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Purpose: The purpose of this survey was to create a list of essential historical and contemporary readings for undergraduate and graduate students in the field of exercise physiology. Methods: Fifty-two exercise physiologists/sport scientists served as referees, and each nominated ∼25 papers for inclusion in the list. In total, 396 papers were nominated by the referees. This list was then sent back to the referees, with the instructions to nominate the "100 essential papers in sports and exercise physiology." Results: The referees cast 4722 votes. The 100 papers with the highest number of votes received 51% (2406) of the total number of votes. A total of 37 papers in the list of "100 essential papers" were published >50 years ago, and 63 papers were published since 1973. Conclusions: This list of essential studies will provide a perspective on contemporary studies, the "giant's shoulders" to enable young scholars to "see further" or to understand where they have "come from." This compilation is also meant to impress on students that, given the (lack of) technology available in the past, some of the early science required enormous intuitive leaps on the part of historical scientists. [ABSTRACT FROM AUTHOR]

Purpose: To assess the clinical concept of patient treatment with fixed tooth- and implant-supported restorations in a university-based undergraduate program after 13 to 15 years. Materials and Methods: In total, 30 patients (mean age 56 years) who had received multiple tooth- and implant-supported restorations were recalled after 13 to 15 years. The clinical assessment comprised biologic and technical parameters as well as patient satisfaction. Data were analyzed descriptively, and the 13- to 15-year survival rates for tooth- and implant-supported single crowns and fixed dental prostheses (FDPs) were calculated. Results: The survival rate of tooth-supported restorations amounted to 88.3% (single crowns) and 69.6% (FDPs); in implants, it reached 100% for all types of restorations. Overall, 92.4% of all restorations were free of technical complications. The most common technical complication was chipping of the veneering ceramic (tooth-supported restorations: 5.5%; implant-supported restorations: 13% to 15.9%) regardless of the material used. For tooth-supported restorations, increased probing depth = 5 mm was the most frequent biologic complication (22.8%), followed by endodontic complications of root canal-treated teeth (14%) and loss of vitality at abutment teeth (8.2%). Peri-implantitis was diagnosed in 10.2% of implants. Conclusions: The results of this study indicate that the clinical concept implemented in the undergraduate program and performed by undergraduate students works well. The clinical outcomes are similar to those reported in the literature. In general, the majority of biologic complications occur in reconstructed teeth, whereas implant-supported restorations are more prone to technical complications. [ABSTRACT FROM AUTHOR]

With the increasing integration of AI tools like Yewno Discover, Scholarcy, and Grammarly in academic libraries, undergraduate research has witnessed transformative changes. These tools, while elevating the research process, also bring forth challenges rooted in ethics and application. This paper explores the synergy between modern technology and academic exploration, highlighting the benefits and potential pitfalls of using AI in the research workflow. It emphasizes that while Yewno Discover and similar tools offer streamlined navigation of vast information databases, it is imperative for undergraduates to remain cognizant of potential biases and other ethical considerations. This paper underscores the need for proactive measures in academic settings, including specialized training and policy development, to ensure that undergraduate researchers harness the power of AI responsibly and efficiently. [ABSTRACT FROM AUTHOR]

Volunteers play a crucial role in sport organizations, particularly in the nonprofit context, but there is a need for theoretically informed studies to improve their experience and intentionally develop their skillsets. This study aimed to examine strategies for undergraduate volunteer engagement and management in a community-based sport-for-development (SFD) program. The strategies evaluated in this study were reflective journaling, daily debrief meetings, and autonomy-driven task design and responsibilities, guided by self-determination theory (SDT). Through analysis of semi-structured interviews with volunteers (n = 25) and their reflective journals, findings revealed that these strategies enhanced undergraduate volunteers' experiences by increasing their perceived competence, relatedness, and autonomy. This study highlights the importance of using SDT-aligned strategies to enhance volunteer engagement and program delivery. These findings have implications for student volunteer recruitment and retention, as well as improving the overall effectiveness of SFD organizations. [ABSTRACT FROM AUTHOR]

This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse- based library program in terms of knowledge acquisition and library anxiety. The research also examines students' perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants' knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries. [ABSTRACT FROM AUTHOR]

First-generation undergraduates have a more challenging time succeeding in higher education than non-first-generation undergraduates due to a lack of cultural capital and their familial background. Previous research has found that financial and academic are significant stressors for undergraduates. First-generation undergraduates displayed higher levels of stress and an internal locus of control. To further inform how higher education institutions can develop support systems and resources for first-generation students, this study examines how an individual's trait anxiety and generational status may influence their locus of control when faced with academic or financial pressures. In this study, 131 undergraduates were randomly assigned to a vignette depicting a financial or academic scenario regardless of their generational status, followed by a trait anxiety inventory and locus of control questionnaire. Although previous research suggests that first-generation undergraduates were more likely to exemplify an internal locus of control, our findings reveal no significant difference between first-generation and non-first-generation undergraduates' locus of control, regardless of college pressure type. Also, participants' trait anxiety did significantly affect their locus of control. However, it did not reflect substantially an interaction effect, indicating the relationship between college pressure type and locus of control varies based on their trait anxiety. Instead, this suggests that higher education institutions should prioritize mental health resources for first-generation undergraduates. Future research must examine these effects to accommodate better and foster success for first-generation higher-education undergraduates.

In the initial stage of their federally funded research project, the authors detail how they developed and validated a set of assessment tools aimed at measuring undergraduate students' academic engagement and their own definition of academic success. To ensure the tools were measuring what they were intended to, and that they were reliable, the authors enlisted content experts, including a librarian with academic engagement expertise, three educational psychologists with specialization in college students' engagement, self-regulation, and related fields, and two psychometricians with knowledge of psychological measurement. The authors also reflect on the lessons they learned from the process of developing and validating the assessment tools. [ABSTRACT FROM AUTHOR]

Purpose: To explore undergraduate students' experiences leading and facilitating an out-of-school-time (OST) physical activity program for middle school girls. Method: Five female undergraduate students (N = 4 Black or African American) participated in semistructured individual interviews and submitted weekly reflections during their time leading the OST Girls Empowering Movement (program). The data were analyzed inductively by conducting systematic searches across interview transcripts and artifacts. Results: Four themes were generated, including: find something that they would like, sometimes it is hard to calm chaos, those girls cling to me, and this experience was really good for me. Conclusion: The findings indicate that the undergraduate students who facilitated the Girls Empowering Movement program experienced significant growth and learned the complexities involved in facilitating and leading an OST program. These findings have practical implications when considering physical activity leadership practices and experiences leading OST physical activity programming. [ABSTRACT FROM AUTHOR]

To promote an academic library makerspace, the University of Mississippi Libraries hosted a "3D selfie" booth which used body scanning technology. This booth, advertised on campus and set up outside the library during the first weeks of class, was designed to attract attention and perform outreach through the use of body scans to be printed in the makerspace at a later date. Although the hoped-for printing of "selfies" did not materialize, the project resulted in data about interested patrons and ideas for similar projects going forward. This paper serves as a case study for other academic library makerspaces interested in similar outreach. [ABSTRACT FROM AUTHOR]

This study investigated the extent of social and academic effects of cyberbullying victimization of undergraduate students in the province of Capiz. The mixed-method of research was utilized. The data needed for the study was gathered using the demographic profile for the profiling of the respondents, Cyberbullying Victimization Scale, Student Adjustment to College Questionnaire and the researcher-made focus group discussion guide. The Major findings of the study were (a) the extent of the entire cyberbullying victimizations was moderate, (b) the extent of the entire social effects of cyberbullying victimization was moderate, (d) the extent of the entire academic effects of cyberbullying victimization was high, (f) there are significant differences in the social, and academic effects among the extents of cyberbullying victimization. [ABSTRACT FROM AUTHOR]

Many undergraduate students attending UK universities have a chronic illness or disability. Support for disabled students has increased in recent years through government funding and university disability services. This research examined experiences of disabled undergraduate students in academic and extra-curricular areas of student life and experience of university disability support. Semi-structured interviews were conducted with 20 undergraduate students. Thematic analysis identified four main themes: symptoms impacting on university life, academic issues, extra-curricular activities and experience of university support. Extensive and varied challenges were experienced in relation to all areas of student life. Some disabled students felt well supported but others felt much more support was needed. Some students had limited or no engagement in extra-curricular activities. Some progress appears to have been made in the last twenty years in supporting disabled undergraduate students but more support is needed. Disability support should be extended beyond academic work to include extra-curricular activities. Points of interest: Disabled undergraduate students at university in the UK experience significant challenges which affect their academic work, social activities, sports and career development activities. This research found that some disabled undergraduate students felt well supported by university disability support but others felt much more support was needed. Some disabled undergraduate students do not take part in any social activities, sports or career development activities. University disability support for academic work should be developed so that all disabled students feel well supported. University disability support should be increased to include support for social activities, sports and career development activities. [ABSTRACT FROM AUTHOR]

Background/Aims: To date, Solihull training for midwives in Northern Ireland has been facilitated as continuing professional development; however, incorporating Solihull Approach Antenatal Foundation Training in undergraduate midwifery education has been recommended. The aim of this pilot study was to evaluate the provision of this training for undergraduate midwifery students. Methods: This mixed-method evaluation study used pre- and post-test questionnaires with a purposive sample of 24 final year midwifery students. The data were analysed using descriptive statistics with thematic analysis of free text comments. Results: Four themes emerged: perceived benefits in clinical practice; increased knowledge and confidence; increased recognition of the public health role of the midwife; and integration and timing of the training. Conclusions: The innovative initiative was positively evaluated and considered an enhancement to current education provision. However, the initiative would have been welcomed earlier in the education programme. Implications for practice: Solihull Approach training will be provided at undergraduate level and introduced earlier in the programme, with the subsequent potential to incrementally build on this foundation and include further tiers of training. The impact of students' application of the Solihull Approach in clinical practice warrants further investigation. [ABSTRACT FROM AUTHOR]

As emerging adult college students ponder their religious/spiritual beliefs and identities, those in religiously diverse countries (e.g. the USA) often encounter beliefs different from their own. These encounters can prompt new perspectives on their own beliefs and elicit responses from rejection to incorporation of the diverging belief, thus shaping students' beliefs and identities going forwards. But do undergraduates in religiously homogeneous countries like Morocco have similar experiences of encounter and response? Here, 213 American and 78 Moroccan English-language university students wrote descriptions of encounters with, and responses to, others' dissimilar religious views. Comparisons revealed expected differences (more self-chosen identities among those in the diverse context; older age at the encounter in the homogeneous context) and striking similarities (frequency of encounters with atheism; interpersonal relationships as the most common encounter setting). Across both samples, 'incorporating others' belief' was the rarest response to encountering a difference, and women were more open to learning about divergent beliefs than men were. The roles of local and global contexts in exposure and response to religious diversity are discussed. [ABSTRACT FROM AUTHOR]

Livestreaming has experienced remarkable growth in recent years, marked notably by the rise of VTubers. VTubers are face-tracking avatars capable of replacing a streamer's actual face. In order to delve deeper into this trend, this study examines how the visual representation of a streamer affects audience perception. An online experiment was conducted, involving three-group comparisons within a between-subjects design, with 413 undergraduate students in the U.S. The primary findings reveal that, in comparison to utilizing VTubers, both displaying a streamer's real face and opting not to show a face enhance the social presence of the streamer, consequently leading to more favorable perceptions of the streamer. This study underscores the mediating role of social presence in shaping audience perceptions of streamers and underscores the necessity of exploring potential non-linear relationships between a streamer's visual representation and social presence. [ABSTRACT FROM AUTHOR]

Recruiting undergraduate students is a significant challenge for undergraduate geography programs. Few students have robust exposure to geography in secondary school and the major has low name recognition for entering first year students. In fact, geography is often a "found" major on many campuses with students coming to the major after a general education course. But, does it need to be this way? Can geography programs take a more proactive role in building a pipeline of prospective students that is not solely tied to supporting AP Human geography teachers? In this paper, we describe an alternative path for university departments to build strong recruiting pathways, sharing the successes and challenges of building the connections and the learning advantages that students gain through early exposure to geospatial technologies. We focus on the Geospatial Semester, a dual enrollment program between James Madison University and participating school districts in Virginia (and beyond) that began in 2005. We share how departments can build a successful partnership with high schools and the process of sustaining such a program within a university setting. We will also describe the research we have done on the learning gains the Geospatial Semester provides to participating students and how extended use of geospatial technology bolters students' spatial thinking skills. [ABSTRACT FROM AUTHOR]

Objective: Survivors of childhood emotional maltreatment (CEM) often report lower levels of romantic relationship satisfaction in later life, yet the mechanisms through which this occurs are unclear. Theoretical and empirical evidence suggests a potential pathway underlying this association is early maladaptive schemas (EMS), however, research is limited. The present study sought out to clarify the association between CEM and current romantic relationship satisfaction, and whether EMS mediate this relationship. Method: The final sample consisted of 230 undergraduate psychology students. An anonymous online survey was administered assessing childhood maltreatment, EMS and current romantic relationship satisfaction. Data pertaining to possible covariates were also collected. Results: CEM was found to be negatively correlated with relationship satisfaction. The results of path analysis additionally revealed emotional deprivation as the only early maladaptive schema to mediate this relationship. Conclusions: These findings contribute to the understanding of how CEM may be related to relationship satisfaction, via EMS. In particular, they suggest experiences of CEM may strengthen the belief that others will not meet one's emotional needs, which in turn, may be associated with reduced levels of romantic relationship satisfaction. Implications for clinical interventions to support adult survivors of CEM are discussed. KEY POINTS: What is already known about this topic: Childhood emotional maltreatment (CEM) is associated with lower romantic relationship satisfaction. The mechanisms underscoring the relationship between CEM and current relationship satisfaction are unclear. Early maladaptive schemas may influence the way in which survivors of CEM experience later romantic attachments. What this topic adds: While experiences of CEM were found to be associated with lower levels of current romantic relationship satisfaction, this relationship appears to be indirect. Emotion deprivation was the only early maladaptive schema found to mediate the relationship between CEM and current romantic relationship satisfaction. Addressing emotion deprivation schemas in clinical interventions for survivors of CEM may have implications for the cultivation of satisfying romantic relationships later in life. [ABSTRACT FROM AUTHOR]

Objective: The current study investigated the interrelationships between effortless perfectionism (a desire to appear perfect without outward displays of effort) and body dissatisfaction, pathological eating, and pathological exercise. In addition, the mediating role of self-kindness and self-criticism in these relationships was explored. Method: Using a cross-sectional design, undergraduate students (N = 497) were asked to complete a battery of questionnaires assessing these key variables. Results: Effortless perfectionism was indirectly positively associated with more severe body dissatisfaction and pathological eating/exercise, via higher levels of self-criticism (controlling for self-kindness). By contrast, after controlling for self-criticism, self-kindness did not mediate the relationships between effortless perfectionism and body dissatisfaction, pathological eating, or pathological exercise Conclusions: Self-criticism uniquely emerged as a mediating mechanism; the desire for effortless perfection was associated with higher self-criticism, which in turn was linked with worsened symptomatology. By contrast, self-kindness did not emerge as a unique mediating mechanism in this context. Longitudinal research would be useful to establish the effect of situational context, and possible reciprocal relationships between self-kindness and self-criticism over time. Key Points: What is already known about this topic: Body dissatisfaction, and pathological eating and exercise, are positively intercorrelated. These symptoms are characterised by chronicity and physical and psychological impairment. Negative perfectionism has been implicated in the onset and maintenance of eating and body-related pathology. What this topic adds: Effortless perfectionism predicted body dissatisfaction and symptoms of pathological eating/exercise. Self-criticism but not self-kindness uniquely positively mediated these relationships. Findings identified new paths linking negative perfectionism and disordered eating. [ABSTRACT FROM AUTHOR]

In this note, I present two variations of the principle of stationary action in order to provide alternative ways for students to think about the action that they may find more intuitive than the traditional approach. These methods involve Lagrange multiplier techniques and are, therefore, best suited for students who are encountering the stationary action principle for a second or third time, perhaps in an advanced undergraduate mathematical methods course or a graduate classical mechanics course. Editor's Note: Students of advanced dynamics encounter the principle of stationary action, wherein the time-integral of the Lagrangian L = T - U is extremized; T and U are the kinetic and potential energies of a system. At first glance, extremizing the difference between T and U may seem strange; the usual justification is that it works in the sense of being equivalent to Newton's second law. In this paper, the author offers two alternative approaches to the least-action principle: extremizing the time-averaged kinetic energy or the product of the time-averaged kinetic and potential energies. The stationary paths are established, and it is shown how these include the customary energy-conserving paths and how they can be isolated. The motivation is to offer instructors options for ''deriving'' the principle of stationary action. Appropriate for upper/graduate-level dynamics students. [ABSTRACT FROM AUTHOR]

In the past 20 years, active matter has been a very successful research field, bridging the fundamental physics of nonequilibrium thermodynamics with applications in robotics, biology, and medicine. Active particles, contrary to Brownian particles, can harness energy to generate complex motions and emerging behaviors. Most active-matter experiments are performed with microscopic particles and require advanced microfabrication and microscopy techniques. Here, we propose some macroscopic experiments with active matter employing commercially available toy robots (the Hexbugs). We show how they can be easily modified to perform regular and chiral active Brownian motion and demonstrate through experiments fundamental signatures of active systems such as how energy and momentum are harvested from an active bath, how obstacles can sort active particles by chirality, and how active fluctuations induce attraction between planar objects (a Casimir-like effect). These demonstrations enable hands-on experimentation with active matter and showcase widely used analysis methods. Editor's Note: Active matter consists of particles (e.g., birds, cells, or synthetic objects) that can self-propel. These systems are currently being researched not only because they can display collective behaviors and some level of self-organization but also because of their potential applications such as in drug delivery. Both in the classroom and in research labs, toy robots such as Hexbugs can be used to model active matter. This article shows that, by playing with these toys, undergraduate students can visualize the concepts they're being taught in advanced thermodynamics or soft matter classes: chiral and non-chiral active Brownian motion, interaction of the particles with their environment, and particle sorting. Time to play! [ABSTRACT FROM AUTHOR]

The objective of this research is to understand how different representations of requirements influence idea generation in terms of quantity, addressment, novelty, and variety of conceptual sketches. Requirements are testable statements of need, desires, and wishes of the stakeholders that are used by engineers to frame the problem. Project success is highly dependent on well-defined requirements documents. An experimental study was conducted with 52 fourth-year mechanical engineering undergraduate students. Two design problems are used with three different representations: a problem statement with embedded requirements, a problem statement and a traditional requirement list, and a problem statement with contextualized scrum stories. Each student addressed both design problems with two different representations of requirements. It was found that the use of contextualized scrum story representations significantly affected the novelty of solution fragments and addressment of requirements, while no significant change in variety and quantity was seen. Finally, it was found that quantity is not directly related to the number of requirements addressed in the sketches. [ABSTRACT FROM AUTHOR]

Scholars posit that lower-income undergraduates experience "cultural mismatch," which undermines their sense of belonging, promotes withdrawal from campus, and limits mobility upon graduation. Drawing on in-depth interviews with 103 undergraduates at an elite university, we examine how students' diverse trajectories to college affect how they identify as members of the community and modulate the relationship between social class and sense of belonging. While upper-income undergraduates find commonalities between themselves and college peers and integrate into the community, lower-income students offer divergent accounts. The doubly disadvantaged—lower-income undergraduates who attended local, typically distressed public high schools—felt a heightened sense of difference, drew moral boundaries, and withdrew from campus life. Alternatively, the privileged poor—lower-income undergraduates who attended boarding, day, and preparatory high schools—adopted a cosmopolitan approach focused on continued expansion of horizons and integrated into campus. Through detailing this overlooked diversity among lower-income undergraduates, our findings expand theoretical frameworks for examining sense of belonging to include boundary work that shapes students' agendas, thereby deepening our understanding of the reproduction of inequality in college. [ABSTRACT FROM AUTHOR]

The family environment is essential but underused for promoting sexual and reproductive health protective behaviors (SHPB). However, previous literature had no consistent findings regarding how families can efficiently provide sex education and what aspects of family communication may facilitate SHPB. Based on family communication patterns theory (FCPT) and new research that segments family conformity orientation into four sub-dimensions (i.e., respecting parental authority, experiencing parental control, adopting parents' values, and questioning parents' beliefs), we explored the roles that family communication patterns (FCP) and parents' (direct and indirect) sexual communication play in influencing adult daughters' intentions to engage in SHPB. Using survey data from 234 female participants, path analysis suggested that daughters' SHPB intentions were associated with more direct and indirect sexual communication, higher conversation orientation, higher parental control, and less adoption of parental values. Also, parents' direct sexual communication mediated the impact of conversation orientation on SHPB intentions. Additionally, parents' indirect sexual communication mediated the path from parental value adoption to SHPB intentions, mitigating the negative direct impact of parental value adoption. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Mentoring is a common practice in higher education institutions and scientific fields. Undergraduates approach faculty members who are working on topics that match their research interests. We conducted a study to compile a qualitative synthesis of research on the mentorship experience of undergraduate science students with faculty mentors. We used the stages of meta-ethnography to guide our study. Meta-ethnography involves identifying concepts from qualitative studies to translate them into a line of argument. We screened 2,888 titles and abstracts, 71 full texts, and included 13 studies in the synthesis. We identified and organized nine conceptual categories into two themes: student success and engagement, and barriers to student progression. The findings show that faculty mentorship is key to supporting student retention and increasing the scientific pipeline. [ABSTRACT FROM AUTHOR]

Despite the importance of sexual well-being in overall health, health providers do not communicate with their patients about sexual health sufficiently and highlight their discomfort with the topic as one key barrier. This study tested the effectiveness of a brief reflective sexual health workshop as an online intervention to increase comfort in sexual health communication. Participants were students enrolled on an undergraduate medical programme at a private university in Malaysia who were randomly allocated to a workshop that focused either on sexual health communication (intervention, n = 48) or on cultural competence in communication training (active control, n = 50). While the workshops varied in their focus, both followed identical structures and tasks. Multilevel modelling analyses revealed that both workshops increased subjective (self-reported) comfort and observed comfort through more direct verbal mentions of sex during history-taking. However, the sexual health workshop was more effective than the cultural competence workshop in reducing verbal avoidance behaviours and in promoting awareness of the value of effective communication about sex. Our Findings highlight the value of conducting brief reflective workshops that focus on comfort in communication to supplement other aspects of the medical school curriculum. [ABSTRACT FROM AUTHOR]

This article examines to what extent the independent living movement has an impact on higher education. With this purpose, a survey of 13,939 undergraduate and postgraduate students related to Education Sciences from 24 institutions in Europe and Latin America was carried out. Of these students, 615 declared having a disability. The objectives of the study were to describe the profile and the living conditions for students with and without disabilities; characterise their level of university and social participation; determine the predictors of university participation of students with disabilities. The results suggest an under-representation of these students at university, who form a homogenous profile, consistent with the starting point of the independent living movement. These students participate in university from an instrumental point of view linked to academic achievement and maximum impact on the institution. Lines of work and research to promote the academic and social inclusion of this group are discussed. [ABSTRACT FROM AUTHOR]

Background and objectives: Examination anxiety is a common occurrence, and is potentially detrimental to student attainment. In recent theorizing, it has been suggested that cognitive appraisals, as put forth in cognitive appraisal theory, and irrational beliefs, as put forth in rational emotive behavior therapy, may interact to predict affectivity. The current research examines the antecedents and associates of examination affect and academic self-concept in undergraduate students. Design: A preliminary study applied confirmatory factor analysis (CFA) to test the factor structure of an irrational beliefs inventory. Study 1 utilized a cross-sectional and correlational approach to testing core theoretical assumptions. Study 2 took a two-wave longitudinal and path analytical approach to examine temporal effects between target variables. Method: All self-report data collection took place in the United Kingdom with university students. We recruited n = 1150, n = 362, n = 662 for preliminary, study 1, and study 2, respectively. Results: Across studies, data indicated that a pattern of adaptive cognitive appraisal was associated with more advantageous affectivity, and better academic self-concept. Conclusions: Reciprocal temporal relationships were revealed between many variables, supporting an interactive and bidirectional view of how cognition and affect are related pertaining to examination anxiety. [ABSTRACT FROM AUTHOR]

Transgender and gender diverse (TGD) students on university campuses experience high rates of sexual violence relative to their cisgender peers and are less likely to utilize campus resources. Despite this, TGD students' voices are often left out of conversations about campus sexual violence. To learn about TGD students' experiences of university sexual violence prevention and response infrastructure, we conducted focus groups with 21 TGD students at a large university in the northeastern United States. Informed by abolition feminism and critical trans politics, we undertook this thematic analysis to examine the limits of current systems to respond to TGD students' needs and reduce their victimization. Our findings highlight how carceral logic contributes to TGD students' exclusion from and distrust of university systems to address sexual violence. Further, our findings illustrate how TGD students' visions for healing-oriented approaches to sexual violence on campuses align with transformative justice principles. These findings suggest that feminist social work must support the development of campus sexual violence prevention and response infrastructure that moves away from a reliance on carceral logic and toward approaches developed by community-led transformative justice organizations to inform inclusive, intersectional, campus sexual violence prevention and response efforts. [ABSTRACT FROM AUTHOR]

This study aimed to explore the preprofessional identity of undergraduate nutrition and dietetic students to guide curriculum development to better support the expectations of students and promote career readiness in a changing profession. Qualitative focus group discussions in March, 2021. An Australian university. First-year students enrolled in the Bachelor of Nutrition (n = 50) or Bachelor of Dietetics (n = 58) at the University of the Sunshine Coast. Student sociodemographics, motivations for and influences on career choice and preprofessional identity, expectations of professional competency and practice, degree, and career expectations. Descriptive statistics were conducted, and focus group discussions were analyzed using the Framework Approach. Motivations and skills were consistent across both cohorts, centering on an interest in nutrition and respectful, professional conduct and communication. Expectations were similar across both degrees, with a focus on placement, real-world learning experiences, and staff support. Career expectations for both cohorts included business ownership. This research provided an understanding of students' preprofessional identity, which was similar for both nutrition and dietetics students. Motivations identified in this research can be used to inform activities across nutrition and dietetic programs that support career readiness. [ABSTRACT FROM AUTHOR]

Purpose: College students' academic achievement has crucial implications for their future success. Students' health may be a key determinant of academic performance, but more research is needed to understand this relationship. Design/Setting/Subjects: Secondary analysis of the American College Health Association-National College Health Assessment III pre-COVID-19 Spring 2020 dataset. N = 39 146 undergraduates at 75 higher education institutions (14% mean response rate, comparable with other large-scale national college health surveys). Measures: Self-reported grade point average (GPA) and 33 health behaviors in the categories of dietary behavior, physical activity, sedentary behavior, substance use, sexual risk behavior, violence-related behavior, mental health, and sleep behavior. Analysis: Weighted cross-tabulations examining the association between GPA and health behaviors; multinomial logistic regressions assessing if behaviors predicted GPA, controlling for year, sex/gender, and race/ethnicity. Individual GPA categories were also compared to a D/F referent group. Results: There were gradient trends across GPA categories for A through D/F (18 behaviors) or A through C (12 behaviors) (P <.001). Each health behavior predicted GPA differences (P <.001), except heroin use (P =.052). The A GPA group was significantly different from the D/F GPA group for 27 behaviors (P <.001). In general, protective behaviors corresponded with higher GPAs and most risk behaviors were associated with lower GPAs. Conclusions: There is a link between numerous health behaviors and academic performance. Stakeholders invested in college students' health and academics should engage in mutually beneficial strategies to safeguard students' current and future well-being and success. [ABSTRACT FROM AUTHOR]

Background: Students within a cohort might employ unique subsets of learning strategies (LS) to study. However, little research has aimed to elucidate subgroup‐specific LS usage among medical students. Recent methodological developments, particularly person‐centred approaches such as latent profile analysis (LPA), offer ways to identify relevant subgroups with dissimilar patterns of LS use. In this paper, we apply LPA to explore subgroups of medical students during preclinical training in anatomy and examine how these patterns are linked with learning outcomes. Methods: We analysed the LS used by 689 undergraduate, 1st and 2nd‐year medical students across 6 German universities who completed the short version of the Learning Strategies of University Students (LIST‐K) questionnaire, and answered questions towards external criteria such as learning resources and performance. We used the thirteen different LS facets of the LIST‐K (four cognitive, three metacognitive, three management of internal and three management of external resources) as LPA indicators. Results: Based on LPA, students can be grouped into four distinct learning profiles: Active learners (45% of the cohort), collaborative learners (17%), structured learners (29%) and passive learners (9%). Students in each of those latent profiles combine the 13 LS facets in a unique way to study anatomy. The profiles differ in both, the overall level of LS usage, and unique combinations of LS used for learning. Importantly, we find that the facets of LS show heterogeneous and subgroup‐specific correlations with relevant outcome criteria, which partly overlap but mostly diverge from effects observed on the population level. Conclusions: The effects observed by LPA expand results from variable‐centered efforts and challenge the notion that LS operate on a linear continuum. These results highlight the heterogeneity between subgroups of learners and help generate a more nuanced interpretation of learning behaviour. Lastly, our analysis offers practical implications for educators seeking to tailor learning experiences to meet individual student needs. Darici et al. explore medical students' learning strategies, identifying four distinct profiles that help to highlight how learning is rarely a linear journey. [ABSTRACT FROM AUTHOR]

Introduction: Student engagement is influenced by several variables, among which are the teaching styles employed by faculty. In problem‐based learning (PBL), the role of faculty is to facilitate the learning of the tutorial group as they work through clinical problems. However, the influence of tutor intervention styles and group process on engagement of students in PBL tutorials is unclear. Methods: The study was conducted with year 2 and 3 medical students (n = 176) in PBL tutorial groups at the end of an integrated PBL course. Students evaluated their behavioural, cognitive and emotional engagement in PBL tutorials using a pre‐validated 11‐item questionnaire. Students also filled in a modified version of a previously published tutor intervention profile (TIP) questionnaire. The modified TIP questionnaire represents three constructs (1) steering the learning process (6 items), (2) stimulating student autonomy (4 items) and (3) establishing relatedness with students (3 items). In addition, PBL group process was evaluated using a 5‐item nominal scale: (1) tutorial atmosphere, (2) listening and information sharing, (3) group performance, (4) decision making and (5) reaction to leadership. Results: Establishing sense of relatedness in the group by PBL tutors was the most important predictor of emotional engagement (F = 41.213, ΔR2 = 0.191, β = 0.438, P = 0.000). On the other hand, steering the learning process was a significant predictor of behavioural engagement (F = 19.0, ΔR2=0.098, β = 0.314, P = 0.000). However, stimulating student autonomy was not a significant predictor of student engagement in PBL tutorials. On the other hand, enhancing the group process in PBL tutorials significantly predicts student engagement with strong impact on emotional and cognitive engagement of students. Conclusions: Establishing the sense of relatedness in the group and steering the learning process by PBL tutors as well as improving PBL group process are significant predictors of student engagement in PBL tutorials with emotional and cognitive engagement being the most sensitive variables affected. Enabling engagement in medical education! This study reveals the power of fostering relatedness, guiding learning processes, and refining group dynamics in problem‐based learning. [ABSTRACT FROM AUTHOR]

This pre-test post-test control group design sought to compare the effectiveness of delivering different types of information ([1] factual information vs. [2] factual information + descriptive and explanatory information vs. [3] factual information + descriptive, explanatory + directive information) in an animated video intervention in increasing university students' autism knowledge and openness toward peers on the autism spectrum. The sample consisted of 92 undergraduates (27 males, 65 females; age range = 18–36) from various universities in Singapore. Participants were randomly assigned to one of the three experimental conditions/videos, where they completed a measure of their autism knowledge and openness scale, before viewing a 5-minute long animated video containing different types of information about autism. After which, participants completed the measure of autism knowledge and openness scale again, followed by a measure of their empathy level. Results indicated that participants' autism knowledge improved following the viewing of the animated video. However, the three different videos containing different types of information did not differ in influencing participants' openness toward peers on the autism spectrum. Nevertheless, qualitative responses proposed that the video containing factual information, with descriptive, explanatory, and directive information was useful in helping participants to know how to interact with their peers on the autism spectrum. The findings of this study provide preliminary support for the most effective method to educate and raise awareness about autism, among the general student population in order to foster a supportive and inclusive environment. [ABSTRACT FROM AUTHOR]

Objective: Research demonstrates associations between poor social cognition and eating disorder (ED) pathology. Moreover, research shows that individuals with EDs struggle with emotion regulation. The present study replicates and extends the literature on social cognition and ED pathology, which previously focused largely on symptoms of anorexia nervosa among women while the present study focuses on symptoms of bulimia nervosa among undergraduate men. Further, this study tests the hypothesis that better emotion regulation mitigates the association between social cognition and ED pathology. Methods: At a single timepoint, undergraduate males (n = 520) completed a series of questionnaires, and a task assessing mentalising, a key element of social cognition. Results: Consistent with hypotheses, bulimic symptoms were associated with worse mentalising and worse self‐reported emotion regulation. Moreover, the association between mentalising and bulimic symptomatology was conditional on emotion regulation, such that it was strongest among those with more difficulties regulating their emotions. Conclusion: Results are consistent with existing theories that highlight an interplay between interpersonal (e.g., mentalisation) and intrapersonal (e.g., affective functioning) factors in relation to ED symptomatology. Among undergraduate males, bulimic symptoms were associated with worse mentalisation. However, a good ability to regulate emotions interrupted this association. Highlights: Mentalising was negatively correlated with bulimic symptoms.Emotion dysregulation had a positive association with bulimic symptoms.The association between mentalising and bulimic symptoms was the strongest among those with greater emotion dysregulation. [ABSTRACT FROM AUTHOR]

Drawing from the mental health crisis present on college campuses, we investigate the psychological processes associated with suicidal ideation among undergraduate students. Specifically, we used Terror Management Theory to investigate how individuals who have a history of suicidal ideation handle traditional death anxiety in coordination with Benjamin's theory underlying Interpersonal Reconstructive Therapy to explore specific attachment-based mechanisms that may allow for exceptions to the perceived meaning of death. Results show it was the fantasy of suicide itself, including its relevance in the lives of others, that was used to alleviate fear of death among the suicidal. [ABSTRACT FROM AUTHOR]

Design students must develop competence in a wide range of areas in order to be successful in their future practice. Increasingly, knowledge of design methods is used to frame both a designer's repertoire and their overall facility as a designer. However, there is little research on how students build cognitive schema in relation to design methods or how these schema relate to specific patterns of engagement as developing designers. In this paper, we report a multiple case study, capturing the experiences of four advanced undergraduate students enrolled in a User Experience (UX) design program at a large research-intensive institution. Through reflexive thematic analysis on our interview study outcomes, we describe the wide variety of metaphors that these students used to organize and frame their understanding of design methods, including both principles they used to consider methods as knowledge, and the ways in which they felt these organizing principles impacted their practice of design. We conclude with recommendations for further research on the uptake of methods-focused competence in design education and practice. [ABSTRACT FROM AUTHOR]

To illuminate the often‐reported higher levels of meaning in life by those who believe in God relative to atheists, we examined the extent to which their global meaning (i.e., the beliefs, goals, and values that underlie subjective sense of meaning in life) differed. Study 1 (undergraduate sample of 100 atheists and 447 theists) found that theists endorsed higher levels of beliefs reflecting a more meaningful world (e.g., goodness, control, justice) while atheists endorsed higher beliefs in randomness. Further, atheists found less meaning from almost every source examined (e.g., achievement, self‐acceptance). Results of Study 2 (87 atheists and 164 theists in a national U.S. online sample) produced similar results and also found theists more strongly endorsed many values that can facilitate a sense of meaning (e.g., traditionalism, security). Collectively, these results identify multiple divergences in global meaning between atheists and theists that may account for atheists’ lower meaning in life. [ABSTRACT FROM AUTHOR]

ABSTRACT This study examined how task complexity and second language (L2) proficiency impact functional adequacy (FA) among Chinese university English learners. Eighty‐nine Chinese undergraduate students from two first‐year and two third‐year classes participated in the study. Each participant completed two timed argumentative writing tasks with varying degrees of task complexity manipulated by altering the number of argument elements and reasoning demands, drawing upon the cognition hypothesis. The task‐complexity manipulations were validated by post‐task questionnaires and expert judgments. Learners’ productions were assessed by two experts using the FA rating scale. Results showed as task complexity increased, there was a significant decrease in scores across all four dimensions of FA. Additionally, a positive effect of L2 proficiency was observed on scores in two dimensions of FA, that is, comprehensibility and coherence and cohesion. However, this was not the case for content and task requirements. Importantly, the analysis revealed a significant interaction effect between task complexity and L2 proficiency, indicating that the impact of task complexity on FA varied depending on the learners’ proficiency levels. Specifically, higher proficiency learners demonstrated greater adaptability to complex tasks compared to their lower proficiency counterparts. These findings highlight the significance of manipulating task complexity and considering learners’ L2 proficiency in teaching L2 writing to enhance learners’ FA performance. [ABSTRACT FROM AUTHOR]

Background: Risky sexual behaviors refer to actions or practices that increase the likelihood engaging in sexual intercourse. Such behavior can lead to HIV infection/AIDS, sexually transmitted diseases, and unintended pregnancy. The impact of risky sexual behaviors is a growing public health concern. These issues pose significant challenges to public health, particularly among university students and younger age groups who may be more vulnerable to various factors. Thus, this research aimed to examine the factors and sexual health literacy associated with risky sexual behaviors among undergraduate students in the four major regions of Thailand. Method: A cross-sectional study was conducted among 916 undergraduate students in their final semester of the 2023 academic year, from March to May 2024, at public, autonomous, and private universities across four regions: northern, central, southern, and northeastern of Thailand. The study employed multistage random sampling method. A self-administered structured questionnaire was used to assess risky sexual behaviors and the data were analyzed using multiple logistic regression. Results: A total of 916 students participated in the study. The prevalence of risky sexual behavior was 46.84% (95% CI:43.56% to 50.12%) students engaged in risky sexual behaviors. Risky sexual behavior was significantly associated with grade point averages (GPA) between 2.00–3.00 could protective risky sexual behaviors was 42% as compared to GPA > 3.00 (AOR = 0.58, 95%CI:0.42 to 0.79), ex-substance use (AOR = 3.48, 95%CI:1.46 to 8.26), Current smoker (AOR = 2.90, 95%CI:1.90 to 4.43), negative attitudes toward risky sexual behaviors (AOR = 2.32, 95%CI:1.32 to 4.06), access to places of ill repute and access to sexual arousal stimuli (sometime) (AOR = 2.23, 95%CI:1.41 to 3.52), social influences (high level) (AOR = 0.29, 95%CI:0.15 to 0.55), and sufficient to excellent level of the application of information about sexual health (AOR = 0.48, 95%CI:0.26 to 0.87) of statistical significance at P < 0.05, which was significantly associated with risky sexual behavior. Conclusion: The findings of this study offer important insights for preventing risky sexual behaviors among undergraduate students across four regions. By promoting healthy sexual practices and encouraging behavior modification, negative consequences can be reduced. Public health care providers, policymakers, and stakeholders should implement tailored strategies, such as comprehensive sexual education and accessible health services, to address the specific needs of these students. These targeted interventions can significantly reduce the prevalence of risky sexual behaviors. [ABSTRACT FROM AUTHOR]

Recently, a new construct referred to as autonomous single language interest (ASLI) has been introduced in the educational psychology field. ASLI postulates that second language (L2) students who have one autonomously oriented goal for studying the L2 during their learning setting (e.g., during university study) are likely to make greater L2 achievements than those with low ASLI. However, it remains unclear how ASLI predicts later L2 vocabulary achievement and whether its stability or fluctuation that predicts the achievement. A total of 161 Saudi undergraduate students of English as an L2 enrolled in the Department of English were followed up three times over 17 weeks. We used the latent growth curve model (LGCM) to assess the stability and fluctuation of ASLI, and to see which one stability and fluctuation predicts later L2 vocabulary knowledge. The results of the LGCM suggest that initial high levels of the ASLI (i.e. its stability), but not its fluctuation, predicted a significant increase in L2 vocabulary achievement. In other words, students who started their L2 course with an autonomous single language interest and who maintained this sole interest/goal over time appeared to have higher L2 vocabulary achievement over time. Methodological and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

AbstractThis paper explores reflections written by advanced undergraduates at two US universities. Using theories of languaging and positioning to frame our analysis, we found students used language in their written reflections that distanced themselves from the actions that occurred (and their control over those actions) and mitigated their agency when they recounted their experiences in professional spaces: we observed repeated instances of weaker lexical choices (e.g. helping someone instead of teaching someone) and syntactic structures including periphrasis in causatives (e.g. allowed me to…) and modals (e.g. I was able to…). We suggest students deployed these linguistic features strategically to position themselves as novices and thus less responsible for outcomes in these settings. In discussing our findings, we query the significance of socialization into professional communities for students, and in turn, we consider how we as instructors and mentors have invited students to position themselves in their written reflections. [ABSTRACT FROM AUTHOR]

AbstractThe COVID-19 pandemic has disrupted traditional classroom learning in Nigerian universities and prompted the adoption of e-learning as an alternative means of delivering academic content. This research paper aimed to explore the experience of undergraduate students in Nigerian universities during the post-COVID era, with a specific focus on the effectiveness of e-learning. This study employed a quantitative approach. The study population consisted of 237 undergraduate students from seven selected universities in Nigeria. The data was collected using a structured questionnaire. The findings of this study showed that while e-learning has its advantages, it also presents several challenges to undergraduate students in Nigerian universities. Some of the challenges include poor internet connectivity, lack of access to electronic devices, and insufficient training on how to use e-learning platforms. The study recommends that Nigerian universities and the government should invest in improving internet connectivity and power supply to support e-learning; and institutions should provide consistent and comprehensive technical support to all students, ensuring they have the necessary resources and assistance. [ABSTRACT FROM AUTHOR]