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Journal articles on the topic 'College students – Rating of – Swaziland'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Robertson, John M., Stephen L. Benton, Fred B. Newton, Ronald G. Downey, Patricia A. Marsh, Sheryl A. Benton, Wen-Chih Tseng, and Kang-Hyun Shin. "K-State Problem Identification Rating Scales for College Students." Measurement and Evaluation in Counseling and Development 39, no. 3 (October 2006): 141–60. http://dx.doi.org/10.1080/07481756.2006.11909795.

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2

Sullivan, Michael, and John Wodarski. "Rating College Students' Substance Abuse: A Systematic Literature Review." Brief Treatment and Crisis Intervention 4, no. 1 (2004): 71–91. http://dx.doi.org/10.1093/brief-treatment/mhh006.

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3

Masuku, Micah Bheki, Alfred F. Tsikati, and Barnabas M. Dlamini. "Factors Influencing the Choice of an Agriculture Specialisation by Primary teachers’ Diploma College Students in Swaziland." Journal of Agricultural Studies 4, no. 1 (September 19, 2015): 12. http://dx.doi.org/10.5296/jas.v4i1.8153.

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The choice of a specialisation is one of the lifetime career decisions students have to make when entering college. The purpose of the study was to determine factors that influence the choice of Agriculture specialisation by college student teachers in Swaziland. A desk review and a Modified Delphi technique were used to generate items used in the survey questionnaire for data collection. A census of 351 student teachers from three teacher training colleges was used. Data were analyzed by means of descriptive statistics and multinomial logistic regression. The findings of the study revealed that students’ interest, department’s image, sex and influence by professionals were the predictors for the choice of Agriculture specialisation in the teacher training colleges in Swaziland. The study recommends that the Agriculture departments in the colleges must stage campaigns and craft policies to promote the choice of the Agriculture specialisation. A study should be conducted to determine the influence of the subject combinations that make an area of specialisation on the choice of the Agriculture specialisation.
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4

Chen, Guangyan. "Examining rating criteria used to assess U.S. college students’ Chinese oral performance." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51, no. 3 (December 31, 2016): 286–311. http://dx.doi.org/10.1075/csl.51.3.04che.

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This study empirically examines the rating criteria used to assess U.S. college students’ CSL (Chinese as a Second Language) oral performance by analyzing teachers’ assessment of these performances at different proficiency levels. The researcher videotaped ten speeches, and three ACTFL-trained raters assessed oral performance in these samples. The researcher then selected three samples (Samples 1, 2, and 3) to represent Novice High, Intermediate High, and Advanced Low levels. The researcher developed 20 rating items through interviewing ten experienced CSL teachers and running an Exploratory Factor Analysis (EFA) on teachers’ assessments of speech samples. After that, 104 CSL teachers used these rating items to assess the aforementioned samples. The EFAs of teachers’ assessments led to three corresponding rating criteria models (Models 1, 2, and 3). Both Models 2 and 3 for Samples 2 and 3, respectively, were five-criterion models, consisting of fluency, conceptual understanding, content richness, communication appropriateness, and communication clarity. Model 1 for Sample 1 was a four-criterion model, in which the items in communication appropriateness and content richness showed high correlations, and therefore were merged into one category; the other three criteria remained the same. Comparisons of the three models demonstrated that the criteria were constant. The ANOVAs showed that the proficiency levels of these oral performances differed significantly across all five rating criteria. This study empirically supports CSL teachers’ use of constant rating criteria to assess different levels of oral performance. It also provides Chinese teachers with rating criteria they can use to assess U.S. college students’ CSL oral performance.
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Abdel-Khalek, Ahmed M. "Subjective Well-Being and Religiosity in Egyptian College Students." Psychological Reports 108, no. 1 (February 2011): 54–58. http://dx.doi.org/10.2466/07.17.pr0.108.1.54-58.

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A sample of 224 Egyptian college students (101 men, 123 women) was recruited. Their ages ranged from 17 to 29 years ( M = 18.9, SD = 1.5). They responded to the Arabic versions of the Oxford Happiness Inventory, the Love of Life Scale, and the Satisfaction with Life Scale, as well as five separate single-item self-rating scales assessing physical health, mental health, happiness, satisfaction, and religiosity. All correlations between the measures and rating scales of subjective well-being and religiosity were statistically significant and positive, the largest between satisfaction and religiosity. Only one factor was retained in principal components factor analysis of the correlation matrix and labeled “Well-being and religiosity.” It was concluded that religious persons in the present sample reported higher subjective well-being.
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Edwards, Glen D., Art W. Bangert, Gregory Cooch, Naotaka Shinfuku, Tao Chen, Yongyi Bi, and Paula Rappe. "THE IMPACT OF SIBLING STATUS ON CHINESE COLLEGE STUDENTS' QUALITY OF LIFE." Social Behavior and Personality: an international journal 33, no. 3 (January 1, 2005): 227–42. http://dx.doi.org/10.2224/sbp.2005.33.3.227.

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The World Health Organization Quality of Life-100 (WHOQOL-100, Power, Harper, Bullinger, & WHO1QLG), the Self-Rating Anxiety Scale (Zhang, 1993), and the Self-Rating Depression Scale (Zhang, 1993) were used to determine whether Chinese college students from only child and sibling child families rated perceptions of their quality of life differently. Small to moderate significant differences were found when comparing only students to sibling students on the WHOQOL-100 with no significant differences on measures of anxiety and depression. These results suggest that only students do not differ greatly from sibling students in terms of their overall perceptions of their quality of life. A unique characteristic of this study was that it targeted older college students born after implementation of the one-child-per-family policy in China. Also, self-rating instruments were used to gain a greater holistic understanding of the emotional well-being, physical state and social functioning of students. Several psychosocial and economic reasons, including methodological issues related to this study's findings, were discussed.
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7

Wierzbicki, Michael. "Reliability and Validity of the Wender Utah Rating Scale for College Students." Psychological Reports 96, no. 3 (June 2005): 833–39. http://dx.doi.org/10.2466/pr0.96.3.833-839.

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The Wender Utah Rating Scale was developed to assess adults' retrospective account of the childhood occurrence of symptoms associated with attention-deficit/hyperactivity disorder (ADHD). As little work has focused on psychometric properties of the scale for college students, it was administered to 111 college students. Because college students with ADHD experience more symptoms of depression than other students, three measures of mood-related symptoms were also administered. One month later, the Wender scale and the Beck Depression Inventory were readministered to 67 participants. On both occasions, the Wender scale had high internal consistency ( r > .87) and was modestly but significantly correlated with measures of mood disorder symptoms ( rs ranging from .33 to .47). The scale had high test-retest reliability ( r = .68). These results support its use as a component of assessment of ADHD in college students.
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Cheng, Shuo, Cunxian Jia, and Yongjie Wang. "Only Children Were Associated with Anxiety and Depressive Symptoms among College Students in China." International Journal of Environmental Research and Public Health 17, no. 11 (June 5, 2020): 4035. http://dx.doi.org/10.3390/ijerph17114035.

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This study explored the prevalence of anxiety and depressive symptoms among college students and analyzed the associations between only children and anxiety and depressive symptoms in college students in China. A total of 645 college students, from three universities in Jinan, Shandong, China, were investigated by questionnaire. The self-designed general information questionnaire was used to collect the demographic information such as gender, age, only children or not and so on. The Self-rating Anxiety Scale and Self-rating Depression Scale were used to reflect the psychological state of college students. Binary logistic regression analysis was applied to analyze associated factors of anxiety and depressive symptoms. We have found that there were 25.7% college students with anxiety symptom, 22.2% college students with depressive symptom, and 18.3% college students with a comorbidity of anxiety and depressive symptoms. The prevalence of anxiety symptom, depressive symptom, and comorbidity of anxiety and depressive symptoms in only children was higher than those among non-only children. There were no differences between males and females in anxiety symptom, depressive symptom, and comorbidity of anxiety and depressive symptoms among all college students, only child college students and non-only child college students. Only children were associated with anxiety symptom, depressive symptom, comorbidity of anxiety and depressive symptoms after adjusting potential important confounding factors, such as professional category, grade, parental relationship, parenting style, interpersonal relationship, activity participation enthusiasm, sleeping time, and eating habits. The prevalence of anxiety and depressive symptoms among college students was high. We should pay more attention to the mental health of college students, especially that of only child college students.
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Цыренова, Валентина Бабасанова, Екатерина Пурбуевна Миронова, and Наталья Баировна Лумбунова. "ASSESSMENT OF COLLEGE STUDENTS’ GENERAL COMPETENCIES." Pedagogical Review, no. 3(31) (June 21, 2020): 127–34. http://dx.doi.org/10.23951/2307-6127-2020-3-127-134.

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В мониторинге качества профессиональной подготовки студентов особое место занимает оценивание сформированности общих компетенций. Рассматривается проблема оценивания общих компетенций в ходе реализации программы подготовки специалистов, описаны опыты оценивания общих компетенций другими исследователями и предложена система оценивания с учетом функциональных компонентов компетенций. Установлена необходимость поэтапной ступенчатой системы оценивания промежуточных результатов обучения, предусматривающая мотивационный, когнитивный и поведенческий компоненты компетенций. Предлагается комплексный подход к оцениванию общих компетенций, заключающийся в промежуточной конкретизации конечных результатов обучения, формировании фонда оценочных средств, включающего тесты, анкеты и опросники для оценивания личностных качеств студента, комплексные междисциплинарные тесты для оценивания когнитивных составляющих компетенций и введения балльно-рейтинговой системы для оценивания деятельности студентов. The assessment of the general competencies formation has a special place in the monitoring of the quality of student’s professional training. This article describes various approaches used in both domestic and foreign literature to define the concept of common competencies. On the basis of their analysis, the authors understand that general competencies are the student’s personal qualities necessary to perform various types of professional activity. The problem of creating an integrated assessment system for general competencies is one of the most difficult problems in theory and practice of education. The purpose of the assessment activity is to determine the degree of compliance of knowledge and skills with those planned for the student. Many researchers think that determining the degree of conformity of knowledge and skills previously planned is the goal of education. The authors propose complementing this goal with the development of students’ self-esteem and their motivation for success. Knowledge, skills, and abilities are transformed into intermediate learning outcomes and become a means of achieving the goal gradually. The authors studied the experience of other researchers assessing general competencies and they concluded that all functional components of competencies are not always taken into account. The motivational, cognitive and activity components of competencies were identified by modern specialists. General competencies are also formulated as the final result of professional education that met federal state educational standards. It is difficult to apply them as specific intermediate results during the course of training. The authors propose a system for assessing general competencies in the course of general education. There is a need to create a specific table of general competencies, where each competence is divided into smaller competences, according to this system. There is also a need to develop a ratio matrix of the academic general education cycle disciplines and formed competences. Teachers determine the means of assessment for each learning outcome. For them, it is necessary to develop a system of rating scales and criteria with assessment indicators. These funds are used with a point-rating system for evaluating students’ activities, the results of which indicate the formation of the activity component of competencies. The authors selected suitable diagnostic tools in the form of psychological tests and questionnaires for assessing the personal qualities of the student, necessary for the formation of a particular general competence. Two complex interdisciplinary tests in mathematics, natural science, and humanities are used to assess the level of formation the cognitive component of competencies. They contain assignments to identify students’ skills, abilities, and ways of activity that ensure the successful development of general competencies.
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10

Liu, Wenxi, Nan Zeng, Zachary C. Pope, Daniel McDonough, and Zan Gao. "Virtual Reality Exercise on College Students’ Mood and Rating of Perceived Exertion." Medicine & Science in Sports & Exercise 51, Supplement (June 2019): 841–42. http://dx.doi.org/10.1249/01.mss.0000563013.32522.48.

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11

Rawal, Dhavindra. "Level of consumer awareness among the college students." Siddhajyoti Interdisciplinary Journal 2, no. 01 (August 21, 2021): 10–18. http://dx.doi.org/10.3126/sij.v2i01.39200.

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This study aims at examining consumers’ awareness level towards labeling information of product in marketing practices based on an empirical study of college students in Tikapur Municipality, Kailali. This study depends on a purposive sample of 180 students whichhave been selected from management, education and humanities faculties studying in graduate level at Tikapur Multiple Campus and Birendra Vidhya Mandir Campus at Tikapur, with a structured questionnaire to measure consumer buying behavior regarding the basic labeling information of packaged products, utilizing a four-point rating scale for measurement. The overall findings communicate that the aggregate consumers’ awareness level is low towards labeling information of packaged product in marketing practices. Furthermore, awareness level of management students is high in comparison to nonmanagementstudent.Similarly,maleconsumersarefoundmoreawarethanfemale.Thisstudyexploresthestatusandlevelofconsumerawarenessforthefirsttimeinstudyareaalongwiththesuggestionstoconsumers,businessmen,consumerforum,governmentunitsandpublic policymakers to improve the current status of consumer awareness, with implications for better business strategies and more useful to consumerism.
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12

Alsariera, Anas Hashem, and Kamariah Yunus. "THE EFFECTIVENESS OF EFL JORDANIAN STUDENTS’ DESCRIPTIVE WRITING AT KARAK UNIVERSITY COLLEGE, JORDAN." International Journal of Education, Psychology and Counseling 6, no. 40 (June 30, 2021): 350–67. http://dx.doi.org/10.35631/ijepc.640028.

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The current paper shares interest that many researchers and linguists have highlighted in exploring and investigating lexical cohesion. It, therefore, aims at exploring the effectiveness of the EFL Jordanian students’ descriptive writing. 20 Jordanian university students’ writing compositions were collected and analyzed by the researcher to end of characterizing the effectiveness of their writing based on (1) holistic rating, and (2) Hoey’s (1991, 2005) taxonomy of lexical cohesion. Regarding the analysis of the data, it was found that the average holistic rating was (2.7). Additionally, the analysis showed that simple repetition was overused by the students while the use of complex repetition, simple paraphrasing, and complex paraphrasing was less frequent. Besides that, students tend to neglect to use superordinate, hyponymy, co-reference, substitution, ellipsis, and deixis. The results also showed that the written compositions produced by the EFL students were not effective due to the students’ inability to use the different types of lexical cohesion and to their lack of lexical knowledge.
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13

Bravo, Marlon F. "The Efficacy of the Management Programs of Columban College, Inc." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 3 (March 16, 2021): 225–32. http://dx.doi.org/10.11594/ijmaber.02.03.06.

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The study determined the efficacy of the Management Program of Columban College, Inc. It employed the descriptive method of research. The respondents of the study were the randomly selected 3rd to 4th-year students who were enrolled with major subjects and faculty members in the Management programs such as Bachelor of Science in Business Administration, Major in Management, Bachelor of Science in Tourism, and Bachelor of Science in Hotel and Restaurant Management for the academic year 2008-2009. The student’s per-ceived efficacy and teachers regarding Seminars got a descriptive rating of “Agree” and field trip obtained “Agree” both under co-curricular activities. The perception of the students and faculty members on the efficacy of the Management courses in terms of membership in the organizations has a descriptive rating of “Agree”; for the academic contests obtains “Moderately Agree”; and non-academic competitions garnered a descriptive rating of “Agree”. There is a significant difference Management programs’ perceived usefulness in relation to the non-academic contests, seminars, field trips, and membership in organizations. There is no significant difference in the perceived efficacy of the Management programs with regard to the academic competition, curriculum, labora-tory, library, and facility.
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Martin, Matthew M., Keith Weber, and Timothy P. Mottet. "Verbal Aggression and Viewing the World as a Mean Place." Psychological Reports 92, no. 1 (February 2003): 151–52. http://dx.doi.org/10.2466/pr0.2003.92.1.151.

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15

Bessant, Kenneth C. "Factors Associated with Types of Mathematics Anxiety in College Students." Journal for Research in Mathematics Education 26, no. 4 (July 1995): 327–45. http://dx.doi.org/10.5951/jresematheduc.26.4.0327.

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This article investigates the interrelatedness of various types of mathematics anxiety with attitudes toward mathematics, learning preferences, study motives, and strategies. An 80-item version of the Mathematics Anxiety Rating Scale (MARS) was completed by 173 university students enrolled in one of three introductory statistics courses offered by the departments of mathematics, psychology, or sociology. Mathematics attitude scales were also administered in conjunction with the Study Process Questionnaire (SPQ), which depicts students' motivations to use study methods associated with contrasting learning approaches. Factor analysis of the MARS identified six factors labeled as General Evaluation Anxiety, Everyday Numerical Anxiety, Passive Observation Anxiety, Performance Anxiety, Mathematics Test Anxiety, and Problem-Solving Anxiety.
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Harrison, Paul D., Joseph M. Ryan, and Philip S. Moore. "College students' self-insight and common implicit theories in rating of teaching effectiveness." Journal of Educational Psychology 88, no. 4 (1996): 775–82. http://dx.doi.org/10.1037/0022-0663.88.4.775.

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17

Xin, Sufei, and Ziqiang Xin. "Birth cohort changes in Chinese college students’ loneliness and social support." International Journal of Behavioral Development 40, no. 5 (July 10, 2016): 398–407. http://dx.doi.org/10.1177/0165025415597547.

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With the dramatic recent changes in Chinese society, Chinese college students’ average levels of loneliness and social support might also have changed across their birth cohorts. The present cross-temporal meta-analysis of 56 studies ( N = 21,541) found that Chinese college students’ scores on the UCLA Loneliness Scale (Version 3) increased gradually from 2002 to 2011. The increasing trend in loneliness occurred among both men and women. Another similar meta-analysis of 110 studies ( N = 57,420) showed that Chinese college students’ scores on the Social Support Rating Scale decreased from 1999 to 2011, with a slightly larger shift occurring among college men. The increase in loneliness across birth cohorts among Chinese college students was associated with the decline of their perceived social support levels (especially objective social support).
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Bahk, C. Mo. "Descriptions of Sexual Content and Ratings of Movie Preference." Psychological Reports 82, no. 2 (April 1998): 367–70. http://dx.doi.org/10.2466/pr0.1998.82.2.367.

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A total of 109 college students read one of the two versions of a movie guide with brief narrative descriptions of 12 movies. Sexual content was manipulated by having only one version of the movie guide contain a categorical rating of ‘nudity’ or ‘sexuality’ for each movie. Analysis indicated that simply announcing the presence of sexual content in R-rated movies may increase the preferences of college students, particularly of female students.
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Zhang, Jun Min, Jing Lu, and Wen Jun Sui. "Campus Planning and Design Research Based on College Students' Happiness Rating - Case Study of Shandong Jianzhu University Campus." Advanced Materials Research 450-451 (January 2012): 1123–27. http://dx.doi.org/10.4028/www.scientific.net/amr.450-451.1123.

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Combining the study of college Students' happiness，this text establishes a set of campus planning and design evaluation system related to college students' happiness degree from the perspective of student's personal use. Also a practical example is evaluated.
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20

Xu, Lei, Wei Zhang, and Jia Jia Han. "Study on the Effects of Yoga on Female College Students’ Physical and Mental Health." Advanced Materials Research 187 (February 2011): 164–68. http://dx.doi.org/10.4028/www.scientific.net/amr.187.164.

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Using such methods as questionnaire survey and experimental study, a study has been made on the effects of yoga on female college students’ body shape, the quality of physical function, mental health and so on. Methods: The study sampled 25 2009 female students in Handan College who have selected the yoga course. These students will do yoga practice for 6 months. The body shape, body function and mental health will be tested before and after the exercise. The results show that: such four indicators as body weight, waist circumference, thigh circumference and upper arm circumference; such 6 indicators as vital capacity, heart rate, VO2, sit-ups, step test, and Sit and Reach and such indicators as mental health self-assessment questionnaire (SCL--90), self-rating anxiety scale (SAS), and self-rating depression scale (SDS) have been improved significantly compared to those before practice. Conclusion: Through yoga practice, female college students can improve their physical health, balance physical and mental condition, and relieve stress, enhancing the quality of physical function and mental health.
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Renner, Michael J., and R. Scott Mackin. "A Life Stress Instrument for Classroom Use." Teaching of Psychology 25, no. 1 (January 1998): 46–48. http://dx.doi.org/10.1207/s15328023top2501_15.

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Most introductory psychology textbooks describe Holmes and Rake's Social Readjustment Rating Scale (SRRS; 1967) instrument, which generates stress scores as life change units. Although students seem willing to entertain the possibility that stressors can affect their health, the SRRS does not include many common events that act as stressors for college students and includes many items not meaningful to most college students. This article describes an instrument intended for use in classroom demonstrations, the College Undergraduate Stress Scale (CUSS), and reports a local set of norms for a population of traditional-age college students. The CUSS is useful in teaching concepts within health psychology that are associated with stress and its cumulative effects.
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Mu, Shou-Kuan. "The Relationship Between Virtues and Personality Traits of Chinese College Students." Social Behavior and Personality: an international journal 39, no. 10 (November 1, 2011): 1379–85. http://dx.doi.org/10.2224/sbp.2011.39.10.1379.

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Many researchers agree that virtue is an important psychological concept in contemporary psychology. The main purpose in this study was to investigate the relationship between virtues and the personality traits of college students in mainland China. Participants (N = 426) completed the Chinese Virtue Adjectives Rating Scale (CVARS; Mu, 2007) and the Chinese 16PF (Zhu & Dai, 1988). The results indicated that the 16 personality factors most closely related to the virtue factors were emotional stability, dominance, liveliness, rule-consciousness, social boldness, sensitivity, vigilance, abstractedness, apprehension, self-reliance, perfectionism, and tension. Second-order factors of the 16PF most strongly related to the virtue factors were anxiety, extraversion, tough-mindedness, and independence.
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Vitulli, William F., and Kimberly E. Tyler. "Sex-Related Attitudes toward Humor among High-School and College Students." Psychological Reports 63, no. 2 (October 1988): 616–18. http://dx.doi.org/10.2466/pr0.1988.63.2.616.

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This exploratory study describes comparisons of high-school and college men and women regarding attitudes toward the “importance” of humor in their lives. 45 high-school students and 33 college students volunteered to complete Vitulli's Humor Rating Scale. This Likert-type scale has 12 items dealing with varying opinions regarding the importance of humor for men and women. Four subscales measured general humor appreciation, male-oriented humor, female-oriented humor, and differentiation of humor by sex, respectively. Results from a 2 × 2 × 4 factorial (mixed) design yielded a significant difference between high-school and college groups. Scheffé tests of multiple comparisons gave significant differences between high-school males and college males regarding male-oriented humor and between high-school males and high-school females regarding male-oriented humor. There were no significant differences between college males and college females regarding male- or female-oriented humor. These data are explained in terms of “androgynous” social conditioning.
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Spenceley, Laura M., Whitney L. M. Wood, Marisa Valentino, and Lawrence J. Lewandowski. "Predicting the Extended Time Use of College Students With Disabilities." Journal of Psychoeducational Assessment 38, no. 3 (May 17, 2019): 279–90. http://dx.doi.org/10.1177/0734282919848588.

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This study investigated the extent to which standardized reading performance, individual perceptions of reading and test taking skills, and test anxiety predict the amount of extended time needed to equalize test access for college students with disabilities. Thirty-seven college students with a specific learning disorder (LD) and/or an attention deficit hyperactivity disorder (ADHD) diagnosis who received university test accommodations were recruited to participate in this study, along with 37 controls. All participants individually completed standardized reading tests and rating scales, and a timed reading comprehension task in a group setting. Results indicated that participants receiving test accommodations utilized approximately 14% more time than control participants to complete the timed reading task. Regression analyses indicated that the differences in time required to complete the reading comprehension task were related to participants’ reading fluency and decoding, as well as perceptions of the strength of their reading and test taking skills.
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Wasserman, Edward A., and Danny J. Neunaber. "COLLEGE STUDENTS' RESPONDING TO AND RATING OF CONTINGENCY RELATIONS: THE ROLE OF TEMPORAL CONTIGUITY." Journal of the Experimental Analysis of Behavior 46, no. 1 (July 1986): 15–35. http://dx.doi.org/10.1901/jeab.1986.46-15.

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Lu, Yixi, Qiqi Han, Zhaoxu Fang, and Antian Shen. "Development and Validation of a Diagnostic Rating Scale for EFL Writing in China." International Journal of English Linguistics 11, no. 1 (October 29, 2020): 32. http://dx.doi.org/10.5539/ijel.v11n1p32.

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Diagnostic assessment of EFL writing ability is useful yet seldom adopted for Chinese EFL students. In line with this urge, this study intends to design and validate a diagnostic rating scale for EFL writing in China. This rating scale is adapted from China’s Standards of English Language Ability (CSE in short) for an argumentative writing assignment of College English III students at a key university in Eastern China. To collect data for validation, four raters were asked to score 67 compositions utilizing the rating scale. A multi-facet Rasch analysis was employed to investigate the validity of the rating scale. Three facets—examinee, rater, and criteria—basically accord with the ideal requirements. Comparing our validated rating scale and rating scales for writing assessment designed in other contexts, the importance of setting rating scales in a specific context is demonstrated. Additionally, our context-specific, CSE-based rating scale once again corroborates the versatility of CSE. This study provides a meaningful examination of the appropriate form of a rating scale for diagnostic assessment in China.
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Pettigrew, Frank E., Dorothy B. Zakrajsek, Mary A. Bayless, and Grace Goc-Karp. "Compatibility of Students' Learning and Teaching Styles on Their Ratings of College Teaching." Perceptual and Motor Skills 61, no. 3_suppl (December 1985): 1215–20. http://dx.doi.org/10.2466/pms.1985.61.3f.1215.

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Student's ratings of teaching performance were compared for those whose preferences for learning style were strongly matched ( n = 77) and strongly mismatched ( n = 40) with their instructors' preference of teaching style. Canfield's Learning Styles Inventory and Canfield and Canfield's Instructional Styles Inventory measured learning and teaching style preferences. The rating scale was designed from a catalog of items. Analysis of variance indicated no significant differences in instructors' ratings between the two groups.
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Kim, Soo-Yoen. "The Development of Scales on Rating College Students' Adaptability and the Analysis of Technical Quality." Journal of the Institute of Internet Broadcasting and Communication 16, no. 6 (December 31, 2016): 295–303. http://dx.doi.org/10.7236/jiibc.2016.16.6.295.

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Persulessy, Grensya Bella Vega, Nova S. Pratama, Novianti Setiawan, and Nina Sevani. "Web-Based Expert System to Detect Stress on College Students." ComTech: Computer, Mathematics and Engineering Applications 10, no. 1 (June 30, 2019): 9. http://dx.doi.org/10.21512/comtech.v10i1.4987.

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This research aimed to make the application to detect stress for the college students. By early detecting stress on college students, it could help them to cope with their stress and avoid the negative impact of the stress. The Holmes-Rahe Readjustment Rating Scale was used to detect stress based on student’s life events. Each event had its score. There were 31 questions provided by the system. The final score would conclude the stress categories. Using the Forward Chaining Inference Engine, the system would collect the fact of the student’s life and give the result by accumulating scores on questions posed to the users from every question. The system also provided the reminder feature that led to continuous monitoring of stress condition in the students. About 65 correspondents who were selected using random sampling were asked to fill out questionnaires regarding this system after they tried the application. With the continuous monitoring, the researchers find that this system gives a result that all users have decreased their score of stress levels. Moreover, the correspondents rate that the design of the application is good enough, and the system is interesting and useful for helping students to provide a solution for stress.
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Ni, Shiguang, Ruidong Yang, Yufeng Zhang, and Rui Dong. "Effect of Gratitude on Loneliness of Chinese College Students: Social Support as a Mediator." Social Behavior and Personality: an international journal 43, no. 4 (May 24, 2015): 559–66. http://dx.doi.org/10.2224/sbp.2015.43.4.559.

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We investigated the mediating role of social support in the relationship between gratitude and loneliness. Participants were 728 Chinese students, from 6 universities, who completed 3 psychometric scales: the Gratitude Questionnaire-6, the UCLA Loneliness Scale (version 3), and the Social Support Rating Scale. Both gratitude and social support exerted protective effects against loneliness, and social support partially mediated the relationship between gratitude and loneliness. The practical implication of this research is that gratitude promotes social support and, thus, can protect individuals against loneliness.
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Hall, Cathy W., Thomas L. Hall, and Judith G. Kasperek. "Psychology of Computer Use: XXXIII. Interactive Instruction with College-Level Science Courses." Psychological Reports 76, no. 3 (June 1995): 963–70. http://dx.doi.org/10.2466/pr0.1995.76.3.963.

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The current study assessed the effectiveness of interactive computer software with 398 community college students. The interactive software was used in conjunction with science courses, and students were provided access to the interactive software through a computer laboratory. Computer time was assessed by gender, race, and course grade. Analysis indicated significant effects for grades and computer time, but there were none for race or gender and no significant interactions. In addition, students were asked to complete a brief rating scale assessing their perception of the computer lab. An over-all positive regard for the computer Jab was noted. The results support the effectiveness of computer-assisted instruction when used in conjunction with classroom lecture.
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Chang, Wen-Pin, Patricia L. Davies, and William J. Gavin. "Error Monitoring in College Students with Attention-Deficit/Hyperactivity Disorder." Journal of Psychophysiology 23, no. 3 (January 2009): 113–25. http://dx.doi.org/10.1027/0269-8803.23.3.113.

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Recent error-related event-related potential (ERP) studies suggest that children with attention-deficit/hyperactivity disorder (ADHD) display deficits in error monitoring compared to control children. Information regarding error monitoring deficit in adults with ADHD, however, is scarce. We investigated error monitoring in a sample of college students with ADHD and compared them to their control peers. In addition to error (-related) negativity (Ne/ERN) and error positivity (Pe), we examined behavioral performance such as reaction time (RT) as well as self-reported monitoring behaviors in daily-life situations. Thirty-two college students with no known disorders and 36 college students with ADHD between 18 and 30 years of age participated in this study. Results showed that college students with ADHD were slower in their RT and displayed more RT variability. College students with ADHD also demonstrated significantly smaller Ne/ERN amplitude and shorter Ne/ERN latency compared to control students. There were, however, no significant group differences in either Pe amplitude or Pe latency. With self-reported monitoring behaviors, ADHD students reported significantly more difficulties in both the Self-Monitor and Task Monitor scales of the Behavioral Rating Inventory of Executive Function – Adult Version (BRIEF-A) compared to control students. Collectively, these results suggest that college students with ADHD have atypical error monitoring as measured by brain processing, behavioral performance, and self-report.
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Vyas, Sheetal, Chitra Pandya, Rishita Mehta, Dhwani Mehta, Mohak Mankad, and Aneri Modh. "Assessment of Obesity and Body Image Satisfaction amongst Students of AMC MET Medical College, Ahmedabad, Gujarat." Journal of Clinical and Health Sciences 2, no. 1 (June 30, 2017): 14. http://dx.doi.org/10.24191/jchs.v2i1.5873.

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Introduction: Body image satisfaction (BIS) may have an effect on body weight, which in turn contributes to healthier lifestyle practices. The present study aimed to measure the BMI of students, and to relate this to the students’ own perceptions of their body image and assessing body image satisfaction using the Stunkard figure rating scale. Methods: A cross sectional study was carried out on 200 students selected by stratified random sampling technique. Variables that were used in the current study are perception of self-body size, ideal body size, and body size satisfaction. The assessment was carried out using the Stunkard figure rating scale. Results: Mean age of the students was 20.4 years. Mean BMI of the boys was 25.63 and of the girls was 25.09. There was a significant difference between perceived body size and body size as per BMI. Overall the girls had significantly more satisfaction with their body image as compared to boys. The body image satisfaction and BMI had positive correlation. Most of the time students thought they were thinner than they actually were, with obvious implications for health and health seeking behaviour. Conclusions: Correct perception of the body size may become the motivation to lose weight and contribute to high success rate in attaining it. A wholesome community approach is needed to change weight status perceptions and improve exercise and dietary behaviour
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Shelton, Christopher R., William E. Addison, and Cynthia M. Hartung. "ADHD and SCT Symptomatology in Relation to College Students’ Use of Self-Regulated Learning Strategies." Journal of Attention Disorders 23, no. 14 (February 5, 2017): 1719–28. http://dx.doi.org/10.1177/1087054717691134.

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Objective: The present study examined the relation between self-regulated learning (SRL) strategies and ADHD and sluggish cognitive tempo (SCT) symptomatology. Method: Participants were 303 college students, aged 18 to 25 ( M = 20.04, SD = 1.45), from a Midwestern university who completed the Barkley Adult ADHD Rating Scale-IV (BAARS-IV), and a shortened, generalized version of the Motivated Strategies for Learning Questionnaire (MSLQ). Results: Among college students, inattention symptomatology was consistently predictive of deficits in use of value, expectancy, and self-regulation strategies, while SCT symptomatology was only predictive of deficits in the use of self-regulation strategies. Conclusion: This study is the first to examine the relation between SCT symptomatology and SRL strategy use in college students. The findings revealed that SRL strategy use differs between college students exhibiting ADHD or SCT symptomatology. Remediation focusing on these deficits would likely increase academic achievement. Clinical implications, limitations, and suggestions for future research are discussed.
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Honggowibowo, Anton Setiawan. "SISTEM PENDUKUNG KEPUTUSAN PENERIMAAN CALON MAHASISWA BARU JALUR PRESTASI DI SEKOLAH TINGGI TEKNOLOGI ADISUTJIPTO MENGGUNAKAN SIMPLE MULTI ATTRIBUTERATING TECHNIQUE." Angkasa: Jurnal Ilmiah Bidang Teknologi 7, no. 2 (September 13, 2017): 31. http://dx.doi.org/10.28989/angkasa.v7i2.146.

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In the era of globalization, educational institutions are required to follow the development of information technology. Information technology required and can be applied as a decision support tool managerial activities at the college. This research aims to develop a decision support system for the Sekolah Tinggi Teknologi Adisutjipto (STTA), namely the acceptance of new students, especially the path of achievement, using the Simple Multi Attribute Rating Technique of Web based, where in the method is choosing alternative criteria that have value and weight has been determined, getting the new students he deserves. Based on the results of testing the system, it was concluded that the method is Simple Multi Attribute Rating Technique is effective enough to be applied in determining the admission of new students in STTA.
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Ding, Yan, Shan Zhong, and Lei Hua. "Automatic Recognition of Student Emotions Based on Deep Neural Network and Its Application in Depression Detection." Journal of Medical Imaging and Health Informatics 10, no. 11 (November 1, 2020): 2634–41. http://dx.doi.org/10.1166/jmihi.2020.3265.

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The mental health rating scales combined with psychological expert consultation are easily influenced by subjective factors from psychological experts and lack objectivity and scientificalness. Due to the serious influence of depression tendency on learning and living of college students, a novel DNN network model framework based on context emotion information is designed to achieve the automatic auxiliary emotion classification. More corpus training sample can be received by heightening the sample length without reducing samples' number. Firstly, the existing sample feature is input into the recognition model to encode depression related features, and then the MADN features of the samples in the two adjacent segments are input into the above trained model in order for fine-tuning and optimization. Compared with the existing optimal method, the proposed model improves the recognition accuracy in the diagnosis of depression. From the analysis of the experimental results, it is known that deep learning network can monitor the emotional state of college students with high precision, which can accurately identify the patients with depression. The deep learning model can take effective measures to prevent the depression of college students, and discover the depression of college students, alleviate and treat the depression of college students, reduce the depression rate of college students.
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Baloğlu, Mustafa. "Psychometric Properties of the Statistics Anxiety Rating Scale." Psychological Reports 90, no. 1 (February 2002): 315–25. http://dx.doi.org/10.2466/pr0.2002.90.1.315.

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The Statistics Anxiety Rating Scale has 51 items, each scored on a 5-point rating scale to measure statistics anxiety with six subscales, Worth of Statistics, Interpretation Anxiety, Test and Class Anxiety, Computational Self-concept, Fear of Asking for Help, and Fear of Statistics Teachers. Psychometric properties included analyses of construct and concurrent validities an internal consistency and test-retest reliability. 221 college students (74% women; M age = 28 yr.) in elementary statistics courses at several southwestern state universities participated. The findings are consistent with previous reports and indicate adequate concurrent validity, internal consistency, and split-half reliability, but for construct validity confirmatory factor analysis yielded marginal support.
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38

McPherson, Bill. "Correlating Students' Personality Types with Their Rating of Topics Covered in Business Communication Classes." Business Communication Quarterly 62, no. 3 (September 1999): 46–52. http://dx.doi.org/10.1177/108056999906200305.

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For years, students, faculty, and, most important, employers, have recognized the need for improved communication skills. The university business communication curriculum is filled with topics that lead to improving communication skills. A per centage of students find some topics to be boring, unimportant, intimidating, and/or nonessential. However, other students find these same topics to be interest ing, significant, challenging, and vital. For example, college students fear giving oral presentations more than writing papers. Could the preference or the abhor rence of various business communication topics be related to personality type? To answer this question, the Myers-Briggs Type Indicator (MBTI), combined with a Likert Scale, was used to study the relationship between business communication students' personality types and their preferred topics in business communication.
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김명주, 정다진, and 오혜순. "Validity of Weight Shape Classification Index based on Figure Rating Scale for College Dance Major Students." Korean Journal of Measurement and Evaluation in Physical Education and Sports Science 11, no. 1 (April 2009): 11–22. http://dx.doi.org/10.21797/ksme.2009.11.1.002.

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40

Bonnette, Randy, Morgan C. Smith, Frank Spaniol, Don Melrose, and Liette Ocker. "The Effect Of Music Listening On Running Performance And Rating Of Percieved Exertion Of College Students." Journal of Strength and Conditioning Research 24 (January 2010): 1. http://dx.doi.org/10.1097/01.jsc.0000367073.45565.4b.

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41

Neunaber, D. J., and E. A. Wasserman. "The effects of unidirectional versus bidirectional rating procedures on college students' judgments of response-outcome contingency." Learning and Motivation 17, no. 2 (May 1986): 162–79. http://dx.doi.org/10.1016/0023-9690(86)90008-1.

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42

Lovett, Benjamin J., and Alexander H. Jordan. "Are ADHD Screeners Safe to Use?" Journal of Attention Disorders 23, no. 10 (March 22, 2018): 1210–16. http://dx.doi.org/10.1177/1087054718763736.

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Objective: To investigate whether administration of a common ADHD screener followed by generic feedback would affect college students’ subsequent symptom reports and cognitive performance. Method: Participants were 157 college students randomly assigned to an experimental group—which completed the World Health Organization Adult ADHD Self-Report Scale screener and received standard generic feedback—or a control group. All participants then completed a battery of cognitive tasks and a long-form symptom rating scale. Results: The experimental and control groups did not differ significantly in terms of their subsequent symptom reports or their performance on any cognitive tasks. These null results remained after considering possibilities such as unequal group variances and interactions between screening effects and gender. Conclusion: When administered judiciously alongside generic feedback in a group setting, this common ADHD screener does not appear to affect college students’ self-perceptions or cognitive abilities.
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43

Hughes, Rodney, Lauren Dahlin, and Tara Tucci. "An Investigation of a Multiple-Measures Teaching Evaluation System and Its Relationship With Students’ College-Going Outcomes." Educational Policy 35, no. 1 (November 30, 2018): 131–58. http://dx.doi.org/10.1177/0895904818813302.

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In recent years, multiple-measures teaching evaluation systems have become widespread in states and school districts around the United States. Using administrative data from Pittsburgh Public Schools (PPS) and the National Student Clearinghouse, we examine the relationship between exposure to different ratings of teaching effectiveness in high school (based on a district-wide multiple-measures evaluation system) and high school graduation and college enrollment outcomes. We find a small but statistically significant difference in college enrollment rates for PPS graduates with more courses with teaching with the highest rating of Distinguished, and these students were also more likely to enroll in selective colleges.
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Qin, Qi, Hui Liu, Yulu Yang, Yifei Wang, Chaofei Xia, Puyuan Tian, Jing Wei, Shengjie Li, and Tingtao Chen. "Probiotic Supplement Preparation Relieves Test Anxiety by Regulating Intestinal Microbiota in College Students." Disease Markers 2021 (April 20, 2021): 1–8. http://dx.doi.org/10.1155/2021/5597401.

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Test anxiety creates barriers to learning and performance, which further affects students' social, behavioural, and emotional development. Currently, the medication to treat test anxiety has not been reported yet. Here, we enrolled 120 students to evaluate the effect of probiotic supplement preparation (PSP) on test anxiety from the aspect of the intestinal microbiota. We found that the intake of PSP alleviated the symptoms of depression and anxiety in students with test anxiety by evaluating their mental state using the Hamilton Depression Rating Scale and Hamilton Anxiety Scale. High-throughput sequencing results indicated that the consumption of PSP increased the abundance of Streptococcus and Akkermansia that was lowered by the anxiety state in the intestinal microbiota of students. Meanwhile, taking PSP reduced the level of intestinal pathogens of Fusobacterium and Clostridium as well. In conclusion, our work shows that PSP can reduce test anxiety and restore the disturbed microbiota to the standard level in Chinese college students, rendering the use of PSP a promising strategy for test anxiety.
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Clapp, John D., Mike Whitney, and Audrey M. Shillington. "The Reliability of Environmental Measures of the College Alcohol Environment." Journal of Drug Education 32, no. 4 (December 2002): 287–301. http://dx.doi.org/10.2190/m66g-t1kf-6gxe-y1yq.

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Much of what we know about students' drinking patterns and problems related to alcohol use is based on survey research. Although local and national survey data are important to alcohol-prevention projects, they do not sufficiently capture the complexity of the alcohol environment. Environmental prevention approaches to alcohol-related problems have been shown to be effective in community settings and researchers have begun to study and adapt such approaches for use on college campuses. Many environmental approaches require systematic scanning of the campus alcohol environment. This study assessed the inter-rater reliability of two environmental scanning tools (a newspaper content analysis form and a bulletin analysis form) designed to identify alcohol-related advertisements targeting college students. Inter-rater reliability for these forms varied across different rating categories and ranged from poor to excellent. Suggestions for future research are addressed.
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46

Alaraj, Dr Mamoon. "The Role of Audio and Visual Media in Improving English-Speaking Proficiency from Saudi College Students’ Perspective." International Journal of Social Sciences and Humanities Invention 7, no. 12 (December 22, 2020): 6630. http://dx.doi.org/10.18535/ijsshi/v7i012.02.

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This study aims to deeply explore the Saudi college students’ perspective about the role of audio and visual English media in developing their English-speaking proficiency. To arrive to the best results possible a survey was used as a data collection tool. A focus group of five college students who were interested in improving their English proficiency was formed. Following the brainstorming technique, they created a questionnaire of six multiple choice, checkbox, rating, and scale questions which was reviewed by three experts and then piloted on 30 students, improved accordingly, created by Google Forms, and finally distributed online via WhatsApp groups. College students who were interested in improving their English-speaking proficiency and used to listen to and/or watch English media were requested to respond to the questionnaire. A sample of 65 college students’ responses were received and the data was analyzed by Google Forms. The major results revealed that: -the immense majority of students believed the English media could affect their speaking proficiency, -YouTube, social media, songs, and movies were the most repetitively and continuously used by students. -YouTube and movies were the types of media that affected the speaking proficiency the most. -Pronunciation was the most affected area by the media. Related educational recommendations and deeper further studies were suggested.
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Demyttenaere, Koen, Philippe Mortier, Glenn Kiekens, and Ronny Bruffaerts. "Is there enough “interest in and pleasure in” the concept of depression? The development of the Leuven Affect and Pleasure Scale (LAPS)." CNS Spectrums 24, no. 02 (November 9, 2017): 265–74. http://dx.doi.org/10.1017/s1092852917000578.

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ObjectivePresence of negative mood (depressed mood) and anhedonia (lack of interest and pleasure) are considered core symptoms of depression, while absence of positive mood is not taken into account. It is therefore remarkable that the depression scales routinely used to assess changes during antidepressant treatment (Hamilton Depression Rating Scale [HDRS], Montgomery–Åsberg Depression Rating Scale [MADRS]) do not really take into account anhedonia. Several scales were developed to assess positive mood and hedonic tone, but they only partially cover the multidimensional concept. Therefore we developed a new 16-item questionnaire, the Leuven Affect and Pleasure Scale (LAPS), to assess negative affect, positive affect, and hedonic tone.MethodsThis first article on the LAPS questionnaire reports on the correlations between the different items, on the factor analysis, and on the differences found in 3 groups of subjects : healthy college students (N=138), depressed but still functioning college students (N=27), and severely depressed inpatients (N=38). These differences were calculated using univariate general linear models with Bonferroni post-hoc testing, and effect sizes were expressed in η2.ResultsNegative and positive affect were only moderately correlated, and the 4 independent variables (cognitive functioning, overall functioning, meaningful life, and happiness) had stronger correlations with positive affect than with negative affect. The major difference in negative affect was between healthy college students and depressed college students, positive affect was different between the 3 groups, and the major difference for hedonic tone was between depressed college students and depressed inpatients. Affiliative positive affect and the affiliative hedonic function were well preserved, even in depressed inpatients.ConclusionsThis preliminary report suggests that the LAPS offers a comprehensive assessment of negative and positive affect, of hedonic tone, and of independent variables (cognitive functioning, overall functioning, meaningful life, and happiness). Clinically relevant differences in subscores were found in 3 groups of subjects with variable levels of depression (healthy subjects, mildly depressed subjects, and severely depressed inpatients).
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48

Anyinam, Charles, Celina Da Silva, Sue Coffey, Frank Smith, Christine Arnold, Bill Muirhead, Ellen Vogel, and Rick Vanderlee. "College-University Transfer Experiences of Students With Disabilities: A Survey Study." International Journal of Studies in Nursing 5, no. 3 (July 31, 2020): 25. http://dx.doi.org/10.20849/ijsn.v5i3.755.

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The benefits of postsecondary education (PSE) are well documented and yet historic challenges have contributed to significant underrepresentation of students with disabilities. This paper presents the results of a survey study that explored students with disabilities’ experiences of transfer between PSE institutions in Canada. Data was collected using a survey questionnaire developed by the research team. Rating questions were analyzed using descriptive data. Students also answered open-ended questions that were analyzed using a qualitative content analysis approach. Sixty-nine of the 248 survey responses received indicated involvement in transfer between PSE institutions, mostly college to university. Four out of 5 of the transfer students self-identified as having psychiatric and mental health disabilities (e.g., anxiety, depression). Perceptions and experiences among successful and non-successful transfer students were mixed. Fully one-third of transfer students indicated that they felt that college-university transfer may be a better route for PSE for students with disabilities than going straight to university. Barriers to college-university transfer, among others, included a lack of information about who can assist with the process (62.5%) and inadequate information about disabilities and accommodation (56.3%). The results of this snapshot of PSE students with disabilities’ perceptions of college-university transfer may inform the design of evidence-based PSE transition interventions for this population. Additionally, given the under-representation of Indigenous and other racialized students in PSE, there is merit in further investigation focusing on their transfer experiences.
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49

Chullen, Cody Logan, Tope Adeyemi-Bello, and Xiao-Yu Xi. "Job expectations of Chinese college students: re-examining gender differences." Equality, Diversity and Inclusion: An International Journal 34, no. 8 (November 16, 2015): 742–63. http://dx.doi.org/10.1108/edi-07-2015-0051.

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Purpose – The purpose of this paper is to examine current gender differences in job expectations among Chinese college students, how current job expectations across gender differ from an earlier study, and how they might impact organizational practices such as recruitment and retention. Design/methodology/approach – Using Manhardt’s 25-item measure of job expectations, this study asked Chinese college students to rate the importance of various job characteristics on a five-point Likert scale (5=very important to 1=very unimportant). Male and female responses were compared for 430 college students. Findings – Results of the current study found that males and females differed in their ratings on 23 of 25 items, with females rating all 23 of these items to be of higher importance. These findings differ significantly from an earlier study so they are compared and discussed. Research limitations/implications – This paper is limited in that it focusses solely on college students and only examines gender as a basis for comparison. Future studies should examine employees and consider other factors such as Chinese ethnicity as a basis for comparison. Practical implications – Organizations may choose to change/improve aspects of certain jobs to more closely align with job candidates’ interests and/or choose to differently implement tools such as realistic job previews in order to improve retention. Social implications – This paper provides an updated status on gender differences in job expectations of China’s soon-to-be emerging workforce. Findings provide organizations with insight on how to develop human resource tools to hold on to talent. Originality/value – This paper advances on previous work by drawing on a much larger sample and by utilizing a structured forward-translation, back-translation process for its survey.
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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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