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Reynon, Glenn Irwin Cruz. "Sunday TV Mass as a Ritual Communication among the youth." JOURNAL OF SOCIAL SCIENCE RESEARCH 8, no. 2 (July 4, 2015): 1591–99. http://dx.doi.org/10.24297/jssr.v8i2.6616.
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Sunday TV Mass (STVM) is one of the Catholic Churchs initiatives for evangelization via media. Primarily produced to spread the Good News, it is specifically for the sick and physically incapable since they cannot go to churches to attend Mass and fulfill their Sunday obligation. However, since the broadcast Mass is communicated through a mass medium and is exposed to a wider audience than necessarily targeted, some people, the adolescents (youth) in particular, make STVM an excuse to forego Mass attendance in their respective churches. This experimental study will focus on STVM on its role as evangelizer and catalyst to ritual formation. James Careys theory of Ritual Communication describes this practice as an enabler to the creation of a community of believers among the youth and George Gerbners Cultivation Theory on how television creates a worldview that unravels ritualistic experience by watching STVM. The respondents of the study are 40 high school students of Angelicum College. Selected purposively, the students were instructed and monitored to watch STVM for four Sundays. These students are top achievers in their Religion subjects and are exposed to different religious activities in their school.
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Merrill, Ray M., Richard D. Salazar, and Nicole W. Gardner. "RELATIONSHIP BETWEEN FAMILY RELIGIOSITY AND DRUG USE BEHAVIOR AMONG YOUTH." Social Behavior and Personality: an international journal 29, no. 4 (January 1, 2001): 347–57. http://dx.doi.org/10.2224/sbp.2001.29.4.347.
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This study evaluated the relationship between several dimensions of parental and family religiosity with adolescent drug use behavior. Analysis was based on self-reported responses to a questionnaire administered to 1,036 undergraduate college students at Brigham Young University, of which 99.1% are members of the Church of Jesus Christ of Latter-Day Saints (LDS). About 86% reported having never used drugs. The most commonly reported reasons for abstention from drugs were that drug use violates the participants' religious beliefs and their personal moral code. In contrast, concern about legal consequences, harming family reputation, and avoiding dishonest behavior were among the least common reasons for abstaining from drugs. Children of parents who were neutral, versus critical, about religion — or who considered religion of minor importance — were more likely to have a history of drug use. Protective factors against drug behavior included also parental positions of responsibility in the church and frequent family discussions involving religion and Christian conduct. The mother's view of religion was a stronger indicator of previous drug use behavior than either the father's view of religion, positions of church responsibility held by the parents, or arguments about religious teachings with parents. Discussion on topics of Christian conduct was a stronger indicator of previous drug use behavior than were either church attendance or discussions on topics of religious doctrine.
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Simanjuntak, Linda Zenita, Malik Malik, and Hasahatan Hutahaean. "Efektifitas Strategi Pelayanan Pastoral Konseling Kepada Pasien Panti Rehabilitasi Narkoba." Evangelikal: Jurnal Teologi Injili dan Pembinaan Warga Jemaat 5, no. 1 (January 30, 2021): 67. http://dx.doi.org/10.46445/ejti.v5i1.352.
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The number of young people who fall into the trafficking of drugs is increasing. The phenomenon of the number of prisons and detention centers inhabited by people assisted by drug cases is no longer a secret. It is not uncommon for church youth to be counted on that number so that components of the Church such as pastors, assemblies, service activists, and other elements of society deserve to give a more serious portion of attention. Because the face of the future church cannot be separated from the Church Youth today. This research departs from this fact and the services of North Sumatra STT students at the Rehabilitation Center in Medan. More than fifteen years of experience in this area is worth exploring through field research. The method used is qualitative and with 28 people who are the objects of research from the Rehabilitation Center. Data were obtained from students who actively carry out mentoring services to Rehabilitation Institutions, Rehabilitation Institution Managers, and patient families from some of the objects (patients). The results show that there are five steps; understanding the counselee, giving loving help, the role of a father, and family prayer, provides a better change despite the variety of outcomes (cures) of people who have participated in the rehabilitation program. Pastoral care and the care of family or parents add to the healing process. This has something to do with spirituality and the pattern of pastoral Christian counseling services provided. But on the other hand, the formation of habits in serving students of the Theological College (STT) needs to be pursued through pastoral counseling services with assistance to people who are addicted and follow rehabilitation programs. ABSTRAKKaum muda yang terjerumus kepada penyalagunaan narkoba dan obat-obatan semakin bertambah. Fenomena banyaknya Lapas dan Rutan dihuni oleh warga binaan kasus narkoba bukan rahasia lagi. Tidak jarang pula pemuda gereja yang terhitung pada bilangan itu sehingga komponen Gereja seperti pendeta, majelis, aktifis pelayanan dan elemen masyarakat lainnya patut untuk memberi porsi perhatian yang lebih serius. Sebab wajah gereja masa depan tidak terlepas dari Pemuda Gereja masa kini. Penelitian ini berangkat dari fakta tersebut dan pelayanan mahasiswa STT Sumatera Utara di Panti Rehabilitasi di Medan. Pengalaman lebih lima belas tahun pada bidang ini patut untuk ditelusuri melalui penelitian lapangan. Metode yang digunakan adalah kualitatif dan dengan 28 orang yang menjadi objek penelitian dari Panti Rehabilitasi. Data diperoleh dari mahasiswa yang aktif melaksanakan pelayanan pendampingan ke Panti Rehabilitasi, Pengelolah Panti Rehabilitasi dan keluarga pasien dari sebagian objek (pasien). Hasilnya menunjukkan adanya lima langkah; memahami konseli, memberi pertolongan penuh kasih, peran Ayah, dan doa keluarga, memberikan perubahan yang lebih baik meski adanya keragaman outcome (kesembuhan) dari orang-orang yang pernah mengikuti program rehabilitasi tersebut. Pendampingan pastoral dan perhatian keluarga atau orang tua menambah daya proses penyembuhan. Hal ini ada sangkut pautnya dengan spiritualitas dan pola pelayanan pastoral konseling Kristen yang diberikan. Namun disisi lain pembentukan kebiasaan dalam melayani bagi mahasiswa Sekolah Tinggi Teologi (STT) perlu diupayakan melalui pelayanan pastoral konseling dengan pendampingan kepada orang-orang yang kecanduan dan mengikuti program rehabilitasi.
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Gomez-Arizaga, Maria P., and Leonor Conejeros-Solar. "Gifted students’ readiness for college." Gifted Education International 30, no. 3 (June 18, 2013): 212–27. http://dx.doi.org/10.1177/0261429413486573.
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Gifted students’ performance on a Chilean university admission test, Prueba de Selección Universitaria (PSU), was investigated in this study. Sixty-six students participating in an enrichment-based university program for gifted youth were selected. The sample included both male and female gifted adolescents who studied in public and voucher (charter) high schools. The purpose was to investigate which combination of factors was the best predictor of students’ scores and the differences between male and female students’ performance. Only intelligence, as measured by the Raven Standard Progressive Matrices test, correlated with the scores on the PSU. Males from voucher schools outperformed females on the PSU. Providing academic support and adequate preparation has been discussed as an important element for college readiness, successful transition to college, and to diminish the existing performance gap between students from different types of schools in Chile.
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Yurynets, Oleksandr, and Mariia Khavura. "THE INFORMATION OVERLOAD OF COLLEGE STUDENTS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 189–97. http://dx.doi.org/10.31499/2307-4906.1.2021.228840.
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The research presents the analysis of the study results, related to the problem of information overload of 15‒20-year-old modern youth studying in colleges are located in small towns. Taking into account the results of the survey and the analysis of the sources, the main reasons of students’ information overload have been identified in the article.The second main reasons are defined: the lack of career guidance for young people who study in colleges, the shortage of systematics in the use of gadgets, the disproportionate number of various disciplines in the curricular of the institutions of professional pre-higher education. An analysis of the emergence of the term “information overload” and the views of the scientists at the forefront of the problem have been carried out. It is determined that in terms of the information society, the idea of effective nobility, the formation of information culture, and information literacy of the people are very important for modern science.Practical techniques are particularly relevant in this context, which allow higher education institutions to form skills in children and youth to search for useful information, critically assess it and apply for people and society.In order to ensure the level of informational overload of students, a number of preventive measurements have been suggested. These measurements are appropriate for the state in general and for the young people in particular, such as: reducing the amount of general training in favor of greater professional orientation of educational programs in colleges; introduction of educational courses aimed at the formation of competencies in work with information in educational programs of training in institutions of professional higher education; providing the availability of programs for self-realization of adolescents and young people in their free time, etc.This will allow the young person to develop the ability to set the priority goals that require compliance with the order of their actions, to form skills to work with various types of information, especially with the Internet and social networks, as well as the ability to dose time to work with gadgets.
Keywords: information, information overload, college, professional training, student, youth, professional pre-higher education, modern person.
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Killoren, Sarah E., Cara Streit, Edna C. Alfaro, Melissa Y. Delgado, and Natalie Johnson. "Mexican American college students’ perceptions of youth success." Journal of Latina/o Psychology 5, no. 2 (May 2017): 88–102. http://dx.doi.org/10.1037/lat0000063.
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Hollister, J. Elliott, and Michael J. Boivin. "Ethnocentrism among Free Methodist Leaders and Students." Journal of Psychology and Theology 15, no. 1 (March 1987): 57–67. http://dx.doi.org/10.1177/009164718701500109.
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An ethnic awareness survey was used to evaluate ethnocentrism in a national sample of denominational lay leaders, clergy, and college students of the Free Methodist Church of North America Those found to demonstrate the greatest degree of ethnocentricity were individuals with little or no college education and/or nonprofessionals from smaller churches. Those demonstrating the least degree of ethnocentricity were college graduates, pastors, conference superintendents, those from inner-city churches, and those involved in professional occupations. Among college students in the sample, senior level students were significantly less ethnocentric with respect to the questionnaire scales than their freshman counterparts. Level of education and the demographic nature of the respondent's church and home environment seemed to override the purely theological dimensions of religious and church involvement. The result is a discrepancy between the theological ideals of a church or faith and the way in which social values and attitudes are expressed in day-to-day settings.
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Avent Harris, Janeé R., and Christine D. Wong. "African American College Students, the Black Church, and Counseling." Journal of College Counseling 21, no. 1 (April 2018): 15–28. http://dx.doi.org/10.1002/jocc.12084.
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Huang, Hui, Sofia Fernandez, Michelle-Ann Rhoden, and Rigaud Joseph. "Serving Former Foster Youth and Homeless Students in College." Journal of Social Service Research 44, no. 2 (March 12, 2018): 209–22. http://dx.doi.org/10.1080/01488376.2018.1441096.
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Yarmak, Olga V., Larissa P. Nelina, and Veronika E. Yarmak. "Interethnic and interreligious unity among Crimea college students." VESTNIK INSTITUTA SOTZIOLOGII 30, no. 3 (2019): 96–112. http://dx.doi.org/10.19181/vis.2019.30.3.592.
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The Crimea and Sevastopol are considered to be multinational regions, and within them – especially in the Crimea region – such an issue as interethnic and interreligious accord has been relevant at various points in history. With new subjects having joined the Russian Federation, this issue has not become any less relevant. On the contrary, due to new challenges of the modern world, such as extremism and terrorism, this issue has acquired new aspects. On the one hand, there exists the internal matter of the Crimean Tatars in the Crimea and Sevastopol, which needs to be examined within the context of starting an interethnic and inter-confessional dialog, while on the other hand the presence of external challenges prompts to consider developing interethnic and inter-confessional accord among the youth, primarily among college students, them being the most well-organized youth group. In light of this fact, the study conducted in 2017-2019 with financial support from the Russian Foundation for Basic Research within the framework of research project number 17-06-00440/19 and titled “Interethnic and interreligious unity among Crimea and Sevastopol college students: monitoring and analyzing the development level” allows to determine mechanisms for achieving such unity. According to the authors of this work, interethnic unity includes ethnic attitudes, willingness to partake in interethnic contact, which, among other things, develops national and territorial identity. The value component was examined during the course of empirical analysis: traditional values are in fact present in students’ consciousness; professional growth and self-fulfillment were identified as being important, while values attributed to general religious and ethnic interests were deemed insignificant. Also observed were deviations in the process of identity development among young Ukrainians. Observed within this youth group was a low degree of satisfaction with social provisions, the importance of such values as freedom, independence and religious unity; they feel that they belong to their own Ukrainian culture, which differs from Russian culture; for the most part Ukrainians assume that the Russian government cannot effectively protect their sovereignty. The results of this study allowed for determining the structural elements of interethnic and inter-confessional unity within various ethnic youth groups, with regards to components of young people’s national, territorial and cultural identity. The process of developing interethnic and inter-confessional unity within various ethnic groups of Crimea’s youth should be based on principles of regional patriotism, on creating common cultural codes, developing a positive image of Russia, enhancing young people’s economic and social standing, creating opportunity for professional growth together with social lifts, consolidating young people based on generational interests aimed at self-expression and self-fulfillment.
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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.
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Yasar, Onur Mutlu, and Murat Turgut. "Unemployment anxiety of last year college students." Cypriot Journal of Educational Sciences 15, no. 1 (February 29, 2020): 56–64. http://dx.doi.org/10.18844/cjes.v15i1.4588.
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The negative effects of anxiety on people, such as lack of self-confidence, deterioration of sleep order and social relations skills, feeling of failure, have been stated in many scientific studies. Youth unemployment is very high in the World and Turkey. The aim of this study was to determine the anxiety levels of the last year university students in sports science education. The research was carried out using quantitative research method. A total of 226 students from the School of Physical Education and Sports (fourth grade) of Kastamonu University participated in the study. In the research, Unemployment Anxiety Scale consisting of 5 sub-dimensions and 21 items was used as a measurement tool. In addition, it was observed that there was no statistical difference between men and women, but according to the variable of education department, it was determined that students of the sports management department have higher levels of unemployment anxiety.
Keywords: Anxiety, college, student, unemployment, job, future-anxiety.
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Kanagavel, Rajalakshmi, and Chandrasekharan Velayutham. "Impact of Social Networking on College Students." International Journal of Virtual Communities and Social Networking 2, no. 3 (July 2010): 55–67. http://dx.doi.org/10.4018/jvcsn.2010070105.
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In today’s world where Internet has experienced tremendous growth, social networking sites have become highly significant in peoples’ lives. This comparative study between India and the Netherlands will concentrate on youngsters more precisely college going students in Chennai and Maastricht. The research explores how college students create identity for themselves in the virtual world and how they relate to others online. It will analyze the cultural differences from the youth perspective in both the countries and discuss whether social networking sites isolate youngsters from the society or help them to build relationships; the participation in these sites is also explored. Survey technique, interview, and online observation were the research methods used. Findings show that Indian students spend more time in these sites than Dutch students and Dutch students participate more actively than Indian students. It was also found that virtual interaction taking place in these sites is just a supplement to real life interaction.
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Jean-Philippe, Sharon, Jennifer Richards, Kimberly Gwinn, and Caula Beyl. "Urban Youth Perceptions of Agriculture." Journal of Youth Development 12, no. 3 (September 25, 2017): 1–17. http://dx.doi.org/10.5195/jyd.2017.497.
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To change public perceptions, particularly from urban populations, of agriculture and natural resources (ANR) fields, the University of Tennessee developed a model of strategic educational recruitment to extend beyond traditional college fair experiences to educate underrepresented candidates. The High School Agricultural Education Initiative (HSAI) provided 10th-grade students with opportunities to: (a) gain knowledge of and appreciation for disciplines in agriculture and natural resources, (b) learn about college admissions standards, (c) network with college students and staff to learn about campus resources, and (d) understand how a college education improves professional opportunities. The HSAI (n = 122) was effective at increasing urban high school student knowledge of postsecondary opportunities in agriculture and natural resources, particularly with regards to ANR career paths. Additionally, students placed high value on the importance of scholarships and they believed that their parents would be supportive of majoring in an ANR discipline. The HSAI program targeted 10th-grade students for a one-time intervention, however, in further reflection and based on the results of this study, establishing long-term partnerships with Title I urban high schools may be more effective at increasing the number of youth who actually apply and enroll in ANR programs in college.
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Chesky, Kris, Marla Pair, Scott Lanford, and Eri Yoshimura. "Attitudes of college music students towards noise in youth culture." Noise and Health 11, no. 42 (2009): 49. http://dx.doi.org/10.4103/1463-1741.45312.
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HASEGAWA, MARI. "Conceptions of Freedom of Speech in Youth and College Students." Japanese Journal of Educational Psychology 49, no. 1 (2001): 91–101. http://dx.doi.org/10.5926/jjep1953.49.1_91.
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Derryberry, W. Pitt, Travis Wilson, Hannah Snyder, Tony Norman, and Brian Barger. "Moral Judgment Developmental Differences Between Gifted Youth and College Students." Journal of Secondary Gifted Education 17, no. 1 (November 2005): 6–19. http://dx.doi.org/10.4219/jsge-2005-392.
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In order to better understand contributing factors of moral judgment development, gifted youth and college students were compared. Moral judgment development, ACT scores, attributional complexity, and descriptors of personality were assessed among 140 college students and 97 gifted youth. Important distinctions favoring the gifted sample were seen among aspects of all considered variables. Stepwise hierarchical regression models noted that there was variability in how these variables accounted for the moral judgment developmental variance of each group. Discussed are explanations for the differences seen in the gifted sample relative to the college sample. Efforts to understand populations prone to early advancement, such as the gifted, are recommended in the hopes of transferring gained knowledge to other populations.
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Li, Hongbin, Prashant Loyalka, Scott Rozelle, Binzhen Wu, and Jieyu Xie. "Unequal Access to College in China: How Far Have Poor, Rural Students Been Left Behind?" China Quarterly 221 (March 2015): 185–207. http://dx.doi.org/10.1017/s0305741015000314.
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AbstractIn the 1990s, rural youth from poor counties in China had limited access to college. After mass college expansion started in 1998, however, it was unclear whether rural youth from poor counties would gain greater access. The aim of this paper is to examine the gap in college and elite college access between rural youth from poor counties and other students after expansion. We estimate the gaps in access by using data on all students who took the college entrance exam in 2003. Our results show that gaps in access remained high even after expansion. Rural youth from poor counties were seven and 11 times less likely to access any college and elite Project 211 colleges than urban youth, respectively. Much larger gaps existed for disadvantaged subgroups (female or ethnic minority) of rural youth from poor counties. We also find that the gaps in college access were mainly driven by rural–urban differences rather than differences between poor and non-poor counties within rural or urban areas.
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Uy, Phitsamay S., Sue J. Kim, and Chrisna Khuon. "College and Career Readiness of Southeast Asian American College Students in New England." Journal of College Student Retention: Research, Theory & Practice 20, no. 4 (December 7, 2016): 414–36. http://dx.doi.org/10.1177/1521025116678852.
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This study discusses the college and career readiness among full-time Southeast Asian American college students in a 4-year public university in New England. Our study consisted of surveys ( n = 58) and focus groups ( n = 35), of second-generation (born in the United States) or 1.5-generation (immigrated as a youth) college students. While our participants were fairly strong academically, they still struggled to navigate college and many did not feel prepared for careers. We found some variability by majors in the correlation of academic major and career preparedness, and our findings also suggest that Southeast Asian American students shared a number of concerns, such as lack of finances, inconsistent academic advising, and need for more career preparation. Nevertheless, across this heterogeneity, students agreed that peer mentors and effective faculty mentors are invaluable resources and that more such mentors and programs are needed.
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Silva, Claudia Neves da, Júlia Mirian Teruel, and Alessandra Tosti da Silva. "Manifestações Religiosas no Espaço Acadêmico: Interferências no Processo Pedagógico." Revista de Ensino, Educação e Ciências Humanas 18, no. 2 (July 24, 2017): 163. http://dx.doi.org/10.17921/2447-8733.2017v18n2p163-168.
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Cotidianamente se pode observar manifestações religiosas em diferentes locais e ocasiões – escolas, festas, pessoas trajando roupas e/ou símbolos, que expõem suas crenças. Ademais, temas referentes à religião, à religiosidade e ao pertencimento religioso têm sido, constantemente, debatidos em diferentes meios, como artigos em periódicos, programas televisivos, livros. Foi então que alguns questionamentos surgiram: como essa demonstração da fé se apresenta no espaço da ciência, ou seja, em uma universidade? Como as manifestações religiosas interferem no processo pedagógico? Para responder a estas indagações se realizou uma investigação, cujo objetivo é verificar como a demonstração de fé se apresenta dentro de um espaço laico e de natureza científica. A presente comunicação tem por finalidade apresentar algumas formas que os jovens expõem e vivenciam sua fé dentro de espaços universitários e propor debates interdisciplinares sobre a intolerância religiosa, que vem se manifestando nos espaços escolares. Utilizou-se a Universidade Estadual de Londrina - UEL como campo de pesquisa e delimitou-se a amostra aos estudantes participantes dos Grupos de Oração GOU – de vertente católica – e o Pocket – cujos membros pertencem às igrejas evangélicas - que se encontram, semanalmente, nos espaços da UEL. Como resultados preliminares se pode destacar que a religiosidade é presente na vida cotidiana dos jovens universitários, os quais promovem a conciliação entre religião e ciência.Palavras-chave: Universidade. Manifestações Religiosas. Grupos de OraçãoAbstractDaily religious manifestations are observed in different places and occasions - schools, parties, people wearing clothes or symbols that expose their beliefs. Moreover, issues related to religion, religiosity and religious belonging have been constantly debated in different media, such as journal articles, television programs, books. Then some questions arose: how is this demonstration presented in an university environment? How do religious manifestations interfere with the educational process? To answer these questions an investigation was carried out whose purpose is to observe how faith demonstration is presented in a secular and scientific environment. This Communication aims to present some ways that expose youth and experience their faith within university environments and propose interdisciplinary debates on religious intolerance that has been manifested in school environments. State University of Londrina – UEL was used as a research field and limited our sample to participating GOU prayer’s students groups – the Catholic side - and the Pocket - whose members belong to evangelical churches - which meet weekly at UEL’s environments. As preliminary results, it is pointed out that religion is present in College students’ everyday, which promotes the reconciliation betweenreligion and science.Keywords: University. Religious manifestations. Prayer Groups
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Adcock, Anthony G. "Using College Students as Senior Peer Teachers in Youth-to-Youth Health Education." Health Education 17, no. 5 (November 1986): 77–78. http://dx.doi.org/10.1080/00970050.1986.10618019.
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Kirui, David K., and Grace Kao. "Does generational status matter in college? Expectations and academic performance among second-generation college students in the US." Ethnicities 18, no. 4 (June 6, 2018): 571–602. http://dx.doi.org/10.1177/1468796818777542.
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Using the 2004–2009 wave of the Beginning Postsecondary Students Longitudinal Study, a nationally representative sample of students who enroll in college in 2004, we examine generational differences in the relationship between educational expectations, academic achievement, and college persistence among native-born and immigrant youth in the United States. Using the theory of immigrant optimism, which has primarily focused on high school youth, we examine whether immigrant parents provide children an advantage in completing their college degrees. Our analyses suggest that students who have at least one immigrant parent are (1) more likely to expect to earn advanced degrees and (2) more likely to complete college on time and less likely to withdraw with no degree compared to their counterparts with native-born parents. We also find that the higher expectations held by these students are associated with higher levels of persistence and attainment. We argue that the optimism conferred by having immigrant parents persists through young adulthood.
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Shukla, Shanu, and Pritee Sharma. "Emotions and Media Multitasking Behaviour among Indian College Students." Journal of Creative Communications 13, no. 3 (August 30, 2018): 197–211. http://dx.doi.org/10.1177/0973258618790794.
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Media multitasking, a simultaneous consumption of two or more media, is a ubiquitous and popular behaviour among the youth. One of the reasons for its increasing growth is the structural/market-level factors (known as media factors). Although India is a growing technology hub, there have been limited efforts to identify the media multitasking behaviour among the youth in this country. Thus, this study attempts to analyse the prevalence of media multitasking behaviour among the Indian college students and its relationship with their emotions through two methods: self-report and an android-based application known as ‘Affective Media Landscape Survey’ (AMLS). Previous studies have reported that continuous interaction with media diminishes face-to-face interaction, reduces empathy and increases the tendency to live in the virtual world. This raises the concern for emotional differences in everyday life, if any, between the high and low groups of media multitaskers. So the second objective of the study is to understand the emotional profile of the users that varies among media multitasking index. To achieve these objectives, the same two methods, the ‘self-report’ that involves questionnaires and AMLS (an android-based app to study the frequency of media multitasking behaviour and the emotions of the users) have been employed. The study gives an insight into the emerging behavioural patterns and hence is helpful for designing communities to cater to the growing needs of the young media users.
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Marciano, Joanne. "“I think we’re all teachers even though we’re students”." Journal of Urban Learning, Teaching, and Research 16, no. 1 (March 9, 2021): 23–42. http://dx.doi.org/10.51830/jultr.13.
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Youth of color enrolled in urban public high schools, particularly those students who seek to be the first in their families to graduate from college, frequently encounter barriers to their college readiness and access. This study engaged an analytic approach built with culturally relevant and sustaining theories of education to examine how 10 youth of color enrolled in 12th grade at a Title 1 public high school in New York City provided and/or received support from peers as they navigated such barriers. The study utilized a youth co-researcher methodology to amplify student voices about an issue directly connected to their lives. Two findings emerged across data analysis: (1) students asserted collective notions of academic achievement and (2) challenged what they perceived as inequitable access to resources and opportunities as they supported their peers’ college readiness and access. Taken together these findings provide new insights into possibilities for building from students’ interactions with peers across contexts of curriculum, teaching, and research in urban schools.
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Wynveen, Brooklynn J., Andrew R. Meyer, and Christopher J. Wynveen. "Promoting Sustainable Living among College Students: Key Programming Components." Journal of Forestry 117, no. 4 (May 10, 2019): 353–59. http://dx.doi.org/10.1093/jofore/fvz022.
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Abstract Research has made clear that sustainable living behaviors are an integral aspect of natural-resource management and conservation. Because of their numbers, influence, and tendency toward nonsustainable practices and behaviors, college students represent a key target population for messages of sustainable living. Accordingly, we collaborated with college-aged populations at a local evangelical church to develop and conduct an intervention aimed at promoting sustainable living within this population. This intervention was part of a larger project aimed at: (1) fostering participation in sustainable living educational programming among nonenvironmentally motivated individuals; and (2) obtaining behavior change commitments from those participants. Our findings suggest three key components for enhancing the effectiveness of such programming: (1) present curriculum in small group formats; (2) use a discussion-based format; and (3) appeal to existing values, priorities, and motivations of participants.
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Tichavakunda, Antar A. "Fostering College Readiness: An Ethnography of a Latina/o Afterschool Program." Education and Urban Society 51, no. 7 (August 29, 2017): 922–45. http://dx.doi.org/10.1177/0013124517727055.
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There are two, related types of college readiness: (a) cognitive—students’ test scores and grades and (b) noncognitive—students’ academic mind-sets, behaviors, and motivation. This study uses an ethnographic approach to examine how an afterschool program for Latina/o high school youth fosters noncognitive factors of college readiness. Based on over 80 hr of participant observation and 31 semistructured interviews, this work demonstrates how an afterschool program acts as a supplement to students’ noncognitive factors of college readiness. The findings also suggest that afterschool programs for high school youth can act as hubs of behavioral nudges toward noncognitive college readiness and access.
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Rostain, Anthony Leon. "PROMOTING DIGITAL CITIZENSHIP IN TRANSITIONAL-AGED YOUTH (TAY) AND COLLEGE STUDENTS." Journal of the American Academy of Child & Adolescent Psychiatry 58, no. 10 (October 2019): S41—S42. http://dx.doi.org/10.1016/j.jaac.2019.07.176.
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Gupton, Jarrett T. "Campus of Opportunity: A Qualitative Analysis of Homeless Students in Community College." Community College Review 45, no. 3 (March 29, 2017): 190–214. http://dx.doi.org/10.1177/0091552117700475.
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Objective: Community colleges are gateways of access to higher education for many underrepresented students. One group that has received little attention in the community college research literature is homeless youth. The objective of this research is to address the following research questions: (a) What might be learned from the narratives of homeless youth and their experiences in postsecondary education? and (b) How might community colleges promote interpersonal and institutional resilience for homeless students? Method: Utilizing qualitative research techniques, this article reviews the experiences’ of homeless youth attending community college and explores the ways in which community colleges might serve as sites for fostering resilience and stability in the lives of homeless students. Results: The results of this empirical work suggest that although homeless students do benefit from enrolling in community college, some of the benefits are not salient to them and they are unable to take full advantage of institutional resources. Contributions: The findings from this study contribute to the literature on low-income students’ experiences in community college and add the voices and experiences of homeless youth.
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Hart Abney, Beverly G., Pamela Lusk, Rachael Hovermale, and Bernadette Mazurek Melnyk. "Decreasing Depression and Anxiety in College Youth Using the Creating Opportunities for Personal Empowerment Program (COPE)." Journal of the American Psychiatric Nurses Association 25, no. 2 (June 4, 2018): 89–98. http://dx.doi.org/10.1177/1078390318779205.
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BACKGROUND: College is a time of major transition in the lives of many young adults. Roughly 30% of college students have reported that anxiety and depressive symptoms negatively affect their lives and academic functioning. Currently, anxiety has surpassed depression as the reason college students seek help at counseling centers. Unfortunately, only one third of students receive treatment for anxiety and only 25% of students receive treatment for their depression. OBJECTIVES: The objectives of this pilot project were to (a) assess levels of depression and anxiety in identified “at risk” college students who present to the college Student Health Services (Primary Care), (b) implement a new cognitive behavioral therapy–based intervention titled “Creating Opportunities for Personal Empowerment” (COPE), and (c) evaluate the effectiveness of the intervention on students’ levels of depression and anxiety as well as satisfaction with the intervention. DESIGN: A one group pre- and post-test design was used. Results: Students who received COPE demonstrated clinically meaningful improvement in depressive and anxiety symptoms as measured by the Beck Depression Inventory–II and the State–Trait Anxiety Inventory. CONCLUSION: COPE is an effective brief program for reducing depression and anxiety in college-age youth. Implementation of evidenced-based programs into the college experience could lead to less severe depression and anxiety and better academic performance, ultimately increasing the likelihood of students successfully completing their academic programs.
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Chykina, Volha. "Educational Expectations of Immigrant Students: Does Tracking Matter?" Sociological Perspectives 62, no. 3 (February 12, 2019): 366–82. http://dx.doi.org/10.1177/0731121419828397.
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Immigrants are known to have high expectations to matriculate into college and achieve a college degree. Yet the majority of the studies that examine the educational expectations of immigrant youth focus only on one country. Furthermore, researchers have not yet examined whether the high educational expectations of immigrants are promoted or hampered by the characteristics of educational systems in immigrants’ host countries. This paper examines the relationship between one such feature, tracking, and the educational expectations of immigrant youth in Europe. It shows that cross-nationally, immigrant students have higher educational expectations than nonimmigrant youth. However, for first-generation immigrants, this advantage is not as pronounced in tracked systems as compared with nontracked systems. This suggests that immigrants and nonimmigrants respond differently to the educational contexts that they encounter and that certain features of educational systems can stymie immigrant advancement.
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Tam, Raymond Kwok-Wai. "Nurturing gifted and talented students to become future leaders." Gifted Education International 33, no. 3 (August 27, 2015): 248–56. http://dx.doi.org/10.1177/0261429415599274.
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In the previous literature on gifted education in Hong Kong, there has been little mention of special schools for gifted and/or talented students in Hong Kong except for GT College, Hong Kong’s first college for the gifted. Some notable researchers in gifted education in Hong Kong have described the college briefly with regard to its admission policy but have not discussed its programmes. The present article aims to provide a more extended introduction about how GT College successfully nurtures its gifted and/or talented students to become future leaders in Hong Kong. The present article comprises a systematic overview of the historical developments of gifted education in Hong Kong. This is followed by a historical review of GT College. Then, GT College’s learning and teaching philosophy is addressed followed by its innovative curriculum for gifted and/or talented students – Talent Development Programmes and Youth Development Programmes.
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Jun, Soo-Koung. "The Mediating Effect of Peer Communication between Social Withdrawal and Life Satisfaction of College Students." Integration of Education 23, no. 3 (September 30, 2019): 379–89. http://dx.doi.org/10.15507/1991-9468.096.023.201903.379-389.
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Introduction. In this study, an examination as to whether social withdrawal on the part of college students has an effect on satisfaction with college life is presented along with an analysis of the possible mediating effect of peer communication on social withdrawal and dissatisfac tion with college life. Material and Methods. A total of 1,220 college students were analysed using the 7th year data of the Korea Child and Youth Panel Survey conducted by Korea Youth Policy Institute in 2016. Analysis using SPSS 23 and AMOS 23 software programs was carried out, along with t-test, ANOVA and structural equation analysis. Results. A significant variation in satisfaction with college life according to demographic factors was noted. It was also found that social withdrawal has a direct impact on satisfaction with college life: the higher the degree of social withdrawal, the higher the satisfaction with college life. Moreover, social withdrawal increases satisfaction with college life as a function of peer communication. In other words, peer communication indirectly affects both social withdrawal and satisfaction with college life . Discussion and Conclusion. Based on the results of this study, practical suggestions are proposed for improving the life satisfaction of college students. Programs for improving peer communication and increasing social interaction should be developed for college students.
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Gilbert, Julie, and Barbara Fister. "Reading, Risk, and Reality: College Students and Reading for Pleasure." College & Research Libraries 72, no. 5 (September 1, 2011): 474–95. http://dx.doi.org/10.5860/crl-148.
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News reports and well-publicized government studies have led to a popular perception that reading is an endangered activity, particularly among youth. In this study we surveyed college students, librarians, and college writing instructors about students’ attitudes toward reading for pleasure, examine barriers to voluntary reading among college students, and explore academic libraries’ potential role in promoting reading. Our findings suggest that students have a far higher interest in reading than is typically believed and recommend steps academic librarians can take to encourage reading for lifelong learning.
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Kandasamy, Sunitha, Abdulrahuman Mohamed Buhari, and Shyamala Janaki. "A study on anxiety disorder among college students with internet addiction." International Journal Of Community Medicine And Public Health 6, no. 4 (March 27, 2019): 1695. http://dx.doi.org/10.18203/2394-6040.ijcmph20191407.
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Background: The last decade has seen a tremendous growth in internet usage with 3,486,642,862 present users worldwide with India contributing 462,124,989 users. Out of this 70% are young. In this scenario there is also drastic increase in the prevalence of psychiatric illness among the same vulnerable group. A lot of studies have been conducted to bring out the association of the psychiatric disorders with internet addiction. This study aims to estimate the prevalence of internet addiction among college students and bring to light the degree of association of anxiety disorder with internet addiction.Methods: A cross sectional study is carried out in 2 arts colleges in Tirunelveli city among 200 students (aged 19-21 years) using internet addiction test by Dr. Kimberly young and anxiety rating by Hamilton anxiety scale.Results: Among the 200 students, only 22% did not have internet addiction. 52% are average on-line users, 20% are possible addicts and 6% are addicts. Among these 59.6% had mild anxiety, 22.4% moderate anxiety and 17.9% suffered severe anxiety. 56.4% had anxious mood and fear and 38.5% suffer intellectual deterioration, 30.8% had depressed mood. 33.3% had experienced muscular somatic symptoms, 23% autonomic, 14.1% gastrointestinal symptoms and 7.7% cardiovascular symptoms and 24% respiratory symptoms.Conclusions: Internet addiction is an emerging health issue among youth, if left unattended will compromise the mental and physical well being of the youth. It is also mandate that a holistic education program that is based on positive youth constructs is the need of the hour.
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Malott, Krista, Stacey Havlik, Shivam Gosai, and Jose Diaz Davila. "A Group Intervention for Prospective First-Generation College Students: Application With an Urban, African American Population." Professional School Counseling 24, no. 1 (January 2020): 2156759X2095729. http://dx.doi.org/10.1177/2156759x20957297.
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We applied a qualitative inquiry to explore the experiences of African American youth engaging in a group intervention at an urban high school. Group topics were tailored to the needs of prospective first-generation college students to enhance youth social and academic capitol and identity strengthening. Experiences included changed perspectives and increased knowledge of the college-going experience that, in turn, increased participant sense of efficacy in completing college. We discuss implications for school counselors.
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Wang, Chunping, Shujie Sun, and Ye Zheng. "Research on the influence of entrepreneurial education and entrepreneurial policy on college students' entrepreneurial intention: Intermediary role of entrepreneurial self-efficacy." Journal of Educational Research and Reviews 8, no. 7 (September 11, 2020): 115–27. http://dx.doi.org/10.33495/jerr_v8i7.20.179.
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Under the background of the high youth unemployment rate in the world, how to encourage college students to carry out entrepreneurial activities is the focus of the whole society. But even if government and college provide such a high-quality entrepreneurial platform for college students, the rate of youth entrepreneurship in the world is still relatively low. On the basis of the questionnaire of 385 college students concentrated in several colleges in Hubei Province of China, this paper used independent sample T test, single factor analysis method, multiple comparison test (LSD), correlation analysis, regression analysis and other empirical analysis methods to analyze the impact of entrepreneurial education as well as entrepreneurial policy on college students' entrepreneurial intention, and verified the intermediary role of entrepreneurial self-efficacy. The research conclusions mainly included: (1) Part of the control variables will affect entrepreneurial intention; (2) Entrepreneurial education, entrepreneurial policy positively and significantly affect the entrepreneurial intention of college students; (3) Entrepreneurship self-efficacy plays an intermediary role in the influence of entrepreneurship education and entrepreneurial policy on entrepreneurial intention. According to the conclusion of the research, this paper put forward some suggestions for government, university as well as students, and tried to provide the gamut of support system of entrepreneurship, so as to stimulate the entrepreneurial intention of college graduates and improve the entrepreneurial rate.
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Schillaci, Rebecca S., Caroline E. Parker, Meg Grigal, and Maria Paiewonsky. "College-Based Transition Services' Impact on Self-Determination for Youth With Intellectual and Developmental Disabilities." Intellectual and Developmental Disabilities 59, no. 4 (July 20, 2021): 269–82. http://dx.doi.org/10.1352/1934-9556-59.4.269.
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Abstract Most youth in transition services with labels of intellectual and developmental disabilities (IDD) have poorer employment outcomes than their peers with other or without disabilities. One alternative approach to address this challenge provides youth with IDD access to transition services in the context of a college or university campus. College-based transition services (CBTS) provide students with IDD access to college courses, internships, and employment during their final 2 to 3 years of secondary education. A quasi-experimental design evaluation of one college-based transition services model, Think College Transition, found that, after controlling for student baseline scores, the college-based transition services had a significant effect on students' scores of self-determination at post-test. Implications for further refining the model are discussed.
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Duncheon, Julia C., and Stefani R. Relles. "Brokering College Opportunity for First-Generation Youth: The Role of the Urban High School." American Educational Research Journal 56, no. 1 (August 10, 2018): 146–77. http://dx.doi.org/10.3102/0002831218788335.
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Social capital research has demonstrated the value of relationships and networks to enhance college opportunity for first-generation students. While most work has focused on individual students and their ties, high schools play a critical role in social capital processes by connecting students to external college access organizations and resources. This case study employs Mario Small’s organizational brokerage theory to investigate social capital formation among college-bound first-generation youth in an urban high school. Specifically, we explore how the school itself brokered college-going resources through its partner organizations. Findings illustrate a range of passive and active brokerage strategies that influenced the quantity and quality of available resources, and in turn, the amount of student agency required to secure social capital gains.
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Koch, Jerome R., Alden E. Roberts, Myrna L. Armstrong, and Donna C. Owen. "Correlations of Religious Belief and Practice with College Students' Tattoo-Related Behavior." Psychological Reports 94, no. 2 (April 2004): 425–30. http://dx.doi.org/10.2466/pr0.94.2.425-430.
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This research builds on a large body of literature which suggests that religious belief and practice suppress deviant behavior. Survey data from 520 undergraduates (64% freshmen and sophomores; 70% female; 80% Euro-American) at a large public university in the southwest were examined for whether students' strength of religious faith, church attendance, or frequency of prayer correlated with their having a tattoo, being interested in tattoos, or being likely to get a (or another) tattoo. Analysis showed strength of religious faith had a weak, negative correlation with having a tattoo, being interested in tattoos, and being likely to get a (or another) tattoo. Church attendance also weakly correlated with a reduced interest in tattooing. Since the strength of the numerous correlations was very low and barely reached statistical significance, religious belief and behavior do not appear to be associated substantively with attitudes and behavior regarding tattoos. This suggests increasing cultural acceptance of tattooing.
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Morningstar, Mary E., Alison L. Zagona, Hatice Uyanik, Jingrong Xie, and Stephanie Mahal. "Implementing College and Career Readiness: Critical Dimensions for Youth with Severe Disabilities." Research and Practice for Persons with Severe Disabilities 42, no. 3 (July 31, 2017): 187–204. http://dx.doi.org/10.1177/1540796917711439.
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Focused attention to the Common Core State Standards (CCSS) and college and career readiness (CCR) has been attributed to increased secondary school reform efforts directed at ensuring all students graduate high school prepared for adulthood. To successfully experience college and careers, students must have the knowledge, skills, and experiences associated with engagement in core academics, as well as essential nonacademic competencies such as growth mindsets, problem-solving, and interpersonal engagement. This study sought out insights and perspectives from national experts to understand the skills, opportunities, and supports needed to ensure students with severe disabilities are college and career ready. The study offers research results focused on initial insights supportive of inclusive postsecondary outcomes for youth with severe disabilities.
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Hudley, Cynthia, Roxanne Moschetti, Amber Gonzalez, Su-Je Cho, Leasha Barry, and Melissa Kelly. "College Freshmen's Perceptions of Their High School Experiences." Journal of Advanced Academics 20, no. 3 (May 2009): 438–71. http://dx.doi.org/10.1177/1932202x0902000304.
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Among academically talented students, SES and racial group membership predict both college expectations and matriculation, and youth less often attend and complete postsecondary education if their parents did not go to college. For successful adjustment to college, significant adults during high school matter more than they might imagine. Talking to teachers and counselors had strong relationships with social and academic adjustment as well as with positive attitudes for all students. Interestingly, the more participants talked to teachers in high school, the more academically competent they felt in college, and this relationship was especially strong for first-generation students. Such findings suggest that “getting ready” experiences may prepare students to more effectively balance the multiple developmental tasks they face as college students on the threshold of adulthood. This preparation may be especially important for persistence among vulnerable populations, including first-generation students, who spend the least time of any group talking to teachers outside class. Students in low-income, urban communities may be in reasonable proximity to a community, vocational, or 4-year college; students in rural schools may more often see relatively few opportunities for higher education. An academically oriented high school peer group also may prepare students to become socially engaged on the college campus. These preliminary findings are a strong argument for policies and practices that bring all new college students together in personalized social interactions as quickly as possible rather than focusing on groups perceived to be “at risk.”
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Cherney, Isabelle, Laura Douglas, Ellen Fischer, and Russell Olwell. "Early College High School/Dual Enrollment 2.0." Metropolitan Universities 31, no. 2 (July 20, 2020): 18–32. http://dx.doi.org/10.18060/23815.
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Urban and Metropolitan Colleges and Universities often serve a population that can benefit from an early college strategy. Colleges serving first-generation and low-income students often have lower retention and graduation rates than their peer institutions, as students from large urban public high schools can struggle to navigate the college classrooms and support system. While students may have achieved respectable GPAs and test scores in their high school buildings, they can fail to translate these skills at the college level, finding themselves on academic probation or worse. As researcher Anthony Jack has described in his landmark study, The Privileged Poor, students coming from large, urban districts are doubly disadvantaged by their experiences in schools; the skills that have allowed these students to get through their high schools are counterproductive at the college level (Jack, 2019).
Using an evidence-based approach, programs being launched now by colleges and universities focus on the core missions of early college and dual enrollment programs, connecting youth less likely to attend college directly out of high school with powerful programming that propels them towards successful completion of degrees and to the start of their career. This article presents perspectives from a range of institutions (high school, two-year institutions, four-year institutions, and philanthropic investors) that are rethinking these models to maximize community impact and affordability to students and families.
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Waseem, Muaaz, Faraz Ahmed Bokhari, Muhammad Aakif Jalal, Zainab Zahra, Mahnoor Khalid, and Maria Aman. "PRE DIABETES IN YOUNG MEDICAL STUDENTS." Annals of King Edward Medical University 21, no. 1 (July 2, 2021): 39. http://dx.doi.org/10.21649/akemu.v21i1.694.
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Abstract Introduction: A study was conducted among students of a public medical college in Lahore, Pakistan to determine proportion of pre diabetic students (Blood sugar levels between 100 mg/dl - 125 mg/dl, accord- Waseem M.1 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Bokhari F.A.2 Assistant Professor, Department of Physiology, Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Jalal M.A.3 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Zahra Z.4 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Khalid M.5 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore Aman M.6 Fourth Year MBBS Student Sheikh Khalifa Bin Zayed Al-Nahyan Medical College, Lahore ing to American Diabetes Association) and its relation with body mass index, family history of Diabetes, die-tary habits, socioeconomic status and physical activity. Methods: A cross sectional survey was conducted at Sheikh Zayed Medical Complex in February 2013 on medical students of either gender. Data was collected on a validated questionnaire. Fasting blood sugar lev-els of 65 students (enrolled after taking informed con-sent) were taken by trained co investigators through standardized glucose meter. Results: A total of 65 medical students (43 males and 22 females) enrolled in this study. Their ages ranged from 18 to 23 years (mean age 20.56 ± 0.97 years). No student was found to be pre diabetic. Fasting blood sugar level in male participant with a family historyof diabetes was significantly higher (85 ± 6.228 vs. 79.857 ± 6.602, P = 0.016). Conclusion: In this study, no student was found to be pre diabetic, though male participants with a family history of diabetes had higher fasting blood sugar levels. However, a larger study sample is required so that any significant finding may be shown, if it exists. Data on prevalence of pre-dia-betes in youth in South Asia is scarce. The high incidence of diabetes in developing countries un-derlines the need to explore prevalence of pre dia-betes in the younger population. Key Words: Pre diabetes, Impaired Fasting Glucose (IFG).
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Edirmanasinghe, Natalie. "Using Youth Participatory Action Research to Promote Self-Efficacy in Math and Science." Professional School Counseling 24, no. 1 (January 2020): 2156759X2097050. http://dx.doi.org/10.1177/2156759x20970500.
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Youth participatory action research is a pedagogy in which students work together to explore an issue that affects them. The school counselor measured the impact on Latina students who participated in the project based on participants’ self-efficacy in attending college and being successful in math and science. Results indicated that students were more confident in their abilities in science and math and also believed they would attend college in the future by the end of the intervention.
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Doraiswamy, Padmavathy, Prasanthi Nattala, and Pratima Murthy. "How can today’s substance-using youth be helped to quit? Perspectives of college students from Bangalore, India." International Journal of Social Psychiatry 66, no. 5 (May 4, 2020): 469–75. http://dx.doi.org/10.1177/0020764020916745.
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Background: Substance use among college students is increasing, yet research regarding their viewpoints on how they can be helped is sparse in India. Aim: The purpose of this study was to explore in depth the perspectives of college students as to how college youth can be helped to quit the use of psychoactive substances. Method: Data from focus group interviews with 38 adolescent college students were analyzed qualitatively to identify their viewpoints on how today’s college youth can be helped to quit substance use. Interviews were transcribed verbatim, themes and subthemes were identified. Results: Three major themes (with subthemes) were identified: (1) Patterns of use (commonly used substances, methods of using), (2) Perceived reasons for use (to reduce negative emotions, academic pressure, peer influence, more freedom, rebellious attitudes, media influence, modeling effect, childhood trauma, distrust from family/friends, lack of knowledge regarding the adverse impact of substances, poor life skills, cultural gender-based discrimination) and (3) Interventions needed to help college youth to quit substance use (need for interventions, basic principles to follow when developing interventions, content to be included, methods to be employed for delivering the intervention). Conclusion: The information from this study can guide the development of a comprehensive intervention that is relevant and tailor-made to the specific needs of the college student population.
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Gamoran, Adam, Andrew C. Porter, John Smithson, and Paula A. White. "Upgrading High School Mathematics Instruction: Improving Learning Opportunities for Low-Achieving, Low-Income Youth." Educational Evaluation and Policy Analysis 19, no. 4 (December 1997): 325–38. http://dx.doi.org/10.3102/01623737019004325.
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Low-achieving, low-income students are typically tracked into dead-end math courses in high school. In this article, the authors evaluate the success of “transition” math courses in California and New York, which are designed to bridge the gap between elementary and college-preparatory mathematics and to provide access to more challenging and meaningful mathematics for students who enter high school with poor skills. The authors hypothesize that the transition courses—Math A in California and Stretch Regents and UCSMP Math in New York—allow students to keep pace with those who enter college-preparatory courses by covering rigorous mathematical content using a range of cognitive strategies. Data from 882 students in 48 math classes are analyzed using a three-level hierarchical linear model. The results show that growth in student achievement is significantly lower in general-track classes than in college-preparatory classes. Achievement in transition classes falls in between: not significantly lower than in college-preparatory classes, but not significantly greater than in general-track classes. More rigorous content coverage accounts for much of the achievement advantage of college-preparatory classes. The transition classes are judged a partial success in meeting their goal of upgrading the quality of mathematics instruction for low-achieving, low-income youth.
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D'Souza, Malcolm J., William K. Kroen, Charlene B. Stephens, and Richard J. Kashmar. "Strategies And Initiatives That Revitalize Wesley College STEM Programs." Journal of College Teaching & Learning (TLC) 12, no. 3 (June 30, 2015): 195–208. http://dx.doi.org/10.19030/tlc.v12i3.9311.
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Church-related small private liberal arts baccalaureate minority-serving institutions like Wesley College have modest endowments, are heavily tuition-dependent, and have large numbers of financially-challenged students. In order to sustain the level of academic excellence and to continue to build student demographic diversity in its accessible robust Science and Mathematics (STEM) programs, the faculty sought federal and state funds to implement a coordinated program of curriculum enhancements and student support programs that will increase the number of students choosing STEM majors, increase their academic success, and improve retention.
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Gibbons, Melinda M., Erin E. Hardin, Anna Lora Taylor, Emily Brown, and Danielle Graham. "Evaluation of an SCCT-Based Intervention to Increase Postsecondary Awareness in Rural Appalachian Youth." Journal of Career Development 47, no. 4 (March 3, 2019): 424–39. http://dx.doi.org/10.1177/0894845319832972.
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Students underrepresented in higher education often require unique support throughout their career and college planning. Rural Appalachian youth characterize a large population of underrepresented students. This article describes a theory-based multiweek career education curriculum aimed at increasing career and college readiness that was delivered to over 1,300 high school students in two rural Appalachian counties. Evaluation data from 867 of these students, as well as from the program staff, are provided. Findings suggest that participants found the intervention useful, learned new information about postsecondary planning and career exploration, and received assistance planning for their futures. Implications for school-based career education with underrepresented students, in general, are discussed.
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Zhang, Junfa, and Yin Zhang. "Research on the Effects of Ideals and Beliefs Education for College Students." Scientific and Social Research 3, no. 2 (July 13, 2021): 7–11. http://dx.doi.org/10.36922/ssr.v3i2.1092.
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The question of college students nowadays having firm ideals and believes is not only related to their achievements, but also related to the reformation and development of the country. In addition, by conducting scientific and effective education of ideals and beliefs for college students, it can be used to promote development in the direction of demand for talents in the new era with ideals, beliefs and responsibility. The authors propose several ways to effectively carry out the education of college students’ ideals and beliefs, based on the significance of ideals and beliefs and the introduction of the relationship between the ideal and belief education of college students, as well as the “youth dream” and the “Chinese dream” in order to explore effective ways to strengthen the ideal and belief education for college students in the new era. This article may be a reference for higher education institutions.
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Williams, Bonita, Jody Thompson, Tonya Taylor, and Karen Eley Sanders. "The Impact of a Youth Development Program on Secondary Students’ Career Aspirations." Journal of Youth Development 5, no. 3 (September 1, 2010): 75–88. http://dx.doi.org/10.5195/jyd.2010.210.
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This study’s purpose determined the extent to which adolescents’ participation in a youth development program may be linked to the participants’ post-secondary education and career aspirations. One hundred and seven adolescents, ages 14-19 in grades 8-12 completed Holland’s Vocational Interest Survey and the 4-H Career Decision Survey. Ordinal regression analysis indicated participation in 4-H had a positive impact on career decisions for students who participated in 4-H for two years (p< .038) and six years (p< .001). Significant differences were apparent with 80% of the racial/ethnic groups surveyed concerning a college fair’s impact on career choice and college major determination.