Browsing by Subject "College students"

Now showing 1 - 20 of 22

Being and becoming: an exploration of student spirituality in the second year of college
(2015-02) Melin, LeeAnn Jessen
Spirituality is a critical component of the holistic development of college students. This phenomenological case study explored the ways in which 11 second-year students conceptualized and experienced spirituality while enrolled in a course addressing life purpose at a large public research institution. Their unique journeys captured how students encountered a spirituality framed in meaning, purpose and connectedness during their second year of college. Their experiences were shaped by influences of their past, present and future which therefore created a unique and individualized spirituality. Students experienced connectedness as a sense of belonging in college and in relation to a universal connectedness. Students' spirituality emerged in how they experienced diversity, the campus climate, their spiritual practices and wellbeing, and through co-curricular involvement. The busyness and pressures of college life served as a barrier to their spirituality. A course exploring life purpose provided a guiding framework to accompany, support and stimulate the motion of spirituality during their second year. Implications of the study address intentional policies and practices that encourage and support students' spiritual development.
Changes in travel behavior during the transition from secondary to higher education: A case study from Ghent, Belgium
(2018) De Paepe, Leen; De Vos, Jonas; Van Acker, Veronique; Witlox, Frank
Over the past few decades, the number of students attending universities and university colleges in Belgium has increased considerably. In many Western countries, this trend is accompanied by a decline in car use among young adults. Therefore, it is important to have better insights into how travel behavior changes during the transition from secondary to higher education. This research fits into the larger framework of mobility biographies, where travel behavior is analyzed over a life course, taking into account certain life events. Hierarchical logistic regressions are used to analyze car use data for mandatory activities (going to school and grocery shopping) and leisure activities (fun shopping) of 404 first-year university and university college students in Ghent (Belgium). The results indicate that holding a driver’s license or owning a car facilitates car use irrespective of students’ residential location and lifestyle, and this is true for all activities. The built environment only seems to become an important factor explaining car use when students are attending university or university college. The influence of lifestyles appears to become somewhat more important for leisure activities, such as fun shopping. The emerging lifestyle of students appears to become more individual and more independent from the lifestyle of others, especially the parents. This is supported by the declining influence of social networks, notably the family.
Communication Perceptions and Preferences of First-Year College Students
(2018-05) Radtke, Stacy L
This thesis is a thoughtful examination of the communication habits of first-year college students at a university in the Midwestern United States. It sought to discover which tools students use, how they use them, and how they would prefer to use them in relation to messages from their academic institution. Quantitative methods were used to analyze the results of a 21-item online survey questionnaire. The results reveal a strong preference for email and social media, and a distaste for print and digital signage. The data show that students consider academic personnel that they share a relationship with (e.g., instructor, teaching assistant, advisor) to be the most important source of information.
Contraceptive use among emerging adult college women: results from a national survey
(2013-08) Morrison, Leslie F.
With most emerging adults being sexually active; contraceptive use is an important health consideration in this population. Contraceptive use patterns are influenced by complex and competing factors. While much research has focused on the relationships between risk indicators and contraceptive use, less research has focused on protective factors that may be associated with consistent contraceptive use. Emerging adult developmental theory and a positive youth development (PYD) framework may provide a structure for considering the roles of protective factors (i.e., external supports and internal assets) on consistent contraceptive and condom use among college attending emerging adult women. Using secondary data analysis from Wave III of the National Longitudinal Study of Adolescent Health (Add Health), this study evaluated relationships between external supports (i.e., parental caring and current relationship with caring non-parental adult), and internal assets (i.e., self-esteem, confidence, independence and life satisfaction) and consistent contraceptive and condom use. It also evaluated relationships between risk indicators (i.e., heavy episodic alcohol use, marijuana use and depressive symptoms), and consistent contraceptive and condom use, and interactive effects of protective factors and risk indicators on consistent contraceptive use. Findings indicated that all of the internal assets evaluated in this study (i.e., self-esteem, confidence, independence, life satisfaction) were significantly and positively related to consistent contraceptive use. There were no significant relationships between external supports and consistent contraceptive use. Among risk indicators, marijuana use and depressive symptoms were significantly and negatively related to consistent contraceptive use. Protective factors did not moderate the relationships between risk indicators and consistent contraceptive use. Examining consistent condom use, there were no significant relationships between any protective factors and this study outcome. Of the study's risk indicators, only heavy episodic alcohol use had a significant bivariate relationship with consistent condom use; this relationship became non-significant in a multivariate model that accounted for known correlates of consistent condom use. This study supports the use of strengths based interventions throughout youth, adolescence and emerging adulthood to decrease the risks associated with inconsistent contraceptive use. The need for continued research to better understand the roles of protective factors and risk indicators on consistent contraceptive and condom use are discussed.
Extracurricular Involvement and Its Effect on Student Success and Student Satisfaction
(2014) Schatschneider, Danielle; Brice, Lynn; Christopher W. Johnson.
For many years, academic professionals have studied the effect of student engagement on the student experience. Multiple studies have provided evidence that students who are more heavily engaged tend to see better academic outcomes such as higher GPAs and higher retention rates. These studies, however, tend to look at engagement as a whole and/or center on academic engagement, and not on extracurricular engagement. In this paper, I examine the relationship between student engagement and student success, particularly in regards to engagement in extracurricular activities. First, I examined the breadth and depth of student involvement and the correlation to student outcomes such as GPA, job placement and satisfaction ratings. Next, by classifying activities in to 1 of 11 classification types, I was able to examine the correlation between certain types of activities and the outcomes listed above. I found that certain types of activities tended to correlate more strongly with certain outcomes, where other types of involvement do not tend to correspond with strong outcomes in any success measure.
"The Freshman Fifteen" and Beyond: A Meta-Analysis
(2016-05) Lammert, Hannah R
The rising rates of overweight and obesity have led to concerns about the increased risk for developing several negative health consequences. Poor eating habits and lack of sufficient levels of physical activity contribute to an increase in adiposity and body weight. Not surprisingly, the transition to college is associated with a variety of lifestyle changes that may contribute to additional weight gain, such as poor sleep, alcohol consumption, poor nutrition, and increased sedentary behavior. Many individual studies have commented on and attempted to examine the phenomenon known as the "Freshman 15". The present meta-analysis intends to discern the patterns related to body weight and adiposity changes over the first year of college. In addition, this study examines these changes from the beginning of freshman year to the end of senior year of college, as well as potential moderators of weight gain and body composition changes. We conducted a search on seven electronic databases, resulting in 55 studies for inclusion in the metaanalysis. An overall mean weight gain of 0.74 kg (1.63 lbs) was found for freshman year and 0.90 kg (1.98 lbs) for the end of senior year. Increases in BMI, percent body fat, absolute fat mass, and waist circumference, and a decrease in fat-free mass were observed for both freshman year and senior year of college. Significant differences between males and females were found in weight and BMI change. Body composition changes in college are concerning because of the potential negative health behaviors and patterns that are carried into adulthood. Focus should be paid not only to the freshman year of college but also throughout students' experiences with college.
From Problem to Promise: An Examination of the Effects of Peer Group Coaching on the Wellbeing of Undergraduate Students
(2015-05) Sommers, Jayne
College student mental health has historically been framed as a "crisis"� in need of a solution. Currently, college counseling centers report an inability to meet the demands of students. This study invites a shift in thinking about college student mental health to a focus on student wellbeing. This focus is not meant to replace attention to severe mental health needs of students, but is instead intended to augment the work being done by student affairs staff. Given college students' increasing mental health needs, higher education professionals are obligated to explore additional means of supporting students. The practice of peer coaching has been demonstrated as beneficial to participants in spheres outside of higher education. This mixed methods study sought to examine the experiences of 30 undergraduate students enrolled in a semester-long peer group coaching program. Students who participated in peer group coaching (n = 30) showed significant increases in multiple dimensions of wellbeing as measured by the Ryff (1989) Scales of Psychological Wellbeing and the Social Provisions Scale (Cutrona & Russell, 1987), while a comparison group (n = 34) increased in only one dimension. Analysis of qualitative interview data provided description of the experience of peer group coaching in students' own words, and a third analysis involving both the quantitative and qualitative data provided support for and illumination of the quantitative changes. Overall, the results of this study support the creation of peer coaching groups as one means of addressing the needs of today's undergraduate students.
Interview with Gladys Brooks
(University of Minnesota, 1999-09-28) Brooks, Gladys; Pflaum, Ann M.
Ann Pflaum interviews Gladys Brooks, former head of the Governor's Commission of Human Rights.
Interview with James Rothenberger
(University of Minnesota, 2000-03-16) Rothenberger, James H.; Pflaum, Ann M.
Ann Pflaum interviews James Rothenberger, graduate of the University and faculty member in the School of Public Health.
Interview with Jonathan G. Lebedoff
(University of Minnesota, 1999-07-25) Lebedoff, Jonathan G.; Pflaum, Ann M.
Ann Pflaum interviews the Honorable Jonathan G. Lebedoff, who speaks about his experiences as a student a the University during the 1960s.
Interview with Judith Lebedoff
(University of Minnesota, 1998-07-23) Lebedoff, Judith; Pflaum, Ann M.
Ann Pflaum interviews Judith Lebedoff, alumna of the University. Lebedoff speaks of her experiences at the University during the 1950s and 1960s.
Interview with Matthew Stark
(University of Minnesota, 1999-07-13) Stark, Matthew; Pflaum, Ann M.
Ann Pflaum interviews Matthew Stark, graduate and former staff member of the University. Stark speaks about his experience as a staff member of the University and about his work with the Minnesota Civil Liberties Union.
Interview with Toja Okoh
(University of Minnesota, 1998-02-07) Okoh, Oghenetoja; Pflaum, Ann M.
Ann Pflaum interviews Toja Okoh, a University alumni that spent the majority of his childhood in Nigeria.
Learning Styles in Higher Education
(2014) Aebi, Carolyn Leigh; Guldbrandsen, Frank; Strand, Joyce
The implementation of learning styles in the classroom is not a new method in teaching. However, this study aimed at the implementation of learning styles by students instead of teachers. Using an exploratory design approach, learning styles data was collected on a small sample of students attending a regional university in the upper Midwest. Subjects completed a 3 or 6 week learning styles workshop focused on implementation of their individual learning styles. Student’s semester and cumulative GPAs were tracked to assess whether implementation of a learning styles system in higher education would be effective in increasing academic success. Results showed that, on average, subject’s semester and cumulative GPAs did increase. The implications of these results suggest that further research needs to be completed for additional evidence of the power of student initiated learning styles in the higher education system.
Mixed methods analysis of multicultural identity and psychological help seeking beliefs in college students.
(2012-06) Walter, Jeffrey Paul
Research on the psychological help-seeking beliefs and behaviors of college students has provided evidence for differences among students based on demographic factors, with different variables being salient for different cultural groups. This mixed methods study focuses on understanding how common psychological help-seeking variables, including the role of one's social network, predict help-seeking beliefs, while triangulating these results with students' responses to questions about psychological help-seeking. Two hundred sixty-nine students from an urban, nonresidential, state university in the Midwest participated in the study, completing a questionnaire comprised of 2 scales, several demographic questions, and a variety of open-ended questions about seeking psychological help. Cultural dimensions of sociorace, gender and social class were combined to examine students' beliefs about psychological services by multicultural identity. Differences were found between groups when contrasting students who had previously sought help and those who had not previously sought help and also when contrasting European American and Racial/Ethnic Minority students. These differences were understood in light of qualitative responses which emphasized both the importance of being familiar with what psychological services have to offer and the confidence that psychological services could be helpful to someone from a similar cultural background. Suggestions for psychological professionals are discussed.
Mixed Methods analysis of multicultural identity and psychological help seeking beliefs in college students.
(2012-03) Walter, Jeffrey P.
Research on the psychological help-seeking beliefs and behaviors of college students has provided evidence for differences among students based on demographic factors, with different variables being salient for different cultural groups. This mixed methods study focuses on understanding how common psychological help-seeking variables, including the role of one's social network, predict help-seeking beliefs, while triangulating these results with students' responses to questions about psychological help-seeking. Two hundred sixty-nine students from an urban, nonresidential, state university in the Midwest participated in the study, completing a questionnaire comprised of 2 scales, several demographic questions, and a variety of open-ended questions about seeking psychological help. Cultural dimensions of sociorace, gender and social class were combined to examine students' beliefs about psychological services by multicultural identity. Differences were found between groups when contrasting students who had previously sought help and those who had not previously sought help and also when contrasting European American and Racial/Ethnic Minority students. These differences were understood in light of qualitative responses which emphasized both the importance of being familiar with what psychological services have to offer and the confidence that psychological services could be helpful to someone from a similar cultural background. Suggestions for psychological professionals are discussed.
A mixed methods approach to understanding weight-related behavioral disparities among college students by sexual orientation
(2014-10) VanKim, Nicole Allison
Existing research has found that lesbian, gay, and bisexual (LGB) college students are less likely to engage in healthful weight-related behaviors than heterosexual students. This dissertation builds on these findings by addressing three aims: (1) to identify major weight-related behavioral profiles by sexual orientation and gender; (2) to examine the relationship between institutional supports for LGB college students and weight-related behaviors; and (3) to explore the context surrounding weight-related health among LGB college students.In Aim 1, data from the 2009-2013 College Student Health Survey were used to fit latent class models. Overall, four distinct profiles were identified: "healthier diet," "moderate diet," "unhealthy weight control," and "healthier diet, physically active." Heterosexual and bisexual women exhibited all four profiles, discordant heterosexual women did not exhibit a "moderate diet" profile, and neither gay/lesbian nor unsure women exhibited "healthier diet, physically active" profiles. Heterosexual men exhibited all four profiles, discordant heterosexual men exhibited two profiles ("healthier diet" and "unhealthy weight control"), and gay, bisexual, and unsure men did not exhibit "healthier diet, physically active" profiles.In Aim 2, institutional-focused LGB supports (including school policies, institution-administered LGB and diversity organizations, and housing) were associated with more favorable weight-related behavioral profiles for heterosexual and some bisexual women. In contrast, these supports were associated with less favorable weight-related behavioral profiles for some gay and unsure men. Student-engaged LGB supports (including courses offered and student-run LGB groups) were not associated with students' weight-related behavioral profiles across sexual orientation and gender.In Aim 3, individual interviews with LGB, queer, and pansexual college students were conducted. Many felt their sexual orientation helped them be physically activity, engage in healthful eating habits, and have a positive body image. However, their sexual orientation was also a source of stress that adversely impacted physical activity and eating habits. Participants identified the need for institutional-level interventions to promote physical activity, healthy eating, and positive body image among LGB students.
Predicting consumer attitude and patronage intention toward fast fashion retailers: an illustration from U.S. college students
(2014-10) Yoo, Nayeon
The purpose of this study was to examine a variety of antecedents influencing consumers' positive attitude and patronage intention in the context of fast fashion retailing. An online survey was used to collect the data. A total of 154 usable responses collected from a purposive sample of U.S. college students were used for data analysis. Hierarchical regression and simple linear regression were used to examine the interrelationships among antecedents, consumer attitude, and consumer patronage intention. Findings revealed that: (a) fashion leadership and price consciousness positively influenced consumer attitude toward fast fashion retailers; (b) perceived price and emotional values obtained from fast fashion items positively influenced consumer attitude in the hierarchical regression model; and (c) consumer attitude partially mediated the relationship between antecedents of consumer attitude and consumer patronage intention. The findings showed how important price value and emotional value are when fast fashion retailers cater to college student customers.
Prescribing the problem: a multi-theoretical approach to predicting illicit stimulant use at the University of Minnesota-Duluth.
(2010-10) Smith, Ryan Bernard
Illicit prescription stimulant use by college students has been a rapidly growing problem across college campuses throughout the United States in the past decade. Students are abusing drugs such as Adderall and Ritalin at an alarming rate for academic improvement, recreational use and in some cases as a dieting agent. Past research has focused largely on the amount of students abusing these drugs and has neglected using criminological theory to determine what type of student uses these prescription stimulants and why they began using. To address this gap in literature, this researched examined survey data from a Midwestern university in Minnesota. It was found that variables from both social learning theory and social control theory predicted the illicit use of stimulants. School importance was not found to be a key predictor in stimulant use. These results are valuable in understanding illicit prescription stimulant use and demonstrate the need for further research using criminological theory.
Resilience in college students following childhood maltreatment
(2021-07) Merians, Addie
Objective: I examined the relations between childhood maltreatment and domains of functioning (i.e., relational functioning, educational functioning, autonomy, drinking consequences, psychological functioning) and the moderators of these relations among college students. I hypothesized that most students with a history of childhood maltreatment would display resilience in the domains of functioning, both cross-sectionally and across time, though more students without a history of childhood maltreatment would be categorized as resilient. I also hypothesized that current stressors would moderate the relation between childhood maltreatment and functioning as a risk factor, whereas emotion regulation, meaning-making, and social support would buffer the relations between childhood maltreatment and functioning.Participants and Methods: Data were collected at two time points from undergraduate students at the beginning (N = 312) and end (N = 241) of the semester. Results: The majority of students with low and moderate-to-severe childhood maltreatment were resilient in most domains at both time points and across time. For relational functioning and psychological functioning, the proportion of students with histories of maltreatment who were resilient was significantly different than those without at Time 1. Recent stressors, emotion regulation, meaning-making, and social support did not moderate the relation between maltreatment and any outcome. Conclusions: Research on maltreatment in undergraduate college students needs to acknowledge resilience, as many students with histories of maltreatment display resilient functioning. Further research on potential moderators is needed.

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