Journal articles on the topic 'College students – United States – Finance, Personal'

Using Consumer Expenditure Survey data this paper shows that more educated workers demand more high-skill-intensive services and, to a lesser extent, more very low-skill-intensive services (such as personal services). Additional evidence at the Metropolitan Statistical Area (MSA) level shows that this “education elasticity of demand” mechanism can explain part of the correlation between the share of college-educated workers in a city and the employment share of service industries. The parametrization of a simple model suggests that this induced demand shift can explain around 6.5 percent of the relative demand shift in the United States between 1984 and 2002. Similar results are provided for the United Kingdom. (JEL D12, J24, J31, L84)

<p>A sample of veterinary medical students were administered a modified version of the Financial Fitness Quiz (FFQ) to gain insights about current veterinary students money management behaviors (e.g., developing financial goals, having a spending plan, accumulating savings, etc.). Results demonstrate students possess a general awareness and conscientiousness toward personal finance. In some cases, veterinary students engaged in positive financial behaviors at a higher rate than average consumers in the United States, and most reported having more cash on hand to cover an emergency than average consumers in the United States. While students generally appear to understand the negative impact of debt, results indicate most students do not fully appreciate the value of personal budgeting or annual calculations of net worth.</p>

The Chinese undergraduate student population currently represents 12.8% of all international students enrolled in the United States (Institute for International Education, 2015a). In an effort to understand the experiences of this population in their first year of college in the United States, a phenomenological study was conducted using a conceptual framework comprising Schlossberg’s Transition Model (Schlossberg, Waters, & Goodman, 1995) and the Culturally Engaging Campus Environments (CECE) Model (Museus, 2014). Three transition types were identified – academic, social/personal, and linguistic – and participants’ preparation, sources of institutional support, and coping strategies for moving through these transitions were examined. Recommendations for practice include: multi-faceted, mandatory orientation programs; ongoing workshops and resources beyond orientation; and improvements to housing and residential life opportunities and experiences.

This article is about my personal experience in a doctoral program in the United States. After working ten years as a high school teacher in Hong Kong, I decided to quit my high school teaching career and to come back to school for my PhD—not because I no longer enjoy teaching; in fact I still do, but because I do not enjoy spending most of my time with discipline and classroom management. So, I decided to pursue a doctoral degree so that I can teach college students. “I got admitted to a PhD program in the US.” I excitedly said to my wife. She was thrilled to hear the good news. We started obtaining visas and told our three daughters about our forthcoming plan.

We construct a time series of college attendance patterns for the United States and document a reversal: family background was a better predictor of college attendance before World War II, but academic ability was afterward. We construct a model of college choice that explains this reversal. The model’s central mechanism is that an exogenous surge of college attendance leads better colleges to be oversubscribed, institute selective admissions, and raise their quality relative to their peers, as in Hoxby (2009). Rising quality at better colleges attracts high-ability students, while falling quality at the remaining colleges dissuades low-ability students, generating the reversal. (JEL I23, J12, N32)

У статті обґрунтовано актуальність вивчення чинників акультурації та мовної адаптації у контексті дослідження специфіки прояву прокрастинації іноземними студентами. Висвітлено особливості операціоналізації вказаних понять у сучасній науковій літературі. Вибірку дослідження склали іноземні студенти (n=41), які навчаються за освітнім рівнем «бакалавр» у двох вищих навчальних закладах України. Результати кореляційного аналізу свідчать про позитивний взаємозв’язок прокрастинації із загальним рівнем прояву стресу акультурації (r = 0.43, p<0,01), а також такими його аспектами як акультураційний страх (r = 0.46, p<0,01), сприйнята дискримінація (r = 0.37, p<0,05), почуття провини (r = 0.31, p<0,05). Вагоме значення аспектів мовної інтеграції у контексті вивчення тематики прокрастинації підтверджено зафіксованими прямими значущими кореляційними зв’язками із загальною шкалою мовної тривожності (r = 0.59, p<0,001), страхом негативної оцінки (r = 0.62, p<0,001), страхом спілкування (r = 0.62, p<0,001) та складання іспитів (r = 0.47, p<0,01). Література References Грабчак О. Особливості академічної прокрастинації студентів-першокурсників// Педагогіка і психологія професійної освіти. 2016. № 4. С. 210-218 Колтунович Т.А., Поліщук О. М. Прокрастинація – конфлікт між «важливим» і «приємним»// Young Scientist. 2017. Вип. 5, № 45. С. 211-218. Ряднова В. В., Безега Н. М., Безкоровайна І. М., Воскресенська Л. К., Пера-Васильченко А. В. Психологічні особливості процесу адаптації й організації навчання студентів-іноземців// Актуальні питання медичної (фармацевтичної) освіти іноземних громадян: проблеми та перспективи. Збірник наукових статей. 2018. С. 74-76. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara. References (translated and transliterated) Hrabchak, O. (2016). Osoblyvosti akademichnoji prokrastynaciji studentiv-pershokursnykiv [Academic procrastination features in first-year students]. Pedaghohika i Psykholohiya Profesiynoyi Osvity, 4, 210-218 Koltunovych, T.A., Polishhuk, O.M (2017). Prokrastynacija – konflikt mizh “vazhlyvym” i “pryjemnym” [Procrustination - the conflict between “important” and “pleasant”]. Young Scientist, 5 (45), 211-218. Riadnova, V.V., Bezeha, N.M., Bezkorovaina, I.M., Voskresens’ka, L.K., Pera-Vasylchenko, A.V. (2018). Psykhologhichni osoblyvosti procesu adaptaciyi i orghanizaciyi navchannia studentiv-inozemtsiv [Psychological features of the process of adaptation and organization of international students’ training]. Issues of Medical (Pharmaceutical) Education of International Citizens: Problems and Prospects. Book of abstracts (74-76). Poltava, Ukraine. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara.

My name is Owen Setiawan, and I am an Indonesian-American eighth grader. This piece is a reflection on a qualitative research study I worked on with a group of students that investigated how school climates feel for middle, high school, and college students of color in the United States. After analyzing data from interviews and personal reflections from my student team, I then present the specific ways in which and reasons why students of color feel comfortable or uncomfortable in different educational settings. I conclude with recommendations for making educational spaces more welcoming and home-like for diverse populations.

This study examined cross-cultural differences in personal and behavioral determinants of vigorous-intensity and moderate-intensity physical activity (PA) among college students living in distinctly different cultures, that is, the United States, Costa Rica, India, and South Korea. Participants of this study were recruited from randomly chosen public universities in the 4 countries during the 2006-2007 academic year. A total of 4685 students participated in the study (response rate 90%). Vigorous-intensity PA was measured by asking on how many of the past 7 days the participants participated in PA for at least 20 minutes that made them sweat or breathe hard. For moderate-intensity PA, participants were asked on how many of the past 7 days they participated in PA for at least 30 minutes that did not make them sweat or breathe hard. Findings indicate that whereas perceived overweight and fruit and vegetable consumption are relatively culture-free predictors of PA, gender and TV/video watching are culture-specific predictors. Binge drinking was not predictive of meeting the vigorous-intensity and moderate-intensity PA guidelines in any of the 4 countries.

Julia Iafrate, a Canadian-born immigrant medical doctor, who now works at Columbia University Irving Medical Center, shared her personal story with CNN’s Chris Cuomo that her green card was denied. She received the news of denial while she was treating critically ill coronavirus patients in the ICU in early May 2020. Julia earned all her medical degrees and credentials from American universities-- Arizona College of Osteopathic Medicine, Mayo Clinic, and the University of Iowa Hospital & Clinics. She is one of millions of former international students or immigrant workers in the United States. Currently, there are more than 44,728,721 immigrants living and working in the United States. This short essay reviews the contributions of former international students or immigrants in the United States who have contributed significantly to U.S. health and medicine, science and technology, education and business, government and military, and job creation and innovation.

In this article, Stephanie Alvarez, José L. Martínez, Annabel Salamanca, Erika Salamanca, and Roberto C. Reyna share the impacts of Cosecha Voices, a pedagogical approach used with college students from migrant farmworker backgrounds at one of the largest Hispanic-Serving Institutions in the United States. They argue that Cosecha Voices affirms, validates, and humanizes the migrant farmworker experience and can help students not only unpack and document their migrant farmworker experiences but also strengthen their sense of self-empowerment. Utilizing testimonio, students are able to affirm and find strength in their migrant farmworker lifestyle that helps support them through their college journey. This Voices: Reflective Accounts of Education essay centers the voices of former program participants in its analysis of program impact and offers a program description, personal reflections from participants, and future considerations for similar research.

Young people today need to be financially literate, which depends in large part on being able to apply mathematics principles correctly to make real-world decisions. Therefore, it is not surprising that mathematics and financial education organizations and educators recognize the value of teaching real-world financial exercises (Jump$tart 2015; Lusardi 2012; NCTM 2000, 2016; CCSSI 2010; Sole 2014). Although educators recognize the importance of financial education in high school, students are not learning these skills (Bortz 2012). Only seventeen states require that students take a course in personal finance in high school (Council of Economic Education [CCE] 2016). College students also have gaps in their understanding of finance (Chen and Volpe 1998; Sole 2014). Given how valuable these life skills are, it is surprising that when 36 percent of millennials were given the opportunity in high school, college, or on the job to learn about finance, only 22 percent took advantage of this opportunity (Mottola 2014).

AbstractI discuss my experiences using archaeology and anthropology to teach college-level students how to be interdisciplinary thinkers and doers. Although the number of students who complete archaeology and anthropology degrees is relatively small in the United States and worldwide, programs and courses in such fields offer any student important opportunities in active, interdisciplinary learning that contribute to effective problem-solving using multiple lines of information. Courses and learning activities can question stereotypes depicting archaeology as a “useless” discipline (Arendt 2013:79), and they can prepare students to engage in and adapt to countless personal and professional situations while also learning about archaeology, its benefits, and its potential for relationships with similar and different fields. Therefore, the active learning of multimethod, interdisciplinary archaeology can prepare college-level students to address change and uncertainty in their homes, communities, and professions.

This paper examines if students' college outcomes are sensitive to access to college admissions tests. I construct a dataset of every test center location and district policy in the United States linked to the universe of individual testing records and a large sample of college enrollment records. I find evidence that SAT taking is responsive to the opening or closing of a testing center at a student's own or a neighboring high school and to policies that provide free in-school administration and default registration. Newly induced takers of high academic aptitude appear likely to attend and graduate from college. (JEL H75, I23, I28)

<p>The United States is considered a country of immigrants that has historically hosted people from all over the world. Oftentimes, immigrants struggle to find and shape an American identity, especially when it comes to undocumented youth (Gonzales, 2008). New waves of immigrants to this country trigger feelings of fear concerning the loss of national identity and the lack of cultural incompatibility (Kim &amp; Díaz, 2013a). In this sense, the emergence of anti-immigration attitudes has been in the political, social, and economic agenda over the last years. As a result, postsecondary institutions have been constantly looking for accomplishing social progress and growth (McDermott, 1973); however, there are still gaps to fill in at institutions with respect to create a welcome atmosphere and campus-wide acceptance for all students. In particular, undocumented students which the National Immigration Law Center defined as “a foreign national who: (1) entered the United States without inspection or with fraudulent documents; or (2) entered legally as a nonimmigrant but then violated the terms of his or her status and remained in the United States without authorization” (as cited in Educators for Fair Consideration, 2019) face socioeconomic and institutional barriers. Therefore, it deems necessary to find appropriate services and allocate resources that help undocumented students cope with difficulties concerning both their college adjustment and personal struggles reaching a holistic development (Gildersleeve &amp;Ranero, 2010). The purpose of this paper is to address the topic of undocumented students as it relates to their college persistence. In particular, four leadership theories help highlight the important role of student affairs practitioners to become advocates and seek social justice for this unique student population.</p><p>The organization of the manuscript encompasses the following sections. First, a brief literature review concerning federal and state legislation on undocumented students is presented. Then, an overview of student affairs practitioners’ importance to promote a positive college climate and better serve this student population is addressed. The aforementioned section includes four leadership theories, which student affairs professionals could adopt. Next, an outline addressing the social justice aspect on behalf of undocumented students is introduced. Finally, a section covering recommendations for student affairs professionals is proposed yielding the conclusion.</p>

Abstract Graduate school provides an opportunity for students to enhance their knowledge and skill sets and to develop the qualifications to seek high-skilled employment. However, many graduate students are plagued with personal and financial stressors that can decrease research productivity and professional growth. With ballooning student loan debt and economic inflation, stakeholders should review the financial well-being of our current and future graduate students with greater frequency to ensure the continued fast-paced advancement of science. This study investigated the annual stipend, university fees, housing costs, cost of living, and the state income tax rate of 39 atmospheric science graduate programs in the United States to determine the effective income for first-year graduate students in the 2020–21 academic year. Results showed a large spread in advertised stipend amounts ranging between $19,139 and $41,520 (USD). After taking into account annual university fees, housing costs, and state income tax and normalizing by the cost of living, effective income had a decreased spread ranging between $12,287 and $25,240. Prospective graduate students should not focus on the advertised stipend when deciding between schools since it does not always accurately represent the affordability of the graduate program. The future of scientific research relies on the next generation of scientists. Therefore, graduate programs across the country should focus on providing fair financial compensation in order to attract students with exceptional research skills who otherwise may leave academia to pursue higher-paying jobs after college.

Drawing from social domain theory, this study examined people’s evaluation of society-level disease-prevention regulations (e.g., school closure) and personal precautions (e.g., wearing a facemask) during the coronavirus (COVID-19) crisis, as assessed in Spring, 2020. Participants from three countries (United States [US], China, and Japan; N = 528) rated their acceptance of a range of society-level and individual-level preventive measures and then indicated their main reasons for these ratings, which were categorized as moral, societal, personal, and prudential based on social domain theory. Consistent with this theoretical framework, we found both similarities and differences across the three societies. Specifically, we found that, across the three societies, moral considerations predicted higher acceptance of society-level preventive measures, whereas personal considerations predicted lower acceptance of both society-level and individual-level preventive measures. However, a stronger link between societal considerations and higher acceptance of society-level preventive measures was found for Chinese participants than for US and Japanese participants.

Although prior research has suggested that some students may be averse to taking out loans to finance their college education, there is little empirical evidence showing the extent to which loan aversion exists or how it affects different populations of students. This study provides the first large-scale quantitative evidence of levels of loan aversion in the United States. Using survey data collected on more than 6,000 individuals, we examine the frequency of loan aversion in three distinct populations. Depending on the measure, between 20 and 40% of high school seniors exhibit loan aversion with lower rates among community college students and adults not in college. Women are less likely to express loan-averse attitudes than men, and Hispanic respondents are more likely to be loan averse than White respondents.

Higher education institutions have undergone significant changes concerning college admissions. Leading countries for higher education, such as the United Kingdom and the United States, as well as countries in Asia such as China, Korea, and Taiwan are making changes to their higher education systems. There is also a call for change in college admissions in Japan. Japanese universities, especially national universities, have heavily relied on test scores for student selection. However, universities are currently shifting theircollege admissions processes toward a holistic review approach. This involves making admission decisions by assessing not only academic achievements, but also students’ backgrounds, personal experience, and potential. This task was initiated by the government in response to the changing concepts of knowledge and fairness, as well as the perceived desirability of attracting students with diverse educational backgrounds. For higher education institutions both in Japan and abroad, college admission reforms become a necessary process. Japan, where the government has the most power for making decisions, offers other countriespriceless lessons about how top-down education/admission reforms are implemented or impeded.

Higher education institutions have undergone significant changes concerning college admissions. Leading countries for higher education, such as the United Kingdom and the United States, as well as countries in Asia such as China, Korea, and Taiwan are making changes to their higher education systems. There is also a call for change in college admissions in Japan. Japanese universities, especially national universities, have heavily relied on test scores for student selection. However, universities are currently shifting theircollege admissions processes toward a holistic review approach. This involves making admission decisions by assessing not only academic achievements, but also students’ backgrounds, personal experience, and potential. This task was initiated by the government in response to the changing concepts of knowledge and fairness, as well as the perceived desirability of attracting students with diverse educational backgrounds. For higher education institutions both in Japan and abroad, college admission reforms become a necessary process. Japan, where the government has the most power for making decisions, offers other countriespriceless lessons about how top-down education/admission reforms are implemented or impeded.

Higher education institutions continue to face increased scrutiny to better monitor student persistence rates and develop better strategies to retain more students through the attainment of a degree. Retention studies on international students are limited and often focused on large public universities. The researcher interviewed students and the international student officers at three small, private four-year colleges in the Southeast United States. The international students were found to be formally and informally engaged in academic and social activities on campus, and engagement was promoted by formal campus sponsored activities, international staff members’ personal involvement, and through faculty and staff interaction. The students became aware of campus resources through college programming, faculty and staff interaction, and peer interaction with other students.

The aim of this study is to determine whether the approaches to learning and age are significantly correlated to grade point average (GPA) in early childhood education students. In addition, another purpose of this study is to determine whether approaches to learning and age predicted students’ GPAs in the Early Childhood Education Department. The sampling of the study consists of 166 students in total (158 female and 8 male; 86 junior and 80 senior) who studied at Georgia Southern University in the United States of America College of Education, Teaching and Learning Department’s Early Childhood Education program. The research model is a prediction study. The data in this study was collected using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and a personal information form. The findings were as follow: there was a positive relationship between students’ GPAs and the deep approach. There was a negative relationship between GPAs and the surface approach. There was no significant relationship between GPAs and approaches to the total score of learning. While there were no significant relationships between students’ ages and deep motivation and surface motivation strategies, an association was found between age and approaches to total scores of learning total . The approaches to total score of learning were not significant predictors of GPA.

The purpose of this study was to develop a Music Self-Concept Inventory (MSCI) for college students that is easy to administer and reflects the global nature of this construct. Students ( N = 237) at a private college in the midwestern United States completed the initial survey, which contained 15 items rated on a 5-point Likert scale. Three subscales determined by previous research included (a) support or recognition from others, (b) personal interest or desire, and (c) self-perception of music ability. A series of exploratory factor analyses supported this model and indicated that deleting two items loading <.40 on their intended subscales improved validity and helped attain simple structure. The final version of the MSCI contains 13 items, explains 63.6% of the variance, and maintains high reliability (total: α = .94; subscales: α = .83–.92). Validity was demonstrated through correlation between the MSCI and another measure of music self-perception ( r = .94), MSCI scores and years of participation in music activities ( r = .64), and interfactor correlations ( r = .71–.75). This instrument will provide a tool for researchers and educators to assess change or development in music self-concept and examine other variables related to this construct.

Service-Learning (SL) has become a teaching methodology that promotes social and personal skills while helping groups in need and at risk of social exclusion. This paper is a systematic review of the literature on SL experiences and research on college subjects in the area of health-care promotion in settings for older adults. After an exhaustive search, 43 peer-reviewed publications were classified according to frequency and geographical distribution, sample and duration of the programs, research methodologies, data collection instruments used, and main outcomes investigated. The results indicate that the research methodologies used tended to be qualitative and mixed, while the variety of samples and duration of interventions was very broad. The instruments used were mainly interviews and questionnaires, and the programs were developed specially in the United States of America. The groups receiving most SL were healthy older adults and older adult populations with aging disabilities and illnesses. The articles in the present review highlight that SL can have a positive effect on older adults’ health promotion and can enhance their community participation.

Purpose: We aimed to study the impact of a combined faculty-student book club on education and medical practice as a part of the informal curriculum at the University of Florida College of Medicine in the United States.Methods: Sixteen medical students and 7 faculties who participated in the book club were interviewed through phone and recorded. The interview was then transcribed and entered into the qualitative data analysis program QSR NVivo (QSR International, Burlington, MA, USA). The transcripts were reviewed, and thematic codes were developed inductively through collaborative iteration. Based on these preliminary codes, a coding dictionary was developed and applied to all interviews within QSR Nvivo to identify themes.Results: Four main themes were identified from interviews: The first theme, the importance of literature to the development and maintenance of empathy and perspective-taking, and the second theme, the importance of the book club in promoting mentorship, personal relationships and professional development, were important to both student and faculty participants. The third and fourth themes, the need for the book club as a tool for self-care and the book club serving as a reminder about the world outside of school were discussed by student book club members.Conclusion: Our study demonstrated that an informal book club has a significant positive impact on self-care, perspective-taking, empathy, and developing a “world outside of school” for medical school students and faculty in the United States. It also helps to foster meaningful relationships between students and faculty.

Aim: The purpose of this research was to describe health perceptions, behaviors, and perceived stress of undergraduate nursing students and to determine if supportive incentives improved students’ healthy lifestyle behaviors.Background: Nurses have a primary responsibility in promoting health in the United States. Nursing students will become the future health workforce and must understand the importance of personal health and wellness, even before entering the profession. Methods: This descriptive study used a convenience sample of sophomore nursing students (N = 65) from one state university in the Northeast. Students’ motivators and barriers of a healthy lifestyle, perceived difficulty in maintaining a healthy lifestyle, perceived stress, and personal health rating were measured at the beginning and end of the semester.Results: Small and moderate correlations were noted among several variables. Paired t-tests revealed statistically significant findings for students’ perceived difficulty in maintaining a healthy lifestyle, health barriers, and personal health rating. Open-ended responses identified time and money/cost as the greatest barriers to making healthy lifestyle decisions. Supportive incentives offered throughout the semester did not increase participation in wellness activities.Conclusions: Undergraduate nursing students reported barriers and difficulties in relation to maintaining healthy lifestyle behaviors. Future research should focus on the challenges that college students face and provide interventions to promote health and wellness behaviors. Continued research with nursing students may identify healthy lifestyle challenges that are unique to this group of students.

<div><p><em>This article examines the current status of privacy risk concern on Social Network Sites (SNS) among African American college students in a HBCU college in the United States. It also investigates the gender difference on this issue. The research focuses on the ‘privacy paradox’ phenomenon on SNS, in other words, how SNS users’ privacy risk concern associates with their self-disclosure activity. The research findings are interesting and confirm the ‘privacy paradox’ phenomenon among the less studied African American college student community. The results show although the participants of the study fear something unpleasant can happen to them due to their presence on SNS and realize it is risky to publish their personal information on SNS, they still do some self-disclosure activities such as post photos and status. When they see the threat to their privacy due to their presence on SNS, they still post their status and videos on SNS. When they feel unsafe to publish their personal information on SNS, they still post photos and videos on SNS. Gender only significantly affect the post photo self-disclosure activity on SNS. The research contributes to the academia by investigating privacy concerns on the rarely studied minority community i.e., African American college student body. The study can provide tips for the privacy policy practitioners when they make or modify their privacy policies. </em></p></div>

Language acquisition research strongly suggests that writing is essential to modern language instruction. Current best practice dictates that some form of target language writing be part of almost every type of foreign language (FL) course. However, FL instructors often receive complaints from students concerning the writing required in different FL courses. Many instructors appear to believe that their students have negative attitudes towards FL writing, and that negative attitudes may hurt student motivation. This paper reports on a survey of 759 FL students enrolled at a midsized university in the western United States. These students were asked to describe their FL writing assignments, their personal FL writing, and their attitudes towards the importance of writing to their language acquisition. Results indicate overall very positive attitudes towards FL writing among these students, as well as plans reported by the majority of students to continue to write in their FL after college.

Theological education continues to be subject to rapid social and technological change, which is further exacerbated by the recent global pandemic. Practical theology as a discipline continues to grow, being well placed methodologically to engage with diverse contexts and these global realities. The task for theological education is whether it can meet these challenges and be part of the transformation required. Openseminary as a methodology and program was developed in the early 2000s by Wynand De Kock to enable students to both learn practical theology as a methodology, as well as reflect theologically in their own context. Over the last two decades, it has run in South Africa, at Tabor College in Australia, as well as Palmer Seminary in the United States. In what follows, the methodology and program are explored in terms of their genesis, history, and current articulation. It is argued that it is a practical theological methodology well suited to the personal, local, and transformative goals of theological education today.

Hispanic-Serving Institutions (HSI) educate nearly two-thirds of the Hispanic/Latinx students who attend college. Yet little is known about the student populations they serve. Findings from two NSF-funded surveys completed with students at 14 HSIs in Texas and New Mexico in 2018 and four HSIs in TX in 2019 are presented. The combined sample was 1,293 students. A description of the backgrounds, commitments, experiences, and preferences of students at HSIs and differences found between responses from Hispanic/Latinx and non-Hispanic students are discussed. Primary topic areas are demographics, first-generation student standing, cultural orientation, primary language and fluency in Spanish, family and work commitments, relationship status, family support, living arrangements, means of financing college, course load, STEM identity, annual income of household of origin and of personal household, locus of control orientation, familism, and experience in college. The result is a thorough and up-to-date profile of the HSI student population in TX and NM. Statistical analysis revealed multiple significant differences between Hispanic/Latinx and non-Hispanic students attending the HSIs and the presence of several significant predictors for forms of activity and patterns of commitment. The findings are immediately applicable to process, program, student support, and instructional planning, implementation, and evaluation for over 120 HSIs in the region and, by extension, to hundreds more across the United States.

In March 1836, nine Hanover College and Indiana Theological Seminary students, almost certainly including Benjamin Franklin Templeton, a former slave enrolled in the seminary, formed an antislavery society. The society’s Preamble and Constitution set forth abolitionist ideals demanding an immediate emancipation of Southern slaves with rights of citizenship and “without expatriation.” Thus they encountered the ire of Hanover’s Presbyterian trustees—colonizationists who believed instead that free blacks and educated slaves, gradually and voluntarily emancipated by their owners, should leave the United States and relocate to Liberia, where they would experience greater opportunity, equality, and justice than was possible here in the United States and simultaneously exercise a civilizing and Christianizing influence on indigenous West Africans. By separating the races on two different continents with an ocean between them, America’s race problem would be solved. The efforts of the colonizationists failed, in part because of a lack of sufficient resources to transport and resettle three million African Americans. Then, too, few Southern slaveholders were willing to emancipate their slaves and finance those former slaves’ voyages, and most free blacks refused to leave the country of their birth. In Liberia, left largely to their own resources, colonists encountered disease, the enmity of local tribes, the threat of slavers, and difficulties in farming that left these former slaves struggling for existence, even if free blacks who engaged in mercantile trade there fared well. In the United States, the trustees’ conviction that American society was racist beyond reform, together with their refusal to confront the system of slavery in the South in hope of preserving the Union and their refusal to allow even discussion of the subject of slavery on the Hanover campus, left their central question unanswered: Would it ever be possible for people of color and whites to reside together in the United States peaceably and equitably? The trustees’ decision exerted another long-term impact as well. Although today the campus is integrated, Hanover College would not admit an African American student until 1948.

This paper traces some salient aspects of my research career, focusing largely on work in West Africa. From this lessons are drawn about the shortcomings of social psychology, especially in its laboratory version. It tends to tacitly ignore the effects of cultural influences, assuming that its findings are universally valid. Studies are mainly conducted with adults, generally college students, who are unrepresentative even of the general population of the United States where the bulk of social psychological studies are concentrated. This is justified in terms an alleged ‘psychic unity’. Social psychology pays little attention to the processes whereby children become socialized into particular cultures, which then governs their social behaviour. Methods are usually formal, and observational ones are eschewed, so that research takes place in artificial setting. This brings me to the almost complete absence of links with cognate disciplines, notably anthropology, which could greatly enrich social psychology. Suggestions are made for more wide-ranging approaches which would overcome the aridity of a great deal of current experimental social psychological research.

Background Mental illness is a growing concern within many college campuses. Limited access to therapy resources, along with the fear of stigma, often prevents students from seeking help. Introducing supportive interventions, coping strategies, and mitigation programs might decrease the negative effects of mental illness among college students. Objective Many college students find social support for a variety of needs through social media platforms. With the pervasive adoption of social media sites in college populations, in this study, we examine whether and how these platforms may help meet college students’ mental health needs. Methods We first conducted a survey among 101 students, followed by semistructured interviews (n=11), of a large public university in the southeast region of the United States to understand whether, to what extent, and how students appropriate social media platforms to suit their struggle with mental health concerns. The interviews were intended to provide comprehensive information on students’ attitudes and their perceived benefits and limitations of social media as platforms for mental health support. Results Our survey revealed that a large number of participating students (71/101, 70.3%) had recently experienced some form of stress, anxiety, or other mental health challenges related to college life. Half of them (52/101, 51.5%) also reported having appropriated some social media platforms for self-disclosure or help, indicating the pervasiveness of this practice. Through our interviews, we obtained deeper insights into these initial observations. We identified specific academic, personal, and social life stressors; motivations behind social media use for mental health needs; and specific platform affordances that helped or hindered this use. Conclusions Students recognized the benefits of social media in helping connect with peers on campus and promoting informal and candid disclosures. However, they argued against complete anonymity in platforms for mental health help and advocated the need for privacy and boundary regulation mechanisms in social media platforms supporting this use. Our findings bear implications for informing campus counseling efforts and in designing social media–based mental health support tools for college students.

Domestic violence has emerged as a worldwide concern since the 1970s. Although a substantial amount of efforts have been devoted to assessing various aspects of domestic violence, a relatively small number of studies have empirically examined factors that shape public attitudes toward police response to such incidents. Even rarer is investigating the topic from an international, comparative perspective. Based on survey data gathered from approximately 550 college students in China and the United States, this study analyzes the effects of background characteristics, personal and vicarious experiences of crime, and perceptions of gender roles and violence on attitudes toward proactive and traditional police response to domestic violence. Compared to their American counterparts, Chinese students were less likely to favor proactive response and more likely to support traditional response. Chinese and American students’ attitudes toward police response to domestic violence were shaped by some different and common factors. Implications for policy and future research are discussed.

Post-COVID-19, many, if not most, college and university instructors teach both online and face-to-face, and, given that online courses historically have higher attrition rates, designing and facilitating effective online courses is key to student retention. Students need online and on-campus courses that are well designed and facilitated, but even well-designed classes can be ineffective if students feel lost in the course or disengaged from the instructor. We surveyed 2,007 undergraduate students at a public, metropolitan university in the United States about the best and worst classes they had taken at the university. The resulting data revealed important consistencies across modalities—such as the importance of clear instructions and instructor availability. However, students responded that instructors matter more in face-to-face courses, where they can establish personal relationships with students, whereas assignments “stand in” for instructors in online classes. These findings support the need for increased faculty professional development in online course design and facilitation focused on student experience as well as faculty expertise.

Background: Compulsive exercise (CE) is a harmful form of exercise that elevates the risk of developing/sustaining clinical eating disorders. College-aged sorority women are especially prone to CE. Due to the pronounced impact social relationships have on college students’ behavior, this study aims to examine personal networks and CE among a sample of sorority women through an egocentric network analysis.Methods: A total of 204 women in a sorority from a large, private university in the southeastern United States completed a cross-sectional survey in spring 2015. Descriptive and regression analyses were conducted on demographic, attribute, and ego network data.Results: Relationships with siblings, significant others, and roommates were protective against CE in this sample. Conversely, body dissatisfaction and exercise frequency predicted CE.Conclusions: Findings suggest that social relationships can impact CE behaviors in this sample. Along with promoting body satisfaction and healthy exercise, public health efforts should focus on facilitating close interpersonal relationships, especially between sorority women and siblings, significant others, and roommates.

In setting a new direction for the field by highlighting the importance of measure development, this article offers an original approach to modeling financial literacy, in which theories of situated learning meet self-efficacy: an approach that we claim fits well with the aims of program evaluation. It presents results from the validation of a new set of measures, intended for use with 16- to 19-year-olds, of financial literacy self-efficacy pertaining to contexts such as the classroom or the everyday activity of personal banking. Self-efficacy implies a domain in which confidence is measured specific to that context—in this case financial literacy. The data were collected in the United Kingdom from high school and college students enrolled in an optional certificate course in personal financial management. The measures were validated on a subset (n = 171) of a larger sample and was an off-shoot project of a larger 3-year evaluation study of the financial literacy certificate course (n = 2,000), which provided additional mixed-methods data used in validation. Correlation analysis supports the contention—incorporated within the framework presented—that self-efficacy is context-specific and so measures of self-efficacy must adequately reflect the contexts in which the associated literacies reside.

International academic opportunities have gained increased attention among students, faculty, and administration at American universities. It is important for agricultural students to have an awareness and understanding of agricultural policy and issues in the United States and other countries. Also, faculty who have personal and professional ties internationally are often the link for these students to engage in global experiences. This study used descriptive survey methodology to assess students (N = 773) and faculty (N = 85) at the University of Arkansas about their perceptions of international experiences, as well as what they saw as the most influential barriers and influencers to participating in international experiences. Students noted their parents (M = 3.30) as the most impactful influence for deciding whether or not to engage in an international experience, and cost (M = 3.92) was perceived as the most influential barrier to an international experience. Faculty noted money (84.2%) and time (80.7%) as barriers, and about one-half of the faculty wished to collaborate with institutions in Europe. Faculty perceived that institutional financial support should be provided to both faculty and students (74.1%). This study notes student influencers and barriers and faculty needs and provides recommendations for improving international learning experiences and opportunities for future research.

ABSTRACTNegative stereotypes not only affect how older people feel about themselves, but also how younger people feel about old age and their prospect of growing old. The research reported in this paper has examined the negative and potentially harmful stereotypes of older people portrayed in magazine advertisements in the United States, as perceived by groups of older and young people. Q-methodology sorts of 40 advertisements with negative images of older people, along with personal interviews, were used to probe older people's and college student's feelings and attitudes about the images. The subjects were placed in four categories: ‘moralists’, ‘objectors’, ‘ageing moralists’ and ‘resentfuls’. Regardless of whether stereotypes were used, the older people liked the advertisements that showed them as being clever, vibrant and having a sense of humour. Neither the older people nor the students liked advertisements that ridiculed or poked fun at older people, or presented them as being out of touch with reality and unattractive. Both groups rated the stereotypes dealing with the real problems associated with ageing as inoffensive. The comparison of the two age groups showed a strong consensus about which images were acceptable and which offensive.

Due to the development of the technologically-assisted teaching and learning approaches and the change of learning behaviours of students, many students decided to start their education in a distance learning-based degree programme at a community college in the United States. Based on the lens of the Social Cognitive Career Theory, the researcher collected qualitative data from 46 traditional-aged students who are currently enrolled in a distance-learning degree programme at a community college. One research question was concerned, which was why would high school graduates (i.e. traditional-aged students) decide to enrol in a distance learning-based associate degree programme at a community college instead of a traditional senior university? The results indicated that financial considerations, and academic and career interests were the biggest concerns of these groups of participants. The outcomes of this study provided the human resources, curriculum development, and workforce plans for government agencies, policymakers, department heads, school leaders, and NGO leaders to reform their policy and regulation in order to absorb the advantages of these groups of future workforces. Received: 29 November 2020 / Accepted: 25 January 2021 / Published: 5 March 2021

Abstract Objective: We investigate the technology affordances associated with and anticipated from an online human immunodeficiency virus (HIV) prevention awareness platform, myHealthImpactNetwork, intended to reach black female college students. This population is at increased risk for HIV transmission, but is not often studied. In addition, this population regularly uses digital tools, including Web sites and social media platforms, to engage in health information seeking. Materials and Methods: We conducted 11 focus groups with 60 black female college students attending 2 universities in the United States. Focus groups were recorded, transcribed, and analyzed using content analyses. Results: Contrary to our proposition, the participants’ information needs did not align with the anticipated benefits associated with the technology affordances of the prevention awareness platform. Concerns about personal online social capital, reputation management, and stigma limited participants’ willingness to engage with the HIV prevention content on the website. Discussion: Although the participants use digital tools as a primary means of becoming informed about health, concerns that friends, family, and others in their social networks would assume that they were HIV infected limited their willingness to engage with myHealthImpactNetwork. Print media and conversations with health care professionals were preferred channels for obtaining HIV prevention information. Conclusions: Perceptions of stigma associated with HIV negatively impact health information seeking and sharing in the online social networks in which black college students engage. However, by understanding the unanticipated consequences, researchers can effectively design for cultures and subcultures infected and affected by health disparities.

The creator, Kenja McCray, is an Associate Professor of History at Atlanta Metropolitan State College (AMSC), where she teaches United States and African American history. AMSC is an institution within the University System of Georgia offering an affordable liberal arts education and committed to serving a diverse, urban student population. McCray has a B.A. from Spelman College, an M.A. from Clark Atlanta University, and a Ph.D. from Georgia State University. Her areas of interest are the 19th and 20th century U. S., African Americans, Africa and the diaspora, transnational histories, women, class and social history. The creator of this essay believes education should be a life-altering process, not only in the intellectual or the economic sense, but also cognitively uplifting. She experienced personal change in college through interacting with professors. She strives to give students a similarly inspirational experience. The encounter should be empowering and should change the way they see themselves and their relationships to the world. The intent of this creative piece is to share the creator’s contemplations on a rites of passage program in which she participated during her college years. She asserts that, given current cultural trends signaling a renewed interest in African-centered ideals and black pride, many aspects of the program could interest current students looking for safe spaces in increasingly intolerant times. This essay will interest researchers, student leaders, student activities advisors, and other administrators seeking to create and develop inclusive campus programs.

The purpose of this study was to examine purchasing intentions in online sports ticketing websites. Based on previous research related to business-to-consumer (B2C) e-commerce, this study developed a conceptual model to test the effect of perceived risk, trust and the Technology Acceptance Model (TAM) on purchase intentions in online secondary ticket websites. College students (N = 251) from the northeastern region of the United States were chosen as the sample. Structural Equation Modeling (SEM) was used to investigate the proposed relationships among four major components (i.e. perceived risk, trust, TAM and behavioural intention). The results showed that there were positive effects of key TAM constructs (i.e. perceived usefulness and ease of use) and trust on purchasing intention, but perceived risk was not a significant indicator of purchase intention.

The College of Human Sciences at Oklahoma State University (OSU) and Universidad Popular Automa del Estado de Puebla (UPAEP) decided to offer Pedagogy Doctoral students from Mexico a 3 week co-teaching research methods experience. Two professors, one from each institution (OSU and UPAEP), designed the syllabus to offer a co-teaching experience in the United States. The objective of the course was to enhance students success in their research dissertation project, contributing to develop students autonomy and self-regulation while offering Mexican students an international experience at OSU and at the same time allowing students to access OSU facilities, including the library databases and different research software. Two evaluations were conducted to assess the effectiveness of the course and the impact in the students autonomous learning. The first assessment was conducted at the end of the course through a semi-structured personal interview. The second evaluation was conducted six months after concluding the experience and included one on-line survey. During both evaluations the students agreed that a co-teaching experience was beneficial because the course combined two kinds of expertise and the teaching styles of both professors. The study concluded that co-teaching experience was useful in the students journey to become autonomous learners and the level of understanding of the topics studied the students self-directed and self-regulated process and the achievement of the students expectations.

Work anecdotes and popular media programs such as Office Space, The Office, and Dilbert suggest that there are a number of workers in the United States who feel a sense of apathy toward their workplace and their job. This article develops these ideas theoretically and provides validity evidence for a scale of job apathy across two studies. Job apathy is defined as a type of selective apathy characterized by diminished motivation and affect toward one’s job. A scale of job apathy was developed and data from a sample of currently or recently employed college students supported two dimensions: apathetic action and apathetic thought. Job apathy was found to be empirically distinct from clinical apathy, negative affectivity, cynicism, and employee engagement. Job apathy was also found to have incremental validity in the prediction of personal initiative, withdrawal, and organizational deviance. Practical implications and future research directions for job apathy are discussed.

A review of: Lancaster, Sean, David C. Yen, Albert H. Huang, and Shin-Yuan Hung. “The Selection of Instant Messaging or E-mail: College Students’ Perspective for Computer Communication.” Information Management & Computer Security 15.1 (2007): 5-22. Objective – This study investigates college students’ perceptions of instant messaging (IM) and e-mail for conveying emotions, aiding in relationship building, ease of use, and reliability. Design – A survey consisting of 59 questions was administered to 1,000 college students, resulting in 545 usable responses. Setting – The research took place at a midwestern university in the United States. Subjects – 1,000 Management Information Systems (MIS) college students. Methods – A 59-question survey was distributed to 1,000 MIS students during the 2005 academic year. 545 usable responses were returned. Participation was voluntary. During the pre-phase of the research, four categories were determined: emotion, relationship, usage, and reliability. Questions were then written for a pilot study using Likert scaling. The post-research phase involved evaluating the questions linguistically to ensure proper word usage, comprehension, and lack of bias. Main Results – The questions in the section on conveying emotion dealt with how well the two technologies (e-mail and IM) communicated feelings and emotions. While both technologies were acknowledged as being able to communicate more than merely text, IM was clearly preferred for expressing emotion. Fifty-two percent of the respondents strongly agreed or agreed that they used emoticons (originally symbols created with letters and special characters; later evolving into graphical images produced and made available by IM companies) to express emotion in IM, while fewer than 11% agreed or strongly agreed that they did so in e-mail. More than 70% of the respondents strongly agreed or agreed that their friends used emoticons in IM, while fewer than 14% strongly agreed or agreed that their friends used emoticons in e-mails. More than 75% of respondents agreed that it is easier to convey emotions in IM than via e-mail. Analysis on the questions that dealt with the technologies as useful relationship builders again showed a preference for IM. IM was preferred by a greater number of respondents for fostering friendships, improving relationships with friends or team members, building relationships, social interaction, and social networking. This section also found that more than 75% of the respondents felt that IM was more useful than e-mail when interacting with friends. However, when asked about interacting with co-workers specifically, only 44% were in agreement. Nearly 32% were neutral on this point, while 24% were in disagreement. It appears that IM is preferred over e-mail for fostering social and friendly relationships, but is not preferred when the interaction is work-related and more professional. In terms of use, both technologies were considered easy to learn and use by more than 90% of respondents. In terms of preferred use, more than 60% of respondents use IM for personal and social interaction, while less than 1% uses IM for work-related activities. Nearly 80% of respondents preferred using e-mail for work, and nearly 75% preferred using IM for social interaction. Sixty-three percent of respondents did not agree that IM is just as effective as face-to-face meetings, while nearly 75% did not agree that e-mail can be as effective as meeting face-to-face. In the areas of reliability, security, and privacy of IM and e-mail, respondents perceived e-mail more favourably. Sixty-four percent of respondents agreed or strongly agreed that IM is very reliable, while 80% of respondents felt the same way about e-mail. Just over 30% of those questioned agreed that IM is very secure, while more than 50% felt that way about e-mail. However, the gap is narrower when users were queried as to whether or not they worry about security: 13% strongly agreed with the statement that users do not worry about their security when using IM, while 15% strongly agreed with the statement as it pertained to e-mail. The same types of questions were asked about perceived privacy. Nearly 50% agreed that their privacy is protected with e-mail, while just under 35% had the same belief about IM. More than 60% of respondents reported that they do not worry about privacy when e-mailing, while about 53% of respondents do not worry about privacy with IM. Conclusion – IM was perceived more favourably than e-mail in 3 of the 4 categories: conveying emotions, building relationships, and ease of use. In the reliability category, e-mail was perceived more favourably. However, there is a division between social interaction and professional communication. IM is preferred for personal and social relationships, while e-mail is preferred for work-related communication. Neither of the technologies is as desirable as face-to-face meetings.

California State University East Bay (CSUEB), opened in 1959 with 300 students on one campus. Since then, it has grown to serve over 14,000 students on three campuses. The motto of our university is “Per Aspera Ad Astra”, or “Through Adversity to the Stars”. This is an apt motto given that our university is the most racially and ethnically diverse campus in the continental United States (The Chronicle of Higher Education, 2014), and 61% of our undergraduate students are the first in their families to earn a college degree (Office of Institutional Research, personal communication, March 9, 2015). Our students are also highly diverse in terms of age, ability status, parenting experience, immigration background, sexual orientation, gender, religion, and much more. Though the diversity of our campus provides ample opportunities for faculty, staff, and students to be exposed to multiple perspectives, we have learned that intentional efforts are required to build an inclusive, accessible, and responsive community. This article describes strategies we have employed over the past five years across three broad areas: (a) support for student learning, engagement, and retention; (b) professional development; and (c) policies around inclusion and access. Preliminary evaluation of these efforts suggests that we have made significant progress in building an inclusive campus that supports student learning, respects all members of the campus community, and facilitates our continuing engagement in this work.

Millennials, those individuals born between 1980 and 2000, compose the largest cohort of college students in the United States. Stereotypical views of millennials characterize them as technologically sophisticated multitaskers, capable of significant contributions to tomorrow’s organizations, yet deficient in communication skills. This article offers insights for business educators to help millennials understand the influence of communication styles when optimizing communication effectiveness. Developing style-typing and style-flexing skills can serve as building blocks for millennials’ subsequent interpersonal skill development in key areas such as audience analysis, active listening, conflict management and negotiation, and effective team building. An in-class exercise highlighting communication style-typing and style-flexing is included.

Aim/Purpose: The purpose of this qualitative study was to understand how faculty members teaching undergraduate diversity courses at liberal arts colleges in the southern United States addressed the outcome of the 2016 presidential election in their classrooms. Background: Humanities and social science faculty teaching undergraduate diversity courses faced the decision of whether, and how, to address the 2016 U.S. presidential election in their courses. Diversity courses represent a compelling context for examining this event, as instructors must routinely tackle charged and controversial topics and such courses have become the subject of debates around purpose, course content, and instructional methods. Methodology: This study draws upon one-on-one, semi-structured interviews with 38 faculty members teaching required undergraduate diversity courses at three predominantly White liberal arts colleges in the southern United States. Contribution: Understanding faculty members’ approaches to handling a critical political event sheds light on how faculty in multiple contexts might prepare for difficult dialogues in their classrooms. This study can serve to prompt reflection about how campuses engage with contemporary controversies in an era of reduced public trust in higher education and skepticism that free speech is a fundamental value of higher education. This study also offers a contribution to understanding how faculty members’ and students’ social identities including race and gender influence the dynamics of classroom discussions about contemporary controversies. Findings: Drawing upon the curricular processes detailed in the multicontextual model for diverse learning environments, findings from this study address faculty members’ personal post-election reactions, concern for minoritized students, decisions whether to disclose their political leanings, and their attempts to promote multiple perspectives, civility, and disciplinary connections to the political climate. Recommendations for Practitioners: Faculty members, educational developers, and administrators can use this study to consider how to address challenging and controversial events in the classroom and how to protect academic freedom to teach about and learn from these events. Recommendation for Researchers: Researchers can advance understandings of how contemporary controversies and discussions of the political climate play out in college classrooms by investigating faculty and student experiences in multiple disciplinary, institutional, and regional contexts. Impact on Society: Higher education institutions in the United States face increasing public scrutiny and calls for greater accountability. Professors, in particular, are often caricatured as partisan ideologues intent upon indoctrinating students to particular political positions. A better understanding of how faculty members consider and approach discussions of a critical event may help shed light on the reality of many college classrooms and the self-reflective approaches to handling controversy faculty members may espouse.

A review of: Mellon, Constance A. “Library Anxiety: A Grounded Theory and Its Development.” College & Research Libraries 47 (1986): 160-65. Objective – To better understand the feelings of college freshmen engaged in their first research project using an academic library. Design – Interpretive study involving analysis of personal writing describing the students’ research process and their reactions to it. Setting – A medium-sized public university in the southeastern United States. Subjects – Students in freshman English courses. Methods – English instructors assigned students to maintain search journals in which the students recorded a detailed description of their research process and the feelings they experienced while conducting research. In addition, students had to write an end-of- semester, in-class essay in which they discussed their initial reactions to the research project and how their feelings evolved over the semester. The journals and essays were analyzed using the “constant comparative” method developed by Glaser and Strauss to identify “recurrent ‘themes’” (161). Main Results – 75 to 85 per cent of the students reported feelings of “fear or anxiety” when confronted with the research assignment. More specifically, they expressed a sense of being “lost”. This feeling derived from four causes: “(1) the size of the library; (2) a lack of knowledge about where things were located; (3) how to begin, and (4) what to do” (162). Spurred by the question of why students did not seek help from their professors or a librarian, Mellon re-examined the data and uncovered two additional prevalent feelings. Most students tended to believe that their fellow students did not share their lack of library skills. They were ashamed of what they considered their own inadequacy and were, therefore, unwilling to reveal it by asking for assistance (162). Conclusions – The original objective of Mellon’s study was to gain information that would be useful in improving bibliographic instruction in her library. The discovery of the extent of students’ apprehension when confronted with a library research assignment came as something of a surprise. Mellon later noted that, at the time she was conducting her research, she first became aware of the symptoms of math anxiety and realized that they closely resembled those she had identified in students confronting a library research assignment. At that point she coined the now widely used term “library anxiety” (Mellon, “Library Anxiety and the Non-Traditional Student” 79). She further realised that the research on math anxiety suggested the syndrome could be at least partially alleviated by simply acknowledging its existence to students. As a result, instruction librarians began openly discussing the affective aspects of library research in their classes, assuring students that their feelings of apprehension were both “common and reasonable” (164). They also devoted more conscious effort to presenting themselves as caring and approachable people who genuinely understood students’ feelings and wanted to help them. In addition, English faculty began devoting more class time to teaching the research process, even spending some out-of-class time in the library working with reference librarians to assist students.