The influence of motivational orientation on the satisfaction of university students

A common finding in the area of motivation and psychological well-being is that internally motivated individuals exhibit greater levels of happiness than externally motivated individuals. In this paper we answer the question of whether internally or seemingly externally motivated students report higher levels of satisfaction than individuals who are conflicted in their motivations or are amotivated. We show that both seemingly externally motivated individuals and internally motivated individuals report higher levels of happiness than non-motivated individuals or individuals who are conflicted in theirmotivations. These findings are consistent with self-determination theory. These findings are important in recognizing that well internalized external motivations are likely not detrimental to the well-being of undergraduate college students. Aspirations which are consistent, regardless of whether they are internal or seemingly external likely result in higher levels of happiness among university students.     

Dimensionality and Disciplinary Differences in Personal Epistemology

A growing body of work addresses the nature of epistemological development and epistemological beliefs: how individuals come to know, the theories and beliefs they hold about knowing, and the manner in which such epistemological premises are a part of and an influence on the cognitive processes of thinking and reasoning. This study investigates the dimensionality of personal epistemology as hypothesized in a recent review of the literature as well as the nature of disciplinary differences. First-year college students responded to a set of questionnaires that included an adaptation of a domain-general epistemological instrument and a discipline-focused questionnaire. Results suggest that there is an underlying dimensionality to epistemological theories that cuts across disciplinary domains, but that students, at least by the 1st year of college, discriminate as to how these theories differ by discipline. Disciplinary differences were strong, suggesting that 1st-year college students see knowledge in science as more certain and unchanging than in psychology, are more likely to regard personal knowledge and firsthand experience as a basis for justification of knowing in psychology than in science, view authority and expertise as the source of knowledge more in science than in psychology, and perceive that in science, more than in psychology, truth is attainable by experts. This contradicts existing research that suggests that epistemological development is domain general and that epistemological beliefs do not differ by discipline.     

体育学院大学生身体自尊的调查研究

运用身体自尊量表对体育学院大学生身体自尊进行调查,了解其身体自尊的差异性。结果表明：在身体素质因子上得分,女生显著高于男生;在运动能力因子上得分,体育教育专业大学生显著高于社会体育专业、民族传统体育专业。在运动能力、身体素质及身体价值感因子上得分,总体上高年级大学生显著高于低年级学生。     

Actively navigating the transition into college: narratives of students with learning disabilities

Students with learning disabilities (LD) are particularly vulnerable in making the school-to-college transition where they negotiate a complex constellation of challenges that include academic demands, social expectations, and emotional/personal growth. Although a substantial body of knowledge exists about college students with LD, it is largely predicated upon both extrinsic supports available to ensure a successful transition into college and ways to maintain that success. In contrast, intrinsic knowledge as the basis of agency exerted by individuals with LD to strategize for their own success has received comparatively little attention. This study uses narrative methodology guided by a theoretical framework of disability studies, to render three nuanced portraits of college students with LD. Participants demonstrate ways in which they manage to navigate the academic, social, and emotional/personal realms when transitioning into college. In doing so, they reveal instances of self-knowledge that are often hidden or overlooked, revealing numerous instances of agency.     

Sources of sex education as a function of sex,coital activity,and type of information

Previous studies of the sources of sex education are reviewed and critically analyzed. Most previous studies have examined the limited issue of which source of sex education is most important, examined the sources of only a few sexual topics, or used inadequate methodology. In the present study, more adequate data regarding the relative contributions of parents, schools, reading, and peers to information about each of 35 different sexual topics were obtained from a sample of 232 male and female, coitally experienced or inexperienced, midwestern college students. Individual reading and peers were the highest rated sources overall and on most of the subcategories of items. Schools were highly rated sources for topics related to the anatomy and physiology of sex and venereal disease. Coitally experienced (CE) individuals reported receiving more information overall than coitally inexperienced (CIE) individuals. However, contrary to previous speculations, CE and CIE individuals did not differ in the amount of information received from parents. Instead, CE individuals received more information through reading and from peers than did CIE individuals. Consistent with previous findings, amount of information received from parents correlated negatively with performance on a sexual knowledge test. Comparison of the present results with previous research suggested a developmental hypothesis, namely, that as individuals develop from early adolescence to young adulthood and become more sexually active, individual reading becomes a more important source of sexual information.     

Skin Tone: An Examination of Trustworthiness and Innocence Among College Students

Skin tone research often addresses the effects of skin tone on prejudice and discriminatory practices. Empirical research has persistently investigated skin tone and its effect on prejudice, discriminatory practices, and sentencing outcomes. Using college students as raters, the present study examined the relationship between skin tone, trustworthiness, and innocence. A total of 139 college students at a Southern University observed 417 photos of capital murderers of varying skin tones to determine whether they appeared to be trustworthy and innocent. The study results revealed that college student raters, regardless of race, were more likely to rate dark-skinned individuals higher on both the trustworthiness and innocence scales than light skin individuals. The current study demonstrated that college students, in comparison to other groups, may respond less negative to skin tone variations.     

体育与非体育专业大学生心理健康影响的研究 庞 亮,刘辛丹

通过SCL-90自评量表和艾森克人格量表对闽南师范大学体育和非体育专业387名大学生进行心理测试调查.调查结果显示,体育专业与非体育专业学生相比躯体疼痛感非常明显,尤其是体育专业男生;非体育专业女生较体育专业女生恐惧感更强,对陌生环境的适应能力相对较低;体育专业男生与非体育专业男生相比更为喜欢冒险刺激类活动,而且性格外向.体育活动对大学的影响不仅仅是局限于身体和心理,对毕业后的学习和工作更能产生深远的影响.     

African American racial identity across the lifespan: identity status, identity content, and depressive symptoms

Cluster analytic methods were used to create 4 theorized ethnic identity statuses (achieved, foreclosed, moratorium, and diffused) among 940 African American adolescents (13-17 years old), college students (18-23 years old), and adults (27-78 years old). Evidence for the existence of 4 identity statuses was found across the 3 age groups. The distribution of individuals differed by age group, with the older participants disproportionately occupying the more mature statuses. Identity status was related to identity content such that achieved individuals reported higher levels of racial centrality and private regard. Finally, there was a significant interaction between developmental age group and identity status for depressive symptoms such that diffused college students reported higher symptoms than achieved college students. No status differences were found for the other 2 age groups.     

The effects of additional education on the labor market experiences of two-year college alumni

Upon graduation from 2-year college occupational programs, most individuals either obtain employment or transfer to a 4-year college. This article examines the labor market implications of such a decision. To this end, the labor market experiences of two groups of 2-year college graduates (one subsample was characterized by terminal 2-year college degrees while the other was composed of 2-year college graduates who continued their educations at the 4-year college level) were compared. The data suggest that in both the short and longer run, the 4-year college graduates have more favorable labor market experiences than the 2-year college graduates. The data also indicate 2-year college graduates confront credential barriers which place serious constraints on their career potential.     

体育锻炼对大学生身体成分及健康的影响

为了解系统的体育锻炼对大学生身体成分的影响,采用文献资料法,实验法和统计法对体育专业和非体育专业大学生身体成分进行了分析和研究。结果表明：非体育专业大学生的体脂偏高．体重及去脂体重偏低,身体成分不合理,营养失调严重,男生营养缺乏的情况较多．女生营养过剩导致肥胖的问题非常突出;体育专业大学生的身体成分相对合理,但女生肥胖比例亦不容忽视。说明系统的体育锻炼对于控制适宜的身体成分,减少营养缺乏及肥胖的发生率．促进身体健康具有有益影响。提出加强身体成分与健康的宣传教育,在合理营养的前提下．进行科学的体育锻炼是增强体质,增进健康的的最佳途径。     

Perceptions of Cyberbullying: An Assessment of Perceived Severity among College Students

Cyberbullying research has typically been focused on specific areas, such as victimization, offender characteristics and typologies, and psychological effects for victims; however, perceived severity of cyberbullying has been studied less extensively. Using data on college students, the present study expands the current knowledge on perceived severity of cyberbullying by examining the way in which age, gender, race, type of high school attended before college, prior online victimization, and previous cyberbullying engagement influenced college students’ perceived severity of cyberbullying. Overall, the results indicate that college students considered cyberbullying to be a serious societal problem. Older individuals, females, those who attended public schools, and individuals who experienced cyberbullying victimization were found to be more likely to view cyberbullying as a serious problem than their counterparts. In addition, findings from this study revealed that even though college students perceive cyberbullying as a serious problem, the majority of those who have witnessed cyberbullying incidents would not report it to the police. Based on the findings, policy implications and practices to prevent future cyberbullying victimization are discussed.     

The Role of the Community College in Community Development

Abstract

Multipurpose community colleges have a special opportunity for distinction through one of their missions—community development. One southern community college has assessed the similarities and differences of the perceptions of selected community leaders and of the college professional staff concerning the role of the college in community development.

The opinions of both groups were very similar, but the community leaders showed more variation in perceptions. Both groups believed the college should be involved in community development activities, but that the college could meet the needs of individuals better than it could meet community-wide needs. The college professional staff was more opposed to granting academic credit for community development activities such as work experiences of students and continuing education courses than were the community leaders.

As a philosophical approach to community development, both groups preferred the college's approaching community improvement through the organization of a wide spectrum of people concerned with democratic processes, self-help, and educational objectives. This process approach requires professional staff members with organizational, research, survey, and teaching skills to assist the community in working to solve problems.     

Sexual orientation and outcomes in college

It has been well documented that sexual minority individuals are significantly more likely to be college educated than heterosexual individuals [Black, D., Gates, G., Sanders, S., & Taylor, L. (2000). Demographics of the gay and lesbian population in the United States: Evidence from available systematic data sources. Demography, 37(2), 139–154; and others]. Yet there is very little scholarship on the experiences of sexual minorities in college. We discuss several ways that sexual orientation could matter for college outcomes, and we provide the first empirical evidence on this question by using confidential data on over 40,000 students from the 1997, 1999, and 2001 waves of the Harvard College Alcohol Study. We identify sexual minorities by using responses to questions about the sex of the respondent's lifetime sex partners. After conditioning on observable demographic characteristics and institution fixed effects, we find that (compared to their heterosexual peers): (1) gay males have higher college grade point averages and perceive their academic work as more important; (2) gay and bisexual males are more likely to report the presence of a faculty member or administrator with whom they could discuss a problem; and (3) gay and bisexual males place more importance on participating in student organizations, volunteer activities, the arts, and politics. Among females, we find that: (1) bisexual females are less satisfied with the education they are receiving, spend less time studying, and perceive their academic work as less important; and (2) lesbian and bisexual females place more importance on participation in the arts and politics. These patterns suggest important and complex relationships between sexual orientation and college outcomes.     

身体语言在大学英语教学中的应用

随着英语教学方法的不断改进,身体语言的利用在大学英语课程中也开始受到关注,其地位也在课程改革中逐渐显露。学生的理解力有限,教师要充分利用身体语言来调动学生的学习积极性,利用身体语言的优势和特点,帮助大学生在听说读写四个方面获得较好的学习体验。本文结合大学英语课堂中身体语言的必要性详细阐述了身体语言的特征与功能以及身体语言在大学英语课堂中的作用。     

Differences in transitional needs of high school students with and without learning disabilities

Studies investigating the post-high-school vocational status of individuals with disabilities have frequently found that these individuals are more likely to be unemployed, underemployed, or employed part-time, when compared to nondisabled peers. Transition programs are needed for adolescents with disabilities to facilitate their vocational success. The current study surveyed 80 high school students with learning disabilities (LD) and 80 nondisabled (NLD) peers to determine their transitional needs. Results indicated that (a) more students with LD than NLD students are involved in transition programs; (b) career goals were established by the majority of both groups; (c) parents provided most of the assistance in making career decisions; and (d) twice as many NLD students as students with LD wanted to go to college, while twice as many students with LD as NLD students wanted to enter the job market. More students with LD than NLD students were aware of vocational rehabilitation (VR) services, but the number was still below 50%. The majority of the information about VR services came from the school.     

Morningness–Eveningness and College Advising: A Road to Student Success?

In addressing the challenges faced by E‐type (evening‐type) students, researchers have pointed to the need for school schedules that reflect chronotypic concerns and the recognition of the importance of sleep for academic achievement and well‐being. One approach to dealing with this issue for adolescent students has been to move the start of the school day later. In college, however, schedules become more varied and the social context in which these challenges occur differs requiring more individualized approaches to scheduling. In spite of this, morningness–eveningness is rarely considered by college administrators, advisors, or individuals involved in student services. It is important that faculty and staff who work with students be aware of chronotypical influences on classroom performance and other aspects of student life so that they can help them succeed in college and beyond.     

超重肥胖大学生的健心效应

探讨维护超重肥胖大学生心理健康的有效途径.我们得出:超重肥胖大学生心理问题高于一般大学生,实施健身运动处方有助于提高超重肥胖大学生的心身健康水平.     

The Accessibility and Usability of College Websites: Is your Website Presenting Barriers to Potential Students?

Thirty community college websites were evaluated for compliance with federal web accessibility standards found in Section 508 of the Rehabilitation Act of 1973 (29 U.S.C. 794d). Two typical sites were tested for usability by individuals with visual impairments, individuals with reading-related learning disabilities (LD), and a control group of individuals without disabilities. Ten additional sites were selected for Simulated Target Group usability testing. Testing revealed that less than 1% of pages evaluated met Section 508 web accessibility standards. Over half of the users found the online admissions application process frustrating, and less than a third of all users could complete the online application without assistance. The Simulated Target Group usability testing encountered similar usability issues across the additional 10 community college websites examined. All four evaluation techniques found that community college websites fared poorly in both accessibility and usability. However, many of the issues could be addressed without significant effort.     

Perceived social norms of health behaviours and college engagement in British students

The social norms approach is an increasingly widely used strategy of behaviour and attitude change that is based on challenging misperceptions individuals hold about their peers. Research to date has been carried out predominately in the US college system, with a focus on substance use behaviours. The aim of the current study was to explore peer perceptions of both substance use and other behaviours in a British student sample, as the first step in determining whether the social norms approach may be applicable within Europe. Students at eight further education colleges in the UK were surveyed on their personal and perceived peer health and college engagement behaviours and attitudes by means of a printed and online survey. Respondents reported a perceived norm of frequency of substance use that was higher than the reported norm. Results relating to the injunctive norms of substance use were mixed but demonstrated that the majority of respondents do not actively approve of tobacco, cannabis or other drug use. Respondents also reported a norm of academic engagement that was more positive than the perceived norm of their peers. The results relating to substance use are consistent with work conducted in the US college system, despite the differences in culture and legislation. In addition, the results indicate that there may be similar misperceptions around other areas of health and college engagement. This suggests that the social norms approach may be a viable method of behaviour change in UK students.     

高校教师“职业高原”现象分析与对策

随着现代社会竞争的日益加剧,目前高校教师的职务结构决定高校教师的职业生涯现象越来越突出。文章从“职业高原”的概念、产生的原因、教师“职业高原”现象对学校和个人的影响以及应对的策略四个方面进行探讨。