The commuter student and student satisfaction

This study examined the variables associated with student satisfaction on a commuter campus. A sample of 38 classes was used and resulted in 782 undergraduates responding to questionnaires. The variables included were: age, student level, student's grade, perception of educational benefits, and satisfaction with college experience. A causal model was built and tested in order to determine the direct and indirect effects of these variables upon student satisfaction. While the student level had a negative influence upon satisfaction, both age and grade had a moderate effect upon student satisfaction. The perception of educational benefits seemed to be the most critical variable in predicting student satisfaction.     

国家助学贷款制度与高校学生欠费问题思考

学费拖欠问题在提供国家助学贷款前提下仍然存在,原因有多个方面。完善助学政策可以使国家助学贷款的政策惠及高校每一个贫困生,又能使其自觉缴费还款。     

Suicide and the American College and University:

This chapter is intended to provide an overview of suicide and higher education, particularly American, that appeals both to the professional and lay person. it offers a foundation as one embarks on the subsequent chapters that comprise this special issue. In a sense, this chapter is like a funnel. It begins with an overview of suicide in general and offers a primer on the major theories of suicide - sociological, pscyhological, and existential. as the funnel narrows, suicide in European education prior to and at the advent of the twentieth century is examined. Then, the literature of suicide in American colleges and universities is reviewed in depth, especially after 1950, with studies of incidence, sex differences, personality, academic aptitude and performance, and management and administration as major divisions. The funnel is voided with a review of both cross-cultural studies and other related literature that bear on the subject of suicide in American higher education.     

Suicide:

The purpose of this article is to provide a framework for training the residence hall RA as a suicide interventionist. It is important that the RA have the necessary information and skills to recognize, evaluate and refer students who are at risk for taking their own lives. In addition, this article discusses what the RA must known in order to assist the survivors of unsuccessful suicide attempts or those who are left after a completed suicide. As an itnerventionist, the RA is not a counselor or therapist but someone who is able to assist the suicidal student in securing professional assistance and being of support during the process of therapy.     

Teacher attributions of student failure and teacher behavior toward the failing student

The aim of this study was to examine the relation between teacher attributions of student school failure and teacher behavior toward the failing student. A structural equation model was proposed and its ability to fit the data was tested. It was found that teachers tend to behave in ways that indicate more pity and less anger when they attribute a student's low achievement to her or his low abilities, whereas they express more anger when attributing low achievement to the student's low effort. In contrast to previous research that argues in favor of anger as a high ability cue, this study has found that the presence of anger was associated with a teacher tendency to give‐up efforts to help the student improve. This giving‐up behavior was negatively related to the tendency of the teachers to accept some responsibility for the student failure. © 2002 Wiley Periodicals, Inc.     

Leveraging student engagement for student and institutional success

We all know the importance of student engagement to student learning. Gavin W. Henning argues that the upside doesn't end there … the institution as a whole also benefits.     

论高校发展型学生工作模式

在我国高等教育由精英教育到大众教育发展过程中,高校必须着眼于学生的持续、全面、和谐发展,坚持以学生为本,积极构建融“教育、管理、服务、发展”为一体的发展型学生工作模式。     

关于大学生群体男生占优势对男女生心理素质影响

通过对某高职院校工科系150学生入学时和一学年后的症状自评量表（SCL-90）、抑郁自评量表（SDS）、焦虑自评量表（SAS）、人际关系综合诊断量表、自我和谐量表（SCCS）五个量表的前后测试，并通过T检验统计前后测，研究发现，大学生群体男生占优势对男女生心理素质没有显著性影响。但对占优势的男生心理素质略有一定的负面影响，对女生则略有一定的正面影响，同时男女生都存在同异性朋友交往能力的下降。因此，在大学生群体男生占优势的高校中要注重男生的心理健康辅导，并需更加注重男女生异性朋友交往的辅导。     

Motivation and the nontraditional adult student

No one motivational theory has ever been widely accepted by adult educators. At present there is a profusion of complex motivational theories which attempt to explain human behavior and individual action. This article overviews three basic types of motivational theories found in the literature today and combines these into a conceptual scheme which can be used by the adult educator. The scheme provides a more thorough understanding of the overlapping motivational theory types allowing learning experiences to be based upon a more consistent set of assumptions and propositions regarding the nature of these nontraditional students and the teaching/learning process.     

Suicide and Suicidal Behavior:

Suicidal behavior occurs in a variety of ways, ranging from dramatic action resulting in violent death to, at the other extremer, so-called "suicide gestures," i.e., suicide attempts which are historically "staged" so as to insure timely intervention and "rescue" by others. Counseling Center response to this wide range of suicidal behavior varies and needs to be tailored to the particular circumstances. In what follows, emphasis will be on "pastvention," that is, intervention after the suicidal event, but as will become evident, some of these remedial or therapeutic measures also have preventive, essentially educational benefits. Specific topics covered include: (1) Completed Suicides: Dealing With the Aftermath; (2) Indirect ("Accidental") Suicides; (3) Campus Intervention Following a Suicide; (4) Unsuccessful Suicide Attempts; (5) Administrative Referral for Evaluation of Suicide Risk; (6) Differential Diagnostic Considerations.     

Effects of staff and student tutors on student achievement

In the problem-based curriculum of the faculty of Law, students of the first year are guided by staff tutors or undergraduate student tutors in small tutorial groups. In this study, academic achievement of staff tutor-guided groups are compared with student tutor-guided groups. After an eight-week course students' level of academic achievement was tested by essay questions. Two methods of assessing students' performance are used: expert judgements and propositional analysis. Results of both methods used indicate that no differences in academic achievement occur. Students guided by student tutors perform as well as students guided by staff tutors. Several explanations are proposed to account for these results.     

脱序型:中国农村女性自杀原因探究

对于中国农村女性自杀死亡率高的原因,许多学者认为是物质匮乏、精神压力、农村社区不发达以及传统封建观念所致。经考察发现,现今中国农村女性的自杀属于脱序型自杀,其主要致因是农村女性处在社会的“现代”与家庭的“封建”,进而又在家庭的“现代”与社会的“封建”中挣扎。挣扎的结果导致脱序,进而增加自杀概率。     

Educational disenchantment and the university student

In contrast to much of the research on contemporary university students of the post-activist generation, the study reported here rests on a model of the student as a quasi-citizen within the university political system. As a major political socialization environment for students, the university engenders feelings of academic disaffection among students. This study, based on a survey of 2,122 students enrolled at three mid-western universities in 1974, attempts to investigate the antecedents and consequences of felt academic disaffection for students. Five major findings emerge from this research. First, feelings of academic disaffection are relatively high among the students interviewed. Second, when the dimensionality of academic disaffection is investigated, these students typically express disaffection concerning the university and university administrators, with the latter group fostering most of the disaffection. Third, the students at the three universities surveyed generally differ regarding their evaluations of university functioning, their feelings of academic disaffection, and their desires for university reform, in each case with Southern Illinois University-Carbondale (SIU-C) students being significantly distinct from students at Northern Illinois University (NIU) and University of Kentucky (UK). Fourth, students' perceptions of authoritarian governance and an unsatisfactory academic environment at their universities tend to generate both university and administrative disaffection. Last, university and administrative disaffection result in a predilection among students for reform in the university, preferably devoid of administrative intervention.     

Concerning the PGCE student

A large‐scale, school‐based in‐service project has attempted to improve the skills of teachers who use English as the medium of instruction in African primary schools in Soweto. The project has been financed by the private sector, but substantial assistance has also been received from the British Council. Responsibility for co‐ordination and administration of the programme has been accepted by the University of the Witwatersrand.

A preliminary survey indicated that during the first year of its implementation with the Standard 3 teachers, attitudes have become favourably inclined towards the project. In addition, the resources made available to children have enhanced the possibility of effective learning. The financial outlay has been parsimonious if reckoned on the basis of the cost per individual child.     

论犯罪性自杀

犯罪性自杀既是一种自杀行为，又是一种犯罪行为。犯罪性自杀有报复型犯罪性自杀、怜悯型犯罪性自杀和教型犯罪性自杀。在实践中应注意区分犯罪性自杀与犯罪自杀、犯罪性自杀与自杀性违法犯罪的界限。防治犯罪性自杀，刑罚的效果是微不足道的，应着眼于消除促使其产生的各种因素。     

College Student Suicide

This article reviews the topic of college student suicide. Empirical and theoretical studies are reviewed. The research is presented in distinct sections. First, we present background information on college student suicide emphasized in a select number of cited literature reviews, followed by a review of a select number of key quantitative studies aimed at investigating risk factors and predictors of suicide among the college student population. Next, we discuss a select number of articles offering suggestions for the treatment and prevention of suicide based on the literature, including those articles that specifically explain developed prevention programs. Finally, obstacles to prevention are examined. Recommendations and future directions for research and practice are examined, which are particularly significant in light of tragic events on many different college campuses in recent years.     

e-Assessment and the student learning experience: A survey of student perceptions of e-assessment

This paper describes a piece of research carried out at the University of Bradford into student perceptions of e-assessment. An online questionnaire was delivered to 130 undergraduates who had taken part in online assessment (either formative or summative) during the academic year 2007–2008. The survey looked at six main dimensions: (1) affective factors, (2) validity, (3) practical issues, (4) reliability, (5) security, and (6) learning and teaching. The aim of the survey was to identify possible risks in planning e-assessments, as well as to gauge student opinion. The findings of the survey indicated a range of opinions across the student body, with greatest concern about the fairness of item banking. It was also found that the most positive aspect of e-assessment in the eyes of students concerned the benefits that it can bring to teaching and learning. In addition, the paper concludes that age and gender did not significantly affect student responses in any of the areas studied.     

Predicting student ratings: the relationship between actual student ratings and instructors’ predictions

This study examined the relationship between student ratings and instructors’ predictions of these ratings, taking into account other instructor, student, and course characteristics. Participants in the study were 198 instructors in the School of Education at a major teacher training college in Israel. Data corresponding to one randomly selected course per instructor were collected using student and instructor questionnaires and college records. Results indicate a systematic positive relationship between instructors’ predictions and actual student ratings with respect to overall ratings and the ratings of three dimensions of teaching. Results also demonstrate a systematic trend whereby low‐rated instructors tend to overestimate their student ratings, high‐rated instructors underestimated ratings, and moderately rated instructors gave accurate predictions. Results have implications for using predictions to motivate teaching improvement.