Houston, Texas community college. Methods: Online survey data were collected at pre-test and post-test assessments from a convenience sample of 65 college students enrolled in an online undergraduate nutrition course during the summer of 2013. The Mediterranean Diet Quality Index (KIDMED) survey evaluated dietary behavior change based on the MD Principals. Results: The intervention improved total participant population from a mean KIDMED score of poor (4.12) to a mean score of high (8.45), indicating improved dietary behavior change, particularly among men. Significant differences in KIDMED change scores by ethnicity and heart disease (HD) history were also observed. Conclusion: This study provides a unique pedagogical illustration of e-learning to promote MD patterns among college student populations.
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Dornier, Lucien J., Katharine J. Fauquier, April R. Field, and Michael C. Budden. "Understanding And Confronting Alcohol-Induced Risky Behavior Among College Students." Contemporary Issues in Education Research (CIER) 3, no. 6 (November 9, 2010): 45. http://dx.doi.org/10.19030/cier.v3i6.214.
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Confronting alcohol abuse is a challenge for most higher education institutions. Each year, students are admitted to hospitals for issues arising from the misuse of alcohol. The deaths of some engaged in alcohol related activities is especially worrisome. Factors such as age and financial standing could impact the likelihood of abuse. So-called drinking “games” have potentially altered student perceptions of alcohol consumption and may lead to reckless behavior. This study looks at perceptions of alcohol use among college students and investigates the level of support a late night shuttle system might garner if offered to students on a college campus.
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Rhodes, Nancy, Bridget Potocki, and Sarah Thomas. "Predicting College Student Drinking and Smoking Intentions With Cognitively Accessible Attitudes and Norms." Health Education & Behavior 46, no. 2 (January 10, 2019): 267–74. http://dx.doi.org/10.1177/1090198118818238.
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Understanding the factors that make college students more likely to drink alcohol and smoke cigarettes is key to developing effective interventions in order to reduce these behaviors. This study sought to understand entering college students’ intentions to engage in smoking and drinking behavior by examining the cognitive accessibility (ease of retrieval from memory) of attitudes and norms for drinking. A sample of 413 first-year college students living in on-campus residence halls participated in the study in the first 2 weeks of their first semester of college. Reaction time measures of attitudes and norms assessed the cognitive accessibility of these constructs. Hierarchical linear regression analysis was conducted. Results indicated that the cognitive accessibility of both attitudes and peer injunctive norms predicted behavioral intentions to drink and smoke. Our findings indicate that when injunctive peer norms are accessible from memory, they are better predictors of drinking and smoking intentions than descriptive norms or injunctive family norms. Our work provides important guidance for interventions to reduce risky behavior in college students and suggests that emphasizing social costs of these behaviors may be a promising strategy.
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Othman, Norasmah, and Rafiza Mohd Asiar. "Entrepreneurial Behavior and Intentions among Bumiputera’s Students." GATR Global Journal of Business Social Sciences Review 7, no. 4 (December 30, 2019): 239–47. http://dx.doi.org/10.35609/gjbssr.2019.7.4(4).
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Objective - Unemployment and marketability among graduates are the country’s current issues. This became clear when the unemployment percentage among graduates continued to increase yearly. Therefore, entrepreneurship education has been chosen as an alternative solution. However, currently, student involvement in entrepreneurship is still low. As low involvement occurs among students, especially those in private colleges, students may lack entrepreneurial behavior and intentions. Therefore, this study aims to identify the level of the entrepreneurial behavior and intentions among Bumiputra’s students studying in Kuala Lumpur’s private colleges. Methodology/Technique – A total of 387 students participated in a quantitative survey. Using a questionnaire as the study’s research instrument, the data were analyzed using SPSS version 22.0. Finding - The findings showed that the entrepreneurial behavior and intentions among students are at a moderate level. Pearson correlation coefficients indicated a significantly positive, although moderate, relationship between entrepreneurial behavior and entrepreneurial intentions. The result suggests that to increase the number of entrepreneurs among students in Malaysia, all stakeholders should be involved in inculcating an entrepreneurial culture. Novelty -An innovative and practical-based entrepreneurship curriculum should be developed to encourage students to choose entrepreneurship as a career option upon graduation. Type of Paper: Empirical. Keywords: Entrepreneurial Behavior; Entrepreneurial Intention; College Student; Entrepreneurship Education; Bumiputera Reference to this paper should be made as follows: Othman, N; Asiar, R.M., R. 2019. Entrepreneurial Behavior and Intentions among Bumiputera’s Students, Global J. Bus. Soc. Sci. Review 7(4): 239 – 247. https://doi.org/10.35609/gjbssr.2019.7.4(4) JEL Classification: G100, I20.
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Arnold, Danielle M., Christopher J. Mortensen, Andrew C. Thoron, Jon K. Miot, and Emily K. Miller-Cushon. "Identifying the optimal course delivery platform in an undergraduate animal behavior research course1." Translational Animal Science 2, no. 3 (June 6, 2018): 311–18. http://dx.doi.org/10.1093/tas/txy066.
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Abstract There is a critical need to evaluate pedagogical delivery platforms best suited for undergraduates in the information age. Our goal was to identify the optimum course delivery platform for a basic research course based on student performance and critical thinking scores. Students were expected to plan, conduct, and report on an animal behavior research project of their own design. The course was taught in three different formats: traditional, online, and flipped, over 2 yr by the same instructor at both the University of Florida and Santa Fe College. Student assessments included weekly quizzes, assignments, a written report, a poster presentation, and attendance. We conducted pre- and postassessments using the Cornell Critical Thinking Test (CCTT). Students’ grades differed depending on format delivery and were also different between University of Florida and Santa Fe College students. For students at the University of Florida, quiz grades and poster grades did not differ (P < 0.50) between formats. However, assignment grades (P = 0.04) and report grades (P < 0.001) differed by format and were higher in the flipped and online-only version of the course, compared with traditional. For students at the Santa Fe College, quiz grades (P = 0.71) did not differ, but assignment (P < 0.001), report (P = 0.003), and poster (P < 0.001) grades were higher in the flipped and traditional format of the course. Within the flipped format at the University of Florida, student CCTT scores increased (P < 0.001) between pre- and posttest, whereas the scores within the other formats did not differ. When we compared the magnitude of change between pre- and posttest scores across formats, students at the University of Florida in the flipped format tended (P = 0.060) to have a greater gain than students in the online format. For students at Santa Fe College, there was no difference between pre- and posttest CCTT scores for any format, and the magnitude of change in scores did not differ between formats. Overall, our results suggest that teaching format influences student grades and critical thinking scores. Different effects were seen in different student populations; however, positive effects of the flipped format on student grades were seen at both institutions. In conclusion, flipped format courses may improve learning and critical thinking in an early research-based course.
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Algharabali, Nada A., Rahima S. Akbar, and Hanan A. Taqi. "It Takes Two to Say ‘Hi’: Evaluating College Teacher/Student Greetings in Kuwait." World Journal of Education 9, no. 6 (December 18, 2019): 15. http://dx.doi.org/10.5430/wje.v9n6p15.
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As mundane and empty expressions as they may seem, greetings are necessary social behavior for the establishment and maintenance of interpersonal relationships no matter what setting they occur in or who the interlocutors are. We hypnotized that greeting behaviors may especially be beneficial with college students in academic contexts. With a socio-pragmatic perspective in mind, the present study investigates the importance of caring classroom behavior between college students and teachers. Quantitative analysis elicited from online questionnaires analyzed via SPSS in search of significance across variables, such as gender, age, and social status, showed both students and teachers strongly believe that exchanging greetings are a crucial part of classroom interaction as it leads to the overall success of the relationship between them. In an era of achievement-oriented education, students are expected to pave their way efficiently towards potential professional levels needed in the job market. It is therefore essential that research exploring, even the most mundane aspects of teacher/student interaction, helps in tailoring to the students’ needs and interests.
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Adriansyah, Muhammad Ali, Dian Rahayu, and Netty Dyan Prastika. "Pengaruh Terapi Berpikir Positif, Cognitive Behavior Therapy (CBT), Mengelola Hidup dan Merencanakan Masa Depan (MHMMD) terhadap Penurunan Kecemasan Karir pada Mahasiswa Universitas Mulawarman." Psikoislamika : Jurnal Psikologi dan Psikologi Islam 12, no. 2 (December 30, 2015): 41. http://dx.doi.org/10.18860/psi.v12i2.6403.
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Anxiety career is a form of response negative which includes a feeling of fear and concerns about the availability of job opportunities which could deny fulfill the needs is intended to transform the state of a better life. Research aims to understand the decline in anxiety future career in college students after received therapy positive mind, cognitive behavior therapy (CBT) and manage to live and plan for the future training (MLPF). The study sample this is a student who experienced anxiety career a high degree of as many as 45 college students. The result showed (1) There was a difference in anxiety careers in a college student who has received special treatment cognitive behavior therapy with t = 2,067, sig = 0.048 < 0.050 and mean = 12 733. (2) There was a difference in anxiety careers in a college student who has received special treatment manage to live and plan for the future training (MLPF) with t = 3,366, sig = 0.002 < 0.050 and mean = 15,200. (3) There was no difference in anxiety careers in in a college student who has received special treatment positive thinking therapy with t = 1.807, sig = 0.082 > 0.050 and mean = 6533. (4) Manage to live and plan for the future training (MLPF) was more effective to reduce anxiety careers with a mean difference of 15.200 (MLPF), 12.733 (CBT), and 6.533 (positive thinking therapy).
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Adriansyah, Muhammad Ali, Diah Rahayu, and Netty Dyan Prastika. "Pengaruh Terapi Berpikir Positif, Cognitive Behavior Therapy (CBT), Mengelola Hidup Dan Merencanakan Masa Depan (MHMMD) Terhadap Penurunan Kecemasan Karir Pada Mahasiswa Universitas Mulawarman." Psikoislamika : Jurnal Psikologi dan Psikologi Islam 14, no. 1 (June 30, 2017): 5. http://dx.doi.org/10.18860/psi.v14i1.6497.
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Anxiety career is a form of response negative which includes a feeling of fear and concerns about the availability of job opportunities which could deny fulfill the needs is intended to transform the state of a better life. Research aims to understand the decline in anxiety future career in college students after received therapy positive mind, cognitive behavior therapy (CBT) and manage to live and plan for the future training (MLPF). The study sample this is a student who experienced anxiety career a high degree of as many as 45 college students. The result showed (1) There was a difference in anxiety careers in a college student who has received special treatment cognitive behavior therapy with t = 2,067, sig = 0.048 < 0.050 and mean = 12 733. (2) There was a difference in anxiety careers in a college student who has received special treatment manage to live and plan for the future training (MLPF) with t = 3,366, sig = 0.002 < 0.050 and mean = 15,200. (3) There was no difference in anxiety careers in in a college student who has received special treatment positive thinking therapy with t = 1.807, sig = 0.082 > 0.050 and mean = 6533. (4) Manage to live and plan for the future training (MLPF) was more effective to reduce anxiety careers with a mean difference of 15.200 (MLPF), 12.733 (CBT), and 6.533 (positive thinking therapy).
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Liu, Tiankun. "Convolutional Neural Network-Assisted Strategies for Improving Teaching Quality of College English Flipped Class." Wireless Communications and Mobile Computing 2021 (August 14, 2021): 1–8. http://dx.doi.org/10.1155/2021/1929077.
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The “flipped classroom” teaching paradigm not only follows the cognitive rules of the learners, but it also subverts and reverses the standard classroom teaching process. Problem-oriented, teacher-led, student-centered, and mixed teaching approaches are the key teaching methods in the flipped classroom teaching model, which focuses on students’ procedural knowledge acquisition and critical thinking training. There are a lot of studies on the specific practice path of the “flipped classroom” teaching style right now, but there are not many on the learning involvement of college English students in this approach. According to studies, the level of student participation in classroom learning is the most important factor limiting the efficiency of teaching. The lack of research in this subject greatly limits the “flipped classroom” teaching model’s ability to improve college English classroom teaching quality. The degree of engagement between teachers and students, the enthusiasm of students in class, and the competence of teachers to educate are all reflected in student conduct in the classroom. Understanding and evaluating the behaviors and activities of students in the classroom are helpful in determining the state of students in the classroom, as well as improving the flipped classroom teaching technique and quality. As a result, the convolutional neural network is used to recognize student behavior in the classroom. The loss function of VGG-16 has been enhanced, the distance inside the class has been lowered, the distance between classes has been increased, and the recognition accuracy has improved. Accurate recognition of classroom behavior is beneficial in developing methods to improve teaching quality.
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Stork, Elizabeth, and Nell T. Hartley. "Gender And Cross-Cultural Perceptions Of Professors Behaviors: A Comparison Of Chinese And American College Students." Contemporary Issues in Education Research (CIER) 7, no. 2 (March 28, 2014): 95. http://dx.doi.org/10.19030/cier.v7i2.8478.
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A gender and nationality comparison study of Chinese students in China and American students in the U.S. (N = 405) was conducted to explore perceptions about potentially offensive behaviors of professors in the college classroom using the Student Perceptions of Professors Classroom Behaviors (SPPCB). Within-country and between-country comparisons were made, as well as within gender and between genders. Three main professor behavior domains were competence, interest and teacher immediacy, and offensiveness. American females judged behaviors significantly more offensive than did Chinese females, with American males and Chinese males in between. Chinese male and female students expect dignified and competent behavior from professors, while American male and female students expect respectfulness, opportunity, and an engaging environment. Several individual behaviors were significantly different between each of the paired groups.
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Li, J. W., N. Yu, J. W. Jiang, X. Li, Y. Ma, and W. D. Chen. "RESEARCH ON STUDENT BEHAVIOR INFERENCE METHOD BASED ON FP-GROWTH ALGORITHM." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-3/W10 (February 8, 2020): 981–85. http://dx.doi.org/10.5194/isprs-archives-xlii-3-w10-981-2020.
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Abstract. How to use modern information technology to efficiently and quickly obtain the personalized recommendation information required by students, and to provide high-quality intelligent services for schools, parents and students has become one of the hot issues in college research. This paper uses FP-growth association rule mining algorithm to infer student behavior and then use the collaborative filtering recommendation method to push information according to the inference result, and then push real-time and effective personalized information for students. The experimental results show that an improved FP-growth algorithm is proposed based on the classification of students. The algorithm combines the student behavior inference method of FP-growth algorithm with the collaborative filtering hybrid recommendation method, which not only solves the FP-tree tree branch. Excessive and collaborative filtering recommendation algorithm data sparseness problem, can also analyze different students' behaviors and activities, and accurately push real-time, accurate and effective personalized information for students, to promote smart campus and information intelligence The development provides better service.
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정슬기. "Risk and Protective Factors in Korean College Student Drinking Behavior." Family and Family Therapy 16, no. 1 (June 2008): 113–34. http://dx.doi.org/10.21479/kaft.2008.16.1.113.
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Burden, J. L., and S. A. Maisto. "Expectancies, evaluations and attitudes: prediction of college student drinking behavior." Journal of Studies on Alcohol 61, no. 2 (January 2000): 323–31. http://dx.doi.org/10.15288/jsa.2000.61.323.
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Kassem, Nada O. F., Sheila R. Jackson, Noura O. Kassem, Sandy Liles, Alexander Ivan B. Posis, and Melbourne F. Hovell. "College Student Beliefs and Behavior Regarding Sharing When Smoking Hookahs." American Journal of Health Behavior 43, no. 1 (January 1, 2019): 133–44. http://dx.doi.org/10.5993/ajhb.43.1.11.
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Pace, Robert F., and Christopher A. Bjornsen. "Adolescent Honor and College Student Behavior in the Old South." Southern Cultures 6, no. 3 (2000): 9–28. http://dx.doi.org/10.1353/scu.2000.0044.
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Trisnowati, Yanuar, Marisya Mahdia Khoirina, and Firda Alvina Putri. "Faktor Yang Mempengaruhi Financial Management Behavior Pada Mahasiswa Fokus Keilmuan Ekonomi Dan Bisnis Kabupaten Gresik." MANAJERIAL 7, no. 2 (July 2, 2020): 110. http://dx.doi.org/10.30587/manajerial.v7i2.1087.
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Background – College students are one component of society that plays an important role for the change of the nation (agent of change). At this moment they are in a situation where they face financial independence and start making responsible decisions. Financial education can be done by providing understanding to the public, especially the younger generation about finances and their management that is good and wise, that is why, financial knowledge is needed. Today's society tends to buy things as they wish, so, financial knowledge requires skills and tools for individuals to be able to provide financial decisions and with confidence can manage individual welfare efficiently. Good personal financial management must have at least knowledge so that individuals can apply their knowledge based on their financial attitudes. Purpose - Determine and analyze the factors that influence the behavior of financial management of college students, focusing on Economics and Business, in Gresik Regency. Design / methodology / approach – This research methodology uses a descriptive quantitative approach. Chosen population was 2,636 college students and the sample used was 347 students. Data collection taken by questionnaires and analysis was using multiple linear regression. Finding - Three research variables (1) Financial Attitude, (2) Financial Knowledge, and (3) Locus of Control have an influence on the Financial Management Behavior. College students who tend to have a good financial attitude then they have good financial behavior in managing personal finances. College students with financial knowledge will better understand financial problems and be better in terms of financial behavior. College students who have a good locus of control will be able to measure the risks that occur so that they can easily make a decision and their finances tend to have a level of trust, confidence and good control over their financial management. Research Implication – This research has implications for assessing student behavior in managing personal finances in an effort to meet the needs of education and daily life. Limitation – In assessing financial management behavior (Financial Management Behavior), this research student only uses 3 variables, namely Financial Attitude, Financial Knowledge, and Locus of Control.
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Mu, Lanlan, and James Cole. "Behavior-Based Student Typology: A View from Student Transition from High School to College." Research in Higher Education 60, no. 8 (March 5, 2019): 1171–94. http://dx.doi.org/10.1007/s11162-019-09547-x.
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Marshall, Brenda L., Katherine J. Roberts, Joseph W. Donnelly, and Imani N. Rutledge. "College Student Perceptions on Campus Alcohol Policies and Consumption Patterns." Journal of Drug Education 41, no. 4 (December 2011): 345–58. http://dx.doi.org/10.2190/de.41.4.a.
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Environmental strategies for colleges and universities to reduce alcohol consumption among their students include the development and enforcement of campus alcohol policies. This study examines students' knowledge and attitudes toward campus alcohol policies and how they relate to alcohol consumption and alcohol social norms. A sample of 422 freshman students was surveyed during their first month at a 4-year public college. Findings indicated that the majority of students (89%) were aware of campus policies, yet of those who were aware, less than half (44%) were accepting of these campus rules and regulations. In addition, the majority (79%) of students drank at social events, despite this behavior being in direct violation of campus alcohol policies. However, those who supported campus rules consumed significantly less alcohol at social events than those who opposed or had no opinion of the rules. Also, those who supported the rules perceived that their peers and students in general consumed significantly less alcohol at social events than those who were opposed or had no opinion. This outcome supports the premise established by several theories of behavior change including the theory of planned behavior, which state that behavior is influenced less by knowledge than by attitude and intention.
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Martirosyan, Nara. "An examination of factors contributing to student satisfaction in Armenian higher education." International Journal of Educational Management 29, no. 2 (March 9, 2015): 177–91. http://dx.doi.org/10.1108/ijem-09-2013-0143.
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Purpose – The purpose of this paper is to investigate factors that affect student satisfaction in college environment in Armenian Higher Educational Institutions (AHEIs). Design/methodology/approach – This study used an ex-post facto, non-experimental approach to investigate factors that affected student satisfaction in college environment in AHEIs. Data were collected through a self-reported questionnaire from students in nine public and three private institutions located in different rural and urban areas of Armenia. The sample consisted of 372 respondents from 12 institutions that geographically covered the whole country in order to have a comparatively complete picture. Factors investigated in relation to student satisfaction included: demographics, faculty services, academic experience, students support facilities, campus life, and social integration. Findings – The Statistical Package for the Social Sciences software was used to analyze the data. Results of ANOVA indicated significant main effects for a number of demographic variables and student satisfaction. Multiple regression analysis indicated relationship between a number of selected satisfaction measurement dimensions and overall student satisfaction. This study was the first attempt to investigate factors that influence student satisfaction in college environment in Armenia. Research limitations/implications – Based on the findings of the study, recommendations were made to AHEIs for their consideration when addressing the needs of their students and any needed support services. Originality/value – This study was the first attempt to investigate factors that influence student satisfaction in college environment in Armenia.