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Published: 4 June 2021

Last updated: 29 January 2023

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1

Vogel, David L., Haley A. Strass, Patrick J. Heath, Fatima R. Al-Darmaki, Patrick I. Armstrong, Makilim N. Baptista, Rachel E. Brenner, et al. "Stigma of Seeking Psychological Services: Examining College Students Across Ten Countries/Regions." Counseling Psychologist 45, no. 2 (February 2017): 170–92. http://dx.doi.org/10.1177/0011000016671411.

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Stigma is an important barrier to seeking psychological services worldwide. Two types of stigma exist: public stigma and self-stigma. Scholars have argued that public stigma leads to self-stigma, and then self-stigma is the primary predictor of attitudes toward seeking psychological services. However, this assertion is largely limited to U.S. samples. The goal of this research was to provide a first step in understanding the relationship between public stigma, self-stigma, and attitudes toward seeking psychological services in international contexts ( N = 3,276; Australia, Brazil, Canada, Hong Kong, Portugal, Romania, Taiwan, Turkey, United Arab Emirates, and United States). Using structural equation modeling, we found that self-stigma mediated the relationship between public stigma and attitudes toward seeking services among college students in each country and region. However, differences in path strengths emphasize the need to pay attention to the role of public and self-stigma on attitudes toward seeking psychological services throughout the world.

2

Austin, Daphne, Sung-Mook Hong, and Wilma Hunter. "Some Determinants of Fear about Aids among Australian College Students." Psychological Reports 64, no. 3_suppl (June 1989): 1239–44. http://dx.doi.org/10.2466/pr0.1989.64.3c.1239.

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An 18-item questionnaire assessing attitudes toward AIDS and homosexuality was administered to 420 Australian tertiary students. The predictive power of attitudes toward homosexuality, empathy toward AIDS sufferers, knowledge about AIDS, church attendance, age, and sex was tested using independent and stepwise multiple-regression analyses. In the stepwise analysis attitudes toward homosexuality and empathy toward AIDS sufferers were the major contributors to fear about AIDS. Church attendance and age improved the over-all prediction significantly, but only slightly. In the independent analysis all variables, except church attendance, were significant predictors. Educational programmes on AIDS should address the relationship between homosexuality and fear of AIDS.

3

Mohd. Elmagzoub Eltahir, Najeh Rajeh Alsalhi, Geraldine Torrisi-Steele, and Sami Sulieman Al-Qatawneh. "The Implementation of Online Learning in Conventional Higher Education Institutions During the Spread of COVID-19: A Comparative Study." International Journal of Emerging Technologies in Learning (iJET) 18, no. 01 (January 10, 2023): 68–99. http://dx.doi.org/10.3991/ijet.v18i01.36005.

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The purpose of this study is to investigate and explore the degree of success of the implementation of online learning in conventional higher education institutions instead of face-to-face learning during the spread of the Covid-19 Pandemic during the 2019/2020 academic year, via exploring the undergraduate students' perceptions of the application of the online learning system at Ajman University in UAE, and Griffith University in Australia. In the study, the descriptive approach was used. A questionnaire consisting of 40 items was designed and distributed to 630 students from Ajman University and 675 students from Griffith University, who were randomly selected from different faculties of the two universities during the 2019/2020 academic year during the COVID-19 pandemic. The results of the study revealed that students' a moderate satisfaction with the University's readiness, training, and technical support for online learning and the university's teaching and learning process during the COVID-19 pandemic, with female students finding them more satisfaction than male students. Disciplines and computer skills also showed an impact on such satisfaction, with Pharmacy & Health Science College students at Ajman University and Architecture, Art, and Design discipline students at Griffith University, and those with excellent computer skills in both Universities. In addition, the results showed positive attitudes of students towards the use of online learning at the two universities during the COVID-19 pandemic.

4

Robertson, Tasha, Garry Walter, Nerissa Soh, Glenn Hunt, Michelle Cleary, and Gin Malhi. "Medical Students’ Attitudes Towards a Career in Psychiatry before and after Viewing a Promotional DVD." Australasian Psychiatry 17, no. 4 (January 1, 2009): 311–17. http://dx.doi.org/10.1080/10398560902874298.

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Objectives: The objectives were, first, to determine attitudes towards psychiatry as a career among medical students currently enrolled at the University of Sydney and, second, to establish the immediate impact on those attitudes of a promotional DVD, released by the Royal Australian and New Zealand College of Psychiatrists. Method: Medical students enrolled in the University of Sydney in 2008 were invited to complete a voluntary online questionnaire, in which their attitudes towards psychiatry were explored, and the immediate effects of a 15-minute DVD were ascertained. Results: A total of 123 students participated. Only one student identified psychiatry as their chosen career. Medical students viewed psychiatry as the least attractive specialty for the degree to which patients are helped effectively and in terms of having a reliable scientific foundation. However, it rated well in regard to being intellectually challenging, a rapidly advancing field of medicine, and providing research opportunities and a good lifestyle. Psychiatry is less respected than most other specialties by students and they perceive this discipline to be poorly respected by other medical students and current medical practitioners. After viewing the DVD, there were improved student ratings of the benefits of a career in psychiatry, especially in relation to the specialty being enjoyable, offering effective treatment and having a scientific foundation. There was also enhanced understanding of the role of a psychiatrist in just over half of the participants and increased interest in psychiatry in about 30% of participants. The DVD was most effective in increasing awareness of the diversity of subspecialties available within psychiatry, good lifestyle factors, and the training involved. Conclusion: Among medical students, psychiatry is perceived as unattractive and fails to command the respect afforded other specialties. The viewing of a promotional DVD by medical students was found to be effective in improving their attitudes towards psychiatry and increasing their interest in pursuing a career in the specialty. However, the long-term impact of this modest improvement is unknown and the low survey response rate limits the extent to which the results can be generalized.

5

Sommer, Joanne, Katherine Gill, and Jane Stein-Parbury. "Walking side-by-side: Recovery Colleges revolutionising mental health care." Mental Health and Social Inclusion 22, no. 1 (February 12, 2018): 18–26. http://dx.doi.org/10.1108/mhsi-11-2017-0050.

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Purpose The Recovery College model is an innovative approach to providing education to consumers, carers and mental health staff, with the potential to facilitate both personal recovery gains and organisational transformation towards recovery-focused service provision. The purpose of this paper is to explore the experiences of students who attended the South Eastern Sydney Recovery College (SESRC). Design/methodology/approach An exploratory, descriptive qualitative design was employed with data collected through seven focus group interviews with consumers and mental health staff who had participated in courses run by the SESRC. Thematic analysis of the data was conducted using both deductive and inductive processes in order to interpret the data. Findings All participants were positive about their involvement in the RC. Four themes emerged from the thematic analysis: connection with others, hope for the future, the importance of the lived experience, and changing attitudes and systems. Originality/value The outcomes of this study indicate that the SESRC is achieving its aims in relation to both personal recovery gains, and the potential to impact on service transformation. It highlights the centrality of co-production as a fundamental aspect of the Recovery College model. This paper contributes to the emerging evidence base for this model and provides evidence that this model is applicable to the Australian context.

6

Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.

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Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.

7

Brigham, John C. "College Students' Racial Attitudes." Journal of Applied Social Psychology 23, no. 23 (December 1993): 1933–67. http://dx.doi.org/10.1111/j.1559-1816.1993.tb01074.x.

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8

Beale, Elliott M., and Brenda J. Cude. "College Students’ Attitudes toward Debt." International Journal of Undergraduate Research and Creative Activities 9 (December 21, 2017): 5. http://dx.doi.org/10.7710/2168-0620.1099.

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9

Newman, Bernie Sue. "College Students' Attitudes About Lesbians." Journal of Homosexuality 52, no. 3-4 (May 15, 2007): 249–65. http://dx.doi.org/10.1300/j082v52n03_12.

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10

Klimova, S. M., and G. V. Martynova. "College Students' Attitudes Toward Religion." Russian Social Science Review 50, no. 5 (September 2009): 71–80. http://dx.doi.org/10.1080/10611428.2009.11065369.

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Klimova, S. M., and G. V. Martynova. "College Students' Attitudes Toward Religion." Russian Education & Society 51, no. 6 (June 2009): 80–89. http://dx.doi.org/10.2753/res1060-9393510606.

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12

Bell, Alan W. "Animal science Down Under: a history of research, development and extension in support of Australia’s livestock industries." Animal Production Science 60, no. 2 (2020): 193. http://dx.doi.org/10.1071/an19161.

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This account of the development and achievements of the animal sciences in Australia is prefaced by a brief history of the livestock industries from 1788 to the present. During the 19th century, progress in industry development was due more to the experience and ingenuity of producers than to the application of scientific principles; the end of the century also saw the establishment of departments of agriculture and agricultural colleges in all Australian colonies (later states). Between the two world wars, the Council for Scientific and Industrial Research was established, including well supported Divisions of Animal Nutrition and Animal Health, and there was significant growth in research and extension capability in the state departments. However, the research capacity of the recently established university Faculties of Agriculture and Veterinary Science was limited by lack of funding and opportunity to offer postgraduate research training. The three decades after 1945 were marked by strong political support for agricultural research, development and extension, visionary scientific leadership, and major growth in research institutions and achievements, partly driven by increased university funding and enrolment of postgraduate students. State-supported extension services for livestock producers peaked during the 1970s. The final decades of the 20th century featured uncertain commodity markets and changing public attitudes to livestock production. There were also important Federal Government initiatives to stabilise industry and government funding of agricultural research, development and extension via the Research and Development Corporations, and to promote efficient use of these resources through creation of the Cooperative Research Centres program. These initiatives led to some outstanding research outcomes for most of the livestock sectors, which continued during the early decades of the 21st century, including the advent of genomic selection for genetic improvement of production and health traits, and greatly increased attention to public interest issues, particularly animal welfare and environmental protection. The new century has also seen development and application of the ‘One Health’ concept to protect livestock, humans and the environment from exotic infectious diseases, and an accelerating trend towards privatisation of extension services. Finally, industry challenges and opportunities are briefly discussed, emphasising those amenable to research, development and extension solutions.

13

Kennedy, Gregory E. "College Students' Relationships with Grandparents." Psychological Reports 64, no. 2 (April 1989): 477–78. http://dx.doi.org/10.2466/pr0.1989.64.2.477.

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Literature on the role and attitudes of grandparents is increasing, even as is the number of grandparents. However, data on the attitudes of grandchildren toward their grandparents are spare. This article reports attitudes of 574 college students toward their grandparents. Their geographic closeness to at least one grandparent, and their patterns and motivations for contacting their grandparents are included.

14

Folsom-Meek, Sherry L., and Ruth J. Nearing. "Attributes Related to College Students' Attitudes." Perceptual and Motor Skills 87, no. 2 (October 1998): 622. http://dx.doi.org/10.2466/pms.1998.87.2.622.

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15

Kim, Hyun-Ju. "College Students’ Attitudes toward World Englishes." Studies in Linguistics 53 (October 31, 2019): 181–204. http://dx.doi.org/10.17002/sil..53.201910.181.

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16

XIAO, JING J., FRANZISKA E. NORING, and JOAN G. ANDERSON. "College students' attitudes towards credit cards." Journal of Consumer Studies and Home Economics 19, no. 2 (June 1995): 155–74. http://dx.doi.org/10.1111/j.1470-6431.1995.tb00540.x.

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Ozgen, Ozlen, and Ayse Sezen Bayoglu. "Turkish college students' attitudes towards money." International Journal of Consumer Studies 29, no. 6 (November 2005): 493–501. http://dx.doi.org/10.1111/j.1470-6431.2005.00417.x.

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18

Kuanliang, Attapol, and Robert Hanser. "Attitudes of College Students toward Police." PSAKU International Journal of Interdisciplinary Research 2, no. 1 (January 1, 2013): 1–15. http://dx.doi.org/10.12778/235108618x15452373185084.

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19

Hawkins, Michele J. "COLLEGE STUDENTS’ ATTITUDES TOWARD ELDERLY PERSONS." Educational Gerontology 22, no. 3 (January 1996): 271–79. http://dx.doi.org/10.1080/0360127960220305.

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20

Cotten-Huston, Annie L., and Bradley M. Waite. "Anti-Homosexual Attitudes in College Students." Journal of Homosexuality 38, no. 3 (October 8, 1999): 117–33. http://dx.doi.org/10.1300/j082v38n03_07.

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21

Bowman, Nicholas A., Alyssa N. Rockenbach, Matthew J. Mayhew, Tiffani A. Riggers-Piehl, and Tara D. Hudson. "College Students’ Appreciative Attitudes Toward Atheists." Research in Higher Education 58, no. 1 (April 13, 2016): 98–118. http://dx.doi.org/10.1007/s11162-016-9417-z.

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22

Hodges, Charles B., and ChanMin Kim. "Improving college students’ attitudes toward mathematics." TechTrends 57, no. 4 (May 31, 2013): 59–66. http://dx.doi.org/10.1007/s11528-013-0679-4.

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23

Mookherjee, Harsha N. "Attitudes of Tennessee College Students toward Women." Perceptual and Motor Skills 80, no. 3 (June 1995): 863–66. http://dx.doi.org/10.2466/pms.1995.80.3.863.

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This study examined the associations of college students' attitudes toward women (feminism) and measures of “traditional family ideology,” “authoritarian attitudes,” and “religious fundamentalism” attitudes and beliefs. Data were collected from 377 college students selected with a stratified multistage sampling process from a rural university campus in middle Tennessee. Analyses of variance indicated a marked difference among the male and female students' feminism scores. In addition, students' age, religion, and their mothers' religion and education as well as the “traditional family ideology” and “authoritarian attitudes” scores were strongly related to students' attitudes toward women.

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Saeed Fahady, Shoaib. "COLLEGE STUDENTS' ATTITUDES TOWARDS LEARNING ENGLISH GRAMMAR." International Journal of Language Academy 7, no. 28 (January 1, 2019): 520–30. http://dx.doi.org/10.18033/ijla.4168.

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Thuot, Stephen M. "College Students' Attitudes toward Anticipated Sport Participation." Perceptual and Motor Skills 80, no. 1 (February 1995): 155–60. http://dx.doi.org/10.2466/pms.1995.80.1.155.

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26

Chonody, Jill M., Darcy Clay Siebert, and Scott Edward Rutledge. "COLLEGE STUDENTS' ATTITUDES TOWARD GAYS AND LESBIANS." Journal of Social Work Education 45, no. 3 (September 2009): 499–512. http://dx.doi.org/10.5175/jswe.2009.200800002.

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27

Platto, Sara, Agathe Serres, and Ai Jingyi. "Chinese College Students’ Attitudes towards Animal Welfare." Animals 12, no. 2 (January 10, 2022): 156. http://dx.doi.org/10.3390/ani12020156.

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Understanding the attitude of stakeholders towards animals is critical for the development and improvement of animal welfare in a country. College students from veterinary, animal, and life sciences majors represent future key stakeholders that will interact with professionals from animal industries. Therefore, it is critical to understand these college students’ attitudes towards animals and their knowledge about animal welfare. The present survey aimed to investigate Chinese college students’ concerns towards different animal classes (i.e., pets, farm, laboratory, and wild animals) through the animal Sentient and Five Freedoms models. Chinese college students from different majors (i.e., related to animal sciences or not) scored very well in their attitude towards both the animal Sentient and Five Freedoms models, with differences depending on the animal class considered. Pets (dogs and cats) had better consideration for both animal Sentient and Five Freedoms models, followed by wild animals, while farm and laboratory animals were less considered. Veterinary science major students showed the strongest differences in attitudes depending on the animal classes considered compared to other majors. Furthermore, respondents showed better attitude scoring if they currently owned or had owned animals, had participated in animal welfare courses, or in laboratory work that involved animals. When compared to previous studies, our results suggest a general improvement of Chinese college students’ attitudes towards animals.

28

Martin, Judith N., Alison B. Trego, and Thomas K. Nakayama. "College Students' Racial Attitudes and Friendship Diversity." Howard Journal of Communications 21, no. 2 (April 30, 2010): 97–118. http://dx.doi.org/10.1080/10646171003727367.

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Woods, Chenoa S., and Mariana Preciado. "Student–Mentor Relationships and Students' College Attitudes." Journal of Education for Students Placed at Risk (JESPAR) 21, no. 2 (April 2, 2016): 90–103. http://dx.doi.org/10.1080/10824669.2015.1127767.

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30

Crawford, Isiaah. "Attitudes of Undergraduate College Students toward Aids." Psychological Reports 66, no. 1 (February 1990): 11–16. http://dx.doi.org/10.2466/pr0.1990.66.1.11.

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31

Robinson, Sarah, and Sheila Brownlow. "Determinants of Proenvironmental Attitudes in College Students." British Journal of Education, Society & Behavioural Science 5, no. 1 (January 10, 2015): 38–49. http://dx.doi.org/10.9734/bjesbs/2015/12152.

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32

Field, Carolyn J., Sitawa R. Kimuna, and Murray A. Straus. "Attitudes Toward Interracial Relationships Among College Students." Journal of Black Studies 44, no. 7 (October 2013): 741–76. http://dx.doi.org/10.1177/0021934713507580.

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M. Frenchs, Pearl M. Mosher-Ashley, Erin. "COLLEGE STUDENTS' ATTITUDES TOWARD RESIDENTIAL CARE FACILITIES." Educational Gerontology 26, no. 6 (September 2000): 583–603. http://dx.doi.org/10.1080/03601270050133919.

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34

Chew, Brandi L., Scott A. Jensen, and Lee A. Rosén. "College Students' Attitudes Toward Their ADHD Peers." Journal of Attention Disorders 13, no. 3 (May 8, 2009): 271–76. http://dx.doi.org/10.1177/1087054709333347.

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35

Smith, Justin M., Mary Senter, and J. Cherie Strachan. "Gender and White College Students' Racial Attitudes." Sociological Inquiry 83, no. 4 (June 19, 2013): 570–90. http://dx.doi.org/10.1111/soin.12014.

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36

Rice, K., V. Getty, J. Byers, and K. Thiagarajah. "College Students’ Food Waste Behavior and Attitudes." Journal of the Academy of Nutrition and Dietetics 120, no. 9 (September 2020): A47. http://dx.doi.org/10.1016/j.jand.2020.06.135.

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钱, 婷婷. "Analysis on Animation Attitudes of College Students." Advances in Psychology 07, no. 03 (2017): 230–38. http://dx.doi.org/10.12677/ap.2017.73030.

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Yoo, Jeong-Ju, and Won-Moo Hur. "Body-Tanning Attitudes among Female College Students." Psychological Reports 114, no. 2 (April 2014): 585–96. http://dx.doi.org/10.2466/06.07.pr0.114k21w5.

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This study investigated the attitudes of body-tanning behaviors: suntanning, tanning bed, tanning spray, and sunless tanning product use. Data collected from 208 female college students ( M age=19.8 yr., SD = 2.0; M weight = 63.3 kg, SD = 2.0; M height = 165.9cm, SD = 8.1) online. The questionnaire comprised four constructs: appearance-based, health-based, and emotion-based tanning attitudes, and body-tanning behaviors. Both appearance-based and emotion-based pro-tanning attitudes were associated with significantly higher body-tanning behaviors. However, health-based pro-tanning attitudes did not significantly affect body-tanning behaviors. The results from both UV- and non-UV exposure-related tanning behaviors provide future intervention strategies, such as establishing a positive body image without a tan and identifying negative emotional consequences as a result of tanning.

39

Liu, Yu. "Program of College Students’ Language Attitudes Research." Şarkiyat Mecmuası / Journal of Oriental Studies, no. 41 (October 28, 2022): 423–39. http://dx.doi.org/10.26650/jos.1134147.

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Yenerall, Joseph D. "College Socialization and Attitudes of College Students Toward the Elderly." Gerontology & Geriatrics Education 15, no. 3 (April 19, 1995): 37–48. http://dx.doi.org/10.1300/j021v15n03_04.

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Pacifico, Corinne, and David Lester. "Attitudes toward War in Adolescents." Psychological Reports 75, no. 1 (August 1994): 394. http://dx.doi.org/10.2466/pr0.1994.75.1.394.

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Dr. Hanan Dhia Akef Alsalihi. "English Department Students' Attitudes towards Teaching Profession." journal of the college of basic education 25, no. 105 (December 1, 2019): 376–91. http://dx.doi.org/10.35950/cbej.v25i105.4805.

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Attitudes refer to the inside tendency and thoughts that reflect when a person is displayed to some phenomenon. The main objectives of the present research are to: discover EFL students' attitudes towards teaching profession, and find out if there is a statistical significant difference in attitudes between students at the college of Education "Ibn Rushd" and students at the college of Education for women in Baghdad University? and to discover, if there is a statistical significant difference in attitudes between males and females? The sample is 90 students are selected from in-service training teachers \ fourth stage at college of education Ibn_Rushd and college of education for women. The researcher uses an attitude scale as a tool which consists of a 20 item "likert scale" consists of six subscales. Each one has a statement that pertains to a particular aspect of possibility and assessing teacher’s vocational attitudes. The results show that EFL female students' as well as males do have real tendency toward teaching profession, the Mean values shows that no significant difference between the two colleges (college of education for women & college of Ibn Rushd) about their attitude which means both of them show favourable attitude toward teaching profession.

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Belleau, Bonnie D., Jacqueline T. Didier, and Lyn LaMotte. "College Students' Attitudes toward Apparel and the Media." Perceptual and Motor Skills 74, no. 3_suppl (June 1992): 1183–92. http://dx.doi.org/10.2466/pms.1992.74.3c.1183.

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This study, developed from Matthews' 1963 study of attitudes toward apparel or clothing, was designed to investigate apparel and media attitudes of 173 college students. A factor analysis of their attitudes recorded on a questionnaire gave six factors or dimensions of attitudes toward apparel. Six factors also resulted from a factor analysis of responses to questions on media attitudes. Analysis also indicated that media influenced everyday lives of the respondents. Individual physical and psychological environments may be major considerations in attitudes toward apparel and media. Television was the most prevalent but not necessarily the most influential medium. Respondents felt that television promoted an image, rather than a product, and acceptance of the image was manifested in individual choices consistent with body type and lifestyle.

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Evanjeli, Laurensia Aptik. "STUDENTS’ KNOWLEDGE AND ATTITUDES TOWARDS INCLUSION IN COLLEGE." Jurnal Cakrawala Pendidikan 40, no. 1 (February 27, 2021): 253–64. http://dx.doi.org/10.21831/cp.v40i1.36150.

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Students’ knowledge and attitudes towards individuals with special needs contribute to the realization of inclusion. This study aims to describe the graduate students’ knowledge and attitudes towards graduate students with special needs. The number of participants in this study was 130 (37.14% response rate) with an age range of 18-28 years. Correlation analysis, t-test analysis, and ANOVA was conducted to determine the relationship between student knowledge and their attitudes, and comparison of the demographic data. The results showed that there was a positive relationship between knowledge and attitudes towards inclusion but the correlation between knowledge and attitudes towards inclusion tended to be weak. The low correlation coefficient between knowledge and attitudes indicates that knowledge about disabilities is not the main factor determining student attitudes towards inclusion. The experience of interacting with individuals with special needs did not significantly contribute to knowledge and attitudes towards inclusion. The reported interactions with individuals with special needs are in the form of very close and close relationships such as relation with family members, close enough relationships such as relation with colleagues or staff, and acquaintances such as relation with neighbors.

45

Habib, Lam, Sodagari, Irons, and Bruce. "Beliefs, Attitudes and Self-Efficacy of Australian Veterinary Students Regarding One Health and Zoonosis Management." Animals 9, no. 8 (August 10, 2019): 544. http://dx.doi.org/10.3390/ani9080544.

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This study aimed to explore the beliefs and attitudes of a group of senior veterinary students regarding One Health and to evaluate their levels of confidence in advising the general public on preventative health issues at the human–animal interface. An online survey was communicated to senior veterinary students who were in their last two years of study. The questionnaire covered beliefs and attitudes, issues concerning the animal–human interface and participants’ confidence in diagnosing zoonoses. In total, 175 students from five Australian veterinary schools/colleges completed the online survey. The majority (96%) of students considered it their duty to promote the One Health approach, but only 36% believed there were sufficient practical frameworks for Australian veterinarian graduates to promote One Health. Interestingly, 81% (142/175) of respondents believed that veterinarians were more knowledgeable than physicians in managing zoonotic cases. Of the final-year students (n = 77), only 39% and 36% were confident in their ability to diagnose zoonoses in common companion animals and production animals, respectively. However, the number of those confident to diagnose zoonoses transmitted from wildlife was notably lower (22% (17/77)). Next-generation Australian veterinarians are keen to embrace their role in interprofessional collaboration; however, training efforts are required to reassure future veterinarians on aspects of zoonoses and One Health.

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Dorsey, Michelle, and R. Kim Guenther. "Attitudes of professors and students toward college students who stutter." Journal of Fluency Disorders 25, no. 1 (March 2000): 77–83. http://dx.doi.org/10.1016/s0094-730x(99)00026-1.

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Masuda, Akihiko, Steven C. Hayes, Michael P. Twohig, Jason Lillis, Lindsay B. Fletcher, and Andrew T. Gloster. "Comparing Japanese International College Students' and U.S. College Students' Mental-Health-Related Stigmatizing Attitudes." Journal of Multicultural Counseling and Development 37, no. 3 (July 2009): 178–89. http://dx.doi.org/10.1002/j.2161-1912.2009.tb00101.x.

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Mak, Anita S., Patricia M. Brown, and Danielle Wadey. "Contact and Attitudes Toward International Students in Australia." Journal of Cross-Cultural Psychology 45, no. 3 (November 6, 2013): 491–504. http://dx.doi.org/10.1177/0022022113509883.

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Atta, Hira, Tahir Nazir, and Mudassar Mushtaq. "COLLEGE STUDENTS’ ATTITUDES TOWARDS PHYSICAL EDUCATION IN PAKISTAN." SKY-International Journal of Physical Education and Sports Sciences (IJPESS) 6 (December 14, 2022): 83–92. http://dx.doi.org/10.51846/the-sky.v6i0.1717.

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The aim of the present research was to find out how college students felt about Physical Education as a subject. The investigation was conducted using a quantitative approach. A questionnaire was created, and responses were collected using a 5 point Likert scale. Total 300 college students were randomly sampled using random sampling techniques (200 males and 100 females). According to the findings of this research, both genders had favorable Attitudes of Physical Education as a subject during their college years. Physical Education was appreciated by the students as a source of fitness, mental health, and fun. Keywords: Attitude, Physical Education, college students

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Carruth, Kristen A., and Harvey J. Ginsburg. "Social networking and privacy attitudes among college students." Psychology, Society, & Education 6, no. 2 (April 28, 2017): 82. http://dx.doi.org/10.25115/psye.v6i2.510.

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Abstract: Daily use of social networking sites (SNS) such as Facebook has become routine for millions of Internet users. Facebook is currently still the most popular social media site. Social networking has been rapidly adopted by societies around the world. In particular, social media like Facebook provide sites where users can personalize a profile with their information, pictures, and videos that can be shared with other users. This information can be used in ways that may violate users’ privacy with or without their knowledge. The hypotheses were that use of Facebook, user self-efficacy for social media and users’ general attitudes about privacy expectations are predictors of specific attitudes towards Facebook social media privacy, among a sample of 284, mostly white female, undergraduate college students in their twenties. Facebook self-efficacy and Facebook personal privacy violations were significant determinants of general Internet social media privacy concerns. However, Facebook use was not a significant factor for general Internet social media privacy concerns. Perceived benefits of Facebook generally appear to outweigh risks of disclosing personal information. Las redes sociales y las actitudes de privacidad entre los estudiantes universitarios Resumen: El uso diario de las redes sociales (SNS), tales como Facebook, se ha convertido en rutina para millones de usuarios de Internet. Facebook es actualmente todavía la red social más popular. Las redes sociales han sido rápidamente adoptadas por las sociedades de todo el mundo. En particular, las redes sociales como Facebook ofrecen sitios donde los usuarios pueden personalizar un perfil con sus datos, fotografías y vídeos que se pueden compartir con otros usuarios. Esta información se puede utilizar en maneras que pueden violar la privacidad de los usuarios, con o sin su conocimiento. Las hipótesis fueron que el uso de Facebook, la auto-eficacia del Usuario para los medios sociales y las actitudes generales de los usuarios acerca de las expectativas de privacidad se mostarían como predictores de las actitudes específicas hacia la privacidad de los medios de comunicación de Facebook en una muestra de 284 estudiantes universitarios de grado, en su mayoría mujeres blancas de unos veinte años. La autoeficacia en Facebook y las violaciones de privacidad personal en Facebook, fueron determinantes significativos de las preocupaciones sobrela privacidad general de los medios sociales en Internet. Sin embargo, el uso de Facebook no fue un factor significativo para la preocupación sobre la privacidad general de las redes sociales en internet. Los beneficios percibidos de Facebook en general parecen superar los riesgos percibidos sobre la revelación de información personal.