Rural College Student Persistence and Institutional Support

Ditillo, Nicole Marie North Carolina State University ProQuest Dissertat 2019 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Students from rural areas (“rural college students”) are underrepresented on America’s college campuses. In North Carolina, rural communities represent over one-third of the state population (U.S. Census, 2010b), but only 18.1% of the state’s four-year college graduates (USDA ERS, 2017b). Geographic poverty and limited access to college preparatory resources make it difficult for rural populations in the American South to gain access to higher education (Byun et al., 2012c; Provasnik et al., 2007; Roscigno & Crowley, 2001; Sipple & Brent, 2008). Despite their lower college attainment rates, rural scholars possess unique strengths, such as strong social capital within their communities and a deep commitment to service (Ardoin, 2018; Flora et al., 2016; Tieken; 2014). Additional research is needed to understand how students’ rural backgrounds shape their college experiences and the role of the institution in their persistence.The purpose of this case study was to explore the college experiences of students from rural communities in North Carolina and understand how those experiences shape their college persistence. The case study explored the experiences of 15 late-stage rural college students enrolled in one land-grant institution in the South through interviews and document analysis. The study also used interviews with faculty and staff to explore the awareness and perceptions of institutional actors on rural college student populations. Findings from this study revealed that students’ rural backgrounds influenced the values, motivational orientations, and goals rural students used to guide them through their college experiences.Rural students, especially those attending rural public schools, had limited access to college preparatory coursework in their secondary education, but their academic engagement at college bolstered their post-secondary success. Furthermore, rural students engaged in social activities and communities on campus to fulfill their goals of building community and engaging in service. Finally, rural students also maintained connections to their home communities throughout their college careers. The findings from this study suggest that rural college students utilize a multitude of strategies to persist in college. The study also found that institutional actors were limited in their understanding of rural college students. By understanding the unique challenges rural college students face in their transition to college and the strategies they use to persist, institutions can improve their support of rural scholars in ways that increase rural college student persistence at four-year institutions.

College English Instructional Design of China Based on Participatory Teaching Theory

방우염 세한대학교 대학원 2023 국내박사

The demands on college students for English language proficiency in all spheres of society are increasing in line with the society's rapid development and the cooperation among various nations, but Chinese college students' actual English application and communication skills fall far short of the standards set by the language proficiency requirements of social development. In recent years, China's higher education has continuously promoted the reform of college students' English learning, and has made great progress and development. However, during the development of college English teaching in China, there is still a situation in which students' participation is low and classroom teaching fails to play an beneficial role in students’ English learning in college. In this context, the purpose of this study is to develop the College English Instructional Design of China Based on Participatory Teaching Theory, which satisfies practical needs and to enhance the practical application, cooperation, and communication skills of college students. In order to achieve this aim, this research used a variety of research methods such as literature research, scale survey, teaching experiment and statistics analysis to carry out the research. And these findings can provide cracking ideas and solutions for college English teaching and learning. Details are as follows. First of all, literature research was used to sort out the development, application, and characteristics of participatory instructional design. Then, the relationships among participatory instructional design, college English teaching, and the participatory instructional design of college English were cleared up, then the validity and feasibility of College English Instructional Design of China Based on Participatory Teaching Theory were confirmed. Furthermore, based on the related theories and experiment analysis of participatory teaching theory and instructional design theory, the Model of College English Instructional Design of China Based on Participatory Teaching Theory and The Implementation Process Mode of College English Instructional Design of China Based on Participatory Teaching Theory were designed. What's more, in order to verify the validity of College English Instructional Design of China Based on Participatory Teaching Theory, a 15-week teaching experiment was carried out. In addition, the Scale of Students’ Engagement in College English Classroom Learning, the Scale of College Students' English Learning Strategy, the college English tests were used to collect data, and SPSS 22.0 was used to conduct statistical analysis on the valid data to obtain the experiment results. Finally, with the help of the improved Flanders Interaction Analysis System (iFIAS), the classroom interactions of four demo college English classes were tested. The research results were as follows. This study utilized college English teaching practice to determine the feasibility and validity of The Model of College English Instructional Design of China Based on Participatory Teaching Theory. And the findings indicates that College English Instructional Design of China Based on Participatory Teaching Theory can help improve students’ engagement in college English classroom learning, optimize college students' English learning strategies, and help college students improve their performance in English tests. What’s more, in the English classes using College English Instructional Design of China Based on Participatory Teaching Theory, students' agency can be fully embodied. Besides, it also creates communicating opportunities and conditions for college students' English learning. Therefore, students’ language application ability, communicating ability, and cooperating ability can be cultivated. Based on the above results, this study holds that College English Instructional Design of China Based on Participatory Teaching Theory provides a new idea for college students' English teaching and the development of college English instructional design. Participatory teaching theory provides a theoretical basis for college English instructional design. Thus College English Instructional Design of China Based on Participatory Teaching Theory is valid.

INFLUENCES ON COLLEGE STUDENTS’ BRAND PREFERENCES FOR ATHLETIC SHOES : A CONSUMER SOCIALIZATION PERSPECTIVE

Yoh, Tae Ho Florida State University 2001 해외박사

College students are one of the most important markets for many profit-oriented organizations. In 1998, approximately 14.1 million American students were enrolled in one of over 3,000 colleges in the United States. College students were estimated to have spent more than $96 billion on product purchasing. As in other industries, the college student market is a very important market in the sport industry. College students spent over $1.6 billion for athletic shoes in 1997. Sixty?seven percent of college students bought at least one pair of athletic shoes in 1996. The purpose of this study was to use the consumer socialization model to investigate how socialization agents influence college students' brand preferences for athletic shoes and to examine the relationship between various demographic segments. Data were collected to determine if socialization agents differed between participants' genders, favorite shoe brands, living status, and income sources. Four socialization agents were identified from the literature review and the pilot study. They were family, peers, mass media, and salespeople. A 5-point Likert scale survey instrument was used to measure the degree of influence of socialization agents for consumers' athletic shoe purchasing. A total of 418 college students were surveyed from a southeastern university. Chi-square analysis was used to test the differences between groups. The results of the chi-square analysis indicated that overall peer group had the most influence on college students' athletic shoe brand preferences, while family had the least influence. The socialization agents' influence for college students' athletic shoe brand preferences did not significantly differ between genders, favorite shoe brands, and income sources. The socialization agent's influence for college students' athletic shoe brand preference significantly differed according to students' living status. The results of this study revealed that socialization agents' influences on college students' brand preferences can be affected by individuals’ some unique environmental status. Marketers who target college students should consider some antecedent variables that affect brand preferences to develop more useful marketing strategies.

College Students' Lifestyles in Korea and in the U.S.

강선우 University of Kentucky 2004 해외박사

Even though college students may be faced with developmental life tasks that might lead them to cognitive and emotional growth, little is known about complex aspects of college students' lifestyles across culture. Understanding college students' lifestyles across culture requires an exploratory approach to examine (1) how the college students' lifestyles differ, and (2) what are the sociocultural factors that might be related to the culturally configured lifestyles. The present study explored how Korean college students' lifestyles differ from the U.S. college students' lifestyles using an exploratory approach. The survey instrument included demographic variables and 40 lifestyle items. Data were distributed in introductory psychology classes at a large regional university in Korea (N=324), and lower level psychology classes and educational psychology classes at a large mid-south regional university in the U.S. (N=287). In the first stage of the study, two exploratory factor analyses revealed four types of lifestyles in Korean college students (i.e., academic/career oriented, socially oriented, trend seeking, and family oriented) and four slightly different types of lifestyles in the U.S. college students (i.e., academic/career/family oriented, trend seeking, socially oriented, and health conscious). In the second stage of the stud~, demographic variables in relation to lifestyles were explored to produce predictive models using regression analyses. In Korean data, "sex", "age", and "commute time were the significant predictors of academic/career oriented lifestyle. 1n the U.S. data "sex" and "living on campus" predicted academic/career/ family oriented lifestyle. "Sex" predicted trend seeking lifestyle. "Sex" and "living with family" were positive predictors and "living on campus" was a negative predictor for socially oriented lifestyle. In the third stage of the study, the additional analyses were conducted on examining terelationship between culturally salient demographic variables (i.e., "military", "first child son", "first child daughter"), and the lifestyles. Since multiple comparisons were needed, Bonferroni corrections were implemented to determine statistical significance. Results showed that those who completed serving the military exhibited more highly academic/career oriented lifestyle than did those who did not. Male students who were first child were significantly less trend-seeking than were those who were not. Directions for future studies including cultural value orientations and student integration model are suggested to gain a fuller understanding of the sociocultural influence on college students' lifestyles. Even though college students may be faced with developmental life tasks that might lead them to cognitive and emotional growth, little is known about complex aspects of college students' lifestyles across culture. Understanding college students' lifestyles across culture requires an exploratory approach to examine (1) how the college students' lifestyles differ, and (2) what are the sociocultural factors that might be related to the culturally configured lifestyles. The present study explored how Korean college students' lifestyles differ from the U.S. college students' lifestyles using an exploratory approach. The survey instrument included demographic variables and 40 lifestyle items. Data were distributed in introductory psychology classes at a large regional university in Korea (N=324), and lower level psychology classes and educational psychology classes at a large mid-south regional university in the U.S. (N=287). In the first stage of the study, two exploratory factor analyses revealed four types of lifestyles in Korean college students (i.e.., academic/career oriented, socially oriented, trend seeking, and family oriented) and four slightly different types of lifestyles in the U.S. college students (i.e.., academic/career/family oriented, trend seeking, socially oriented, and health conscious). In the second stage of the study, demographic variables in relation to lifestyles were explored to produce predictive models using regression analyses. In Korean data, "sex", "age", and "commute time" were the significant predictors of academic/career oriented lifestyle. In the US. data, "sex" and "living on campus" predicted academic/career/ family oriented lifestyle. "Sex" predicted trend seeking lifestyle. "Sex" and "living with family" were positive predictors and "living on campus" was a negative predictor for socially oriented lifestyle. In the third stage of the study, the additional analyses were conducted on examining the relationship between culturally salient demographic variables (i.e.., "military", "first child son", "first child daughter"), and the lifestyles. Since multiple comparisons were needed, Bonferroni corrections were implemented to determine statistical significance. Results showed that those who completed serving the military exhibited more highly academic/career oriented lifestyle than did those who did not. Male students who were first child were significantly less trend-seeking than were those who were not. Directions for future studies including cultural value orientations and student integration model are suggested to gain a fuller understanding of the sociocultural influence on college students' lifestyles.

(The) effect of public stigma and disability advocacy activities on empowerment among college students with physical disabilities : Mediation analysis of self-stigma

Sung, Jimin Sungkyunkwan University 2022 국내석사

Strengthening empowerment is crucial for college students with disabilities in developing identity and enhancing their well-being. People with disabilities often face public stigma that can negatively affect their empowerment. According to the personal responses to stigma model, self-stigma is a critical gateway on the path to empowerment. As empowerment can be achieved in two aspects, cognitive and behavioral facets, the effects of perceived public stigma and involvement in disability advocacy activities on empowerment should be examined. However, few studies have simultaneously examined the mediating effects of self-stigma on the pathways between public stigma and empowerment and disability advocacy activities and empowerment. This study aimed to explore the deferential mediation role of self-stigma in the effect of public stigma and disability advocacy activities on empowerment. This cross-sectional study involved 107 college students with physical disabilities in South Korea. Participants were recruited from student organizations and the Office of Disability Services for students with disabilities. Inclusion criteria were (a) currently attending college and (b) registered as having disabilities in the Korea National Disability System. The PROCESS macros in SPSS Statistics 24 were used to assess the hypothesized mediation model, and 95% bias-corrected confidence intervals (CIs) were generated by the bias-corrected bootstrapping method using 5,000 resamples to examine the significance of the mediation effect of self-stigma in both paths to empowerment. All participants were college students with a mean age of 23.13 (SD = 5.60). More than half were men (54.2%), more than one third had an orthopedic impairment (36.4%), and many had an acquired impairment (65.4%). Results showed that the direct effect of public stigma on empowerment was not statistically significant. Disability advocacy and self-stigma were significantly associated with empowerment. Indirect effects of self-stigma in the relationship between public stigma and empowerment and the relationship between disability advocacy and empowerment were both significant. This study emphasized the need for social work intervention to prevent the formation of self-stigma by examining the mediating effect of self-stigma. Practical implications at the intrapersonal, interpersonal, and structural levels were discussed. Informative education and coping skills-building programs were proposed to help college students with disabilities cope with the social stigma. Additional measures were proposed to support disability advocacy activities by the students. In addition, the importance of raising disability rights awareness was discussed, and the ways to reduce disability stigma on and off campus were suggested. 장애인의 임파워먼트에 부정적인 영향을 끼치는 사회적 낙인은 우리 사회에 만연하다. 임파워먼트는 장애대학생의 웰빙과 자아정체성 형성에 중요한 요소로 작동하기에, 임파워먼트를 향상하는 방법을 학문적으로 탐구해야 할 필요성이 존재한다. 낙인의 개인적 반응 이론(The model of personal responses to stigma )에 따르면, 낙인을 내면화하여 형성된 자기낙인은 임파워먼트로 향하는 경로에서 중요한 관문이다. 한편, 임파워먼트는 인지적, 행동적 측면으로 이해할 수 있음으로 본 연구에서는 사회적 낙인의 인지와 장애옹호활동 참여가 임파워먼트 경로에 어떤 영향을 주는 지를 탐구하고자 한다. 본 연구의 목적은 사회적 낙인과 임파워먼트, 장애옹호활동과 임파워먼트의 관계에서 자기낙인의 매개효과를 알아보는 것이다. 본 연구는 가설을 검증하기 위해, 주요 변수의 척도와 인수사회학적 정보를 묻는 질문으로 구성된 설문지를 온라인 링크로 배포하였다. 유의표집 및 눈덩이표집을 통해 모집된 총 107명의 신체장애를 가진 대학생들의 데이터를 분석에 활용하였다. 연구참여자 기준은 1)현재 대학에 재학중이며 2)보건복지부에 장애인으로 등록되어 있는 사람이었다. 연구참여자들은 장애학생자치단체와 장애학생지원센터를 통하여 모집하였다. 매개모형을 검증하기 위하여 SPSS Statistics 24의 PROCESS Macro를 사용하였으며, 임파워먼트로 향하는 두 경로에서 자기낙인의 매개효과의 유의성을 검증하기 위해 편향보정(Biased-Corrected, BC) 부트스트래핑 방법을 사용하였다. 부트스트래핑 표본을 5000번 추출하여 95% 신뢰구간(CI)을 추정하였다. 연구결과는 다음과 같다. 연구참여자의 평균연령은23.13세 (SD = 5.60) 였다. 반 이상의 참여자는 남성(54.2%)이었으며, 3분의 1 이상의 참여자들은 지체장애를 가지고 있었으며(36.4%), 다수가 후천적 장애를 지니고 있었다(65.4%). 사회적 낙인은 임파워먼트에 직접효과를 보고하지 않았지만 장애옹호활동과 자기낙인은 유의한 직접효과가 존재하였다. 사회적 낙인과 임파워먼트 사이에서 자기낙인의 간접효과와 장애옹호활동과 임파워먼트 사이에서 자기낙인의 간접효과는 모두 유의한 것으로 나타났다. 본 연구는 자기낙인의 매개효과를 검증함으로써, 자기낙인 형성을 방지하는 사회복지적 개입이 필요하다는 점을 강조하였다. 개인적, 대인적, 구조적 차원의 실천적 함의를 논의하였다. 장애대학생이 사회적 낙인에 건강하게 대처할 수 있도록 지원하는 교육 및 프로그램을 제안하였으며, 장애대학생의 장애옹호활동을 지원할 수 있는 방안을 제시하였다. 또한, 대학 안팎에서 장애인을 향한 사회적 낙인과 차별이 감소되어야 함을 주장하며, 장애인권 의식을 함양하는 방안을 제언하였다.

A Study on the Relationship between Academic Stress and Academic Achievement : The Mediation Effect of Coping Style and the Moderator Effect of Psychological Resilience for College Students

공지혜 세한대학교 일반대학원 2020 국내박사

The purpose of this study is to investigate the relationship between academic stress and academic achievement, and to analysis the mediation effect of coping style and the moderator effect of psychological resilience in the relationship between the two variables for college students, including the significant differences between demographic groups in academic stress, coping style, psychological resilience and academic achievement, the correlation among the four variables, the mediation effect of coping style between academic stress and academic achievement, and the moderator effect of psychological resilience in the moderated mediation model. On this basis, suggestions to improve the academic achievement of college students will be put forward. This study selected college students from a university in Changchun city, Jilin Province, China as the research subjects, collected data through the "College Students Academic Stress Questionnaire", "Simple Coping Style Questionnaire", "Adolescent Psychological Resilience Scale", and selected the achievement of a certain academic course jointly studied by college students for the assessment of academic achievement. This study used SPSS 24.0 and Amos 23.0 to conduct statistical analysis of the effective data, the research results are as follows: First, the academic stress of college students was affected by gender, major, family location and only child or not. In regards of gender, academic stress of male college students was significantly higher than female college students. In regards of major, academic competition stress and family expectations stress of liberal arts college students were significantly higher than science majors. In regards of family location, the overall academic stress, academic prospect stress, academic results stress and family expectations stress experienced by rural college students were significantly higher than those of urban college students. In regards of only child or not, academic prospect stress, academic results stress and family expectations stress of non-only children college students were significantly higher than the only-child college students. The coping style of college students was not affected by gender, major, family location and only child or not. The psychological resilience of college students was affected by gender. The overall level of psychological resilience and emotional control of female college students was significantly higher than that of male college students. The academic achievement of college students was affected by gender, major, family location, and only child or not. Academic achievement of female college students was significantly higher than male college students; liberal arts college students were significantly higher than science college students; rural college students were significantly higher than urban college students; non-only child college students were significantly higher than their only-child. Second, there were significant correlations among academic stress, coping style, psychological resilience and academic achievement. There was a significant negative correlation between academic stress and academic achievement, a significant negative correlation between academic stress and positive coping style, a significant positive correlation between academic stress and negative coping style, a significant negative correlation between academic stress and psychological resilience, a significant positive correlation between psychological resilience and positive coping style, a significant positive correlation between positive coping style and academic achievement, and a negative correlation between negative coping style and academic achievement. Third, coping style (positive coping style and negative coping style) has a partial mediation effect between academic stress and academic achievement. Fourth, psychological resilience has a moderator effect in the moderated mediation model. Recommendations were made to improve academic achievement of college students from three aspects. First of all, pay attention to the academic stress of college students and promote their mental health. Secondly, cultivate positive coping style of college students and reduce negative coping style of college students. Finally, improve psychological resilience and promote self-growth. This study can effectively improve the academic achievement of college students, and thus improve the competitiveness of college students. The study can also provide a new perspective for related workers to intervene in the research of academic stress, coping style, psychological resilience, and academic achievement for college students.

A Study on the Exercise Adversity Quotient of Chinese College Students

리징강 경남대학교 대학원 2024 국내박사

목표: 중국 대학생들은 일관된 운동 루틴을 유지하는 데 다양한 어려움을 겪고 있으며, 운동 지속성은 체력을 향상시키는 데 중요한 요소입니다. 운동 지속성을 유지하는 문제는 전 세계적인 관심사이며, 운동 지속성에 대한 이해를 높이기 위해 새로운 변수를 파악하는 것은 운동 심리학 분야에서 유망한 연구 분야입니다. 역경지수(AQ)는 역경에 직면하고 극복하는 개인의 능력을 나타내는데, 놀랍게도 AQ 이론은 스포츠 심리학자들로부터 큰 주목을 받지 못했습니다. 국내외를 막론하고 운동 행동 촉진에 대한 AQ 이론의 영향력을 탐구한 연구가 부족하고, 운동 AQ에 관한 이론적 연구도 부재한 상황입니다. 운동 지속의 과정을 역경을 지속적으로 헤쳐나가는 과정과 유사하다고 본다면, 역경 지수 이론은 운동 지속성을 강화하는 데 중요한 이론적 틀이 될 수 있습니다. 또한 운동하는 사람들이 학습된 무력감, 불안, 부정적인 사고 패턴과 씨름할 때 인지적 의사 결정을 안내하는 데 중추적인 역할을 할 수 있습니다. 따라서 본 연구는 역경지수 이론이 중국 대학생들의 운동 지속성에 미치는 영향을 조사하는 것을 목표로 합니다. 이 연구는 중국 대학생에 맞춘 역경지수 인벤토리를 개발하고 역경지수 이론이 운동 지속성에 미치는 긍정적인 영향을 실증적으로 입증하기 위한 첫 번째 노력입니다. 이 연구에서는 네 가지 가설을 세웠습니다:H1: 대학생의 운동 AQ 수준이 높을수록 운동 행동의 지속성이 높다.H2: 대학생의 운동 AQ 수준이 높을수록 운동 행동에 대한 참여도가 높다.H3: 대학생의 운동 참여도 증가는 운동 행동의 지속성 증가와 관련이 있습니다.H4: 운동 참여도는 운동 AQ와 운동 행동의 지속성 사이의 관계에서 매개 요인으로 작용한다. 방법: 중국 대학생의 운동 역경 지수 척도 개발은 주로 설문지를 통해 전형적인 운동 역경을 추출하고 운동 역경 지수의 초기 척도를 개발하고 SPSS27을 사용하여 다음과 같은 6 단계로 수행되었습니다. 0을 사용하여 운동역경지수 초기 척도의 문항 분석(문항 판별 분석, 총 상관관계 분석, 동질성 검사 포함), 운동역경지수 초기 척도의 탐색적 요인분석 실시 운동역경지수 초기 척도의 탐색적 요인분석, 신뢰도 및 타당도 분석, 운동역경지수 정식 척도의 확인적 요인분석 및 신뢰도 분석은 AMOS26.0과 SPSS27.0을 사용하여 실시하였다. 중국 대학생의 전형적인 운동 역경에 대한 연구 방법론 추출. 본 연구는 사회 생태학 이론과 운동 행동의 생태학적 모델에서 강조하는 다단계 개입을 통한 운동 행동 참여 촉진이라는 개념에 근거하여 진행되었습니다. 국내외 문헌과 척도에서 관련 정보를 추출하고, 632개의 설문지 결과와 25명의 대학생 인터뷰 결과를 결합하고, nvivo12.0을 적용하여 중국 대학생의 운동 역경을 분석하고, 심리학자들과 반복적인 논의를 통해 최종적으로 대학생의 전형적인 운동 역경을 확인했습니다. 매개효과를 검증하기 위해 부트스트랩 테스트와 결합된 개선된 인과적 단계적 회귀 방법을 사용했으며, 운동 역경이 운동 행동 순응도에 미치는 영향에서 운동 입력의 매개효과를 검증하기 위해 구조방정식 모델링을 사용했습니다. 결과: 632개의 설문지를 바탕으로 중국 대학생의 전형적인 운동 역경에는 두 가지 수준의 개인적 요인과 환경적 요인이 모두 포함되어 있는 것으로 확인되었습니다. 개인적 요인에는 성격 특성, 자기 효능감, 운동 효과, 감정 조절, 운동 동기, 신체 상태, 주관적 선택 등 7가지 요소가 포함되었습니다. 환경적 요인에는 사회적 환경과 물리적 환경 구성 요소가 모두 포함되었습니다. 427개의 유효한 설문지에 대한 문항 분석과 여러 탐색적 요인 분석을 통해 운동 역경 척도는 운동 역경 통제, 운동 역경 소유권, 운동 역경 지구력의 세 가지 차원과 총 15개의 항목으로 구성되어 있는 것으로 확인되었습니다. 척도의 KMO 값은 0.891, 전체 척도의 크론바흐 알파 계수는 0.881, 분할 반 신뢰도는 0.707이었습니다. 세 차원의 크론바흐 알파 계수는 각각 0.860, 0.905, 0.799, 분할-반쪽 신뢰도는 각각 0.849, 0.882, 0.776로, 신뢰도가 높은 것으로 나타났습니다. Objective: Chinese college students encounter various challenges in maintaining consistent exercise routines, and exercise persistence is a crucial factor in enhancing their physical fitness. The issue of sustaining exercise persistence is a global concern, and identifying novel variables to enhance our understanding of exercise persistence is a promising avenue for research within the field of exercise psychology. Adversity Quotient (AQ) represents an individual's ability to confront and overcome adversity, and surprisingly, AQ theory has not received substantial attention from sports psychologists. Both domestically and internationally, there is a dearth of studies exploring the influence of AQ theory on promoting exercise behaviors, and there is an absence of theoretical investigations regarding exercise AQ. If we consider the process of exercise persistence akin to the continual navigation of adversities, then the Adversity Quotient Theory could serve as a vital theoretical framework for bolstering exercise persistence. It may also play a pivotal role in guiding cognitive decision-making when exercisers grapple with learned helplessness, anxiety, and negative thought patterns. Consequently, this study aims to investigate the impact of the Adversity Quotient Theory on exercise persistence among Chinese college students. This research represents the inaugural effort to develop an Adversity Quotient Inventory tailored to Chinese college students and to empirically substantiate the positive influence of the Adversity Quotient Theory on exercise persistence. Four hypotheses are posited in this study: Hypothesis 1: Higher levels of exercise AQ among college students correspond to greater persistence in exercise behaviors. Hypothesis 2: Elevated exercise AQ levels among college students correlate with a higher involvement in exercise behaviors. Hypothesis 3: Enhanced involvement in exercise among college students is associated with increased persistence in exercise behaviors. Hypothesis 4: Exercise involvement serves as a mediating factor in the relationship between exercise AQ and the persistence of exercise behaviors. Methods: The development of the Chinese college students' exercise adversity quotient scale was mainly carried out in the following six steps: extracting typical exercise adversities through the questionnaire, developing the initial scale of exercise adversity quotient, using SPSS27.0 to analyze the items of the initial scale of exercise adversity quotient (including item discrimination analysis, total correlation analysis, and Test), and conducting exploratory factor analysis of the initial scale of exercise The initial scale of Exercise Adversity Quotient was subjected to exploratory factor analysis, reliability, and validity analyses, and the formal scale of Exercise Adversity Quotient was subjected to validation factor analysis and reliability analysis by using AMOS 26.0 and SPSS 27.0. Extracting the research methodology of typical exercise adversity for Chinese college students. This study was supported by the concept of promoting participation in exercise behaviors through multi-level interventions, as emphasized by the theory of social ecology and the ecological model of exercise behaviors. By extracting relevant information from domestic and international literature and scales, combining the results of 632 questionnaires, the results of the interviews with 24 college students, and applying nvivo 12.0 to analyze Chinese college students' exercise adversity, and through repeated discussions with psychologists, we finally identified typical exercise adversities of college students. The improved method of causal stepwise regression combined with the Bootstrap test was used to test the mediating effect, and structural equation modeling was used to verify the mediating effect of exercise inputs in the influence of exercise adversity on adherence to exercise behaviors. Results: Based on 632 questionnaires, it was determined that the typical exercise adversity of Chinese college students included both personal and environmental factors at two levels. Personal factors included seven components: personality traits, self-efficacy, exercise effectiveness, emotion regulation, exercise motivation, physical condition, and subjective choice. Environmental factors included both social and physical environmental components. Through item analysis of 427 valid questionnaires and several exploratory factor analyses, it was determined that the Exercise Adversity Scale contains three dimensions: Exercise Adversity Control, Exercise Adversity Ownership, and Exercise Adversity Endurance, with a total of 15 entries. The KMO value of the scale was 0.891, the Cronbach alpha coefficient of the total scale was 0.881, and the split-half reliability was 0.707. The Cronbach's alpha coefficients of the three dimensions were 0.860, 0.905, and 0.799, and the split-half reliabilities were 0.895, 0.882, and 0.776, respectively, which indicated that the reliability of the data scales was good. The CFA of the scale was carried out by distributing 307 valid questionnaires, and the final model indices were x2 =124.901, df = 62, x2/df = 2.015, GFI = 0.941, NFI = 0.940, IFI = 0.969, CFI = 0.969, RMSEA = 0.058, and RMR = 0.038 within the acceptable range. The scale fit indices are good and have good construct validity. The absolute values of the standardized loading coefficients of the factors ranged from 0.633 to 0.892, which were greater than 0.6, implying a good measurement relationship. The corresponding AVE values of the three dimensions ranged from 0.525-0.553, all of which were greater than 0.5, and the CR values ranged from 0.814-0.913, all of which were higher than 0.8, implying that the scales had good convergent validity. The AVE square root values of the three dimensions are all greater than the maximum of the absolute values of the correlation coefficients between the factors, implying that the three dimensions have good discriminant validity. A comprehensive 698-item questionnaire was administered to validate the structural equation model. Pearson's bivariate, two-sided correlation analyses revealed statistically significant positive correlations (P < 0.01) among exercise inverse quotient, exercise commitment, and exercise persistence. To assess mediation, we utilized a modified approach involving causal stepwise regression in conjunction with the Bootstrap test. The findings indicated significant direct and total effects of exercise inverse quotient on exercise persistence, with exercise input playing a significant mediating role. Specifically, exercise input was found to partially mediate the relationship between exercise inverse quotient and exercise persistence, accounting for approximately 64.857% of the total effect. Furthermore, we employed AMOS 26.0 to construct a structural equation model elucidating the mediating effect, with the objective of providing a structural-level interpretation of how exercise adversity impacts exercise persistence through the mediating role of exercise input. The model's fit statistics were as follows: χ² = 122.431, df = 29, χ²/df = 4.222 (all < 5), indicating a good fit. Additionally, goodness-of-fit indices including GFI = 0.965, NFI = 0.969, IFI = 0.976, and CFI = 0.976 (all > 0.9) demonstrated both model fit and simplicity. These results confirm that exercise input indeed plays a partial mediating role in the relationship between exercise adversity quotient and exercise persistence. The Exercise Adversity Quotient Scale, developed as part of this study, was employed to assess the exercise adversity quotient levels among Chinese college students. The results indicated that the average exercise adversity quotient score for the sample of 698 Chinese college students was 46.52, placing it in the middle to upper range. Breaking down the dimensions of the exercise adversity quotient, it is evident that the average score for exercise adversity perception was 3.76, followed by exercise adversity control at 3.66, and exercise adversity persistence at 3.27. Notably, there is a substantial difference between the scores for the first two dimensions compared to the third. This suggests that students are significantly impacted by exercise-related adversities, and they may struggle to rebound quickly from such challenges. Therefore, it is imperative for students to develop a comprehensive understanding of exercise adversity and actively seek effective strategies to enhance their resilience and recovery capabilities when confronted with exercise-related difficulties. This underscores the importance of implementing measures and methods aimed at improving adjustment and recovery following the onset of exercise adversity. Conclusion: The factors comprising Chinese college students' Exercise Adversity Quotient Scale effectively encapsulate the measurement content with commendable reliability, structural validity, convergent validity, and discriminant validity. This alignment with psychometric measurement standards establishes the scale as a valuable tool for assessing the exercise adversity quotient among Chinese college students. Furthermore, it introduces a novel evaluation method for intervention research aimed at enhancing students' exercise persistence. The Exercise Adversity Quotient has been demonstrated to exert a supportive influence on exercise persistence. Remarkably, exercise commitment emerges as a significant mediating factor in the relationship between exercise adversity quotient and exercise persistence. Consequently, targeting the enhancement of college students' exercise inverse quotient may serve as a promising avenue to bolster exercise persistence among this demographic. The findings indicate that Chinese college students possess a moderately high level of exercise adversity quotient. However, it is noteworthy that the average score for exercise adversity persistence significantly differs from the first two dimensions. This underscores the complexity of students' responses to exercise-related adversities, suggesting that interventions should consider strategies to fortify their capacity to persist through such challenges.

(The) effects of self-regulated strategy development (SRSD) writing instruction on the English writing ability of college students with disabilities

조성희 Graduate School, Korea University 2014 국내석사

Students with writing difficulties often struggle with the planning, composition, and revision skills required for effective writing. Understanding and writing about expository material is difficult for many students. Classroom activities focussed on specific content and tasks subject to assessment, however, are often structured within a framework of student reading followed by extended written response. This study investigated the effects of SRSD writing instruction on the English writing ability of college students with disabilities. The study had a multiple probe design across students, and examined the expository comprehension and informative writing performance of three low-achieving college students with disabilities, specifically hearing impairments, following Self-Regulated Strategy Development (SRSD) instruction for TWA (Think before reading, think While reading, think After reading) and PLANS (Pick goals, List ways to meet goals, And make Notes and Sequence notes). Student performance, as measured by written summaries of designated texts, improved and was maintained following instruction. Students also took to the strategies used as well as instruction given, and believed that TWA & PLANS improved their reading and writing in English. SRSD has had significant and meaningful effects among college students with disabilities in college settings. In this study, examples of SRSD writing instruction aimed at improvements in the length and quality of writing in English are described. Promising findings of recent research focussed on college students with disabilities are also highlighted. In addition, suggestions for the implementation of an effective learning strategy for college students with disabilities are provided. Finally, the possible limitations of this study and the potential direction of future research are presented. 본 연구는 읽기 활동을 통합한 자기조절 쓰기 전략교수가 장애대학생의 영어 쓰기 능력에 미치는 영향에 대해 검증하고자 한다. 연구의 대상은 서울 소재 4년제 대학교에 특별전형으로 입학한 장애대학생들 중 쓰기에 어려움을 보이는 청각장애학생 3명이 참여하였다. 본 연구는 대상자 간 중다간헐 기초선 설계를 사용하여 실험을 진행하였고, 전략교수는 일대일로 진행되었다. 본 연구의 TWA & PLANS 쓰기 전략 교수는 읽기 전략과 쓰기 전략을 활용한 쓰기 과정 전략 교수를 의미하며, 기초선 3회~8회, 전략 교수 3회, 중재 10회, 유지 4회로 주 2회씩 최소 18회기, 최대 22회기 동안 진행되었다. 본 연구의 결과는 쓰기 전략 교수 유형에 따라 양적인 부분과 질적인 부분으로 나누어 학생들의 쓰기점수 변화를 측정하였다. 본 연구에서 얻어진 연구결과는 다음과 같다. 첫째, 자기조절 쓰기 전략교수를 활용한 중재를 통하여 세 명의 청각장애대학생의 글의 양이 증가하였다. 둘째, 자기조절 쓰기 전략교수를 활용한 중재를 통하여 세 명의 장애대학생의 글의 질은 모두 매우 높은 수준으로 향상되었고, 높은 수준으로 유지되었다. 요약한 글의 질에 대하여 쓰기과정 계획하기, 내용, 구조 및 문법에 대한 항목으로 세분화 하여 분석한 결과, 각 요소별로도 쓰기 능력이 크게 향상된 것으로 나타났다. 이를 통해 교사의 명시적 설명과 구체적인 시범과 안내 및 일대일로 진행되는 개별화 수업은 학생들의 영어 글쓰기 능력에 매우 큰 도움을 준다는 결과를 제시하였다. 본 연구 결과를 바탕으로 쓰기 학습 장애 대학생을 위한 쓰기 전략의 효과에 대해 논의하였으며 향후 연구에서 고려할 점을 제언하였다.

A Study on the Relationship between Learning Stress and Performance Anxiety in Guzheng Performance Online Class of Chinese University Students : Mediated of Learning Input and Learning Motivation

루란 세한대학교 대학원 2024 국내박사

With the increase of the number of Chinese Guzheng majors and the revision of the talent training program, the demand of Chinese Guzheng majors is increasing. Chinese Guzheng major university students will inevitably produce stress during their study, which has a great influence on the production of Chinese Guzheng major university. In higher education, music performance anxiety is a common but easy-to-neglect problem for university musicians. Serious music performance anxiety not only threatens the mental health of student musicians, but also may lead to unhealthy coping mechanisms. To make matters worse, they even eventually gave up their studies. Many students may lack proper psychological strategies to deal with music performance anxiety and hope to gain more support on this issue. In the second decade of the 21st century, the rapid development of China's information network has provided a technology platform for "Internet +", and the development of "Internet+" technology affects not only enterprise management mode but also education industry. With the popularization and development of Internet technology, online education has become the trend of higher education. Therefore, this study focuses on the relationship between learning stress, learning motivation, learning input and performance anxiety. This study aimed to examine the effect of learning stress on performance anxiety during online education among Chinese students, with learning input and learning motivation as mediating variables. Through empirical research methods, we can reveal the influence mechanism of learning stress, learning input and learning motivation on performance anxiety, and provide theoretical support for providing targeted learning strategies and suggestions for improving Guzheng online education. This study used quantitative research methods to explore the specific effects of learning stress on performance anxiety and the role of learning input and learning motivation through data collection, collation and statistical analysis. The results will reveal the regulatory and weakening effects of learning stress, learning input and learning motivation, and provide a scientific basis for the development of learning strategies and the improvement of Guzheng online education. Descriptive statistics, one-way ANOVA, correlation analysis and multiple regression analysis were performed using SPSS 25.0 statistical software. Using AMOS 24.0 software, build the structural equation model and analyze the path coefficients and mediation effects. The learning stress scale, learning motivation scale, learning input scale and performance anxiety scale of Chinese Guzheng college students were selected to investigate 450 college students. The survey results are as follows: First, the average level of learning stress and performance anxiety is higher than the average level, college Guzheng students have higher learning motivation, and the average value of positive coping methods is greater than the negative coping methods. Secondly, the learning stress, learning input, learning motivation and performance anxiety of online online education of college students majoring in Guzheng have exerted a significant influence on different students, different types of colleges and universities, music learning time and different grades. Thirdly, the learning stress of online education for Guzheng professional college students has a significant positive impact on performance anxiety. Fourthly, the learning stress of the online education of Guzheng professional college students has a significant negative impact on the learning input. Fifth, the input in online education has a significant negative impact on Guzheng performance anxiety. Sixth, the learning stress of the online education of Guzheng professional college students has a significant negative impact on the learning motivation. Seventh, the learning motivation of online education has a significant negative impact on Guzheng performance anxiety. Eighth, the input in online education of Guzheng professional students plays an intermediary role between learning stress and performance anxiety. Ninth, the learning motivation of online education plays an intermediary role between learning stress and Guzheng performance anxiety. Based on the results of this study, the following suggestions are put forward. By reducing the learning stress, relieving the performance anxiety of university students majoring in Guzheng, improving the students' learning ability and the online education can be diversified to stimulate the interest of Guzheng major college students. Key words: College students majoring in Guzheng, Online education, Learning stress, Performance anxiety, Learning input, Learning motivation

How Do White College Students Perceive the Role of a White Ally? Exploring White Allyship Development in Midwestern White College Students

Salazar, Marissa M ProQuest Dissertations & Theses University of Mich 2022 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

White college students have become increasingly interested in being antiracist White allies, raising questions about how to cultivate effective White allyship development. The extant theoretical literature proposes that White allyship development entails a process of increasing critical reflection on racism and consistent engagement in White allyship behaviors (Spaneriman & Smith, 2017; Heberle et al., 2020). What is less clear is how White college students conceptualize White allyship behavior and which factors support their White allyship development. My research addressed this gap in the literature by using sequential methodological triangulation across two studies. In Study 1, I interviewed 23 White college students and used thematic analysis to learn how they conceptualized and attempted to engage in White allyship behaviors. Then, building on Study 1’s findings, Study 2 distributed an online survey to 563 White college students (comprised of 199 recently graduated college seniors and 364 first-semester freshmen) to quantitatively test key patterns observed in Study 1. Both studies found that White students conceptualized allyship behavior in a variety of ways, but how White students understood allyship behavior was largely determined by their level of critical reflection on racism. Color-evasion color-blindness, the belief that racial differences should be ignored (Frankenberg, 1993), served as the primary framework for understanding race within students with low critical reflection on racism, and produced a limited understanding of allyship and low engagement in allyship behaviors. Findings further suggested that color-evasion color-blindness may even encourage inaction by limiting allyship to only transitional interpersonal behaviors, such as “helping” People of Color and friendship with People of Color. Both studies also revealed strong evidence that White allyship development follows a predictable process of growing critical reflection on racism alongside engagement in White allyship behaviors. This finding is significant because neither the Critical Consciousness nor the Critical Whiteness Studies literature has empirically tested White allyship development in this way (e.g., Jemal, 2017; Leonardo, 2013). Nonetheless, the process of White allyship development was shown to be distinct from racial consciousness development among Students of Color in that it could be absent, slower, and/or an inconsistent process due to the pervasiveness of color-blindness and the ability for White students to view themselves as “normal” and/or without a racial identity. Finally, both studies confirmed the importance of the college experience, and especially participation in race curricula, on White allyship development. White students may experience major expansion in their White allyship development in college because college can serve as a comprehensive, long-term racial (re)socialization experience in which students have multiple informal and formal opportunities to meaningfully engage with race. My findings call for holding institutions of higher education accountable for either fostering or neglecting White allyship development within their White students. Altogether, my research provided strong qualitative and quantitative evidence for the importance of the college experience on White allyship development, while also revealing the hindering and counter-intuitive effects of color-evasion color-blindness.