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Journal articles on the topic 'Women college students in fiction'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Al Khafaji, Huda. "Reading for pleasure among Iraqi college EFL students." Kufa Journal of Arts 1, no. 44 (October 12, 2021): 789–804. http://dx.doi.org/10.36317/kaj/2020/v1.i44.1559.

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This study was carried out to explore the pleasure reading practices and preferences of sample Iraqi college EFL students. This study seeks to fill the gap in researchs concerning pleasure reading in Iraq since the Iraqi college EFL students' practices and preferences of reading for pleasure have not been explored yet. To do this, the study employed a questionnaire for collecting data. A sample of 177 Iraqi college EFL female students of department of English language of College of Education for Women of Al Iraqyia University in Baghdad volunteered to fill in the questionnaire. Descriptive statistics using frequencies and percentages were used to analyze the quantitative data from the questionnaire. The findings indicate that the majority of the participants read for pleasure weekly. It was also found that the participants preferred to read song lyrics, books of fiction, and articles posted on social media or websites over other types of reading texts. The research findings also showed that some of the participants read 1-2 hours per week and very few of the participants read 4-5 hours weekly. All the participants faced problems when practicing reading for pleasure and these difficulties can be attributed to several factors, such as watching TV/DVD/online

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2

A Conversation with victoria James, Imani Marrero, and Darleen Underwood. "Branching Out and Coming Back Together: Exploring the Undergraduate Experiences of Young Black Women." Harvard Educational Review 80, no. 1 (April 1, 2010): 61–74. http://dx.doi.org/10.17763/haer.80.1.j71j1882133582p7.

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In January of 2010, Harvard Educational Review editor Chantal Francois sat down at a Manhattan diner with three young black women, two of whom were her former students at a New York City high school. Chantal invited the women to come together and share their experiences as freshmen at predominantly white institutions along the East Coast. While each of these young women drew largely from her own experiences transitioning into different college settings, each highlights themes from both Fordham's and Kynard's research—including the emotional stress that being confined by labels can cause and the importance of finding a cipher from which to draw strength. In this conversation, the women shed the layers they typically don in white educational settings, instead creating a space where they can be real, find comfort,and speak from the core. What's more, their stories echo the themes of talking black, talking back, fictive kinship, and complicity, which Iris Carter Ford's commentary describes as central to conversations about black women in America today. From Victoria, Imani, and Darleen, we hear firsthand accounts of the commitment to struggle and the communal strength that continue to exist in the sacred spaces carved out by young black women in American educational institutions.

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3

Yunita, Millah Ananda. "Penonton Boys’ Love: Ketertarikan, Respon, dan Orientasi Seksual." Emik 5, no. 1 (June 8, 2022): 47–62. http://dx.doi.org/10.46918/emik.v5i1.1219.

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With the issuance of Minister of Health Regulation Number 9 of 2020 concerning Guidelines for Large-Scale Social Restrictions in the Context of Accelerating the Handling of Corona Virus Disease 2019 (Covid-19), the government recommended that all community activities be carried out from home (work from home). The amount of time spent at home causes people to become bored and need entertainment, one of which is by spending time to watch film. One of the shows that is currently booming is Boys' Love which is a fictional media (manga, anime, series) that focuses on homoerotic and homoromantic relationships between men. This article discusses how audiences are attracted to, respond to, and question their sexual orientation. Using qualitative approach, this study combined in-depth interview and observation as data collection methods. his research was conducted online through the brightforwin fanpage community which took place from August 2021 to February 2022. There are eleven informants involved in this study who are the audiences of Boys’ Love. They vary according to age (between 19 and 42 years), sex (eight women and three men), and status (three housewives and eight college students). The study shows that Boys' Love series became popular because it is not only focused on sexual activity, but also on how to build relationships between characters, to express sexuality, and to deepen relationships between viewers. The public's response to this series was varied, some were suddenly interested and became big fans of the Boys' Love series, some didn’t care, and others clearly reject this series. In regard to the sexual orientation of Boys' Love audience, there are differences between male and female audience. Male audience of Boys' Love series is considered as transgender or gay. For female audiences, there is a difference between married and single women. For married women, their sexual orientation is not questioned because of their marital status, while for single women, their orientation is questioned by others. But, as the fan and viewer of Boys’ Love some single men and women also question their sexual orientation.

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4

Zaiter, Walid Ali. "Teaching Fiction: Challenges and Remedies for College Students and Instructors." Volume-2: Issue-2 (February, 2020) 2, no. 2 (March 3, 2020): 29–36. http://dx.doi.org/10.36099/ajahss.2.2.5.

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I have been teaching fiction for a number of years and every time I walk into class to teach my students fiction, a short story or a novel, I get embarrassed to find out that my students who have taken courses such as “The Rise of the Novel, or “Introduction to Literature” still do not know to answer basic questions related to such courses. What is literature? What are the major genres of literature? What is fiction? What are the basic elements of fiction? These questions are fundamentals for literature students. Their inability of not answering them will cause big problems for college instructors presuming that students should have known these questions during the time they were students taking these courses above mentioned. These challenges rise when I first meet with my students taking fiction as university requirement. I ask them individually to answer these questions, to which they are unable to answer in good English. They just use words or phrases to answer, which adds a new challenge. There I have to stop and tell them. First, how to answer these questions using good English. Then I proceed with the answering the questions myself, so they are on the right track from the first day of meeting with them. Thus, this paper discusses the challenges of teaching fiction and provides ways, methods or remedies to handle them. It provides benefits of reading fiction for students and teachers. Finally, it demonstrates the delivery plan offered by the college in which I teach and the changes I have made on the original plan so that both can suit and achieve the desired learning outcomes.

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5

Nicolay, John A. "Galvanizing Moments: St.Elgin's College Responds (Fiction)." Public Voices 6, no. 2-3 (January 11, 2017): 11. http://dx.doi.org/10.22140/pv.245.

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Professor of History Ian Gestrode's campus life is suddenly, unexpectedly disrupted by the events of September 11, 2001. On the same day a colleague dies of a heart attack. Gestrode struggles with the conflicting emotions of national calamity and personal loss. The campus responds prematurely with little prescience through carelessly planned day of reflection and discourse. The author offers a personal tribute to one if his students, who died at the Pentagon that day.

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6

Zunshine, Lisa. "The Secret Life of Fiction." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 724–31. http://dx.doi.org/10.1632/pmla.2015.130.3.724.

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A troubling feature of the common core state standards initiative (CCSSI) for english language arts (ELA) is its failure to recognize literature as a catalyst of complex thinking in students. According to the CCSSI, to “prepare all students for success in college, career, and life,” children must read texts “more complex” than “stories and literature” (“English Language Arts Standards”). The assumption that “stories” are inferior to nonfiction has a long tradition in Western culture; tapping into that prejudice is easy, and no proof seems to be required.

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Kweldju, Siusana. "Assisting Reluctant Teacher's College Students to Autonomously Appreciate a Novel to Read." TEFLIN Journal - A publication on the teaching and learning of English 11, no. 1 (August 31, 2015): 22. http://dx.doi.org/10.15639/teflinjournal.v11i1/22-34.

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This paper is a report of how to make reluctant teachers' college students read in a prose course. These students were not interested in fiction and had never read interpretative fiction in English. The teacher sought to know why the students were reluctant to read, and how to make them read, and discovered that it was because of students' linguistic deficiency and their reluctance to read longer texts. The teacher also discovered that in spite of their reluctance they were interested in listening to the teachers' explanation about the cultural elements and the analysis of the short stories. Thus, provided with a guideline developed based on cultural and gender elements, students were motivated to autonomously read an assigned Pulitzer-winning novel.

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Bingham, Jennie L., Quintina Bearchief Adolpho, Aaron P. Jackson, and Louise R. Alexitch. "Indigenous Women College Students’ Perspectives on College, Work, and Family." Journal of College Student Development 55, no. 6 (2014): 615–32. http://dx.doi.org/10.1353/csd.2014.0055.

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9

Virtue, Emily E. "Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students." Journal of Effective Teaching in Higher Education 2, no. 2 (November 25, 2019): 70–84. http://dx.doi.org/10.36021/jethe.v2i2.40.

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The transition to college can be difficult for many first-year students. Students who are conditionally enrolled may struggle more than their peers in terms of feeling comfortable in an academic setting. This case study explores how conditionally-enrolled students who participated in a summer bridge program read popular literature to explore their own struggles in the transition to college. Findings call for faculty and staff who work with conditionally-enrolled students to support and accept identity exploration in the classroom, particularly during the first semester.

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10

KIMURA, Naoko, Tsutomu FUKUWATARI, Ryuzo SASAKI, Fumiko HAYAKAWA, and Katsumi SHIBATA. "Vitamin Intake in Japanese Women College Students." Journal of Nutritional Science and Vitaminology 49, no. 3 (2003): 149–55. http://dx.doi.org/10.3177/jnsv.49.149.

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11

Mookherjee, Harsha N. "Attitudes of Tennessee College Students toward Women." Perceptual and Motor Skills 80, no. 3 (June 1995): 863–66. http://dx.doi.org/10.2466/pms.1995.80.3.863.

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This study examined the associations of college students' attitudes toward women (feminism) and measures of “traditional family ideology,” “authoritarian attitudes,” and “religious fundamentalism” attitudes and beliefs. Data were collected from 377 college students selected with a stratified multistage sampling process from a rural university campus in middle Tennessee. Analyses of variance indicated a marked difference among the male and female students' feminism scores. In addition, students' age, religion, and their mothers' religion and education as well as the “traditional family ideology” and “authoritarian attitudes” scores were strongly related to students' attitudes toward women.

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12

Marriner, Ann. "Marketing Weekend College for Women Nursing Students." Journal of Nursing Education 25, no. 8 (October 1986): 313. http://dx.doi.org/10.3928/0148-4834-19861001-03.

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13

Long, Huey B., and Dana Blanchard. "WOMEN STUDENTS: THE COMMUNITY/JUNIOR COLLEGE CONNECTION." Community Junior College Research Quarterly of Research and Practice 15, no. 1 (January 1991): 47–56. http://dx.doi.org/10.1080/0361697910150105.

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14

Ge, Jiajia. "Multiple Influences of Intelligent Technology on Network Behavior of College Students in the Metaverse Age." Journal of Environmental and Public Health 2022 (June 16, 2022): 1–7. http://dx.doi.org/10.1155/2022/2750712.

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The advent of the metaverse age has gradually transformed digital survival from a fantasy in science fiction to a reality. Especially in recent years, the college students, as the objects of ideological and political education in universities, have been deeply embedded in their learning, social interaction, entertainment, and consumption behaviors, presenting new characteristics of the times. From the aspects of the background of intelligent technology on College Students’ network behavior, the types of College Students’ network behavior, the multiple effects of intelligent technology, the nature of College Students’ network behavior, etc., provide some basis for ideological and political education.

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15

Gold, David. "Students Writing Race at Southern Public Women's Colleges, 1884–1945." History of Education Quarterly 50, no. 2 (May 2010): 182–203. http://dx.doi.org/10.1111/j.1748-5959.2010.00259.x.

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Scholars have long debated the complicity of Southern white women after the Civil War in helping create a racialist and racist regional identity and denying or delaying civil rights for African Americans. These studies have largely focused on the activities of elite white women property owners, club members, and writers. Yet few scholars have examined college women's activities in this regard, particularly those of the eight public colleges for women established in the South between 1884 and 1908: Mississippi State College for Women (MSCW) (1884), Georgia State College for Women (1889), Winthrop College in South Carolina (1891), North Carolina College for Women (NCCW) (1891), Alabama College for Women (ACW) (1893), Texas State College for Women (TSCW) (1901), Florida State College for Women (FSCW) (1905), and Oklahoma College for Women (1908). Little studied today, these schools served as important centers of women's education in their states, collectively educating approximately 100,000 women before World War II and with combined enrollments exceeding that of the Seven Sisters schools for many years.

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Abdel-Khalek, Ahmed M., and David Lester. "Anxiety in Kuwaiti and American College Students." Psychological Reports 99, no. 2 (October 2006): 512–14. http://dx.doi.org/10.2466/pr0.99.2.512-514.

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Samples of Kuwaiti ( n = 646) and American ( n = 320) undergraduates responded to the Kuwait University Anxiety Scale in Arabic and English, respectively. Differences by sex were significant, with women having a higher mean anxiety score than men and by country with Kuwaiti women having a higher anxiety score than American women.

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Awaru, A. Octamaya Tenri, Muhammad Syukur, Muhammad Taufik Hidayat, and Supriadi Torro. "Social Construction of Women Leaders among College Students." International Journal of Qualitative Research 1, no. 1 (July 31, 2021): 38–47. http://dx.doi.org/10.47540/ijqr.v1i1.312.

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Over the years men have been dominant as leaders and consider women less suitable and competent for leadership roles due to various reasons. On the contrary women of the twentieth and twenty-first centuries are emerging as successful leaders in various segments of society. But with enormous struggle and they are also few in number compared to men. Gender stereotyping is no more a relevant concept as men and women occupy all positions irrespective of their gender. Leadership has been possible for some women while others don’t get the same opportunity men get in leading organizations. Some women struggle and fight their way into leadership positions while others don’t. Women are ignored or set aside based on several reasons one primary being they need to take care of the home. Though all sort of justification is made for women not being in leadership positions it is important to understand the loss the society faces due to minimum women leaders. Despite all of this, women are said to have equal rights with men in terms of leadership. This study examines the factors that help in the formation of women leaders among the students and the social construction of women leaders among the students. This study uses a qualitative method via a structured interview. The informants of this study are selected based on certain criteria with the belief that the informants will provide accurate information related to women’s leadership among students.

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18

Peili, Shu. "Preliminary Analysis of Romance Among Women College Students." Chinese Education & Society 33, no. 3 (May 2000): 19–22. http://dx.doi.org/10.2753/ced1061-1932330319.

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19

Lihua, Li. "Initial Discussion of Women College Students' Dress Mentality." Chinese Education & Society 33, no. 3 (May 2000): 29–32. http://dx.doi.org/10.2753/ced1061-1932330329.

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20

Qin, Wang. "On the Particularity of Women College Students' Development." Chinese Education & Society 33, no. 3 (May 2000): 33–37. http://dx.doi.org/10.2753/ced1061-1932330333.

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21

Wesley Haba, Calvin, Robert A. Sarver III, Rhonda R. Dobbs, and Mary B. Sarver. "Attitudes of College Students Toward Women in Policing." Women & Criminal Justice 19, no. 3 (July 10, 2009): 235–50. http://dx.doi.org/10.1080/08974450903001594.

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22

Weitz, Rose, and Leonard Gordon. "Images of black women among anglo college students." Sex Roles 28, no. 1-2 (January 1993): 19–34. http://dx.doi.org/10.1007/bf00289745.

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23

Nicholes, Justin. "Science fiction prototyping’s features and impact on college students’ perceptions of writing." Scientific Study of Literature 10, no. 1 (December 9, 2020): 128–64. http://dx.doi.org/10.1075/ssol.20002.nic.

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Abstract The present study develops an applied literariness study by exploring both the features, and the impact, of science fiction prototyping (SFP) on college students’ perceptions of disciplinary, or field-specific, writing. College students (N = 83), who were English (n = 35) or STEM (science, technology, engineering, mathematics) majors (n = 48), composed micro-science fiction prototyping (µSFP), a genre that blends creative and science writing. Linguistic Inquiry and Word Count (LIWC2015) analysis demonstrated that, aside from a more positive average emotional tone, µSFP written fell psycho-linguistically between personal and science writing. English and STEM majors’ µSFP stories were similar in terms of analytical levels, clout, authenticity, emotional tone, and use of words. Mann-Whitney U tests indicated that, while English majors evaluated creative writing as significantly more relevant to their future career goals pre-intervention than did STEM majors (p = .04, r = .23), this difference vanished post-intervention. Additionally, while STEM majors evaluated science writing as significantly more worth their time to study (p = .042, r = .22) and relevant to their major (p = .01, r = .28) pre-intervention than did English majors, these differences disappeared post-intervention. Wilcoxon signed-ranks tests indicated that, while English majors’ ownership and evaluation of science and creative writing did not change, STEM majors’ evaluations of creative writing as relevant to their majors and future careers were significantly higher post-intervention (p = .015, r = .35)

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Shapurian, Reza, and Mohammadreza Hojat. "Sexual and Premarital Attitudes of Iranian College Students." Psychological Reports 57, no. 1 (August 1985): 67–74. http://dx.doi.org/10.2466/pr0.1985.57.1.67.

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To study the similarities as well as differences in the sexual and premarital attitudes of the younger Iranian men and women and Western students, a Persian revision of the attitude inventory used by Schofield was given to a sample of Iranian college students (199 men and 193 women) prior to the onset of Islamic revolution in this country. Present findings confirm, as expected, similarities on some dimensions as well as differences on others between Iranian men and women and between Iranian and British samples in Schofield's study. Iranian men and women differed significantly on their attitudes towards premarital sex for men as indicated by a higher percentage of women who agreed on premarital sex for male peers but not for Iranian women. The Iranian sample compared with their British peers represented more conservative sexual and more traditional premarital attitudes as indicated by a higher proportion of agree-responses to statements such as a bad reputation would result from premarital sex for women or sexual freedom leads to trouble. A double standard of sexual morality was found among Iranian subjects, virginity was given a high value, and loyalty to the family was considered important.

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25

Ohmann, Richard. "Reading the Romance: Women, Patriarchy, and Popular Literature." Radical Teacher 113 (February 14, 2019): 23–24. http://dx.doi.org/10.5195/rt.2019.575.

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Siegel, Carole, and Michael F. Shaughnessy. "Personality of College Students in Calculus Courses." Psychological Reports 71, no. 3_suppl (December 1992): 1309–10. http://dx.doi.org/10.2466/pr0.1992.71.3f.1309.

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Students in Calculus I, II, and III (hs = 56, 20, 6) completed Cattell's 16 PF, Form C. The 50 women scored significantly higher than the 32 men on Factors I and O, suggesting these women scored as more sensitive, insecure, and anxious, but means were <1.00 score point different. Perhaps personality factors in academic success should be explored in larger, more evenly sized groups.

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Alonso-Ruido, Patricia, Iris Estévez, Cristina Varela-Portela, and Bibiana Regueiro. "College Students’ Stereotyped Beliefs." Social Sciences 12, no. 5 (May 16, 2023): 302. http://dx.doi.org/10.3390/socsci12050302.

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Over recent years, socio-political discourse has been full of language aimed at reaching gender equality. This is a complex goal that should address the underlying bases of inequality—gender stereotypes that continue to legitimize unequal consideration and treatment. It is also a reality that universities are not exempt from. The objective of this study was to analyze university students’ stereotyped beliefs and look at the differences based on self-identified gender and branch of knowledge. The analysis looked at a sample of 3433 university students (67.9% women), aged between 17 and 56 (M = 18.95; SD = 2.35) and reported low rates of prevalence of stereotyped beliefs, with significantly higher means in men and in engineering students. The survival of gender stereotypes in a population who were born and raised in a legally egalitarian society points to the importance of education programs aimed at university teachers that would give them the capacity to incorporate a gender perspective in all disciplines, especially those disciplines reporting greater adherence to stereotyped beliefs.

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Chaudhry, Abdus Sattar, and Amel Al-Adwani. "Reading Practices of EFL Students: A Survey of Kuwaiti College Students." English Language Teaching 12, no. 5 (April 17, 2019): 130. http://dx.doi.org/10.5539/elt.v12n5p130.

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Reading is important for students by contributing significantly to success in their studies and their career development. A questionnaire-based survey was conducted in the English Department of the College of Basic Education, Public Authority for Applied Education and Training (PAAET), in Kuwait. Based on 410 responses of EFL college students in Kuwait on their reading practices, it was found that students read mainly for entertainment, and reading does not appear to be a popular activity among students. Fiction, fashion, and best sellers were the three main types of reading, indicating that academic reading was not a priority. Only a small proportion of students used e-books. Most students perceived such features of e-books as their portability and ability to store more information as likely to attract more students to e-reading, and indicated that they would be attracted to reading e-books themselves if circumstances change. This indicates a good potential to promote e-reading among students if steps are taken to make e-books and e-readers available to them through libraries and academic institutions. E-reading is also expected to become more popular among students if it could be linked to academic reading, particularly to the availability of text books in e-format. Libraries in Kuwait should start more proactive program to promote e-books and e-reading among college and university students.

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Stelzer, Cathleen, Sharon M. Desmond, and James H. Price. "Physical Attractiveness and Sexual Activity of College Students." Psychological Reports 60, no. 2 (April 1987): 567–73. http://dx.doi.org/10.2466/pr0.1987.60.2.567.

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This study was conducted to ascertain the role attractiveness plays in the sexual behaviors of women. A convenience sample of 101 white female college students from a large midwestern university responded to an 18-item questionnaire on attractiveness and sexual behavior developed by the researchers; Cronbach alpha = .73. These women were also rated on their physical attractiveness by three male peers and categorized as attractive, average, or unattractive. The attractive and unattractive women's perceptions of their physical attractiveness were at variance with those of the three male raters, women rated average tended to rate themselves correctly. Attractiveness was not associated with the self-reported ages at which subjects began dating, the age of first sexual intercourse, or the quality, type, or frequency of contraceptive use. The attractive women were significantly more likely to engage in sexual intercourse and oral sex than either of the other two groups. Both the attractive and unattractive women had significantly more sexual partners than those rated average in attractiveness. Replication with a larger group is recommended.

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Reid, Penny, and Gillian Finchilescu. "The Disempowering Effects of Media Violence Against Women on College Women." Psychology of Women Quarterly 19, no. 3 (September 1995): 397–411. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00082.x.

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This study investigated the disempowering effect of exposure to media violence against women on female students. An initial study involving 284 female students described the development and evaluation of two forms of a scale measuring disempowerment. The second study investigated the effect of media violence using a Solomon Four-Group experimental design. Fifty-seven female students were divided into four groups that were shown video clips depicting scenes of violence directed either toward female or male victims. Half the groups completed the first form of the disempowerment scale prior to the viewing. All groups completed the second form of the scale after the viewing. Analysis confirmed that completion of the pretest scale did not differentially affect the participants viewing the female-victim clips. The results of the main analysis revealed that exposure to media aggression against women heightens feelings of disempowerment in female viewers.

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Huang, Jianyi, and Li Chao. "Japanese College Students' Thinking Styles." Psychological Reports 75, no. 1 (August 1994): 143–46. http://dx.doi.org/10.2466/pr0.1994.75.1.143.

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The Inquiry Mode Questionnaire by Harrison and Bramson was administered to 58 Japanese college students in the USA to measure their thinking styles. The analysis showed that these Japanese students scored higher on the idealist, analyst, and pragmatist styles than on the realist and synthesist styles. It was also observed that the 9 junior and 34 senior students scored as more idealistic than the 15 sophomores, and the 44 men scored higher than the 14 women on the synthesist style. A positive correlation was found between academic achievement (GPA) and scores on the analyst style. Negative correlations obtained between academic achievement and scores on the synthesist style and among scores on the thinking styles.

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32

Gross, William C. "Gender and Age Differences in College Students' Alcohol Consumption." Psychological Reports 72, no. 1 (February 1993): 211–16. http://dx.doi.org/10.2466/pr0.1993.72.1.211.

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Respondents (86 men and 141 women) enrolled in classes at a large university in the Midwest participated in this study, designed to examine the role gender and age play in the consumption of alcoholic beverages. The hypotheses that age and gender would produce significant effects were supported. Men reported significantly greater alcohol consumption than did women. In addition, there was a significant interaction between gender and age. Women under legal drinking age had higher rates of consumption than women of legal drinking age or older, while the opposite pattern was found for men. The long-term pattern of alcohol consumption may be different for men than for women. During the college years, women seem to moderate their consumption. Finally, these results indicate that illegal, underage drinking by men and women occurs at a high rate. Research should be designed to evaluate the extent of the problem.

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Koch, Jerome R., Alden E. Roberts, Myrna L. Armstrong, and Donna C. Owen. "College Students, Tattoos, and Sexual Activity." Psychological Reports 97, no. 3 (December 2005): 887–90. http://dx.doi.org/10.2466/pr0.97.3.887-890.

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This research examined the association of having a tattoo and engaging in premarital sexual intercourse. Data gathered from a convenience sample of 450 college students indicated that tattooed respondents were substantively and significantly more likely to be sexually active than nontattooed college students. Tattooed men became sexually active at a significantly earlier age than nontattooed men but no such difference was found between tattooed and nontattooed college women.

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Kosek, Robert B. "Measuring Prosocial Behavior of College Students." Psychological Reports 77, no. 3 (December 1995): 739–42. http://dx.doi.org/10.2466/pr0.1995.77.3.739.

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This study examined the relationship between prosocial behavior and the five-factor model of personality. 61 undergraduates were given an 80-item Bipolar Adjective Scale to assess five domains of personality and the Prosocial Behavior Inventory to rate prosocial behavior. Analysis suggested that Extraversion, Openness to Experience, and Agreeableness showed significant positive correlations with prosocial behaviors, e.g., women were somewhat more compassionate than men whereas men focussed more on fiscal responsibility.

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Carroll, James L., and Lynnly M. Carroll. "Alcohol Use and Risky Sex among College Students." Psychological Reports 76, no. 3 (June 1995): 723–26. http://dx.doi.org/10.2466/pr0.1995.76.3.723.

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Undergraduates, 55 men and 151 women, completed a 13-item survey about drinking behavior and sexual activity. In general, men and women were similar in their behaviors. Despite recent efforts to promote AIDS awareness, it appears that both genders may be engaging in risky behavior. The results are discussed in terms of educational efforts aimed at AIDS prevention.

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Sherman, Nancy C., and Martin F. Sherman. "Sensitivity to Disgust among College Women by Major." Psychological Reports 82, no. 3_suppl (June 1998): 1192–94. http://dx.doi.org/10.2466/pr0.1998.82.3c.1192.

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260 women undergraduates by chosen major differed in their sensitivity to disgust, with 49 nursing students reporting less than students in several other majors; however, as expected, this was true only in domains related to their intended occupation such as “body products” and “contact with death.”

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Dr. Hanan Dhia Akef Alsalihi. "English Department Students' Attitudes towards Teaching Profession." journal of the college of basic education 25, no. 105 (December 1, 2019): 376–91. http://dx.doi.org/10.35950/cbej.v25i105.4805.

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Attitudes refer to the inside tendency and thoughts that reflect when a person is displayed to some phenomenon. The main objectives of the present research are to: discover EFL students' attitudes towards teaching profession, and find out if there is a statistical significant difference in attitudes between students at the college of Education "Ibn Rushd" and students at the college of Education for women in Baghdad University? and to discover, if there is a statistical significant difference in attitudes between males and females? The sample is 90 students are selected from in-service training teachers \ fourth stage at college of education Ibn_Rushd and college of education for women. The researcher uses an attitude scale as a tool which consists of a 20 item "likert scale" consists of six subscales. Each one has a statement that pertains to a particular aspect of possibility and assessing teacher’s vocational attitudes. The results show that EFL female students' as well as males do have real tendency toward teaching profession, the Mean values shows that no significant difference between the two colleges (college of education for women & college of Ibn Rushd) about their attitude which means both of them show favourable attitude toward teaching profession.

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Sugawara, Alan I., James E. Koval, and Rodney M. Cate. "Sibling Constellation and Attitudes Toward Women Among College Students." Journal of Genetic Psychology 151, no. 4 (December 1990): 541–49. http://dx.doi.org/10.1080/00221325.1990.9914638.

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Breese, Jeffrey R., and Richard O'Toole. "Role Exit Theory: Applications to Adult Women College Students." Career Development Quarterly 44, no. 1 (September 1995): 12–25. http://dx.doi.org/10.1002/j.2161-0045.1995.tb00525.x.

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Mohan, Philip J. "Type-A Behavior and Calcium Consumption by College Students." Psychological Reports 62, no. 1 (February 1988): 161–62. http://dx.doi.org/10.2466/pr0.1988.62.1.161.

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The daily calcium intake of Type A (21 men, 49 women) and Type B (37 men, 95 women) college students was compared. No difference appeared between these groups, although men exhibited significantly higher daily milk and calcium consumption than women, contrary to earlier studies. The implications of this finding for further research were briefly discussed.

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Ahmed, Abdulaaty, and Abdullah Alharbi. "Relations of Science Fiction with Metacognitive Skills and Attitude towards Physics: A Predictive Study on the Undergraduate Students." Journal of Umm Al-Qura University for Educational and Psychological Sciences 15, no. 4 (December 30, 2023): 1–18. http://dx.doi.org/10.54940/ep10440568.

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The study aimed to investigate the relationship between science fiction and metacognitive skills, as well as attitude towards physics. Additionally, the study aimed to determine the predictability of science fiction based on metacognitive skills and attitude towards physics. The sample for the study comprised 121 male and female students (22 males and 99 females) enrolled in the College of Sciences and Arts in Ar Rass, Qassim University, specializing in Physics, during the academic year 1442 AH. Participants completed the Science Fiction Scale, Metacognitive Skills Scale, and Attitude Towards Physics Scale. Findings revealed that, except for a positive and statistically significant correlation at the (0.05) level between the dimensions of 'learning physics' and 'scientific production,' and between 'physics teacher' and 'scientific sensation,' no other statistically significant correlation existed between attitude towards physics and science fiction in their various dimensions. Positively and statistically significant correlations were found between science fiction, across all dimensions, and metacognitive skills in all dimensions. However, no correlations were identified between metacognitive skills and attitude towards physics. The study further indicated the unpredictability of science fiction through metacognitive skills such as 'planning, monitoring, & evaluation,' while science fiction could be predicted based on the total score of the metacognitive skills scale. Additionally, the results revealed the unpredictability of science fiction through attitude towards physics across its various dimensions.

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Sherer, Mark. "Depression and Suicidal Ideation in College Students." Psychological Reports 57, no. 3_suppl (December 1985): 1061–62. http://dx.doi.org/10.2466/pr0.1985.57.3f.1061.

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The present study examined depression and suicidal ideation in college students (68 men, 81 women). Results suggest the need for programming to reach depressed college students who often may not request formal counseling.

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Der-Karabetian, Aghop, and Michelle Preciado. "Mother-Blaming among College Students." Perceptual and Motor Skills 68, no. 2 (April 1989): 453–54. http://dx.doi.org/10.2466/pms.1989.68.2.453.

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The purpose of this study was to examine the tendency for mother-blaming among college students to determine if such a bias existed outside the clinical profession. The subjects were 49 men and 50 women at a small private university, who were asked to attribute responsibility for 45 behavioral and personal-psychological problems to one of the following targets: Father, Individual, Mother, and Society. Analysis showed Individual receiving most attributions, followed by Society, Mother, and Father, in that order. Relatively more problems are blamed on Mother than on Father, with a tendency to blame mothers for emotional problems such as dependency and shyness and fathers for behavioral-physiological problems such as child abuse and alcoholism. Intercorrelations of the number of attributions made to different targets clearly suggest that there are parent-blamers, society-blamers, and individual-blamers. Implications of blame attribution for mental health are acknowledged.

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Rodríguez-Almagro, Daniel, Alexander Achalandabaso-Ochoa, Esteban Obrero-Gaitán, María C. Osuna-Pérez, Alfonso Javier Ibáñez-Vera, and Rafael Lomas-Vega. "Sleep Alterations in Female College Students with Migraines." International Journal of Environmental Research and Public Health 17, no. 15 (July 29, 2020): 5456. http://dx.doi.org/10.3390/ijerph17155456.

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Background: Many factors are thought to potentially trigger migraines, among which sleep disturbances are one of the most frequently reported. Both sleep disorders and migraines affect more women than men. This study aims to analyze sleep alterations in young adult women with migraines and how they are related to the presence, frequency, intensity, and disability of migraines in this population. Methods: Fifty-one female university students with physician-diagnosed migraines and 55 healthy female university students completed surveys assessing demographic information and frequency, intensity, and disability of migraines and sleep quality variables. Results: No differences in sleep quality were found between migraine subjects and healthy women (p = 0.815), but women with migraines presented higher daytime somnolence (p = 0.010), greater sleep disruptions (p = 0.002), and decreased sleep adequacy (p = 0.019). The presence of a migraine was significantly related to daytime somnolence (p = 0.003) and sleep disruptions (p = 0.021). Migraine-related disability was associated with sleep disruptions (p = 0.002), snoring (p = 0.016), and a decreased quantity of sleep (p = 0.040). Migraine frequency was related to sleep disturbance (p = 0.003) and snoring (p < 0.001). The intensity of migraines was associated with sleep disruptions (p = 0.004). Conclusions: Our results suggest a relationship between migraines and sleep alterations.

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Finkenberg, Mel E., and F. Michael Moode. "College Students' Perceptions of the Purposes of Sports." Perceptual and Motor Skills 82, no. 1 (February 1996): 19–22. http://dx.doi.org/10.2466/pms.1996.82.1.19.

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To examine perceptions of the desirable purpose of athletics by men and women 162 college men, 84 of whom participated in intercollegiate athletics, and 190 college women, 81 of whom participated in intercollegiate athletics, were administered the Purpose of Sport Questionnaire. Applying a two-way multivariate analysis of variance to their mean responses gender was significant. Post hoc analysis indicated that men believed enhanced competitiveness, social status, and high-status career opportunities to be more important purposes of sport participation than did women. Participants in intercollegiate athletics had significantly higher perceptions of enhanced competitiveness, social status, and high-status career opportunities as more important purposes of sport participation than nonparticipants. However, nonparticipants in intercollegiate athletics believed that acquisition of attributes that make one a good citizen and enhancement of self-esteem were more important purposes of sport participation.

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Sung, Jung Sun, and Wen-Hao David Huang. "Motivational design for inclusive digital learning: Women college engineering students’ motivation for online STEM learning." Contemporary Educational Technology 16, no. 1 (January 1, 2024): ep489. http://dx.doi.org/10.30935/cedtech/14047.

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This study identifies women college engineering students’ perception of online Science, technology, engineering, and mathematics (STEM) learning and factors that influence their learning motivation during the COVID-19 period. By conducting interviews with ten women engineering students and applying attention, relevance, confidence, and satisfaction (ARCS) model, this study aims to answer two questions: (1) How did women college engineering students perceive their experience with online STEM learning during the pandemic? (2) What category/categories based on ARCS motivational design model primarily account for women college engineering students’ learning motivation with online STEM learning during the pandemic?<br /> The results show that the online learning format influenced women college engineering students’ perception regarding their academic plans, learning styles, learning environments, peer learning, and learning satisfaction. The most influential categories from ARCS model were ‘confidence’ and ‘attention’. Findings suggest that the online STEM learning format influenced women college engineering students’ learning motivation. The online format led to (1) low expectations for attention category when analyzed using ARCS model, (2) anticipation of more self-control, and (3) a desire for more peer interactions in their online STEM learning.<br /> As students would have new expectations for the role of online learning due to their experience during the pandemic, assessing women students’ emerging motivational needs for STEM online learning is critical in developing a more inclusive instructional system design process in the future.

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Krusemark, Renee. "Teaching with Batman and Sherlock: Exploring student perceptions of leadership using fiction, comic books, and Jesuit ideals." Creighton Journal of Interdisciplinary Leadership 2, no. 1 (May 14, 2016): 71. http://dx.doi.org/10.17062/cjil.v2i1.32.

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<p>Employers seek college graduates with leadership skills, but studies indicate not all students graduate with leadership ability. Furthermore, an interdisciplinary perspective of leadership implies that leadership learning and ability can be achieved with a variety of methods. This study sought to understand how reading fiction, including comic books and traditional books, engages undergraduate student perceptions of leadership. A group (N = 17) of community college students first read a Batman comic book, The Long Halloween, and then read a traditional (no images) book, A Study in Scarlet, the first Sherlock Holmes story. Participant perceptions of leadership were collected using structured surveys. The study determined that participant perceptions of leadership in the comic book were formed similarly to perceptions of leadership in the traditional book, although slight differences were noted. The study’s findings suggest that (a) fiction can engage student perceptions of leadership and (b) comic books can provide educational readings similar to traditional (no images) books.</p>

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Paterson, Susanne F., and Carolyn White Gamtso. "Interrogating representations of transgressive women: Using critical information literacy and comic books in the Shakespeare classroom." Art Libraries Journal 48, no. 3 (July 2023): 80–89. http://dx.doi.org/10.1017/alj.2023.14.

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How can instructors and librarians collaborate to provide the interpretive scaffolds for students to critically engage with visual primary materials? The authors, an English faculty member and a faculty instruction librarian at the University of New Hampshire at Manchester (UNH Manchester), used graphic fiction as the textual basis of information literacy (IL) instruction, encouraging students to interpret primary and secondary sources using visual literacy heuristics and critical inquiry skills. Their student-centered, inquiry-based IL session for a Capstone Shakespearean Adaptations course focused on critical thinking and research question design. Using woodcuts from primary historical texts and images from contemporary graphic fiction adaptations of Macbeth, the instructors decentralized the classroom, empowering students to ask probing questions about illustrations of witches in early modern English source materials. Students used their questions to explore interpretations of visual depictions of powerful women in historical primary texts and contemporary graphic adaptations of Shakespeare's Macbeth. Guided by the instructors, students decoded images using the metadiscourse of graphic fiction; generated questions to inform their own inquiry into the topic; applied their IL skills to new texts; and interrogated the biases of received narratives about women who transgress societal norms and expectations, both in the early modern period and in the contemporary world.

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Kunz, Jenifer, and Jay P. Kunz. "Parental Divorce and Academic Achievement of College Students." Psychological Reports 76, no. 3 (June 1995): 1025–26. http://dx.doi.org/10.2466/pr0.1995.76.3.1025.

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Data from 169 college men and women ( ns = 73 and 96, respectively) showed that there is a significant difference in grade-point averages between college students from divorced and intact homes. College students from divorced homes have lower grade-point averages.

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Saddler, C. Douglas, and Joshua Buley. "Predictors of Academic Procrastination in College Students." Psychological Reports 84, no. 2 (April 1999): 686–88. http://dx.doi.org/10.2466/pr0.1999.84.2.686.

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In a sample of college students (38 men and 66 women) academic procrastination was predicted by concerns about negative evaluation, low personal standards for achievement, beliefs that outcomes are due to personal efforts, and participation in learning for reasons other than grades or evaluation by others.

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