Author : Anthony D. Parnell
Publisher :
Page : 110 pages
File Size : 13,49 MB
Release : 1994
Category : African American universities and colleges
ISBN :
Author : John Cullinan
Publisher : Springer
Page : 296 pages
File Size : 44,97 MB
Release : 2017-03-25
Category : Business & Economics
ISBN : 3319485539
This book brings together research relating to the economics of higher education in Ireland and presents evidence that will help support policy decision making. It provides an analysis of prominent issues within the higher education sector from an economic viewpoint, discussing the relevant theory and offering an empirical analysis. The book examines three broad themes with a specific focus on issues related to undergraduate education: participation and preferences, progression and outcomes, and benefits and financing. Each chapter presents an accessible, non-specialist analysis of the topic of interest, making it relevant to a wider audience. In doing so, the book provides an important addition to our current knowledge and understanding of higher education in Ireland from an economic perspective. Key chapters discuss the factors influencing institution choices, student retention in higher education, and policy debates surrounding student finance. The book will serve as a useful and up-to-date resource for policymakers, researchers, academics and students across a range of disciplines, both in Ireland and internationally.
Author : Naho Ito
Publisher :
Page : 29 pages
File Size : 15,19 MB
Release : 2021
Category : College students
ISBN :
With the exceedingly competitive job market, skilled individuals are overlooked compared to those with a college degree. The pressure to earn a college degree weighs heavily on those who wish to attain gainful employment. From the transition from high school to university and adapting to new academic environments, college students are burdened with high levels of expectations. Recent studies have reported the transition leads to high levels of stress and depression. This study focuses on college students' perceived social support and how it affects their levels of stress that may lead to experiencing various levels of depression. 160 college students participated in this quantitive study. One of the findings of the study was the significant relationship between perceived social support, stress, and depression.
Author : Leonard Reinecke
Publisher : Routledge
Page : 485 pages
File Size : 43,51 MB
Release : 2016-06-23
Category : Language Arts & Disciplines
ISBN : 1317501950
The Routledge Handbook of Media Use and Well-Being serves as the first international review of the current state of this fast-developing area of research. The volume provides a multifaceted perspective on the beneficial as well as the detrimental effects of media exposure on psychological health and well-being. As a "first-mover," it will define the field of media use and well-being and provide an essential resource for research and teaching in this area. The volume is structured along four central considerations: Processes presents concepts that provide a theoretical bridge between media use and well-being, such as psychological need satisfaction, recovery from stress and strain, self-presentation and self-enhancement, or parasocial interactions with media characters, providing a comprehensive understanding of the underlying processes that drive psychological health and well-being through media. Moderators examines both risk factors that promote negative effects on well-being and protective factors that foster positive media effects. Contexts bridges the gap between theory and "real life" by illustrating how media use can influence well-being and satisfaction in very different life domains, covering the full spectrum of everyday life by addressing the public, private, and work spheres. Audiences takes a look at the influence of life phases and life situations on the interplay of media use and well-being, questioning whether various user groups differ with regard to the effects of media exposure. Bringing together the expertise of outstanding international scholars from multiple disciplines, including communication, media psychology, social psychology, clinical psychology, and media education, this handbook sheds new light on the role of media in influencing and affecting emotions.
Author : Barbara R. Sarason
Publisher : Wiley-Interscience
Page : 552 pages
File Size : 33,11 MB
Release : 1990-05-02
Category : Psychology
ISBN :
Focuses on one of the fastest-growing areas of psychological research and application, that of social support and its relevance to socialization, development and clinical concerns. Included are up-to-date findings on assessment of social support, the contribution of social support to personal relationships, its importance in personality development, applications in dealing with stressful situations, practical applications in prevention and therapeutic intervention in clinical and community settings. Approaches discussed include clinical and field studies, experimental investigations and empirical inquiries that take a life-span developmental perspective.
Author : Michael Anthony Boggess
Publisher :
Page : 142 pages
File Size : 22,31 MB
Release : 2020
Category : First-generation college students
ISBN :
First-generation college students, or college students whose parents have not attended college or have attended college but have not received a degree, are traditionally approached from a deficit model. The purpose of the current study is to explore the possible mediating effects of psychological resilience on the relationships between protective and risk factors and academic and psychological outcomes among first-generation college students. In the current study, a sample of 101 first-generation college students were recruited at Washington State University. Using a convenience-based sampling approach, participants were recruited from several on-campus programs that serve first-generation college students. Multiple path analyses were performed to test five hypotheses. The results indicated that (1) resilience mediated the relationship between perceived stress and psychological well-being (Hypothesis 1b), but not academic performance (Hypothesis 1a); (2) resilience mediated the relationship between perceived social support and academic performance (Hypothesis 2a) and psychological well-being (Hypothesis 2b); (3) resilience mediated the relationship between certain indicators of socioeconomic status (e.g., household income, mother education) and psychological well-being (Hypothesis 3b), but not academic performance (Hypothesis 3a); (4) resilience did not mediate the relationship between high school GPA and academic performance (Hypothesis 4a) or psychological well-being (Hypothesis 4b); (5) perceived stress and high school GPA had significant direct effects on academic performance (Hypothesis 5); and (6) perceived stress, perceived social support, income status, and high school GPA had significant direct effects on psychological well-being (Hypothesis 5). The implications for future research and practice on resilience and first-generation college students are discussed.
Author : Aloka, Peter Jo
Publisher : IGI Global
Page : 515 pages
File Size : 15,56 MB
Release : 2023-02-20
Category : Education
ISBN : 1668469626
Transitioning from secondary to higher education is not a natural step for many first-year students in higher education institutions. There is a considerable difference between being a student at school and university, and previous research has highlighted the difficulties faced by first-year university students during their transition phase. Higher education institutions and their departments acknowledge the challenges faced by new students, and they differ in their approach to coping with the issue; each seeks to find the most effective solution for its students. To reduce the withdrawal rate during the first year of college, higher education providers are expected to apply transition programs to help students transition. The Handbook of Research on Coping Mechanisms for First-Year Students Transitioning to Higher Education presents a comprehensive account of the dynamics in higher education institutions and culture shock for new students and analyzes models and theories of adjustment of new students in higher education institutions. Covering key topics such as gender, institutional support, and success factors, this reference work is ideal for administrators, higher education professionals, researchers, scholars, academicians, practitioners, instructors, and students.
Author : Krishna Bista
Publisher : Lulu.com
Page : 107 pages
File Size : 50,15 MB
Release : 2015-10-03
Category : Education
ISBN : 1329594835
An interdisciplinary, peer reviewed publication, Journal of International Students (Print ISSN 2162-3104 & Online ISSN 2166-3750) is a professional journal that publishes narrative, theoretical and empirically-based research articles, student reflections, and book reviews relevant to international students and their cross cultural experiences and understanding. Published quarterly, the Journal encourages the submission of manuscripts from around the world, and from a wide range of academic fields, including comparative education, international education, student affairs, linguistics, psychology, religion, sociology, business, social work, philosophy, and culture studies. For further information http: / /jistudents.org/
Author : Krishna Bista
Publisher : OJED/STAR
Page : pages
File Size : 43,65 MB
Release : 2019-10-01
Category : Education
ISBN :
The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes narrative, theoretical, and empirically-based research articles, student and faculty reflections, study abroad experiences, and book reviews relevant to international students and their cross-cultural experiences and understanding in international education.
Author : Debra A. Zavatkay
Publisher :
Page : 588 pages
File Size : 39,89 MB
Release : 2014
Category : Community college students
ISBN : 9781321277821
A survey method was used to examine community college students' perceptions of the social support received, its importance, and their academic persistence. The College Social Support Survey (Harrington, 2011), a modified version of the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000) was administered to 304 students at four of Connecticut's 12 community colleges. This self-report questionnaire assesses four different types of social support (i.e., emotional, informational, appraisal, and instrumental), five sources of support (i.e., family members, professors, classmates, a close friend, and other people at the college), and the importance students place on that support. It also was designed to elicit participants' descriptions of the stress they experienced related to school and being a student. Additionally, the study looked at the relationship between social supports perceived and their relationship to academic persistence. Data analyses revealed that emotional support was the most often perceived and informational support was the most important type of social support perceived. While appraisal support was the second least frequently perceived and the least important type of support perceived, there was a small positive correlation between the frequency of appraisal support perceived and academic persistence. Data analysis also revealed that social support received from professors was the second most frequently perceived and the most important source of social support and resulted in a small positive correlation between the frequency of support perceived from professors and academic persistence. Numerous other significant correlations were found between the types and sources of support and academic persistence. Finally, participants in this study reported they experienced stress related to school and being a college student and identified stressors that were similar to those identified in the literature. Given that the participants' greatest source of stress was trying to balance their coursework with their job responsibilities, this confirms prior research findings that community college students in particular, often experience additional stressors including balancing multiple classes with other commitments such as work or family. In concurrence with the literature, perceived social support has been found to buffer the negative effects of stress typically experienced by college students.
