ALCOHOL AS A SOCIAL MEDIATOR AMONG UNIVERSITY STUDENTS

Objective: To identify the prevalence of alcohol consumption in Psychology students of a higher education institution in the city of Montes Claros, MG. Methods: Quantitative crosssectional descriptive research conducted from September to October 2014. The population consisted of 116 Psychology students from the city of Montes Claros, MG. Data were collected using the Alcohol Use Disorders Identification Test (AUDIT), the Inventário de Expectativas e Crenças Pessoais Acerca do Álcool – IECPA (Inventory of Expectations and Personal Beliefs about Alcohol), the Alcohol, Smoking and Substance Involvement Screening Test (ASSIST) and the Escala de Satisfação com o Suporte Social – ESSS (Social Support Satisfaction Scale). Descriptive analysis of data was performed using SPSS 19.0. Results: The sample had a predominance of female gender (82.75%, n=96), pardos (65.51%, n=76) and single (60.34%, n=70) individuals. Regarding the AUDIT risk classification, it was found that 49.13% (n=57) of the respondents were in the level 4, considered alcohol dependence. They reported occasional use of alcohol, smoking and other substances, which refer to ASSIST level 1 classification, with 94.82% (n=110). Regarding the IECPA, 87.06% (n=101) of the individuals were classified as level 1, with low vulnerability to the effects of alcohol. As to the ESSS, 68.10% (n=79) of the students showed high social support. Conclusion: Regarding the sample studied, it was found a high prevalence of dependence on alcohol and other legal and illegal drugs.

Action-Emotion Style, Learning Approach and Coping Strategies, in Undergraduate University Students

Action-Emotion Style (AES) is an affective-motivational construct that describes the achievement motivation that is characteristic of students in their interaction with stressful situations. Using elements from the Type-A Behavior Pattern (TABP), characteristics of competitiveness and overwork occur in different combinations with emotions of impatience and hostility, leading to a classification containing five categories of action-emotion style (Type B, Impatient-hostile type, Medium type, Competitive-Overworking type and Type A). The objective of the present research is to establish how characteristics of action-emotion style relate to learning approach (deep and surface approaches) and to coping strategies (emotion-focused and problem-focused). The sample was composed of 225 students from the Psychology degree program. Pearson correlation analyses, ANOVAs and MANOVAs were used. Results showed that competitiveness-overwork characteristics have a significant positive association with the deep approach and with problem-focused strategies, while impatience-hostility is thus related to surface approach and emotion-focused strategies. The level of action-emotion style had a significant main effect. The results verified our hypotheses with reference to the relationships between action-emotion style, learning approaches and coping strategies.

Determinants of alcohol use and khat chewing among Hawassa University students, Ethiopia: a cross sectional study.

Background: Students’ alcohol and khat use have been associated with various health related problems. However, its magnitude and associated factors among Ethiopian students are not yet well documented. Objective: The study aimed to assess the prevalence of alcohol use, khat chewing and its associated factors among Hawassa University students. Methods: A cross-sectional study was conducted from June to July 2011. Multistage stratified sampling technique was employed to select 590 students. Self administered questionnaires were used to collect data. Data was entered and analysed by SPSS version 20.0. Logistic regression analyses were used to identify the association of different variables. Results: The current prevalence of student’s alcohol and khat use were 29.5% (95% CI: 25.8-33.3) and 16.3% (95% CI: 13.7- 20.0) respectively. Being male (AOR 1.8; 95% CI 1.1-3.0) and living alone (AOR 20.1; 95% CI 2.5-166.7) had a higher odds of alcohol use. Similarly, family substance use history (AOR 4.8; 95% CI 2.5-9.3) and peer influence (AOR 4.6; 95% CI 2.3-9.0) had also higher odds of khat use. Conclusion and recommendation: The proportion of student’s khat chewing and alcohol use was significant. Hence, higher education in collaboration with other stakeholders should work on convincing students about the ill effects of these substances.

University students' engagement: Development of the university student engagement inventory (USEI)

Student engagement is a key factor in academic achievement and degree completion, though there is much debate about the operationalization and dimensionality of this construct. The goal of this paper is to describe the development of an psycho-educational oriented measure – the University Student Engagement Inventory (USEI). This measure draws on the conceptualization of engagement as a multidimensional construct, including cognitive, behavioural and emotional engagement. Participants were 609 Portuguese University students (67 % female) majoring in Social Sciences, Biological Sciences or Engineering and Exact Sciences. The content, construct and predictive validity, and reliability of the USEI were tested. The validated USEI was composed of 15 items, and supported the tri-factorial structure of student engagement. We documented evidence of adequate reliability, factorial, convergent and discriminant validities. USEI’s concurrent validity, with the Utrecht Work Engagement Scale-Student Survey, and the predictive validity for self-reported academic achievement and intention to dropout from school were also observed.

A basic interpretive study of the experiences of university students who have dropped or failed an online course

Online courses have increased in enrollments over the past few decades. As the number of students taking online courses have increased, so has the number of students who have dropped or failed an online course. According to the literature, online courses may have higher drop rates than traditional, face-to-face courses. The number of students who fail an online course is, also, of concern. As online courses may continue to grow over the next few decades, studies on persistence in online courses may benefit students, administrators, instructional designers, educators, and researchers. Although previous research studies have addressed persistence in online courses, very few examine it from the perspectives of students who were unsuccessful in their courses. These students may have unique insights about the online experience that may have related to their lack of success. The purpose of this study was to understand the experiences of university students who have failed or dropped an online course through the lenses of transactional distance theory and Kember’s model of dropout in distance education. Transactional distance theory discusses the dialog, structure, and learner autonomy involved in an online course, while, Kember’s model presents categories that may relate to dropping an online course. Together, the theory and model may help in understanding the experiences of students who have dropped or failed an online course. In this study, semi-structured interviews were conducted with 20 participants from a large Southeastern university in the United States. Based on the participants’ responses, the data was sorted and ranked according to the amount of transactional distance in their courses, as well as the categories of Kember’s model. Many of the participants who experienced low or high transactional distance have, also, expressed an issue with the goal commitment category of Kember’s model. Additionally, there were important differences in the student characteristics of those who dropped or failed an online course. Furthermore, suggestions for improving online courses were given by the participants. Some of these suggestions included more student-instructor interactions, the use of more technology tools in their online course, and for orientations to the online environment to be offered.^

Fundaments of the ethical acting in university students

It is urgent that the superior Education in the health area develops in the students a pro-active ethical commitment which is translated into the creation of socio-professional and rational and clarified socio-cultural values.

Alcohol consumption among university students: a typology of consumption to aid the tailoring of effective public health policy

Objective: Elevated levels of alcohol consumption among university students are well documented. Policymakers have attempted to combat this issue at a university, national and international level. Tailoring public health policy to effectively tackle alcohol use is crucial. Using Q-methodology, the current study aims to develop a typology of alcohol consumption in the Irish university student population. Setting: A large Irish university. Participants Hundreds of possible statements on types of consumption were generated from a systematic review and a set of one-on-one interviews. These were reduced to 36 statements, 6 statements which define each of the 6 previously defined consumption types. Participants were advised to scan through the 36 statements and fill the statements into a ‘forced choice, standardised distribution’. Following this, a 45–90 min interview was conducted with students to illuminate subjectivity surrounding alcohol consumption. Analysis was conducted using PQ Method and NVivo software. Principal component analysis, followed by varimax rotation, was conducted to uncover the final factor information. Results: In total, 43 students completed the Q-study: 19 men and 24 women. A typology describing 4 distinct groupings of alcohol consumer was uncovered: the guarded drinker, the calculated hedonist, the peer-influenced drinker and the inevitable binger. Factor loadings of each of the consumer groupings were noted for type description. Conclusions: This is the first study to propose ideal types of alcohol consumption among a university student population. Further research is required to investigate the degree to which each of these ideal types is subscribed. However, this typology, in addition to informing public policy and strategies, will be a valuable analytic tool in future research.

Alcohol consumption among university students in Ireland and the United Kingdom from 2002 to 2014: a systematic review

Background: Alcohol is a leading cause of global suffering. Europe reports the uppermost volume of alcohol consumption in the world, with Ireland and the United Kingdom reporting the highest levels of binge drinking and drunkenness. Levels of consumption are elevated among university students. Thus, this literature review aims to summarise the current research on alcohol consumption among university students in the Republic of Ireland and the United Kingdom. Methods: MEDLINE, CINAHL, EMBASE and PsychInfo were systematically searched for literature from January 2002 until December 2014. Each database was searched using the following search pillars: alcohol, university student, Ireland or the United Kingdom and prevalence studies. Results: Two thousand one hundred twenty eight articles were retrieved from electronic database searching. These were title searched for relevance. 113 full texts were retrieved and assessed for eligibility. Of these, 29 articles were deemed to meet inclusion criteria for the review. Almost two thirds of students reported a hazardous alcohol consumption score on the AUDIT scale. Over 20 % reported alcohol problems over their lifetime using CAGE while over 20 % exceed sensible limits each week. Noteworthy is the narrowing of the gender gap throughout the past decade. Conclusion: This is the first review to investigate consumption patterns of university students in Ireland and the United Kingdom. A range of sampling strategies and screening tools are employed in alcohol research which preclude comparability. The current review provides an overview of consumption patterns to guide policy development.

Hazardous alcohol consumption among university students in Ireland: a cross-sectional study

Objective: There is considerable evidence of a cultural shift towards heavier alcohol consumption among university students, especially women. The aim of this study is to investigate the prevalence and correlates of hazardous alcohol consumption (HAC) among university students with particular reference to gender and to compare different modes of data collection in this population. Setting: A large Irish university. Design: A cross-sectional study using a classroom distributed paper questionnaire. Participants: A total of 2275 undergraduates completed the classroom survey, 84% of those in class and 51% of those registered for the relevant module. Main outcome measures: Prevalence of HAC measured using the Alcohol Use Disorders Identification Test for Consumption (AUDIT-C) and the proportion of university students reporting 1 or more of 13 adverse consequences linked to HAC. HAC was defined as an AUDIT-C score of 6 or more among males and 5 or more among females. Results: In the classroom sample, 66.4% (95% CI 64.4 to 68.3) reported HAC (65.2% men and 67.3% women). In women, 57.4% met HAC thresholds for men. Similar patterns of adverse consequences were observed among men and women. Students with a hazardous consumption pattern were more likely to report smoking, illicit drug use and being sexually active. Conclusions: The findings highlight the high prevalence of HAC among university students relative to the general population. Public policy measures require review to tackle the short-term and long-term risks to physical, mental and social health and well-being.

Prevalence and profile of alcohol consumption among university students in Ecuador

Alcohol consumption is one of the main health and social problems in Ecuador. The aim of this study was to explore gender differences in the prevalence and psychosocial profile of problematic consumers among university students. We surveyed 3,232 students by using the AUDIT and psychosocial scales. To discriminate the explanatory value of each variable, a CHAID segmentation analysis was used. The prevalence of alcohol consumption was 92.24% in men and 82.86% in women. In total, 49.73% of men and 23.80% of women reported problematic consumption. In men, the profile of problematic consumption was defined by higher scores in anxiety and depression, especially if they showed higher levels of psychological stress and lower life engagement. In women, problematic consumption showed a tendency towards psychological inflexibility, especially in those with lower life engagement. There is a need to prioritise attention to alcohol consumption in university students and to design different interventions for men and women.

Diary of John Page, 1757-1781

Manuscript volume. The first thirty-nine pages include diary entries from Page's years as an undergraduate student at Harvard College. Dated July 1757 through March 1761, entries includes short notes about daily activities. Topics covered include expenses, academics, clothing, and travel to and from Cambridge. Twenty-two pages covering 1764 through 1781 contain brief listings of items, generally foodstuffs, received from male and female Danville parishioners identified by name in Danville. The final twenty-six pages contain notes listing area deaths, as well as his own thoughts on topics such as "of light" and "jealousy." The concluding pages include rules "Concerning Grammar."

Records of the Debating Club of Resident Graduates, 1792-1793

This journal contains minutes from meetings held from February 1792 through October 1793. These minutes include the names of participants and the questions and arguments which were debated, including: whether or not French slaves in the West Indies should be emancipated; whether or not reading novels was beneficial; whether sermons were more effective when memorized than when simply read; whether theater contributed to corrupt morals; whether drunkenness or gambling was more detrimental to society; and whether or not French assistance to the colonies in their Revolutionary War provided sufficient cause for the United States to join with France in its own wars. Most of the topics of debate centered on religion, government and education. Several entries also include notes on related topics of discussion, including the reasons for Native American tribes' hostilities against federal authorities, and there are several references to published works which were cited and consulted in the course of debate.

Records of the Geographical Society, ca. 1796

This small blue-covered paper notebook contains four leaves with the handwritten records of the Geographical Society, an undergraduate organization at Harvard in the late 1790s. The records consist of ten handwritten "Laws of the Geographical Society" and a short list of fines dispensed on October 7th. A list of six student surnames is written on a scrap of paper and attached with pins to the notebook's inside front cover. The surnames likely correspond to six members of the Harvard Class of 1798: John Abbot (1777-1854), Isaac Adams (d. 1807), Francis Brigham (d. November 14, 1796), Humphrey Devereux (1779-1867), Joseph Emerson (1777-1833), and Artemas Sawyer (d. 1826). The notebook is undated but was presumably kept in 1795 or 1796 around the time of Brigham's death on November 14, 1796. While Brigham's surname appears in the list of fines, it is crossed out on the inside front cover.

Letter from Artemas Ward to Benjamin Stone, 1787 July 18

Artemas Ward wrote this letter to Benjamin Stone on July 18, 1787, expressing his concern about the expense of his son, Henry Dana Ward's, imminent studies at Harvard. Ward complains to Stone about his own debts and the failure of the government to honor their financial obligations to him, and he also expresses hope that the President of Harvard will allow his son to spend part of his time "keeping a school" during his freshman and sophomore years, thus earning an income sufficient to pay for his studies. Ward also suggests that it might be preferable that his son board with a respectable family, rather than live at the College.

Commonplace book of Hector Orr, 1789-1804

Hector Orr began recording entries in this commonplace book during his first year as a student at Harvard and continued writing in the volume sporadically until 1804. The entries written while he was a student, from 1789 to 1792, include themes written on the following topics: Time, Discontent, Patriotism, Virtue, Conscience, Patience, Avarice, Compassion, Mortality, Self-knowledge, Benevolence, Morning, Anger, Profanity, Bribery, Autumn and Winter, Hermitage, Conscience and Anticipation. He also wrote detailed entries about the forensic disputations in which he and his classmates participated, explaining both the affirmative and negative positions. One of these disputations involved discussion of the Stamp Act, which was then quite recent history. Orr's entries about the disputations list the names of students involved and specify their position in the argument.