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A gap in the literature exists pertaining to the impact of academic entitlement on instructor performance evaluations. This study evaluates the relationship between academic entitlement and other variables on instructor performance evaluations. Through use of Amazon Mechanical Turk, 200 United States participants who finished a college-level course in the last six months were asked to participate in an incentivized survey study. The data is analyzed using IBM SPSS software via a MANCOVA and Mann-Whitney U test to determine the relationship between the variables. There is a significant entitled expectations score difference in instructor performance evaluation scores, in externalized responsibility score difference in instructor performance evaluation scores, and in instructor performance evaluation scores when analyzing the interaction between externalized responsibility and entitled expectations. There is a significant effect found in the interaction of academic locus of control with motivation and in the interaction of academic locus of control with clarity of instruction. Students, regardless of their entitlement levels, are just as likely to submit instructor performance evaluations. Finally, additional variables (i.e., student behavior, student performance, demographics) do not significantly influence the likelihood to complete the end of course instructor performance evaluation. The findings raise concerns of existing academic pandering of instructors towards students, which might be a threat to academic freedom and rigor.

This study investigates the relationship between social media usage and academic performance among college students. Through a comprehensive literature review, theoretical framework analysis, and empirical data collection, the research aims to elucidate how social media engagement influences students’ academic outcomes. Using SPSS for statistical analysis, the study also incorporates case studies from diverse college settings to offer a nuanced understanding of the implications for educational policy.

This study investigates the relationship between social media usage and academic performance among college students. Through a comprehensive literature review, theoretical framework analysis, and empirical data collection, the research aims to elucidate how social media engagement influences students’ academic outcomes. Using SPSS for statistical analysis, the study also incorporates case studies from diverse college settings to offer a nuanced understanding of the implications for educational policy.

College student leadership development has been identified as a critical learning outcome of higher education. Recently, scholarly attention has been placed on understanding college student leader identity development because of its influence on leadership cognitions and behavior. However, investigating and teaching about leader identity is difficult due to its dynamic nature and complex connections to broader adult development. As a result, leadership scholars have begun to incorporate more narrative pedagogy into curriculum because it allows students and instructors to co-explore meaning construction and leader identity creation through storytelling. Therefore, the purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning making, that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leader identity development and meaning making with college students. The paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning making. We hope practitioners can utilize this approach to build leader identity development and meaning-making capacity in college students.

The aim of this study was to evaluate the strengthening of critical thinking and metacognitive strategies in university students. Methodologically, a quasi-experimental quantitative approach was adopted. For this purpose, a representative sample of 80 students from different universities in the country was used, and a pre-test and post-test were applied to measure the changes in their critical thinking skills through the use of metacognitive strategies. For the analysis, quantitative data were collected before and after the implementation of the interventions. The results revealed significant patterns of improvement in critical thinking skills and an increase in the use of metacognitive strategies among the experimental group compared to the control group. In conclusion, these findings demonstrated efficacy in strengthening the cognitive skills of college students., Este estudio tuvo como objetivo evaluar el fortalecimiento del pensamiento crítico y las estrategias metacognitivas en estudiantes universitarios. Metodológicamente, se adoptó un enfoque cuantitativo de tipo cuasiexperimental. Para ello, se trabajó con una muestra representativa de 80 estudiantes de diversas universidades del país, y se aplicó un pre-test y post- test para medir los cambios en sus habilidades de pensamiento crítico mediante el uso de estrategias metacognitivas. Para el análisis, se recopilaron los datos cuantitativos antes y después de la implementación de las intervenciones. Los resultados revelaron patrones significativos de mejora en las habilidades de pensamiento crítico y un aumento en el uso de estrategias metacognitivas entre el grupo experimental en comparación con el grupo de control. Como conclusión, estos hallazgos demostraron la eficacia en el fortalecimiento de las habilidades cognitivas de los estudiantes universitarios.

This research study will examine the changes in online help seeking behavior among college undergraduate students as a result of the COVID-19 pandemic. Focusing on how that help-seeking behavior changed between before and after the COVID-19 lockdowns, as well as other factors that have been identified by research which may relate to how effective the individual’s attempt to seek help was. To gather data, a survey will be developed via Qualtrics, and sent to undergraduate students enrolled in psychology courses at Western Carolina University. This survey will include a demographic section, a section which designed to assess the participants familiarity with technology, and a section which will examine trends in the participants online help-seeking behaviors before and after the lockdowns. This research should help provide further insight into changes that took place as a result of the pandemic, specifically in how individuals had to adapt their behaviors to obtain help from others that previously was done in-person.

The prevalence of mental health disorders among college students has increased nearly 50% in the last decade, with over 60% of college students meeting the criteria for one or more mental health problems. Student-athletes, in particular, garner significant attention due to their elevated risk for mental health concerns. Research consistently highlights heightened mental health issues among student-athletes compared to their non-athlete peers. Despite this evidence, utilization of mental health services among student-athletes remains disproportionately low, with only 10% of student-athletes seeking help for their mental health concerns compared to 30% of the general student population. School size may also impact access to mental health services, with counseling centers at large institutions often having a higher student-to-counseling staff ratio than medium-sized and smaller schools. However, the average wait time for a student's first appointment is the longest in medium-sized schools. The current study will examine the prevalence of self-reported mental health problems among student-athletes in a medium-sized university, as indicated by the Minnesota Multiphasic Personality Inventory, 3rd Edition (MMPI-3), and compare these findings with the reported prevalence in the same population in a large university. These numbers will then be compared against the normative sample.

Despite efforts to increase representation among those enrolled, earning degrees, and working in the computing and technology industry, women across races/ethnicities and People of Color more broadly remain underrepresented in the field. Fortunately, extant literature has found that psychosocial factors like computing identity can help broaden participation for these groups by supporting their academic and career interests and persistence. However, a consistent and comprehensive measure of computing identity remains elusive.This quantitative dissertation draws on a conceptual framework developed for Women of Color in computing and uses longitudinal survey data from 1,036 undergraduate students from one of 15 research universities across the U.S. to: (a) develop a reliable measure of computing identity and assess the role of self-efficacy and sense of belonging in that measure; (b) validate the measure across time and gender and racial/ethnic groups; and (c) identify college-related factors influencing computing identity, considering variations across gender and racial/ethnic identities. This dissertation provides a nuanced account of what computing identity is and how it forms among undergraduate students, noting the unique facilitators and impediments across gender and racial/ethnic groups. In particular, findings highlight that computing identity is a multidimensional measure that incorporates a student’s self-identity as a computing person, their sense that computing is a part of their core personal identity, and their sense of belonging in the greater computing community. Hence, it is distinct from related concepts—interest, self-efficacy (competence/performance), and social recognition. While the construct of the computing identity measure is consistent across gender, racial/ethnic, and intersectional gender and racial/ethnic identities, it does not necessarily hold over time during college. Further, while the baseline computing identity and academic major vari

Sexual violence and sexual harassment (SVSH) are prevalent among college and university students; however, the experiences of ethnic minority students, especially Asians, are understudied. This study aimed to reduce this gap by exploring Asian students perceptions of SVSH on three public university campuses in Southern California. We examined their perceptions about the campus environment related to SVSH, attitudes, and behaviors toward help seeking, and utilization of on-campus resources. A total of 23 in-depth interviews were conducted with Asian students enrolled at the three University of California campuses. Thematic coding was conducted to generate main themes and subthemes. Five main themes emerged: (a) SVSH is considered a taboo topic in Asian culture and family systems, and Asian student survivors are often reluctant to disclose incidents or seek support services. (b) Students did not feel their campus environments were tailored to understand or meet the sociocultural realities and needs of Asian student survivors. (c) Campus SVSH services and reporting processes were seen as non-transparent. (d) Peers were the major source of support and SVSH information, as opposed to official campus-based resources and training. (e) Survivors often conduct an internal cost-benefit analysis evaluating their decision about whether to report. This study highlights the lack of conversation surrounding SVSH in Asian families, and how the cultural stigma of sex and sexual violence prevented Asian students from receiving knowledge and resources about these topics in their families. Instead of relying on formal campus resources (e.g., Title IX and confidential advocacy services, mental health services), many students turn to their peers for support. Thus, facilitating peer support groups, training university students to support each other through SVSH incidents, and tailoring campus services to the diverse cultural backgrounds of students are key considerations to foster a safe

In recent years, social status has been re-conceptualized as a unique and dynamic social identity that shapes motivational processes, guiding pursuits of status-related goals. Therefore, social status is not a static social positioning, but instead a developing construct that informs cognitions and behaviors, particularly during status transitions. This dissertation, drawing from the Status-Based Identity Framework, was anchored within the context of young adults striving to achieve social mobility by attending college. Young adulthood is a distinguished developmental phase marked by heightened capacities for goal striving, representing a period where individuals are tasked with finding their own place on the social ladder. Status-related identities including a student’s past, current, and aspired future social statuses can inform this pursuit. Thus, the following dissertation attempted to unravel the associations among status identities and status-related goals. The first study examined how past and current social statuses, as well as connections to status-based social groups, were associated with educational goal pursuits and commitment toward their education. The second study sought to understand how social status informed young adults’ beliefs about what causes social status attainment, particularly regarding the endorsement of meritocratic belief systems and how they are associated with personal aspirations for attaining an elevated social status. The final study examined how status aspirations were associated with changes in educational goal strivings, and whether more realistic compared to overambitious aspirations helped students remain properly engaged with their educational goals. Moreover, Study 3 examined whether stronger connections to peers at college helped students from lower social statuses remainengaged with their educational goals. Together, these three studies provide a better understanding of how young people’s social mobility aspirations develo

Introduction: Will identify the relation generated by participation in a transition program carried out between the end of secondary school and the beginning of higher education with the permanence of first-year students in university. Method: This research is quantitative, longitudinal, non-experimental, with a descriptive and correlational scope. The study is based on a census and the analyzed population is made up of 15710 first-year students from a private Peruvian university. Statistics, such as Chi Square, were used to determine the association or independence of two quantitative variables with a 5% degree of significance. The effect was measured using the V-Cramer statistic. Results: In the seven-year period analyzed there is a statistically significant difference in the student permanence variable in favor of the group of students who attended the transition program. Discussion: These findings confirm that it can be stated that transition programs of academic nature contribute to the permanence of university students, Introducción: Se identificará la relación que existe entre la participación en un programa de transición que se lleva a cabo entre la educación secundaria y la educación superior con la permanencia de los alumnos de primer ingreso a la universidad. Método: La investigación es cuantitativa, longitudinal, no experimental, hipotético-deductivo con alcance descriptivo y correlacional. El estudio es censal y la población analizada está compuesta por 15710 alumnos de primer ingreso de una universidad particular de Lima (Perú). Se aplicaron estadísticos como Chi Cuadrado para determinar la asociación o independencia de dos variables cualitativas a un nivel de significación de 5%. Se midió el efecto a través del estadístico de V-Cramer. Resultados: En los siete años analizados existe una diferencia estadísticamente significativa en la variable de la permanencia estudiantil a favor del grupo de estudiantes que cursó el programa de transición. Discusión: Estos hallazgos confirman que un programa de transición de corte académico contribuye con la permanencia estudiantil universitaria., Introdução: Será identificada a relação entre a participação em um programa de transição entre o ensino médio e o ensino superior e a permanência de estudantes universitários iniciantes. Método: A pesquisa é quantitativa, longitudinal, não experimental, hipotético-dedutiva, descritiva e correlacional. O estudo é censitário e a população analisada é composta de 15710 alunos do primeiro ano de uma universidade particular de Lima (Peru). Estatísticas como o Qui-Quadrado foram aplicadas para determinar a associação ou independência de duas variáveis qualitativas em um nível de significância de 5%. O efeito foi medido usando a estatística V-Cramer. Resultados: Nos sete anos analisados, há uma diferença estatisticamente significativa na variável de permanência do aluno em favor do grupo de alunos que participou do programa de transição. Discussão: Esses resultados confirmam que um programa de transição acadêmica contribui para a retenção do aluno na universidade.

Introducción. La literatura científica internacional y nacional refleja diferencias en el trato y la aceptación de las personas lesbianas, gays, trans* y bisexuales (LGTB). Para hacer frente a esta realidad, en el contexto español se han realizado avances en la concreción de medidas legislativas dirigidas a la defensa de los derechos LGTB. El rechazo y la discriminación que sufren las personas LGTB en diferentes esferas sociales ha puesto el foco en la labor de profesionales del ámbito de la intervención social, la cual está orientada a promover el bienestar y la protección jurídica de estas personas. La escasez de una formación inicial en el ámbito de diversidad afectivo-sexual y de género (DASGE) repercute negativamente en la obtención de conocimientos y habilidades para una práctica profesional con personas LGTB. Junto a esto, esta carencia puede traducirse en prejuicios y actitudes negativas hacia la DASGE. Con el objetivo de adoptar las estrategias necesarias para una formación específica, este trabajo pretende examinar los conocimientos acerca de las personas homosexuales y las actitudes hacia las personas lesbianas, gays y trans* (LGT) del alumnado del Grado de Trabajo Social de la Universidad de Granada (España). Metodología. Se realizó un estudio ex-post-facto o no experimental de tipo comparativo, mediante un muestreo no probabilístico de carácter incidental (N = 313). Para la recogida de información se emplearon el Cuestionario de Homosexualidad y Educación Sexual, la Escala de Homonegatividad Moderna y la Escala de Actitudes Negativas hacia Personas Trans. Los datos fueron analizados mediante frecuencias, estadísticas descriptivas, correlaciones y estadísticas inferenciales. Resultados. A pesar de que la amplia mayoría de alumnado participante ha recibido alguna formación en materia de DASGE, se percibe la existencia de algunos conocimientos erróneos en relación con la homosexualidad, en mayor grado, sobre la realidad de las personas homosexuales frente, Introduction. Differences in the treatment and acceptance of LGTB people have been highlighted in both Spanish and international scientific studies. In Spain, progress has been made in this domain with the implementation of legal measures designed to defend LGTB rights. These developments have spotlighted the work of social intervention professionals aimed at promoting the well-being and legal protection of these people. Yet, the lack of initial training in the field of sexual orientation, gender identity and expression (SOGIE) negatively affects the skill and knowledge needed for professional practice with LGTB people. In addition, this training deficiency can lead to prejudice and negative attitudes towards SOGIE. Therefore, given the necessity for specific training and in view of its adoption, we explored the knowledge about homosexuality and attitudes towards lesbian, gay and trans* (LGT) people of students enrolled in a Social Work degree at the University of Granada (Spain). Methodology. An ex-post-facto or non-experimental comparative study was conducted using non-probabilistic incidental sampling (N = 313). The Homosexuality and Sex Education Questionnaire, the Modern Homonegativity Scale, and the Negative Attitudes Towards Trans People Scale were used to collect information. Data were analysed using frequencies, descriptive statistics, correlations and inferential statistics. Results. Despite the fact that the vast majority of participating students had received some SOGIE training, certain misconceptions about homosexuality were observed, mostly regarding sexual roles and behaviours. Furthermore, both the possession of knowledge and the manifestation of negative attitudes towards homosexual and trans* people were associated with certain characteristics of both a personal (e.g., gender identity) and ideological (e.g., religion) nature. Lastly, we found that the more knowledgeable the student, the less negative the attitude towards LGBT people. Discussion. I

Introduction- 1/5th Indian populas is adolescents & 66% are U5, making India a young country. Due to increasing urbanization & industrialization the reproductive young population in India is undergoing dramatic physical, financial, social, food behavior and cultural transitions which dramatically are impacting the general & nutritional health and well-being of individuals. In latest studies, non-nutritious institutional food supply, food menu and deficient food choices of youth are the top causative factors for making LSDs epidemic along with other DD. NCDs in India will cost national loss ~3.6 trillion and heart wrenching 63% preventable NCDs deaths by 2030. All this makes the present study an exigency towards food serving & health care sector. Methodology- For present study single sample, pre-test and non-experimental developmental research design was adapted to select sample size of 50 of 15 – 45 yrs. (male & female) based on inclusion & exclusion criteria through purposive random sampling from the study area at Aurangabad. For data collection structured interview schedule which consisted of 3 sections namely – Sociodemographic profile, assessment of knowledge and assessment of practices was developed & validated from experts before field administration. Data was tabulated in MS-Excel 2007 version and statistical analysis was done using IBM SPSS advanced statistics 29.0 (5725-A54) version. Objectives- 1. To assess the nutritional knowledge regarding canteen snacks of college students. 2. To assess the practices regarding canteen snacks of college students. Results & Discussion- The overall assessment of respondent’s nutritional knowledge on category basis shows, 30% had knowledge of food groups, 34% knows about nutrients, 64% had knowledge related to cooking methods, 76% had food choices knowledge, 95% had knowledge of my plate, and 80% had knowledge of food menu. It shows that in 14% prefer eating in canteen daily, 14% prefer alte

El impacto de las apps móviles y la carga del trabajo del estudiante en la Educación Musical universitaria: un estudio experimental The Impact of Mobile Apps and Workload on University Music Education: An Experimental Study Julio Barroso-Osuna Universidad de Sevilla. Sevilla, España jbarroso@us.es Antonio León-Garrido Universidad de Sevilla. Sevilla, España aleon@us.es Carmen Llorente-Cejudo Universidad de Sevilla. Sevilla, España karen@us.es Julio Ruiz-Palermo Universidad de Málaga. Málaga, España julio@uma.es Resumen Las aplicaciones móviles están desempeñando un papel sustancial en los procesos de enseñanza y aprendizaje, facilitando de esta forma la labor docente. Por estos motivos, este estudio se centró en evaluar y verificar el impacto de las apps móviles en el aprendizaje de la Educación Musical, con el objetivo de mejorar el aprendizaje de dicha materia, así como analizar la carga de trabajo de estas herramientas mediante el instrumento de la NASA-TLX. Participaron 234 estudiantes del Grado universitario de Educación Primaria, de los cuales se dividieron en dos grupos: control y experimental. Ambos fueron sometidos a pruebas antes y después de la intervención. Los resultados evidenciaron que aquellos que utilizaron las apps mostraron un rendimiento académico superior y una carga de trabajo inferior frente a aquellos que no la utilizaron, respaldando la idea de que las apps móviles ayudan a incrementar de forma significativa el aprendizaje musical. Esto se confirmó a través de la prueba t de significación realizada en ambos objetivos, siendo rechazada H0 y aceptando la H1. Estos hallazgos respaldan la idea de que las apps enriquecen el aprendizaje, fomentando la autonomía y la personalización de la enseñanza en el ámbito universitario. En otras palabras, estas herramientas ayudan a potenciar la calidad y la eficacia de la Educación Musical, mejorando las experiencias de los estudiantes, Mobile applications play a substantial role in teaching and learning processes, thus facilitating teaching work. For these reasons, this study focused on evaluating and verifying the impact of mobile apps in the learning of Music Education, with the aim of improving the learning of this subject, as well as analyzing the workload of these tools using the NASA-TLX instrument. A total of 234 students of the University Degree of Primary Education participated, divided into two groups: control and experimental. Both were tested before and after the intervention. The results showed that those who used the apps showed higher academic performance and a lower workload compared to those who did not use them, supporting the idea that mobile apps help significantly increase musical learning. This was confirmed by the significance t-test performed on both objectives, with H0 being rejected and H1 being accepted. These findings support the idea that apps enrich learning, fostering autonomy and personalization of teaching in the university setting. In other words, these tools help to enhance the quality and effectiveness of music education, improving students' experiences.

The purpose of this qualitative transcendental phenomenological study was to describe the lived experiences and persistence of first-generation native Hawaiian college students (FGNHCS) in their first online courses at the University of Hawai‘i Maui College in the Hawaiian Islands. Tinto's student integration theory provided the theoretical framework for the research study. The central research question was: How do first-generation Native Hawaiian college students (FGNHCS) describe their persistence and success in at least one online course? The methodology involved an in-depth exploration of the participants' experiences through a phenomenological lens. Using three data collection methods: individual interviews, reflective written assignments, and qualitative questionnaires and data analysis unveiled the intricate interplay between their unique backgrounds, online learning challenges, and their determination to persist. The data collected were transcribed and coded for analysis. Coded terms or phrases described the experiences of the participants. Tinto's student integration theory allowed for examining the multifaceted relationship between diverse factors and the achievement of student success. Critical aspects of the data analysis process involved epoché, horizontalization, phenomenological reduction, and imaginative variation to cross-analyze themes while the participants' accounts through the lens of academic and social integration were examined. After data was collected, information was transcribed and coded for analysis. Four themes and twelve subthemes emerged: challenges and success, support systems, first-generation native Hawaiian college student persistence, and influences from external factors that contributed to their persistence and success.

The purpose of this transcendental phenomenological study was to examine the experiences of individuals with chronic illnesses who graduated from college while facing health threats that often interrupted their daily activities. The theory that guided this study was Bandura's self-efficacy theory. Bandura defined self-efficacy as what a person understands about their ability to accomplish specific goals. In addition, Leventhal's construct, the common-sense model of self-regulation, provided the substructure of Bandura's theory, illustrating that with the right guidance, individuals can make decisions and manage their own health. An individual can use the theory and model to determine the necessary actions to achieve a goal. Participants in this study included 10 individuals who graduated from college in spite of having a chronic illness that interfered with their daily life activities. The participants were selected through social media outlets and not restricted to a particular school or region of the United States. Data were collected through interviews, timelines, and focus groups. The data were analyzed to explicate and interpret the information through an in-depth examination and coding of the consistency of patterns and events. This research study found that college students who have chronic illnesses can successfully graduate with the support of family, medical staff, and university professors. In addition to the need for support, these students also require a medical diagnosis in order to receive proper treatment and to request accommodations and modifications to their coursework.

Producción Científica, The increase in responsibilities, together with the multiple challenges that students face in the university period, has a direct impact on their healthy lifestyles. This literature review describes the benefits of promoting healthy habits in college, highlighting the fundamental role of prevention and promotion. A systematic review was carried out following the PRISMA recommendations, searching for information in the WOS and Scopus databases. On the other hand, a search was carried out within the existing and available grey literature. The review focused on finding information about physical activity, nutrition, and stress (with an emphasis on resilience and academic burnout) in university students. This bibliographic review includes 32 articles and six web pages, containing information on the benefits of physical activity, healthy habits, and health prevention. The information collected in this study shows that university students are exposed to multiple changes during this period, increasing as the academic years progress. At that time, their habits worsen, with low adherence to the Mediterranean diet, low physical activity, and high levels of stress, specifically increasing cases of academic burnout. The establishment of healthy habits during the university period is necessary, observing an improvement in all the variables studied. Prevention has played a fundamental role.

Introduction- 1/5th Indian populas is adolescents & 66% are U5, making India a young country. Due to increasing urbanization & industrialization the reproductive young population in India is undergoing dramatic physical, financial, social, food behavior and cultural transitions which dramatically are impacting the general & nutritional health and well-being of individuals. In latest studies, non-nutritious institutional food supply, food menu and deficient food choices of youth are the top causative factors for making LSDs epidemic along with other DD. NCDs in India will cost national loss ~3.6 trillion and heart wrenching 63% preventable NCDs deaths by 2030. All this makes the present study an exigency towards food serving & health care sector. Methodology- For present study single sample, pre-test and non-experimental developmental research design was adapted to select sample size of 50 of 15 – 45 yrs. (male & female) based on inclusion & exclusion criteria through purposive random sampling from the study area at Aurangabad. For data collection structured interview schedule which consisted of 3 sections namely – Sociodemographic profile, assessment of knowledge and assessment of practices was developed & validated from experts before field administration. Data was tabulated in MS-Excel 2007 version and statistical analysis was done using IBM SPSS advanced statistics 29.0 (5725-A54) version. Objectives- 1. To assess the nutritional knowledge regarding canteen snacks of college students. 2. To assess the practices regarding canteen snacks of college students. Results & Discussion- The overall assessment of respondent’s nutritional knowledge on category basis shows, 30% had knowledge of food groups, 34% knows about nutrients, 64% had knowledge related to cooking methods, 76% had food choices knowledge, 95% had knowledge of my plate, and 80% had knowledge of food menu. It shows that in 14% prefer eating in canteen daily, 14% prefer alte

Studien utgick från femfaktorteorin som bygger på fem personlighetsfaktorer: samvetsgrannhet, öppenhet, extraversion, vänlighet och neuroticism. Syftet med studien var att undersöka om dessa personlighetsfaktorer påverkar studenters val mellan en kvantitativ eller kvalitativ forskningsmetod för en kandidatuppsats, samt om kön och andra studierelaterade variabler påverkar detta val. Tidigare forskning antyder att personlighet påverkar bland annat val av programinriktning på universitetet och yrke. Om personlighet påverkar val av forskningsmetod är däremot inte något som tidigare har undersökts. Etthundratre studenter deltog i enkätundersökningen som bestod av personlighetstestet Big Five Inventory, samt frågor om studierelaterade variabler. Data analyserades med hjälp av korrelationstest och regressionsanalys. Studien fann ingen koppling mellan personlighetsdimensionerna och val av forskningsmetod, däremot med kön och studierelaterade variabler, däribland universitetets genomgång av forskningsmetoderna samt huruvida studenten ansåg sitt program vara utmanande eller ej. Mer forskning behövs för att säkerställa att personlighet inte har någon koppling till val forskningsmetod för studenter.

Background Students’ sense of belonging in college—an individual’s feelings of contentment, mattering, importance, and “finding one’s place” in a social setting—can influence choice of major and career trajectory. We contribute to the belongingness literature through a mixed methods intersectional study of students attending a STEM-focused public university we call Meadow State University (MSU). We assess the potential for students’ intersecting social identities to differentially influence their experiences with intersectional oppression—subjection to multiple systems of oppression due to simultaneous membership in more than one marginalized group—that, in turn, may influence their college pathways. In addition, we explore whether intersectional differences affect sense of belonging differently in STEM and non-STEM majors. We employ a mixed-methods approach, informed by critical quantitative methods and in-depth interviews. We utilize quantitative institutional data measuring college satisfaction, expressed as “willingness to return” to the same university, for over 3,000 students during two academic years (2013–14 and 2016–17). Survey data explores college satisfaction as an indicator of intersectional differences in student experiences. Then, we analyze 37 in-depth interviews, collected between 2014–2016 at the same institution, to further contextualize the intersectional variation suggested by survey results. Results Willingness to return is influenced by major, as well as academic, social, and campus belonging. Moreover, the extent to which these factors affected outcomes additionally varied by race/ethnicity, gender, family income, other background factors, and the ways these factors may intersect. Important components of academic belonging included faculty-student interactions, perceptions of academic support, and a privileging of STEM degree programs and students over non-STEM students and their degree programs at MSU. Faculty responsiveness and high impact

There is a growing awareness of the importance of financial management skills. However, few studies have systematically examined this topic in China’s current higher education (HE) system. In this study, we examine whether enrolling in a finance-related program, either as a degree program or as an elective, improves students’ financial literacy and habits. We conducted a mixed-method study with a sample of 1334 students from seven universities in central China. Multivariate regression, matching methods, and the inverse–probability–weighting methods were used for quantitative analysis. The results indicate that college students are generally dissatisfied with their financial situation. Enrolling in finance-related majors has little effect on improving students’ financial habits, despite a substantial improvement in their financial literacy. In the current HE system, there is a significant lack of personal finance management training. Therefore, curriculum design and field practices regarding students’ personal finance management skills should be introduced to enhance their financial habits.

PURPOSE: We investigated if performance on established predictors of academic achievement, namely self-efficacy, self-compassion, and growth mindset differ between young adults, primarily college students, with a history of traumatic brain injury (TBI) and their peers without TBI history. METHOD: Eighty-nine respondents anonymously filled out a brief online survey that included demographic questions regarding age, student status, possible TBI history and characteristics, and completion of three standardized predictive measures of academic achievement: the New General Self-Efficacy Scale (Chen et al., 2001), Self-Compassion Scale–Short Form (Raes et al., 2011), and Growth Mindset Scale (Dweck, 1999). An additional 12 participants with TBI from a previous study (Ackley, 2022) were included in our analyses. Data analyses were conducted to compare results at the group level between those participants with and without a TBI history. Additional analyses were conducted to investigate possible relationships between participant characteristics and outcome measures, as well as between the outcome scales. RESULTS: At the group level, respondents with a history of TBI demonstrated a statistically significant higher growth mindset than peers without a TBI history. Additionally, an age- and gender-matched comparison of a smaller subsample confirmed the group difference on growth mindset and revealed statistically significant higher self-efficacy scores among the student group with a TBI history. Neither age, nor gender were significantly related with the three outcome variables. Self-efficacy and self-compassion scores were significantly negatively correlated among all participants and growth mindset scores were not correlated with the other scales. TBI characteristics such as lifetime number of TBIs and severity of most recent TBI did not predict growth mindset scores among participants with TBI history. CONCLUSION: As a group, individuals with TBI—both college students and non

This study uses theories of habit and self-control to explore the relationship between musical habits and smartphone addiction among college students. Our findings reveal that self-control mediates this relationship, with individual differences playing a significant role. While musical listening habits, impacted by personal genre preferences, positively impact self-control, active music engagement, through playing an instrument and/or creating music, negatively affects it. We suggest using interventions to promote mindful music engagement to mitigate smartphone addiction. These insights contribute to understanding how music habits influence digital behaviors and offer practical strategies for fostering healthier smartphone use among college populations.