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Relevant bibliographies by topics / College students – Social networks – Nigeria

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Academic literature on the topic 'College students – Social networks – Nigeria'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "College students – Social networks – Nigeria"

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Chaka, John G., and Irene Govender. "IMPLEMENTATION OF MOBILE LEARNING USING A SOCIAL NETWORK PLATFORM: FACEBOOK." Problems of Education in the 21st Century 78, no. 1 (February 12, 2020): 24–47. http://dx.doi.org/10.33225/pec/20.78.24.

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This research set out to determine the use of a social networking platform, Facebook, as a medium for learning and teaching. Using a combination of the unified theory of acceptance and use of technology (UTAUT) model, Information Systems (IS) success model and the educational use of Facebook theory, a conceptual framework was developed for implementation of mobile learning and teaching. Structural equation modelling (SEM) was used to determine a model for the implementation of mobile learning and teaching. A sample of 330 respondents was used in this research. The data were analysed using structural equation modelling. The aim was to determine to what extent mobile learning is acceptable to colleges of education in Nigeria. Lecturers from a federal college of education in Nigeria were used to test the implementation of mobile learning using Facebook as a medium of communication. Four courses were selected as part of the intervention programme. The research revealed that m-learning significantly improves the teaching and learning conditions in colleges of education, specifically by reducing the inadequacies of physical facilities, and by improving the reading culture and performance of students. The results further indicate that most of the stakeholders are satisfied with the benefits of m-learning and wish to continue using the Facebook and their mobile phones. Keywords: educational system, quantitative approach, mobile learning, Facebook, SEM.

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Melton, James, Robert Miller, and Michelle Salmona. "Online Social Networks." International Journal of Information Systems and Social Change 3, no. 2 (April 2012): 24–38. http://dx.doi.org/10.4018/ijissc.2012040102.

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Previous research has shown that many college students in the United States post content to social networking sites that they know would be considered inappropriate by employers and other authority figures. However, the phenomenon has not been extensively studied in cross-cultural context. To address this knowledge gap, a survey of college students in Australia, Denmark, the United Kingdom, and the United States was conducted. The study found a universal tendency among the four groups: students knew the content they were posting would be considered inappropriate by employers and other authority figures, but they chose to post it anyway. The article also reports on differences in the way this tendency was manifested and on related aspects of social networking across cultures, including decisions about privacy and information disclosure.

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Meisel, Matthew K., and Adam S. Goodie. "Predicting prescription drug misuse in college students' social networks." Addictive Behaviors 45 (June 2015): 110–12. http://dx.doi.org/10.1016/j.addbeh.2015.01.025.

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Carolan-Silva, Aliah, and J. Roberto Reyes. "Navigating the Path to College: Latino Students’ Social Networks and Access to College." Educational Studies 49, no. 4 (July 2013): 334–59. http://dx.doi.org/10.1080/00131946.2013.808199.

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Erlin, Triyani Arita Fitri, and Susandri. "Using Social Networks: Facebook Usage at the Riau College Students." Procedia Computer Science 59 (2015): 559–66. http://dx.doi.org/10.1016/j.procs.2015.07.543.

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Mason, Michael J., Nikola Zaharakis, and Eric G. Benotsch. "Social Networks, Substance Use, and Mental Health in College Students." Journal of American College Health 62, no. 7 (September 16, 2014): 470–77. http://dx.doi.org/10.1080/07448481.2014.923428.

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Bogat, G. Anne, Robert A. Caldwell, Fred A. Rogosch, and Julie Ann Kriegler. "Differentiating specialists and generalists within college students' social support networks." Journal of Youth and Adolescence 14, no. 1 (February 1985): 23–35. http://dx.doi.org/10.1007/bf02088644.

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Afe, Taiwo Opekitan, Olawale Ogunsemi, and Abimbola Oyelekan. "Social distancing toward gays and lesbians among college students in Lagos, Nigeria." Journal of Gay & Lesbian Social Services 31, no. 4 (September 9, 2019): 546–57. http://dx.doi.org/10.1080/10538720.2019.1654424.

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Potkány, Marek, and Alexandra Hajduková. "Social Networks and their Importance in Job Searching of College Students." Verslas: Teorija ir Praktika 16, no. 1 (March 30, 2015): 75–83. http://dx.doi.org/10.3846/btp.2015.462.

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At present, in every sphere of human activity, using modern ICT is considered as a matter of course. Several human resources management institutions are aware of the potential of social networks in estabilishing and building relationships with their target groups. It is a trend to create job portals in social networks. These are currently an integrated part of communication with target audience and therefore also an objects of attention and reflexions. It is also the topic of this paper. The goal of this research is to determine the level of use of social networks by college students in Slovakia. Part of the research is also to discover the effect of social networks on job searching of a selected sample of students. The research was conducted on a sample of 407 slovak students. A questioning method in form of an online questionnaire was used. The obtained results were processed using methods of descriptive and test statistics. We studied the significance of gender on the frequency of using the internet to search for job opportunities via social networks, as well as the ability to apprehend the importance of personal presentation on social networks. The statistical testing did not prove any significant difference between men and women in the question of frequency of using internet to search for job opportunities, nor in the ability to apprehend the importance of personal presentation on social networks. A statistically significant difference in gender was proven only in case of using social networks in job searching. Women tend to use social networks to find jobs more often than men. These statements are proved by the results of tests of significance of mean changes at the 5% significance level, which means that they are valid with 95% probability.

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Durm, Mark W. "Marriage and Stress-Coping among Female College Students." Psychological Reports 85, no. 2 (October 1999): 438. http://dx.doi.org/10.2466/pr0.1999.85.2.438.

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By an independent t test, mean scores on the social domain of the Coping Resources Inventory for 18 single and for 18 married female students were not significantly different, suggesting similar involvement in social networks supportive during stress.

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Dissertations / Theses on the topic "College students – Social networks – Nigeria"

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Chen, Bai-Yin. "Social support in Taiwanese college students." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285084.

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Pinsky, David J. "A cross-secitional [i.e. cross-sectional] examination of differential social support for alcohol use within college students' social networks." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/pinskyd/davidpinsky.pdf.

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Fleming, Teresa M. "Adjustment to college life." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722227.

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Social support has been identified as an important mediator aiding adaptation during major life transitions such as matriculation in college. In the present study two models were proposed to predict social network development from measures of previous social support and individual characteristics collected prior to students' matriculation. It was hypothesized that initiation skills and previous social relationship patterns would predict the quantitative development of the students' new social support networks while negative affectivity and social relationship patterns would predict satisfaction with the forming network.The models were tested using path analysis techniques. Model I was supported. Initiation skills and relationship patterns both had significant direct effects on network size; while initiation skills also had a meaningful indirect effect on size through its effects on relationship patterns. Model II was not supported by the data. Network satisfaction was not meaningfully influenced by negative affect but was affected by initiation skills and by social relationship patterns. Changes in the characteristics of the network over time were also observed and considered. The results clarify the process through which new social networks develop and have implications for college-based intervention programs.
Department of Psychological Science

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Agostinelli, Sara. "Impacts of student identity construction in online social networks." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/s_agostinelli_061809.pdf.

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Jamison, Alton L. "Making it on campus: The interplay between student strategies and social structure." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186187.

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This study examined the college student experience from a student perspective. The conceptual framework of Strauss' negotiated order was used to examine the relationship between structure and process in organizational settings. The ways in which students linked their immediate and larger social worlds were examined as an element in the adjustive processes of the organization. The data consisted of time activity reports, unstructured interviews, and a shadowing experience with a small sample of middle-class Mexican-American students at the University of Arizona. Content analysis of the data was conducted across three dimensions of "Making It On Campus"; Making the Grade, Making It With Others, and Making Money. Findings indicated that students perceived their experience from a generalized goal of becoming "On Your Own." Student coping strategies across the three areas of Making It became shared patterns of activities centered around attempts to organize their world, assert some control, and develop independence and autonomy.

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Woodard, Steven P. "Discourses, campus-based social networks, and career maturation : a case study analysis of African American female college students /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7831.

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Brooks, Brandon A. "Socioeconomic Status Updates: College Students, Family SES, and Emergent Social Capital in Facebook Networks." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1281577865.

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Wu, Yun. "A uses and gratifications perspective of Chinese college students' motivations in using renren (Chinese social networking site)." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/798.

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Recent years witnessed incredibly increasing popularity of online social networking sites around the globe. The emergence of new social media, including online social networking sites, brings the communication world a brand-new area to explore. The success of Facebook and MySpace in the U.S. has attracted a considerate number of communication scholars to examine this phenomenon from different perspectives. As the most cutting-edge tool to investigate a newly-grown medium, uses and gratifications perspective focuses on why people use social media, and how people use them to satisfy their needs. In this study, the most popular online social networking site in China, Renren, was selected to investigate the uses and gratifications of Chinese college students. Four motivations, that is, socializing, entertainment, self-status seeking, and information seeking, were utilized to measure how much weight Chinese college students give to each motivation. Culture's impact on the usage of online social networking sites was also investigated. The concept of interdependent self-construal and independent self-construal was borrowed to examine how culture could play a role in SNS use among Chinese college students. The study found Chinese college students use SNS to gratify their needs of socializing, entertainment, information seeking, while self-status seeking seems to be a weaker factor of SNS use. Six themes emerged in the study including: 1) vision and outlook expansion, 2) friendship maintenance, 3) a sense of self-worth, 4) information seeking, 5) entertainment, and 6) cultivated as a habit, to pass time. In addition, Chinese college students seem to have independent self-construal rather than interdependent self-construal, but the tendency is weak and self-report statistics show they tend to give moderate answers regarding to the self-construal. The influence of different self-construals towards motives in using Renren is subtle. Further explanations of observed finding were provided in the thesis.

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Mitchell, Karrie Denise. "Cultural Capital Facilitators and First-Generation Community College Students." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194090.

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Cultural capital facilitators are an unexplored phenomenon in the higher education literature despite their crucial presence on community college campuses. Through the use of social capital theory, social networks, and cultural capital theory, this study explores the role that cultural capital facilitators play in first-generation, community college student information acquisition and ultimate success. Multiple qualitative methods are utilized to discover the cultural capital facilitator characteristics and attributes, social networks and types of cultural capital information shared between first-generation students and cultural capital facilitators. Implications for community college practitioners are also presented in terms of the role that classroom instructors play as cultural capital facilitators as well as the characteristics and attributes that these individuals can acquire through professional development opportunities. Finally, the interconnectedness of cultural capital facilitators' social networks and the domination of academic, cultural capital information are elaborated on for community college personnel in their examination of structural and functional barriers to first-generation student success.

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O'Brien, Celia Laird. "Navigating the Transition: The Informational Networks and Help-Seeking Behavior of Community College Transfer Students." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145297.

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While community college transfer students who successfully matriculate into the four-year institution enjoy high persistence and graduation rates, inequities continue to be inherent throughout the process. In order to succeed during this transition, students must employ effective help-seeking strategies that provide them with access to timely and accurate information. This study seeks to be a formal examination of these informational networks. It describes the extensity, composition and positionality of these networks as transfer students exit the community college and enter a large research-extensive university. It also studies the effect that participation in a transfer course has on these informational networks. The results imply that informational networks remain relatively similar throughout the transfer process but that certain populations, including first-generation students and females, are less likely to rely on institutional agents for information. In addition, the effects of a transfer success course appear to be short-term, although it may reap larger benefits for at-risk populations. These findings suggest that socio-academic integration theories are more relevant to community college transfer students than theories based on traditional populations who enter four-year institutions directly out of high school.

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Books on the topic "College students – Social networks – Nigeria"

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Lynk, Wartman Katherine, ed. Online social networking on campus: Understanding what matters in student culture. New York, NY: Routledge, 2008.

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Hēmanta, Es Ḍabliv Kapil. Viśvavidyāla upasaṃskr̥tiya: Sampradāyaya, yathārthaya saha venasvīma. Varakapola: Āriya Prakāśakayō, 2006.

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Sacerdote, Bruce. How do friendships form? Cambridge, MA: National Bureau of Economic Research, 2005.

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Sacerdote, Bruce. How do friendships form? Cambridge, MA: National Bureau of Economic Research, 2005.

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Linda, Hewitt. Networking for the career-minded student. Atlanta, Ga: Lenox Pub. Co., 1985.

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Beckett, Paul. Democracy and the elite in Nigeria: Perspectives from survey research. Madison: African Studies Program/University of Wisconsin, 1998.

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Sacerdote, Bruce. Peer effects with random assignment: Results for Dartmouth roommates. Cambridge, MA: National Bureau of Economic Research, 2000.

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McElhenie, Fred. Making do and getting through: KU co-ops, halls, and houses, 1919-1966. Lawrence, Kan: Historic Mount Oread Fund, 2006.

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Sullivan, Moore Abigail, ed. iParenting: Staying connected to your college kids (and beyond) while letting them grow up. New York, NY: Free Press, 2010.

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Majoring in change: Young people use social networking to reflect on high school, college, and work. New York: P. Lang, 2012.

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Book chapters on the topic "College students – Social networks – Nigeria"

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Kitsantas, Anastasia, Nada Dabbagh, David S. Chirinos, and Helen Fake. "College Students’ Perceptions of Positive and Negative Effects of Social Networking." In Lecture Notes in Social Networks, 225–38. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17716-8_14.

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Kitsantas, Thomas, David S. Chirinos, Suzanne E. Hiller, and Anastasia Kitsantas. "An Examination of Greek College Students’ Perceptions of Positive and Negative Effects of Social Networking Use." In Lecture Notes in Social Networks, 129–43. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17716-8_9.

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Khoroshikh, Valery V., Elena B. Gulk, Tatiana A. Baranova, and Konstantin P. Zakharov. "Self-concept as an Activity Factor in the Social Networks of the Polytechnic College Students." In Educating Engineers for Future Industrial Revolutions, 404–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9_40.

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Jayanthi, V., and S. Subbulakshmi. "Study on the Effectiveness of Social Networks in Persuading Entrepreneurial Initiatives with Reference to College Students in Chennai." In Entrepreneurship and Big Data, 195–212. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003097945-14.

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Wang, L. S., H. F. Dong, Y. Fan, and T. Wang. "Homeland and school geography factors in the social networks of African college students in Jinan, China." In Computational Social Science, 376–81. CRC Press, 2021. http://dx.doi.org/10.1201/9781003144977-52.

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Fang, Ling, and Louisa Ha. "Do College Students Benefit from Their Social Media Experience?" In Advances in Human and Social Aspects of Technology, 259–78. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8450-8.ch013.

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As young people are increasingly dependent on Social Networking sites (SNS) to socialize, seek information, and self-broadcast, their SNS consumption has been found to be associated with social capital and social support in a positive way especially among individuals with low psychological assets. This exploratory study investigated SNS involvement in relation to college students' perceived self-efficacy change afterwards based on the social cognitive theory and literature review on social media effects studies. Undergraduate students (N = 395) in a Midwest U.S. public university participated in a web survey in September 2012. Results indicated a positive potential of involving in SNS activities to strengthen users' self-efficacy. Research data also point to the mediating roles of social support and social learning on SNS involvement and self-efficacy, especially among low self-efficacy college students with homogenous SNS networks. Theoretical and practical implications are discussed.

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Okolie-Osemene, James. "Facilitating Knowledge Sharing on Social Media for Students of International Relations and Conflict Studies in Nigeria." In Harnessing Social Media as a Knowledge Management Tool, 74–87. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0495-5.ch004.

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This chapter has examined ways of facilitating knowledge sharing for the benefit of students of international relations and conflict studies in Nigerian universities. It is evident that tertiary institutions' students of the 21st Century cannot study now without the use of social media which serves as a platform for information sharing and knowledge production. It is a medium through which knowledge is transferred to users by think tanks and organisations across the world. Given that not only students benefit, people from all walks of life are not also left out as social networks record large number of users daily. This explains how social media serves as data bank for scholars and why students now need to continuously search to find related materials on social media. Using qualitative data the author used observation method in the classroom setting in the University of Ibadan and Wellspring University, Benin City, Nigeria. It should be stated that the type of digital device used by students can as well determine their level of access to the social media in Nigeria. Observations show that social media is very relevant for students especially in the study and teaching of international relations and conflict studies given the number of global courses like new states in world politics, democracy and human rights, post-cold war politics, global refugee regimes, international law problems of peacemaking and peacekeeping, among others which all generate issues on daily basis that need to be shared as relevant academic materials for among students.

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Benson, Janel E., and Elizabeth M. Lee. "Connecting to Post-College Life and Locating Success." In Geographies of Campus Inequality, 141–64. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190848156.003.0007.

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Chapter 7 shows how campus geographies expose students to different models of success (or not) and shape their strategies for attaining that success. Play Hard students learn early not to prioritize academic outcomes above friendships and social life but rather to focus on building powerful networks with more affluent friends through parties, team sports, and Greek Life. Work Hard students, by contrast, remain in more class-segregated spaces, meaning they have less exposure to peers with upper-class habituses. They prioritize building their formal resume, connections with faculty, and having high grade point averages, which guide their decisions both academically and in terms of the kinds of extracurricular opportunities they seek out. Multisphere students rely on both academic and network strategies and seem to be comfortable navigating each, while Disconnected students struggle to locate a clear and consistent route toward post-college success and plan to rely on themselves.

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Okolie-Osemene, James. "Facilitating Knowledge Sharing on Social Media for Students of International Relations and Conflict Studies in Nigeria." In Information Diffusion Management and Knowledge Sharing, 642–56. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0417-8.ch031.

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This chapter has examined ways of facilitating knowledge sharing for the benefit of students of international relations and conflict studies in Nigerian universities. It is evident that tertiary institutions' students of the 21st Century cannot study now without the use of social media which serves as a platform for information sharing and knowledge production. It is a medium through which knowledge is transferred to users by think tanks and organisations across the world. Given that not only students benefit, people from all walks of life are not also left out as social networks record large number of users daily. This explains how social media serves as data bank for scholars and why students now need to continuously search to find related materials on social media. Using qualitative data the author used observation method in the classroom setting in the University of Ibadan and Wellspring University, Benin City, Nigeria. It should be stated that the type of digital device used by students can as well determine their level of access to the social media in Nigeria. Observations show that social media is very relevant for students especially in the study and teaching of international relations and conflict studies given the number of global courses like new states in world politics, democracy and human rights, post-cold war politics, global refugee regimes, international law problems of peacemaking and peacekeeping, among others which all generate issues on daily basis that need to be shared as relevant academic materials for among students.

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Chambers, Crystal R. "Let's Give ‘em Something to Talk About." In Handbook of Research on Leadership and Advocacy for Children and Families in Rural Poverty, 279–94. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2787-0.ch013.

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Rural students are more likely to complete their high school diploma but less likely than urban or suburban students to enroll in college. This is in part due to exposure to college and social capital, particularly differential access to social networks including individuals with college degrees. Schools can play a role in bridging the social capital gap as school teachers and counselors are individuals with college degrees who live in and near rural communities. In this vein, teachers and counselors can inspire the college aspirations of rural students, a prerequisite for student engagement in college choice processes.

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Conference papers on the topic "College students – Social networks – Nigeria"

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Luo, Dong-Yun, Miao Miao Cai, Fang You, and Xiao-Qun Zhou. "The College Students' Innovative Entrepreneurial Education Based On Neural Networks Method in Internet Environment." In 3rd Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/sschd-17.2017.85.

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Duong, Viet, Jiebo Luo, Phu Pham, Tongyu Yang, and Yu Wang. "The Ivory Tower Lost: How College Students Respond Differently than the General Public to the COVID-19 Pandemic." In 2020 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining (ASONAM). IEEE, 2020. http://dx.doi.org/10.1109/asonam49781.2020.9381379.

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Voloshina, Svetlana, and Tat’yana Dubovitskaya. "Practical aspects of the safety of using quasi-scientific video blogging in education." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-19.

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The article contains data on the features of using quasi-scientific video blogging in the educational process of a medical College. The main approaches to the definition of "digital security" in the modern Internet environment within the framework of social networks and in the broader aspect of the globalization of the information space are considered. It is proposed to conceptualize social network digital security as an element of the General culture of a modern student. The introduction of interactive methods of engagement using the potential of the Internet makes it possible to update students ' skills in applying the rules of in-network security, as well as to increase the effectiveness of training. The article examines the influence of quasi-scientific video blogging as a system for preparing content, posting it in social networks, and receiving feedback from other network users on the image of students, professional self-determination, and their attitude to intra-network security.

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Ortega-Tudela, Juana M., Elena M. Diaz-Pareja, África M. Cámara-Estrella, and Mercedes LLorent-Vaquero. "DESIGN THINKING IN FUTURE TEACHERS TRAINING." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end070.

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Innovation in education entails not only the incorporation of technological tools and applications, but also the implementation of methodologies that could break the inertia and incorporate processes of Divergent Thinking. Future teachers must be creative professionals capable of developing professional activities to improve and not only to replicate the social experience in order to create new learning experiences. In this way, the main aim of our work was to explore how the use of Design Thinking Methodology improves learning processes in a group of 75 college students of the Primary Education Degree. This group of students, divided into 21 smaller working groups, created different educational videos and multimedia design projects through Design Thinking methodology. They were also encouraged to use Social Networks (specifically Instagram) to present and publicize the progress they were making on their work, in order to obtain feedback from their classmates. All the projects developed were related to three thematic areas: Art for everyone; Attention to diversity and Making great neighborhoods. At the end of the creation process, we analysed the students’ perception of how the design thinking methodology helps them through their learning process. Based on an ad hoc questionnaire, the impact of the use of Design Thinking in the learning process and its influence on variables such as motivation, communication, creativity, among others, was studied. The results show that the use of this methodology had a positive impact on practically all the variables, facilitating and optimizing the learning process of future teachers.

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