Strategies for Effective Psychiatric Hospitalization of College and University Students

ABSTRACT

University and college counseling services face growing demands for services and self-reported increases in the level of presenting psychopathology, including need for psychiatric hospitalization. However, challenges in communication often occur between the systems of an inpatient psychiatric unit and an outpatient college and/or university counseling service. Concerns include students being sent back to the college or university with no communication, premature discharge, and lack of understanding by hospital staff of the college environment. The present article discusses critical components of developing effective collaborative relationships, protocols for assessing and transporting students, and ways to facilitate good aftercare.     

大学生学业情绪与学习投入的关系:学业自我效能感的中介作用

为探讨大学生学业情绪与学习投入之间的关系,以及学业自我效能感在其中的中介作用,采用学习投入量表(UWES-S)、大学生学业情绪量表和学业自我效能感量表对1030名在校大学生进行问卷调查。结果发现:(1)大学生学习投入普遍处于中等水平;(2)学习投入与积极活动定向学业情绪、积极结果定向学业情绪、消极结果定向学业情绪以及学业自我效能感均呈显著正相关,与消极活动定向学业情绪呈显著负相关。(3)学业自我效能感在积极活动定向学业情绪、积极结果定向学业情绪、消极活动定向学业情绪与学习投入之间起部分中介作用,在消极结果定向学业情绪与学习投入之间不存在中介作用。     

Predictors of Academic Success Among College Students With Attention Disorders

Among 68 students with attention deficit hyperactivity disorder, academic success was positively correlated with time management skills and freedom from financial stress. As a group, students with higher grade point averages reported fewer coping resources than did academically lower achieving students. Less academically successful students likely spend more time using coping mechanisms and therefore may have less time to study. Implications for professional practice and suggestions for future research are discussed.     

大学生成才之路探究

大学生成才是时代的需要,是时代赋予的神圣历史使命,也是大学生们应该肩负的崇高历史责任。大学生应从加强学习,坚持艰苦奋斗,勇于实践,坚持实现自身价值与社会价值的统一等方面要求自己、砺练自己,努力使自己成才。     

Predictors of Academic Stress Among College Students

The purpose of this study was to examine factors predictive of college students' academic stress. Three hundred seven undergraduate students (179 men, 128 women) participated in the study. Results indicated that female college students had higher academic stress than did male college students. Bivariate correlations and multiple regression analyses revealed that life satisfaction, locus of control, and gender were significant predictors of academic stress. Directions for future research and implications for counselors are discussed.     

大学生合作学习参与程度调查研究

合作学习已逐渐发展为一种主流的教学理论与策略,普遍应用于当前的学校教学中。但现有的相关研究多聚焦于中小学生,对于大学生的合作学习情况则少有研究。针对这一结构性缺失,本研究采取了实证调查方式,对大学生合作学习的参与程度及其影响因素进行了探讨和分析,以期提出富有针对性的建议,从而更好地发挥合作学习在提升大学生综合能力方面的作用。     

Teaching Secondary School Students with Learning Disabilities to Cope in Preparation for College

The purpose of this article is to explore how to teach secondary school students with learning disabilities (LD) to cope effectively, so they may develop self-determination (independence) skills in secondary school and beyond, in college. Teachers need to know about coping and what makes it effective in school as well as in a college context. I describe psychological concerns and methods of teaching that can allow students with LD to cope effectively in secondary school and in college.     

当代社会思潮对大学生成长成才的影响研究

在我国改革开放和社会主义市场经济建设过程中,西方各种社会思潮严重冲击着校园文化和大学生思想。社会思潮对大学生成才的影响是多方面的,既有积极的一面,也有消极的一面,所以必须正确对待当今各种社会思潮,充分认清它们的本质,通过借鉴与批判的形式,让学生坚定马克思主义信仰和立场,健康成长。     

雷锋精神与当代大学生成长成才

雷锋同志离开我们半个世纪,雷锋精神却没有过时。在大学生所面临的价值观、理想信念、人际关系、生活学习和工作等考验突出的今天,雷锋精神为我们新时期的社会主义核心价值体系建设以及促进大学生的成长成才提供了强有力的精神支撑。     

大学生学习投入与知识共享的现状及其关系研究

为了解当代大学生学习投入与知识共享之间的关系,对328名大学生进行学习投入量表与知识共享量表的实证调研.研究结果表明：大学生学习投入水平与知识共享水平总体一般,学习投入与知识共享之间呈显著正相关,大学生获取知识是学习投入的有效预测变量.     

实践是大学生成才的金钥匙

针对在校大学生缺乏实践锻炼、影响成长成才的问题,提出了实践是大学生成才的金钥匙的命题,并进一步阐述了实践对于培养大学生运用知识能力和科技创新能力,提高大学生适应社会能力的重要作用.     

Computer Technology,Science Education,and Students with Learning Disabilities

The ways computer technology could be used to teach science to students with learning disabilities (LD) are explored. Science is for all students and that includes students with LD. Learning science has both cognitive and affective implications for students with LD. In this context, computer technology provides cognitively engaging and motivating instructional tools for individualizing the mode of delivery; developing expert tutors; anchoring instruction; integrating science with other subjects; reducing cognitive load on working memory; and motivating students to stay on task. These applications are discussed with implications for teaching science to students with LD.     

Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities

Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed.     

美国导师指导与大学生学业成功研究述评

在美国,自上世纪70年代中期以来关于导师指导在教育、管理和心理学领域日益受到关注,近些年关于导师指导促进大学生,尤其是促进本科生学业成功的研究不断增多。同时为了适应国家对高等教育中导师指导和相应改革措施,对美国导师指导的文献进行梳理,力图重构并更新导师指导的概念和特征,综合并批判性地分析美国近20年发表的有关导师指导大学生的文献,并提出相应建议来改进导师指导的研究。     

高职院校学生在线学习投入与在线学习倦怠研究

基于对高职院校学生的随机抽样调查数据,通过描述性统计分析和结构方程模型进行研究。结果显示:在线学习投入对在线学习倦怠和在线学习满意有较大正向影响,在线学习倦怠对在线学习满意有较小的负向影响;学习动机和学习专注对在线学习满意有较大正向影响,学习精力对在线学习满意有很大的正向影响;情绪低落和行为不当对在线学习满意有很大的负向影响,低成就感对在线学习满意有较大正向影响。基于研究结果,从课程系统性改革、强化技能训练、参与技能大赛方面提出建议。     

针对学习障碍学生的各种特殊教育观

针对学习障碍学生的特殊教育,从最初鉴别学生学习过程中的缺陷并进行矫正,到现在针对学生学习需要而进行的阶梯教育模式,经历了其自身发展的过程。     

大学生学习投入问卷的编制及现状调查

以文献分析为基础,基于开放式问卷、访谈等方法,按照问卷编制程序,经过预测和正式测试,编制适用于我国大学生的"大学生学习投入问卷".大学生学习投入是由行为投入、认知投入和情绪投入构成的三维度结构模型,问卷共20个项目,信度、效度良好.结果表明,大学生学习投入处于中等水平,学习投入在性别、独生与否、家庭来源和专业上存在显著...     

The Mediating Effects of Approaches to Learning on the Academic Success of First-Year College Students

Students’ personal predictors of academic success are particularly relevant for first-year college students, given the specific challenges that these students face when entering higher education (HE). Academic success in HE has been related to multiple factors, including the students’ approaches to learning (SAL), satisfaction (linked to commitment and persistence), study time (effort), and prior academic achievement. This study analyzes the combined effect of these predictors on perceived academic success. Data from 247 students was collected using the Approaches and Study Skills Inventory for Students and other specific measures to assess presage and process variables of academic success. Although academic success is multidimensional and difficult to explain, factors such as prior academic achievement, satisfaction with the course, SAL, and study time contribute to explain perceived academic success in first-year college students.     

社会性别视野下的90后女大学生成才影响因素及应对策略

重视女大学生的培养,造就适应社会形势、适应未来发展、适应现代化建设需要的跨世纪女性人才,是现代社会发展的必然要求。然而,受传统文化、社会角色以及女性自我认识等因素影响,女大学生的成才之路面临重重阻力。文章基于社会性别视野的角度,对影响90后女大学生成才的因素进行分析,并从先进性别文化的构建、就业保障体系的建立、女大学生自我完善和自我价值实现的方式等方面探寻女大学生成才的有效途径和方法,以期为全面建成小康社会培养出一支高素质的女性人才队伍。     

Consequence Choice and Students with Emotional and Behavioral Disabilities: Effects on Academic Engagement

The difficulties students identified with emotional and behavior disabilities present sometimes strain inclusive educators. General education teachers often find themselves ill equipped to provide effective support for both students with and without disabilities. An effective intervention that may hold promise for included students with academic and behavior problems involves the use of choice; more specifically, consequence choice, which provides students with the ability to select their own reinforcement. The current study examined the effects of choice of reinforcement via a single-subject multielement design with baseline for four students with emotional disturbance or behavior disabilities educated in an inclusion setting. With an increase in task difficulty, the behavior of two students indicated a functional relation between engagement and choice and two additional students demonstrated a functional relation between the presence and absence of reinforcement. Students did not distinguish academic behavior across the course of the study. The difficulty level of the instructional material, as well as the perceived preference of the reinforcers may play a role in study outcomes. Future directions follow study limitations and implications for inclusion practitioners.