Ethnic Differences in Drinking Motives and Alcohol Use Among College Athletes

This study examined drinking motives, alcohol use, and alcohol‐related problems among White college athletes and college athletes of color (N = 113). Results indicated no differences in drinking motives between the 2 groups. White athletes reported higher levels of alcohol use, whereas athletes of color reported higher levels of alcohol‐related problems. Athletes of color with high levels of coping and conformity motives reported the highest level of alcohol‐related problems.     

Athletic Participation and Wellness: Implications for Counseling College Student‐Athletes

This study used a holistic wellness paradigm to explore the adjustment of student‐athletes and nonathletes at a Division I institution. Results were that nonathletes reported higher levels of wellness than did student‐athletes. The authors discuss the ways in which wellness may affect student‐athletes' physical and mental health at different points in time during their collegiate experience. Implications for college counselors and other student affairs professionals who support student‐athletes are presented.     

Risk of Eating Disorders Among Female College Athletes and Nonathletes

This study compared the prevalence of eating disorder behaviors between female collegiate athletes (n = 206) and female college nonathletes (n = 197). Although female nonathletes had somewhat higher average scores on the Eating Attitudes Test 26, the proportion at risk for disordered eating was not different in the 2 groups. There was no significant difference among female athletes in different sports. Younger women were found to have more symptoms of disordered eating than did older women.     

Alcohol Use and Drinking Motives Among Sanctioned and Nonsanctioned Students

This study examined differences in the relationship of drinking motives to drinking behavior among sanctioned and nonsanctioned 1st‐year students (N = 298). Results of hierarchical regression analyses indicated that for both sanctioned and nonsanctioned students, alcohol use was predicted by social and enhancement motives, and alcohol‐related consequences were predicted by social, enhancement, and coping motives. High levels of conformity motives predicted alcohol use and alcohol‐related consequences for sanctioned students only. Counseling implications are discussed.     

Reasons for Utilizing Mental Health Services as Predictors of College Students’ Alcohol Risk

The authors examined college student drinkers’ (n = 153) reasons for seeking counseling services and risk for alcohol problems. Students seeking help for impulse‐ or anger‐related issues and depression were at heightened risk for alcohol problems. Only 10% of students sought alcohol‐related help despite high rates of hazardous alcohol use (80%) and dependence (39%). Targeted screening and intervention in college counseling centers may enable providers to effectively identify and treat students in need of alcohol treatment.     

EFFECTS OF TEACHER–STUDENT RELATIONSHIPS ON PEER HARASSMENT: A MULTILEVEL STUDY

Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students.     

Patterns of alcohol use: a two-year college and four-year university comparison case study

With more than 12 million students enrolled in over 1,150 two-year institutions, enrollment at these institutions constitutes approximately 44% of all undergraduates in the United States. Despite this, research and prevention efforts related to drinking behaviors among college students attending two-year institutions are limited, with similar information regarding students at traditional four-year institutions readily available. This study sought to examine alcohol use patterns among students at a two-year college compared to a four-year institution. It was conducted at a large (20,000+ students), public, four-year institution and a medium (8,000+), public, two-year institution located in the same community. The Core Alcohol and Drug Survey, a 39-item instrument used by colleges and universities for assessing the nature, scope, and consequences of high risk drinking behaviors in college students, was administered to students at both a two-year (n = 581) and a four-year institution (n = 928) (Cremeens & Chaney, 2012).

The prevalence estimates of current alcohol use among students at the two-year institution in this study are comparable to national estimates for students attending four-year institutions (67.5% and 69.0%, respectively). Estimates of high-risk alcohol use at the four-year institution in this study were higher than national prevalence estimates for similar colleges. Current drinkers and binge drinkers at both institutions experienced the same negative consequences. While the study results provide insight into the need for alcohol prevention efforts at community colleges, there are important factors and practical considerations related to these efforts presented here for community colleges and administrators to contemplate.     

Experiencing Shame: Collegiate Alcohol Abuse,Religiosity, and Spirituality

Previous researchers have established the relationship between substance abuse and shame and religiosity/spirituality and shame. This study investigated the associations among shame, religiosity, spirituality, and drinking behavior in a college student sample (N = 310). Participants classified as hazardous drinkers reported higher levels of shame associated with drinking behavior. Elements of religiosity and spirituality significantly explained state shame among hazardous drinkers. Implications for college counselors are presented.     

Talented athletes and academic achievements: a comparison over 14 years

The purpose of this study was to gain insight into the academic achievements of 200 talented athletes in 1992/1993 and 200 in 2006/2007, aged 14–16 years. When compared with the national average, the athletes in 2006/2007 attended pre‐university classes more often (χ² = 57.001, p<.05). Of the 2006/2007 athletes, a higher percentage participated in pre‐university programs compared with that of athletes in 1992/1993 (χ² (1, n = 400) = 32.003, p<.05), whereas the national averages showed stability (χ² = .325, p>.05). Investigating self‐regulation appears relevant, as talented athletes may have developed a high sense of self‐regulation in sports, which may enable them to optimally profit from their self‐regulatory skills in their academics.     

Urban African‐American middle school science students: Does standards‐based teaching make a difference?

The current reform movement in science education promotes standards‐based teaching, including the use of inquiry, problem solving, and open‐ended questioning, to improve student achievement. This study examines the influence of standards‐based teaching practices on the achievement of urban, African‐American, middle school science students. Science classes of teachers who had participated in the professional development (n = 8) of Ohio's statewide systemic initiative (SSI) were matched with classes of teachers (n = 10) who had not participated. Data were gathered using group‐administered questionnaires and achievement tests that were specifically designed for Ohio's SSI. Analyses indicate that teachers who frequently used standards‐based teaching practices positively influenced urban, African‐American students' science achievement and attitudes, especially for boys. Additionally, teachers' involvement in the SSI's professional development was positively related to the reported use of standards‐based teaching practices in the classroom. The findings support the efficacy of high‐quality professional development to change teaching practices and to enhance student learning. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1019–1041, 2000     

Relationship between teachers’ preferred teacher–student interpersonal behaviour and intellectual styles

This study examines the association between teachers’ preferred interpersonal behaviour in teaching and their thinking styles. A sample of 131 secondary teachers from Hong Kong (n = 94) and Macau (n = 37) participated in a survey to measure their preferred interpersonal behaviour by the questionnaire for teacher interaction (QTI) and their thinking styles by the thinking style inventory‐revised (TSI‐R). Results indicated that teachers in both regions preferred to employ student‐centred interpersonal behaviour (leadership, helpful and friendly, understanding and freedom teaching styles) in the classroom teaching. Teachers’ thinking styles were related to their preferred interpersonal teaching styles. Specific relationships were found between the types of thinking styles and their preferred teacher interpersonal behaviour among Hong Kong and Macau teachers.     

From reading strategy instruction to student reading achievement: The mediating role of student motivational factors

This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement.     

Student use of animated pedagogical agents in a middle school science inquiry program

Animated pedagogical agents (APAs) have the potential to provide one‐on‐one, just‐in‐time instruction, guidance or mentoring in classrooms where such individualized human interactions may be infeasible. Much current APA research focuses on a wide range of design variables tested with small samples or in laboratory settings, while overlooking important practical issues relating to large‐scale, school‐based implementations. The present study provides an early step in addressing this gap by investigating the patterns, affordances and challenges of sustained classroom use of APAs. During a 15‐class‐period science curriculum, middle school students in the treatment groups (n_{Dr C‐1} = 191; n_{Dr C‐2} = 181) had uninterrupted classroom access to one of the two APAs, while control group students (n = 149) completed the same curriculum without APA access. Usage patterns indicate that students accessed the APAs on a fluctuating, “as needed,” basis corresponding to the introductory, information‐gathering, and synthesis and reporting segments of the curriculum. Survey results revealed no statistically significant difference in student feelings toward the APAs between the two treatments. While treatment students reported that the APAs were unique, reliable, timely resources, interviews indicate little difference between their experiences with the curriculum and those of the control group. Results presented here provide guidance for researchers and practitioners.     

Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed‐Methods Inquiry

The purpose of this mixed‐methods article was to report two studies exploring the relationships between academic procrastination and motivation in 208 undergraduates with (n= 101) and without (n= 107) learning disabilities (LD). In Study 1, the results from self‐report surveys found that individuals with LD reported significantly higher levels of procrastination, coupled with lower levels of metacognitive self‐regulation and self‐efficacy for self‐regulation than those without LD. Procrastination was most strongly (inversely) related to self‐efficacy for self‐regulation for both groups, and the set of motivation variables reliably predicted group membership with regard to LD status. In Study 2, individual interviews with 12 students with LD resulted in five themes: LD‐related problems, self‐beliefs and procrastination, outcomes of procrastination, antecedents of procrastination, and support systems. The article concludes with an integration of quantitative and qualitative results, with attention paid to implications for service providers working with undergraduates with LD.     

A longitudinal investigation of the impact of faculty reflective practices on students' evaluations of teaching

Though there have been many studies conducted that emphasise faculty reflection as a crucial feature of professional practice, there appears to have been little empirical evidence to support the proposition that reflective practice improves the quality of teaching. Previous research demonstrated that reflective practice could be encouraged by weekly formative student evaluations of teaching (SETs). This study investigated the impact of reported reflective practice using formative SETs on changes to summative SETs, typically conducted at the end of a teaching period. Data was collected in a rural UK‐based university‐college in 11 modules (n = six faculty members, n = 413 students) in Business, Countryside and Environment, Foundation Degree and Veterinary Nursing programmes over the period of 2 years of data collection. Findings show that on average, SET scores increased for all reflective practitioners year on year and increased more for those faculty members who demonstrated higher levels of reflection.     

Developing local oral reading fluency cut scores for predicting high‐stakes test performance

This study evaluated the classification accuracy of a second grade oral reading fluency curriculum‐based measure (R‐CBM) in predicting third grade state test performance. It also compared the long‐term classification accuracy of local and publisher‐recommended R‐CBM cut scores. Participants were 266 students who were divided into a calibration sample (n = 170) and two cross‐validation samples (n = 46; n = 50), respectively. Using calibration sample data, local fall, winter, and spring R‐CBM cut scores for predicting students’ state test performance were developed using three methods: discriminant analysis (DA), logistic regression (LR), and receiver operating characteristic curve analysis (ROC). The classification accuracy of local and publisher‐recommended cut scores was evaluated across subsamples. Only DA and ROC produced cut scores that maintained adequate sensitivity (≥.70) across cohorts; however, LR and publisher‐recommended scores had higher levels of specificity and overall correct classification. Implications for developing local cut scores are discussed.     

The relationship among teacher classroom management behavior,student engagement,and student achievement of middle and high school science students of varying aptitude

This study was designed to determine the relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students. These variables were investigated across varying levels of academic aptitude. Two week long units were taught by 30 experienced science teachers. During this period of time teacher classroom management behavior, student achievement (n = 570), student engagement (n = 269), and student academic aptitude (n = 649) were measured. Twelve selected management indicators from Georgia Teachers Performance Assessment Indicators (TPAI) were used to measure teacher classroom management behaviors. Regression analysis was used to determine the relationship between the variables, and appropriate post hoc procedures were used. Analyses showed that there was a significant relationship among all variables. Post hoc analysis showed that these results were consistent across levels of aptitude. Other relationships found were between student engagement and achievement, student aptitude and achievement, and student aptitude and engagement. Correlation coefficients were obtained for each individual management indicators. Those particular management behaviors which were correlated with achievement and engagement are: identifies students who do not understand directions and helps them individually, maintains learner involvement in lessons, reinforces and encourages the efforts of learners to maintain involvement, attends to routine tasks, uses instructional time efficiently, provides feedback to learners about their behavior, manages disruptive behavior among learners.     

Teacher Stress Related to Student Mental Health Promotion: the Match Between Perceived Demands and Competence to Help Students with Mental Health Problems

The present study highlights teacher stress related to student mental health promotion through the relationship between perceived competence, perceived responsibility and negative emotions. Data were derived from a mixed methods design, utilizing three focus group interviews (n = 15), followed by survey research (n = 771) amongst Norwegian K–12 teachers. The results suggest that teacher stress emerges chiefly from a mismatch between feeling responsible for and being able to help students with mental health problems. The data also point to the impact of time constraints in school context. Finally, the findings reveal significantly higher levels of perceived responsibility and negative emotions amongst female teachers, and significantly lower levels of perceived responsibility amongst teachers at higher grades.     

Potential school violence: Relationship between teacher anxiety and warning‐sign identification

This study examined the relationship between teacher anxiety and their identification of warning signs of student violence. Fifty‐six public school teachers, 22 male and 34 female, between the ages of 23 and 60 participated. Participants identified warning signs in five fictional student case files created for this study and completed the State‐Trait Anxiety Inventory and a demographic survey. The case files included positive and negative information, and high‐ and low‐severity warning signs. Neither state (r = .02) nor trait (r = .04) anxiety was significantly correlated with high‐severity warning‐signs identification. Low‐severity warning‐signs identification was positively correlated with state anxiety (r = .28, p < .05) but not trait anxiety (r = .18, p > .05). False positive identification was not significantly related to state anxiety (r = .07) or trait anxiety (r = .06). The findings indicate that teachers who experience higher levels of state anxiety when confronted with warning signs of potential violence are better able to identify low‐severity warning signs than do their less anxious counterparts, without over‐identifying nonthreatening information as potential warning signs. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 623–635, 2005.