Relevant bibliographies by topics / Leisure Recreation College students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Leisure Recreation College students'

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Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Leisure Recreation College students"

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Savella, Orsolya. "Relation between tourism and leisure sport habits in the Szolnok College students' circle." Recreation 6, no. 4 (2016): 19–21. http://dx.doi.org/10.21486/recreation.2014.4.4.1.

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Arterberry, Christopher M. "An Epidemic Hits Campus: The Challenge of Obesity for Future Students and Campus Recreation." Recreational Sports Journal 28, no. 2 (2004): 19–30. http://dx.doi.org/10.1123/rsj.28.2.19.

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Campus recreation programs and the national professional organization expect continued growth in the years to come, however, the future of the health of college students is troublesome. With the increase in childhood and adolescent overweight and obesity, attracting the nonuser to campus recreation programs could become more challenging than in the past. Campus recreation professionals will need to raise their awareness of the factors that influence overweight and obesity, and leisure-time physical activity in college students. This knowledge can subsequently be used to increase programming and service options to attract nonusers, create a culture of healthy living on campus, and increase the likelihood of future student participation.
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Shores, Kindal A., and Stephanie T. West. "Pursuing Leisure During Leisure-Time Physical Activity." Journal of Physical Activity and Health 7, no. 5 (2010): 685–94. http://dx.doi.org/10.1123/jpah.7.5.685.

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Background:While considerable attention has been given to quantifying leisure-time physical activity (LTPA) among subpopulations, less attention has focused on the perception of the experience as leisure. The current study describes the prevalence of leisure-like experiences during LTPA among college students. We describe the social contexts and activity settings that contribute to participant enjoyment of LTPA since enjoyment has been linked to participation and adherence.Methods:Data were collected from 192 undergraduate students using a short questionnaire and 2 days of time diaries.Results:Respondents spent nearly equal time working, sleeping, and engaged in discretionary activities. Students reported 512 minutes of discretionary time each day, of which 77 minutes were spent in LTPA and 68% was classified by respondents as leisure. Active sports/ exercise (including aerobics and weight lifting), walking, and dancing at bars or parties were the most frequent LTPA choices. When LTPA involved the presence of human companions, activities were more likely to be perceived by respondents as leisure experiences. Physical activities undertaken at public parks, bars/dance clubs and private recreation centers were also more likely to be perceived as leisure experiences.Conclusions:Findings indicate that social instead of traditional exercise activities may motivate LTPA participation among college students. For example, results suggest the importance of dancing in this population.
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Clark, Brianna S., and Denise M. Anderson. "“I'd be Dead If I Didn't Have this Class:” the Role of Leisure Education in College Student Development." Recreational Sports Journal 35, no. 1 (2011): 45–54. http://dx.doi.org/10.1123/rsj.35.1.45.

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Participation in recreation during college has been shown to positively impact student development; however, little to no research exists examining leisure activities within a for-credit classroom. The purpose of the study was to examine the role for-credit leisure education classes (leisure skill classes) have on student development at the university level. Focus groups were conducted with students currently enrolled in seven leisure skill classes. Two major themes emerged, motivation/benefits of leisure skill class enrollment and contributions to student development. Students were motivated to participate in the classes due to numerous benefits the class offered (i.e., able to try something new, reduced cost, health benefits, socialization, needing credit). In addition, the classes contributed to development by giving them the opportunity to become well-rounded students and future professionals. Practitioners should consider the multitude of benefits for-credit leisure skill classes can offer in a college setting.
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Elkins, Daniel J., Brent A. Beggs, and Erica Choutka. "The Contribution of Constraint Negotiation to the Leisure Satisfaction of College Students in Campus Recreational Sports." Recreational Sports Journal 31, no. 2 (2007): 107–18. http://dx.doi.org/10.1123/rsj.31.2.107.

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Satisfaction experienced during leisure activity plays an important role in continued leisure participation. Leisure participation is also affected by leisure constraints. In recent years, the idea of negotiating leisure constraints has emerged as an important area of research. The concept of constraint negotiation suggests that individuals use various methods to overcome constraints and participate in leisure activities. Although research has been done examining the leisure satisfaction of college students, as well as constraint negotiation strategies used by college students, little research has examined the role of negotiation in creating satisfying leisure experiences. The purpose of this study was to examine which type of constraint negotiation strategies contributed to satisfying leisure experiences for college students. The sample of this study consisted of college students at two midwestern universities ( N = 363). Results from this study indicate that college students commonly use interpersonal relations, physical fitness, and skill acquisition negotiation strategies in order to participate in leisure activities. Additional results from multiple regression analyses suggest that the strongest predictors of leisure satisfaction are negotiation strategies that involve a social component, the practicing of a skill in order to improve, and a sense of accomplishment during participation. The findings of this study indicate that leisure satisfaction for college students may be associated with the negotiation strategies used to participate in leisure activities.
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Beggs, Brent A., James E. Stitt, and Daniel J. Elkins. "Leisure Motivation of Participants and Nonparticipants in Campus Recreational Sports Programs." Recreational Sports Journal 28, no. 1 (2004): 65–77. http://dx.doi.org/10.1123/rsj.28.1.65.

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The factors that motivate college students to participate in leisure activities play a key role in better understanding participation patterns in campus recreational sports. This study utilized the Leisure Motivation Scale developed by Beard and Ragheb (1983) to determine factors that motivated college students' leisure choices. The purpose of this study was to examine motivational differences in students who participated regularly in campus recreational sports and students who did not regularly participate in campus recreational sports. The sample consisted of 631 students from two universities. The results indicated that students who did not participate regularly in campus recreational sports were seeking rewards from their leisure such as rest, escape and solitude, as well as the opportunity to use their imagination and learn. Students who regularly participated in campus recreational sports revealed that they were motivated to participate because of physical activity, challenge, and competition. In addition, differences in gender and overall motivation for leisure participation were examined.
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Patterson, Anthony F., and Catherine E. Dorwart. "A Gateway to Learning: Exploring the Role of Campus Recreation and Leisure Experiences in Developing a Sense of Purpose in African American Males at a PWI." Recreational Sports Journal 43, no. 2 (2019): 93–105. http://dx.doi.org/10.1177/1558866119883595.

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Personal, social, and cultural issues influence any student’s ability to succeed in college, but these issues are more pronounced for African American males from low socioeconomic status (SES) backgrounds attending predominantly White institutions (PWIs). Since campus engagement, recreation, and leisure can play pivotal roles in a student’s experience, investigating their influence relative to social integration might facilitate better understanding of the contemporary issues these students face. The purpose of this study was to explore how African American male undergraduates from low SES backgrounds perceived leisure and the role that campus engagement played in their social integration at a PWI. Seventeen African American male undergraduates from low SES backgrounds were interviewed. While several themes emerged, this article focuses on discovering a sense of self and navigating campus cultures. This research demonstrated that recreation and leisure spaces were instrumental in developing a sense of purpose for the young men at this PWI.
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Cheng, Philip Shao-Tung, William F. Stier, Chong Kim, Ben-Li Xu, and Eiji Koshimizu Tokyo. "A Comparison of Recreational Sports and Leisure Time Participation of College/University Students in China, Japan, Korea, Iran, the United States, and Canada—with Students in the Republic of China (Taiwan)." Recreational Sports Journal 28, no. 2 (2004): 60–75. http://dx.doi.org/10.1123/rsj.28.2.60.

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University students play a major role in improving the quality of society and the productivity of a nation in terms of their physical fitness level and recreational activity (Cheng, 1998). This article examines the status, the generally recognized importance and perceived benefits of recreational and sport participation (leisure time activities) for college students. Additionally, a comparison, by means of a survey instrument, is made between university students' recreational sport participation in six different countries—China, Japan, Korea, Iran, the United States, and Canada—with the recreational sport participation of university students within the Republic of China (Taiwan). The survey reveals the type of recreational participation of collegiate students in these countries, as well as factors that affected the students' choice of recreational and leisure time pursuits at their colleges and universities, with implications for future planning of recreational and sport activities for students at colleges and universities.
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Cato, Bertha M. "Youth's Recreation and Drug Sensations: Is There a Relationship?" Journal of Drug Education 22, no. 4 (1992): 293–301. http://dx.doi.org/10.2190/wp67-9krf-vjpg-jrq5.

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Adolescents' social behaviors remain a mystery to parks and recreation providers. Adolescence is a “high-risk” time for all youth in terms of experimenting with potentially health-compromising behavior, whether alcohol, drugs, or sex. Most of these antisocial behaviors occur during adolescents' leisure time. These inferences gave impetus to this research effort. The study was designed to ascertain information on adolescents' preferences for pleasure: drugs or recreation. Data were collected from a sample of 100 high school students from a medium-sized college town, and 100 students from a rural town in Florida. Findings revealed four statistically significant associations in the motives or pleasures sought in recreation and in drug behaviors: “enhancement of popularity,” “provision of a means for self-discovery,” “achievement of personal goal,” and means to rebel against parents. In reference to the latter motive, findings revealed that neither drugs nor recreation were used to rebel against parents. Findings also provide documentation of the value of recreation in insulating adolescents against many of the stressors of contemporary life.
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Abbott-Anderson, Kristen, Hsinhuei Sheen Chiou, and Brooke N. Burk. "Spring EngAGEment: An Interprofessional Collaboration to Enhance Community Interaction and University Education." Perspectives of the ASHA Special Interest Groups 4, no. 1 (2019): 91–96. http://dx.doi.org/10.1044/pers-sig2-2018-0020.

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Purpose Interprofessional education and practices are increasingly recognized as vital to addressing complex health needs, including individuals living with Alzheimer's disease or other associated dementias (AD/OAD). An innovative approach to meet this need is to create a meaningful engagement experience, Spring EngAGEment, following a multidisciplinary patient-centered model to serve individuals with AD/OAD and their care partners in the community and to offer new interprofessional collaboration opportunities for college students and faculty across disciplines in nursing, recreation, and speech-language pathology. The Spring EngAGEment program was developed by lead undergraduate students in an outcome-based program planning course from the Department of Recreation, Parks & Leisure Services and implemented by student volunteers and faculty across the disciplines with ongoing mentorship from the author team and feedback from the local ACT on Alzheimer's team. The program offered community resource booths, gardening, music therapy, and physical activity education as a way to inform individuals with AD/OAD and their care partners on available community resources, increase their mental outlook, and help reduce their isolation and stress. Conclusions This interprofessional practice/interprofessional education experience not only allowed college students to facilitate collaboration with future health care professionals from a variety of disciplines but also provided the participants living with AD/OAD and their care partners with new ideas and strategies to help adjust to their life changes. Program outcomes from event participants with AD/OAD and student volunteers were reported. Lessons identified by the author team are discussed.
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Dissertations / Theses on the topic "Leisure Recreation College students"

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Sandoval, Alexandra. "RELATIONSHIP OF CHILDHOOD ACTIVITY TO LEISURE TIME ACTIVITIES AND RECREATION SPECIALIZATION AMONG COLLEGE STUDENTS." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1270.

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Leisure time and outdoor recreation are participated in during childhood, which allows for children to being able to learn about different recreation activities, whether they may be indoor or outdoor oriented. Children begin to learn about the world around them, having significant life experiences and beginning to understand the concept of recreation specialization. As a child moves into adulthood, specifically as college students, their leisure time activities being to change; this may be due to the fact that their time is limited for both indoor and outdoor recreation, but could also be due to the fact that technological advances have had an impact on how college-aged students tend to spend their time. This thesis aims to find relationships in activities participated in during both childhood and adulthood. The significance of indoor and outdoor recreation was also included, in order to further understand if location of activity choices in childhood had an impact on the recreation participated in during adulthood. Specific activities which were most and least frequently chosen were observed, along with basic demographics of the population.
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Twilley, Danny L. "Quantitatively Testing the DRAMMA Model of Leisure and Subjective Well-Being on College Students." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1481623651537129.

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Santos, Kari Ellen. "Who writes it better, college students or journalists: an analysis of preferred and person-first terminology in midwestern collegiate and metropolitan newspapers." Thesis, University of Iowa, 2015. https://ir.uiowa.edu/etd/1898.

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This study examines Midwestern collegiate and metropolitan newspapers to explore the differences in writing about disability language, terminology and tone. Specifically, this study focused on whether referential language and tone about people with disabilities differs depending on the source of the newspaper. Data from six metropolitan papers and eight collegiate papers over forty randomly selected dates in the year 2014 was collected. The metropolitan newspapers analyzed were The Chicago Tribune, The Indianapolis Star, The Des Moines Register, Detroit Free Press, Omaha World-Herald, and the Journal Sentinel. The collegiate newspapers examined were The Daily Illini, Indiana Daily Student, The Daily Iowan, The Michigan Daily, The State News, Daily Nebraskan, The Exponent, and The Badger Herald. A list of key search terms was electronically searched in each newspaper and articles that fell on the forty dates were saved and analyzed. Each term that appeared in the article was evaluated on a Likert scale for language use and tone; the total number of pages of each article was also calculated. Statistical tests used were T-Tests and analysis of covariance (ANCOVAR). A visual analysis was also conducted using an online word generator called Wordle. The results indicated that metropolitan papers used more preferred disability language than their collegiate counterparts. Both sources used an informational tone when referencing people with disabilities. Page length differences were statistically insignificant. Specific words repeatedly appeared throughout both newspaper sources: mental, disabilities, crazy, health and illness. While metropolitan papers also displayed preference for the following terms: elderly, elder, people, wheelchair, and older adults. Collegiate newspapers highlighted these terms: students, insane, madness, elderly and wheelchair. An implication of the study is that the media sources selected represented people with disabilities in an informational tone rather than a sensationalistic manner. However, disability language needs to continue to improve and become more sensitive to people with disabilities and professionals who work with them.
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Pushparaj, Manoj Gupta Charan. "Physical recreation and leisure activities of foreign students in Lodz." Master's thesis, Universidade de Aveiro, 2013. http://hdl.handle.net/10773/11443.

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Mestrado em Gestão e Planeamento em Turismo<br>As atividades de lazer e recreio estão a ganhar importância devido ao facto das pessoas começarem a viver uma vida mais orientada para a questões de saúde. O papel e a influência das atividades acima mencionadas têm sido pouco estudados e / ou ignorados ao nível dos estudantes estrangeiros. Mas a situação tem-se vindo a alterar, especialmente na era da globalização, com os estudantes internacionais a contribuírem substancialmente, em termos económicos, direta e indiretamente, para as universidades e governos locais, durante a sua permanência / estudo. Percebendo essa necessidade, este projeto foi realizado tendo em conta os estrangeiros, a maioria dos quais eram estudantes internacionais em Lodz, na Polónia, para verificar o seu interesse e participação em atividades físicas e de lazer. Das 144 pessoas contactadas, 106 responderam de forma positiva em termos de participação no estudo. Houve um maior número de mulheres do que homens que não participaram no estudo. Uma variedade de fatores como sexo, idade e nível sociodemográfico, foram discutidos e delineados, juntamente com comparações em relação a outros países. Além disso, a classificação dos participantes com base no paradigma de Neulinger foi elaborada e descrita de uma forma qualitativa. Assim, este projeto serve como um modelo válido e ativo para a realização de novas investigações com base em dados estatísticos, não só na Polónia, mas em qualquer país.<br>The significance of leisure and recreation activities is gaining impetus momentum ever since when people started to continue and practice health conscious-oriented life. Among the studied groups of wide segments of people across the society, the role and influence of aforementioned activities on foreigners have remained poorly studied and/or ignored. But that’s not the case here on, especially at this era of globalization, as International students contribute substantially in terms of economy to the foreign Universities and governments either directly or indirectly over their course of stay/study. Realizing the need, this project was conducted among the foreigners, of which most of them were international students in Lodz, Poland, to check their interest and participation in any of the leisure and physical activities. Out of 144 members who were surveyed, 106 members have responded positively in their participation. Women non-participants were found to be higher when compared with men. Variety of factors like gender, age, socio-demography were all discussed and outlined along with some noted comparison with reference to other countries. In addition, efforts such as to classify the participants based on Neulinger’s paradigm index were qualitatively attempted and described. Thus, this project by all means serve as an active and valid model to carry out further investigations with statistically favorable strength basis, throughout not only in Poland, but in any mentioned country.
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Hoffman, Bryann. "A descriptive study| Campus recreation and the benefits it provides college students." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110269.

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<p> The purpose of this descriptive research was to create awareness and an understanding of how participation in campus recreation contributes to students&rsquo; wellness, and how students can create healthy lifestyles throughout and after their college experience. This study was designed to examine the benefits of participation in campus recreation for undergraduate and graduate students at the University of South Florida. This study investigates the dimensions of wellness in campus recreation and explains how the wellness components of campus recreation have the ability to benefit a student&rsquo;s quality of life during their college years. Both quantitative and qualitative data were gathered and used to help determine the benefits of participating in campus recreation facilities, programs, and services. A random sample of students was chosen to participate in the NASPA Recreation and Wellness Benchmark used to gather data about campus recreation users and their attitudes and opinions on campus recreation at the University of South Florida. A purposeful, convenience sample of students participated in focus groups providing qualitative data. The data showed that students at USF receive benefits from participating in campus recreation; several questions stand out to show students attitudes, opinions, and beliefs about how and why participation in campus recreation is benefiting their wellness and quality of life. This study may leave a footprint for other growing universities in evaluating the importance for students and the benefits of campus recreation departments.</p>
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Williams, Alice Verra. "Validation of the life interests (leisure/work) inventory for secondary school students." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76321.

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This study focused on three major research questions. The first was to determine the validity of George R. Frisbie's Life Interests Inventory (1982) with 621 vocational and academic secondary school students, closely replicating his work with a post-high school population. The results showed statistically acceptable validity and reliability. Secondly, significant differences in the responses to the 15 interest scales of the Inventory were found within the three major sub-groups: the vocational and academic; black and white; and male and female. The interpretation of the responses to the third question as to how the LII affected the student's perception of work and leisure gave ambiguous results. The LII was found to have discriminating and predictive value, with its unique emphasis on both work and leisure, with promise as a simple and easily scored aid in developmental career counseling and assessment in the high school.<br>Ed. D.
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Sule, Amanda M. "Disability awareness training for student employees at college/university recreation departments." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1306860.

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This study provided a description of how college/university recreational departments addressed their responsibilities to ADA, in particular, those accommodations considered beyond physical access. The results of this study contributed to the body of knowledge for staff preparation, program scope, and administration for recreational services on college/university campuses.This study surveyed college/university recreation departments to determine if disability awareness training was being implemented and what methods of training were being implemented. Reasons for not including disability awareness training were also reported.The Disability Awareness Training of Recreation Staff (DATR) survey was emailed to 114 National Intramural Recreational Sports Association (NIRSA) Region III directors through an InQsit® program. Frequency and percentages were used to report the results. Response rate was 33% (n=38). The majority of the respondents were members of the National Intramural Recreational Sports Association (NIRSA), and over 60% served in the role of Director of Recreation for the university. Twelve of the 38 respondents reported providing disability awareness training with the majority using the method of hands on training to implement such training. Lack of perceived need was the top reason for college/universities not to provide disability awareness training.<br>School of Physical Education
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James, Alexandra Michelle. "Using Lifestyle Segmentation to Develop Lodging Packages for Staycation Travelers: An Exploratory Study with College Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1415874463.

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Edwards, Gavin. "College students’ knowledge of hostels and what factors influence their intent to stay." Thesis, Kansas State University, 2012. http://hdl.handle.net/2097/15081.

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Master of Science<br>Department of Hospitality Management and Dietetics<br>Jeannie Sneed<br>Hostels play a significant role in the lodging industry throughout the world and even in some locations in the United States (U.S.). However, in many places in the U.S. hostels have yet to be introduced. They have the potential to offer budget lodging accommodation, but hotels and motels remain the most popular forms of lodging. This study investigated the perceptions of Kansas State University (KSU) students about hostels and their intent to use hostels. A focus group was used to gain insight into students’ perceptions of hostels and aided in the development of a written survey. An online survey was used to gather information from KSU students. It was sent to a randomly selected sample of 5,000 KSU students. There was a response rate of 8% (n=401). Respondents knew about hostels and were willing to stay in them. A factor analysis was conducted on 31 characteristics of hostels that might be important to hostel users and it was determined that these items could be reduced to three factors: Safety and Amenities ([alpha]=.92); Location and Socializing([alpha]=.91); and Accommodations ([alpha]=.60). Safety and Amenities had the highest mean scores for individual items in the factor while Accommodations had the lowest. Multiple linear regression was used to determine if the three factors would predict KSU students’ intent to stay in a hostel. The regression model was significant (p[less than or equal to].000) and all three factors were significant. The model had an R Square of .31. A t-test was used to determine if males and females differed in intent to stay in a hostel, Safety and Amenities, Location and Socializing, and Accommodation. Females had higher mean scores for Safety and Amenities and Location and Socializing than did males. This study showed that college students would stay in a hostel. Hostel owners/operators and hostel organizations can use this information to better market their hostel and it will help them to determine which amenities they will need to have to meet customer demands. Research should be conducted with a larger and more geographically diverse sample to determine if the results can be generalized beyond KSU students. Research with actual hostel users will help to determine characteristics they think are important and to compare results with this study.
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Fujii, Takeshi. "Accessibility in recreation programs." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1231338.

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The purpose of this thesis was to investigate the current status of the accessibility level of campus recreation programs throughout the United States. There were no previous studies available describing the accessibility level in the campus recreation field. This study was conducted with Electronic mail and an on-line survey. Electronic mail messages were sent to inform the possible participants about the study. The participants answered the questions on-line with An Integrated Network Quizzing, Surveying, and Interactive Testing (INQSIT) system. This system enables the researcher to collect, sort and analyze the data. A total of 81 responses were obtained. The main finding is that campus recreation is not accessible for individuals with disabilities for several reasons. Program opportunities for individuals with disabilities are relatively limited compared to the programs offered for the entire campus population. Additionally, there are not enough staff available who are specifically trained for recreation and physical activity programs for individuals with disabilities.<br>School of Physical Education
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Books on the topic "Leisure Recreation College students"

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Pávková, Jiřina. Pedagogika volného času: Teorie, praxe a perspektivy mimoškolní výchovy a zařízení volného času. Portál, 1999.

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Mintosih, Sri. Sikap menghargai waktu di kalangan pelajar dan mahasiswa di Yogyakarta. Departemen Pendidikan dan Kebudayaan, Direktorat Jenderal Kebudayaan, Direktorat Sejarah dan Nilai Tradisional, Bagian Proyek Pengkajian dan Pembinaan Kebudayaan Masa Kini, 1996.

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Seagle, Edward E. Internships in recreation and leisure services: A practical guide for students. Venture Pub., 1992.

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Seagle, Edward E. Internships in recreation and leisure services: A practical guide for students. 2nd ed. Venture Pub., 1997.

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W, Smith Ralph, ed. Internships in recreation and leisure services: A practical guide for students. 4th ed. Venture Pub. Co., 2008.

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Campus recreation administration. Human Kinetics, 2012.

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Noffke, Frank. Planning for a college union. 2nd ed. Association of College Unions-International, 1987.

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National Intramural-Recreational Sports Association (U.S.). General and specialty standards for collegiate recreational sports and assessment instruments. The Association, 1996.

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McClellan, George S. The handbook of college athletics and recreation administration. Jossey-Bass, a Wiley imprint, 2012.

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Xie, Yaolong. Da xue sheng zhi sheng huo xing tai yu guo ju guan shang xing wei zhi yan jiu. s.n., 1986.

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Book chapters on the topic "Leisure Recreation College students"

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Wang, YingChuan, and Yuo Lo. "A Study on College Students’ Motivation for Leisure Travel in Macau." In Tourism and Hospitality Development Between China and EU. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-35910-1_16.

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Zhou, Selina Xingyuan, and Louis Leung. "Gratification, Loneliness, Leisure Boredom, and Self-Esteem as Predictors of SNS-Game Addiction and Usage Pattern Among Chinese College Students." In Internet and Technology Addiction. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8900-6.ch034.

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This study investigated the relationships between perceived social network sites (SNS)-game addiction and gratifications, loneliness, leisure boredom, self-esteem, and usage of SNS-games. Data were gathered from a sample of 342 college students aged 18 to 22 in mainland China. Factor analysis yielded a three-factor gratifications structure (achievement, inclusion, and entertainment) based on the 11 motives for playing an SNS game obtained in a focus group. As hypothesized, loneliness and leisure boredom were found to be significant predictors of the level of SNS-game use and likelihood of addiction. SNS-game addicts tended to be male, lonely, often leisurely bored, and motivated by winning virtual money and gaining a sense of achievement. However, self-esteem was not a significant predictor. Implications for university administrators and suggestions for future research were discussed.
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Compton, Michael T., and Beth Broussard. "Psychosocial Treatments for Early Psychosis." In The First Episode of Psychosis. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195372496.003.0016.

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People experiencing psychosis often have to deal with a number of problems. These problems may stem from certain symptoms. As explained in Chapter 2, these symptoms may include positive symptoms (such as hearing voices or having unusual beliefs), negative symptoms (such as being isolated, withdrawn, or slow), cognitive dysfunction (such as difficulties with attention, learning, or memory), and other types of symptoms. However, psychosocial difficulties (like problems with school, work, relationships, and recreation/leisure activities) may disrupt life as well, even though they are not necessarily thought of as symptoms. Unfortunately, these types of problems are very common for people dealing with a psychotic disorder. Treating the se difficulties in addition to the specific symptoms is necessary to begin to feel better and to live a full life. In fact, the recovery process focuses as much on resuming school, work, relationships, and leisure activities as it does on remission (see Chapter 11 on Promoting Recovery). Although medicines are extremely important in treating symptoms, especially positive symptoms (see Chapter 6 on Medicines Used to Treat Psychosis), another type of treatments, called psychosocial treatments, focus more on helping patients with these broader problems. Normal psychosocial development begins in childhood but continues throughout adolescence and early adulthood. Adolescence and early adulthood are extremely important times when most people develop social skills and build relationships. Late adolescence and early adulthood is typically a time of finishing high school, starting college, getting a first job, having a first romantic relationship, beginning to live more independently from parents, buying a car, and establishing career goals. Success in all of these domains of life requires both psychological skills and social skills. The term psychosocial brings together these two words. So, psychosocial development refers to the important developmental stage when psychological and social skills mature. Unfortunately, for people who develop a psychotic disorder, late adolescence and early adulthood is the period of time when a first episode of psychosis usually begins. Thus, psychosis that first happens in this time period often interrupts psychosocial development, leading to psychosocial problems. Psychosocial problems refer to difficulties at school, at work, in relationships, or in recreation and leisure activities.
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Ensminger, David C., and Joél Lewis. "Technology in Higher Education." In Technology Integration in Higher Education. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-147-8.ch003.

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Technology has played a significant role in changing the face of higher education. In order to successfully use technology, institutions of higher education must recognize that students play a central role in their decision making regarding the application of technology for the purpose of communication, and learning. This chapter addresses several issue related to the student issues and the use of technology in higher education. The notion of a particular type of student (i.e. “digital native”) is examined, as well as the current skills and use of technology by college students. The chapter continues on to discuss the concepts of digital recreation, digital communication, and their related issues to instruction in University settings. Finally the chapter explores the need for universities to examine diversity issues when integrating technology. The chapter concludes by recommending a tailoring perspective to technology integration that utilizes a decentralized approach to helping faculty integrate technology.
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Baldwin, Sandy, Nicholas D. Bowman, and John Jones. "Game/Write." In Examining the Evolution of Gaming and Its Impact on Social, Cultural, and Political Perspectives. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0261-6.ch013.

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This chapter explores the potential correlation between college students' leisurely video game experience and their narrative composition writing ability in a first-semester university writing course. This exploratory survey data report moderate correlations between students' aggregated video game experience (years spent playing) and their ability to articulate tension and turn, and use proper organization in composition assignments, notably a diagnostic essay assigned on the first day of class, prior to formal instruction. Findings suggest that leisure gameplay might help develop competency with the same cognitive and creative skills related to written narrative ability by exposing players – in particular, adolescents – to elements of narrative through the gameplay process, facilitating the learning of these skills in the classroom. In conclusion, the authors suggest areas for future research on this topic.
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Baron, Naomi S. "Print Reading: A Gold Standard?" In How We Read Now. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.003.0004.

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Chapter 3 looks at how much reading adolescents and young adults are now doing. Their amount of leisure reading is startlingly low. The picture is equally worrisome for completing school reading assignments. After reviewing previous studies of college reading compliance, the chapter presents a study conducted by the author and a Norwegian colleague exploring faculty perspectives on student reading: how much faculty are assigning, how much reading they believe students are doing, and perceived effects of digital technology on both. It’s common to assume print as a “gold standard” against which to measure digital reading. But in reality, most readers most of the time don’t measure up when using print. The chapter concludes by considering a range of traditional strategies for reading print in learning contexts and asks which strategies might apply to digital or audio reading, and which are actually effective for print.
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Flanigan, Abraham, and Jackie HeeYoung Kim. "Curbing Student Digital Distraction With Non-Traditional Teaching Strategies." In Handbook of Research on Innovations in Non-Traditional Educational Practices. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4360-3.ch009.

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Student use of mobile phones, laptop computers, and other digital devices for leisure purposes has become nearly omnipresent in college classrooms across the globe. The emergence of the digital distraction phenomenon has left many educators searching for strategies to curb the amount of habitual off-task behavior taking place in their classrooms. The chapter supplies educators with a menu of strategies to diminish the occurrence of student digital distraction in their classrooms. Specifically, the authors discuss evidence-based non-traditional strategies that can be applied to reduce student digital distraction in the traditional face-to-face setting, and they position the flipped classroom model as a viable approach for instructors who wish to curb student digital distraction while simultaneously boosting student engagement and learning. Finally, they discuss the importance of empowering students to take control over their digital device use and learning outcomes by training them to become autonomous, self-regulated learners.
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Bennett, Peggy D. "A practice of playfulness." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0083.

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Even when we are not playing, our playful attitudes and behaviors can be a boon to learning and an antidote to discouragement. Appropriate lighthearted interactions in schools can be “mood vitamins” that serve both the senders and receivers. • The faux scold. Students noisily shove and run to the shelves to get their books. “That wasn’t quite what I had in mind when I said ‘Grab your books.’ ” • Permission to exude. Students follow the lead of a giggler with loud, enthusiastic laughing. “Okay, this noise level is hurting my ears. Take five seconds to get the giggles out so we can continue.” • The subtle cease. Teachers angrily and endlessly complain about a thorny district issue that may prompt a teacher strike. “Okay, this lunchroom talk is disturbing my digestion.” • The disposition shift. Teachers begin sniping over their ped­agogical differences. “Aren’t these students fortunate to have such an array of teachers as us!” (Bennett &amp; Suarez, 2016, p. 13) A “practice of playfulness” has us being lighthearted, sometimes slightly self- effacing, ready to smile with easy humor, but not at another’s expense. We offer quippy comments that are momen­tary connections with friends and strangers. When we notice the charm in others’ behaviors, we can infuse our interactions with easygoing banter. Important here is to stress what playfulness is not. It is not the teacher telling jokes, entertaining, dominating the lesson, or being sarcastic. Instead, playfulness is eagerness to teach with curiosity, engagement, and repartee. If playfulness becomes too clever, too dramatic, or too distracting, students’ rowdiness may esca­late rather than engage. See what happens with an occasional scattering of playful­ness throughout your day. Adopting this practice in life, even in the midst of harshness or impatience, can revitalize mood, atti­tude, energy, and ultimately healthy communication for us and for those around us. A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing, and leaves others to determine whether he is working or play­ing.
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Conference papers on the topic "Leisure Recreation College students"

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Li Wen-lu, Feng Ming-yi, and Li Qi-yuan. "Empirical research on college-students' leisure motivation." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543428.

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Duan, Huiqiao. "Characteristics Analysis of Chinese college students' leisure sports behavior." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.30.

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Tsai, Cheng-Yu, Ming-Tsang Wu, and Chiung-En Huang. "Research on the relationship among lifestyle, leisure motivation and leisure interests of college students in Taiwan." In 2012 International Conference on Innovation Management and Technology Research (ICIMTR). IEEE, 2012. http://dx.doi.org/10.1109/icimtr.2012.6236406.

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Qin, Li, and Zhen Huang. "Study on the Interaction Development between College Students' Leisure Sport and Fashion Pursuit." In 8th International Conference on Social Network, Communication and Education (SNCE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/snce-18.2018.69.

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Zhang, Linbao, and Haibin Xiao. "Research on the Establishment of College Students' Leisure Oriented Health Physical Education Model." In 3rd International Symposium on Social Science (ISSS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/isss-17.2017.137.

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Liu, Kai, and Miaoyan Liu. "Current Situation and Development Countermeasure of Outdoor Leisure Sports Tourism for College Students in Zhuhai City." In Proceedings of the 1st International Conference on Business, Economics, Management Science (BEMS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/bems-19.2019.90.

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Dong, Baolin, and Huan Zhang. "Social Support and Leisure Exercise of Female College Students A Mediating Effect of Gender-role Conflict." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.259.

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Li, Wen-lu, Ming-yi Feng, and Qi-yuan Li. "Empirical Research On College-students' Leisure Motivation —take some universities in si-chuan province as an example." In 2013 Conference on Education Technology and Management Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.50.

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Vodopyanova, N. E., O. O. Gofman, A. N. Gusteleva, and D. V. Serezin. "Analysis of the difficulties of distance learning of students and search for ways to coping with them." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.419.435.

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Changes taking place in the world transform the usual way of life and force one to adapt to new forms of work, training, leisure, etc. Despite the fact that information and communication technologies have been a popular educational tool for a long time, the transition of students from full-time to distance learning (DL) in connection with the coronavirus pandemic created a situation of high tension for a number of objective and subjective reasons: uncertainty, a threat to health, lack of real communication, technical difficulties of the DL. All of this in aggregate is considered by us as a stressful situation (SS) and determines the relevance of the study of personality factors that contribute to coping with new stresses. The purpose of the study is to identify factors of SS and resources to control it from the standpoint of maintaining the health and vitality of students. Methods: semi-standardized expert interviews with teachers, author’s questionnaire «Difficulties and resources to overcome them», questionnaire «Health» a short version of the vitality test (Osin &amp; Rasskazova, 2013), assessment of motivation and attitude towards professional activity students (Krylova &amp; Ignatkova, 2017). The study was carried out online in May 2020 during the transition exclusively to DUO. Sample: expert interviews with 30 teachers from universities in St. Petersburg, Tver, Yuzhno-Sakhalinsk; 82 students (age 18 — 30 years) of the Faculty of Psychology of St. Petersburg State University, College of Physical Culture and Sports of St. Petersburg State University, Sakhalin College of Arts. Results. Among the most stressful factors of emergency situations, students included social isolation, new conditions and requirements for self-organizing training, the cognitive difficulties of control tasks in an online format, an epidemiological threat to health, and an experience of anxiety and uncertainty. From the perspective of the subject-resource approach, the personal resources of coping with emergencies are determined. The obtained results formed the basis for recommendations and reconstructions of the educational process.
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Albu, Adriana, Mihaela Vlada, Adina Nechita, and Florin Dima. "FREE TIME AND SOCIAL RELATIONSHIPS IN A GROUP OF STUDENTS FROM TWO HIGH SCHOOLS IN BOTOSANI COUNTY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end014.

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Introduction: it is necessary to assess the way students spend their free time in the final years of high school due to the poor results that have appeared recently in the baccalaureate exams. Methods: the study was carried out using a group of 202 students from the 11th and 12th grades from a National College (117 pupils) and a High School (85 pupils) from the city of Dorohoi, Botosani County. The young people filled in a questionnaire with questions about leisure activities and social relationships. The results were processed using Pearson's chi-squared test. Results and discussions: The time allocated daily for physical activity is mostly 15-30 minutes (23.76%) with significant differences between the two schools (p˂0.05). The time spent watching TV is mostly 0.5-1 hours (35.64%) with insignificant differences between grades (p&gt;0.05). Most students (44.05%) do not sit at the computer, the calculated differences being statistically insignificant (p&gt;0.05). When looking at social relationships we take into account friends, where in the majority of cases (32.4%) students have „one” true friend. This is a usual result because in this period of the adolescent's life the role the group of friends plays decreases, with significant differences between school years (p˂0.05). In their free time, they go out into town, mostly 2-3 evenings per week (28.71%), but there are also 31.68% negative answers. Parents are less concerned about school activity (“never” answers – 34.15%) with significant differences between grades (p˂0.01). Parents are also less concerned with the way their children spend their free time (“never” answers – 34.65%) with significant differences between school years (p˂0.05). Conclusions: there is a series of situations that guide us towards a modest concern for the future, both from students and their parents.
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