RISK FACTORS FOR NONMEDICAL PRESCRIPTION ANALGESIC USE AMONG COLLEGE STUDENTS: RESULTS OF A PROSPECTIVE STUDY

Purpose—Nonmedical Prescription Analgesic (NPA) use is a serious public health concern and studies on risk factors for NPA use are lacking. This investigation used preexisting data from a landmark longitudinal, prospective study of college students, the College Life Study (CLS), to examine the longitudinal relationship between four suspected risk factors—affective dysregulation, conduct problems, depressive symptoms, and general psychological health—and NPA use. Methods—The sample was comprised of 1,253 young adults originally recruited as first-year college students from a large, mid-Atlantic university. Results—10.5% (n=103) of the participants during year 3 of the study reported past year NPA use, of which 55.3% (n=57) were male and 81.6% (n=84) were white. Affective dysregulation and conduct problems were found to be significantly and longitudinally (baseline to year 3) associated with incident NPA use after controlling for gender, parents’ education, and race/ethnicity. Conclusions—Affective dysregulation and conduct disorder are longitudinally associated with NPA use among college students. These findings might aid in prevention efforts to reduce NPA use among college students.

Predictors of feelings of depression among Asian American college students

The purpose of this study is to explore the relationship between various collegiate experiences including substance use, religiosity, campus climate, academic life, social life, self-concept, satisfaction with college, and perceived feelings of depression among Asian American college students compared to other racial groups. Employing Astin’s (1993) I-E-O model, the study utilized the 2008 Cooperative Institutional Research Program (CIRP) the Freshman Survey (TFS) and the follow up College Senior Survey (CSS) in 2012 with the final sample of 10,710 students including 951 Asian American students. Descriptive analysis, cross-tabulations, blocked hierarchical multiple regression analysis, the equality of the unstandardized beta coefficients from the regression analyses, and a one-way ANOVA were conducted for the data analysis. Asian American students who are female, from low SES backgrounds, academically less achieved, frequent substance users, less religiously involved, and less satisfied with overall college experiences showed higher levels of feeling depressed. For the rate of feeling depressed across racial groups, Asian American college students showed the highest rate of feeling depressed while White students reported the lowest rate of feeling depressed. For Asian American college students, feeling depressed in high school, hours spent per week on studying and homework, and self-confidence in intellectual ability were the most significant predictors of feelings of depression while drinking beer, drinking liquor, spirituality, failing to complete homework on time, hours spent per week on socializing, self rated self-confidence in social ability, and satisfaction with overall college experiences were significant predictors of feelings of depression. Asian American college students spent the longest hours on studying and homework, reported the highest GPA, but showed the lowest self-confidence on intellectual ability. For all four racial groups, feeling depressed in high school and self-confidence in intellectual ability were significant predictors of feelings of depression in common. Implications for practice and directions for future research emphasize the need for better understanding the unique cultural background and impact of academic life associated with feelings of depression among Asian American college students and developing customized psycho-educational and outreach programs to meet unique needs for psychological well-being for each racial group on campus.

The Role of Attachment in a Social Cognitive Model of Social Domain Satisfaction in College Students

The study examined a modified social cognitive model of domain satisfaction (Lent, 2004). In addition to social cognitive variables and trait positive affect, the model included two aspects of adult attachment, attachment anxiety and avoidance. The study extended recent research on well-being and satisfaction in academic, work, and social domains. The adjusted model was tested in a sample of 454 college students, in order to determine the role of adult attachment variables in explaining social satisfaction, above and beyond the direct and indirect effects of trait positive affect. Confirmatory factor analysis found support for 8 correlated factors in the modified model: social domain satisfaction, positive affect, attachment avoidance, attachment anxiety, social support, social self-efficacy, social outcome expectations, and social goal progress. Three alternative structural models were tested to account for the ways in which attachment anxiety and attachment avoidance might relate to social satisfaction. Results of model testing provided support for a model in which attachment avoidance produced only an indirect path to social satisfaction via self-efficacy and social support. Positive affect, avoidance, social support, social self-efficacy, and goal progress each produced significant direct or indirect paths to social domain satisfaction, though attachment anxiety and social outcome expectations did not contribute to the predictive model. Implications of the findings regarding the modified social cognitive model of social domain satisfaction were discussed.

COLLEGE STUDENTS’ ATTITUDES TOWARD SEEKING PROFESSIONAL HELP: THE ROLE OF SOCIAL CLASS, CLASSISM, AND STIGMA

Research on attitudes toward seeking professional help among college students has examined the influence of social class and stigma. This study tested 4 theoretically and empirically derived structural equation models of college students’ attitudes toward seeking counseling with a sample of 2230 incoming university students. The models represented competing hypotheses regarding the manners in which objective social class, subjective social class, classism, public stigma, stigma by close others, and self-stigma related to attitudes toward seeking professional help. Findings supported the social class direct and indirect effects model, as well as the notion that classism and stigma domains could explain the indirect relationships between social class and attitudes. Study limitations, future directions for research, and implications for counseling are discussed.

Attitudes toward mental illness among college students in Nuevo Leon, México = Actitudes hacia las enfermedades mentales en estudiantes universitarios de Nuevo León, México

Stigma associated with mental illness has detrimental effects on the treatment and prevention of these diseases. The aim of this study was to analyze attitudes toward mental illness in a sample of university students in Nuevo Leon, Mexico. Results. Nine hundred and forty-three students were surveyed, 66.9% believe that genetic and familial factors are the cause of mental illness. Among 20-30% believe that people with mental illness are a nuisance for people; between 12-14% would be ashamed of having a family member with mental illness and people know it; and 61.8% would be able to maintain a friendship with a person who have mental illness. Conclusions. Over 50% of respondents have favorable attitudes towards patients with mental illness and less than 30% attitudes of social distancing.

Knowledge of and attitudes toward sexual and reproductive health among college students

Abstract Introduction: Knowledge provides the foundation for values, attitudes and behavior. Knowledge about sexual and reproductive health (SRH) and positive attitudes are essential for implementing protective behaviors. Objectives: The aim of this study was to evaluate SRH knowledge and attitudes in college students and their association with sexual and reproductive behaviors. Material and methods: A cross-sectional study was conducted in a sample of 1946 college students. The data were collected using a self-report questionnaire on the sociodemographics characteristics of the sample, an inventory on SRH knowledge and an attitude scale, and were analyzed with descriptive and inferential statistics (ANOVA and Pearson’s correlation). Results: The sample was 64% female and 36% male, with a mean age of 21 years. The majority were sexually active and used contraception. The SRH knowledge was moderate (22.27 ± 5.79; maximum score = 44), while the average SRH attitude score was more favorable (118.29 ± 13.92; maximum score = 140). Female and younger students studying life and health sciences had higher (P < .05) SRH knowledge and attitude scores. The consistent use of condom and health care surveillance were highly dependent on the students’ SRH knowledge and attitudes. Engagement in sexual risk behaviors was associated with lower scores for these variables. Conclusions: Strategies to increase SRH knowledge and attitudes are important tools for improving protective behaviors, especially with respect to contraception, health care surveillance and exposure to sexual risk. Older males studying topics other than life sciences should be a priority target for interventions due to their higher sexual risk

Professor gender, age, and “hotness” in influencing college students’ generation and interpretation of professor ratings

Undergraduate psychology students rated expectations of a bogus professor (randomly designated a man or woman and hot versus not hot) based on an online rating and sample comments as found on RateMyProfessors.com (RMP). Five professor qualities were derived using principal components analysis (PCA): dedication, attractiveness, enhancement, fairness, and clarity. Participants rated current psychology professors on the same qualities. Current professors were divided based on gender (man or woman), age (under 35 or 35 and older), and attractiveness (at or below the median or above the median). Using multivariate analysis of covariance (MANCOVA), students expected hot professors to be more attractive but lower in clarity. They rated current professors as lowest in clarity when a man and 35 or older. Current professors were rated significantly lower in dedication, enhancement, fairness, and clarity when rated at or below the median on attractiveness. Results, with previous research, suggest numerous factors, largely out of professors’ control, influencing how students interpret and create professor ratings. Caution is therefore warranted in using online ratings to select courses or make hiring and promotion decisions.

Gender differences in first-year College students’ academic expectations

Based on a multidimensional definition of academic expectations (AEs), the authors examine students’ AE component scores across countries and genders. Two samples (343 Portuguese and 358 Spanish students) completed the Academic Perceptions Questionnaire (APQ) six months after enrolling in their universities. Factorial invariance was ensured across countries and genders, allowing us to study AEs using the APQ for both genders and in both countries. No significant differences in factor means were found between countries, indicating that AEs are not an obstacle to student mobility. Gender differences were found in some AE factor means, Training for employment, Personal and social development, Student mobility, Political engagement and citizenship, and Social pressure, with males exhibiting higher scores. Because these differences are not supported by most literature in this domain, further studies are needed to clarify the causes of women’s lower expectations and, therefore, risk of adaptation difficulties.

Estils de regulació motivacional en la realització dels deures acadèmics en alumnes de 4t d’ESO

El principal objectiu d’aquesta recerca és fer una prospecció del tema dels deures en el nivell de quart d’ESO al nostre país, a la ciutat de Girona més concretament. Aquesta recerca, però, pretén anar una mica més enllà i busca també aproximar-se a respondre altres qüestions

Primera edició del Campus Prebat

Dotze estudiants de quart d’ESO van participar en la Primera edició del Campus Prebat que, a tall de prova pilot, es va dur a terme la darrera setmana de juny. Durant quatre dies els estudiants van conèixer els Campus de la UdG i van participar en diferents activitats. La UdG, com ja ha fet en quatre edicions del Jove Campus de Recerca, ha posat en marxa el Campus Prebat amb la intenció d’enfortir els lligams amb l’ensenyament secundari

Patrons de consum d'alcohol en estudiants universitaris

L’objectiu general d’aquesta tesi és conèixer la prevalença i el patró de consum d’alcohol d’una mostra de 2,137 estudiants de la Universitat de Girona (17-35 anys). S’utilitzà un disseny multimètode integrant la metodologia quantitativa (estudi d’enquesta) amb la metodología qualitativa (grups focals). Un 65% dels joves són consumidors habituals d’alcohol. La influència social de pares, germans i amics és una variable crucial en la iniciació i manteniment del consum d’aquesta droga. El consum habitual és més freqüent entre aquells que van experimentar més precoçment amb la substància. Entre els homes és més habitual el consum massiu, però més dones efectuen consums considerats d’alt risc. Els joves reconeixen algunes repercussions socials de l’abús de l’alcohol però no en perceben per a la salut física. Aquests resultats mostren la necessitat de: endarrerir l’edat de primera experimentació, informar del risc del consum d’alcohol i fomentar un oci nocturn alternatiu i saludable.

Measuring math anxiety in Italian college and high school students: Validity, reliability and gender invariance of the Abbreviated Math Anxiety Scale (AMAS)

Given that the ability to manage numbers is essential in a modern society, mathematics anxiety – which has been demonstrated to have unfortunate consequences in terms of mastery of math – has become a subject of increasing interest, and the need to accurately measure it has arisen. One of the widely employed scales to measure math anxiety is the Abbreviated Math Anxiety Scale (AMAS) (Hopko, Mahadevan, Bare & Hunt, 2003). The first aim of the present paper was to confirm the factor structure of the AMAS when administered to Italian high school and college students, and to test the invariance of the scale across educational levels. Additionally, we assessed the reliability and validity of the Italian version of the scale. Finally, we tested the invariance of the AMAS across genders. The overall findings provide evidence for the validity and reliability of the AMAS when administered to Italian students.

Preparing students for the transition from college to work /

The purpose of this study was to examine the perceived preparedness of college students for the transition from college to full-time employment. The study was concerned with the interest and rationale behind developing a required Exit Course for college students in order to improve the college to work transition. As well, possible content of an Exit Course was evaluated. The importance of addressing college to work transitions is highlighted by two phenomena. First, there are specific employability skills that employers in Canada are seeking in newly hired employees. Second, the provincial government in Ontario is determining college funding based on graduate employment statistics which are measured by graduate satisfaction, graduate employment, and employer satisfaction. The research concentrated on the following stakeholders involved in the transition from college to work: (a) current students, (b) recent graduates, (c) support staff who assist students in college to work transition (Career Educators), and (d) employers. Through qualitative research, including focus groups and interviews, these stakeholder groups participated in the research to determine if the Exit Course was a viable solution to facilitate the transition from college to work. Focus groups were conducted with current students, while one-on-one, semi-structured interviews were conducted with recent graduates, Career Educators, and employers. Common themes elicited from the participants included the following: (a) although students were perceived by the participants of this study to be technically prepared for employment, they were perceived to have weak job search skills and unrealistic expectations of the world of work unless they had received the benefits of a Co-operative Education experience; (b) an Exit Course was seen as a viable solution to the issues involved in college to work transition; (c) an Exit Course should be comprised of skills necessary to obtain and succeed in a job and the course should be taught by individuals with extensive qualifications in this area; and (d) there is a need to develop college and business partnerships to ensure that students are connected to employers. Educators within post secondary institutions, specifically colleges, can benefit from the information provided within this study to gain a better understanding of the perceived level of preparedness of students for the transition from college to work. Suggestions with regard to how to improve this transition were made, with specific reference to the addition of an Exit Course as one possible solution.

An exploratory descriptive study of factors influencing students to seek or not to seek personal counselling on a college of applied arts and technology campus located in Southern Ontario /

This descriptive-exploratory study examined factors which were perceived by students at a College of Applied Arts and Technology (CAAT) campus as influencing them in choosing to come or not to come for personal counselling and why they would or would not retum. A total of 250 students selected through a sample of convenience were surveyed. A questionnaire survey was conducted with quantitative data collected using a 4-point, forced-choice Likert scale and yes/no questions and qualitative data collected using open-ended questions and invited comments. The responses were analyzed using means and modes for the Likert responses and percentages for the yes/no and check-off questions. The narrative responses were subjected to content analysis to identify themes. The mean score findings on factors influencing students to come for personal counselling were at or close to the mid- point of 2.5. Personal distress was the only variable found to have a negative response, meaning students would not come to counselling if they were in personal distress. On factors that would keep them from choosing to come to counselling, students seemed to trust counsellors and feel accepted by them and rejected the notion that peer pressure or the first session being unhelpful would keep them away from counselling. The counsellor's relationship with the student is the major determinant for repeat sessions. When asked what factors would influence students to not retum for personal counselling, students rejected the variables of peer pressure, the extra time needed for counselling, and not getting what they wanted in a session, but, in one instance, indicated that variables regarding the counselling relationship would keep them from returning.

The quality of life as perceived by students in the Business Division, Niagara College

within the Business Division of Niagara College of Arts and Technology, 245 students were utilised for a convenience stratified sample of First, Second, and Third Year ,students. The students answered 33 items regarding their Quality of Program and 40 concerning their Quality of Life, along with demographic and motivational questions and open comments. The responses were classified using an SPSS/PC statistical package and frequency statistics extracted. The data were examined for the entire sample and also for each year within the Business Division. There were high positive responses to both QOP andQOL items. However, there was greater satisfaction for students in First Year Accelerated, Second Year and Third Year than First Year. All students noted high satisfaction for the overall assessment of the program. There were lower positive responses for Professor Items where students were unsure if teachers helped them to do their best or took a personal interest in helping students do their best. This may highlight problems which need attention in the Freshman year. The area where all students were most neutral was regarding how others view them which raises questions of the self-esteem of students at Niagara College. The implications from this study seem to suggest that well-motivated, small, closely identified groups with interactive teaching methods lead to positive QOL and QOP.