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Title: The relationship between first generation college students' levels of public and personal stigma, social support, perceived discrimination, and help-seeking attitudes.
Creator: Kim, Nayoung, Taylor, Dalena, Lambie, Glenn, Barden, Sejal, Bai, Haiyan, University of Central Florida
Abstract / Description: The purpose of the current study was to investigate the relationship between first-generation college students' (FGCSs) help-seeking attitudes, as measured by the Attitudes Towards Seeking Professional Psychological Help (-) Short Form (Fischer (&) Farina, 1995); public stigma, as measured by the Perceptions of Stigmatization by Others for Seeking Psychological Help (Vogel, Wade, (&) Ascheman, 2009); personal stigma, as measured by the Self-Stigma of Seeking Help Scale Working (Vogel, Wade, (...
Show moreThe purpose of the current study was to investigate the relationship between first-generation college students' (FGCSs) help-seeking attitudes, as measured by the Attitudes Towards Seeking Professional Psychological Help (-) Short Form (Fischer (&) Farina, 1995); public stigma, as measured by the Perceptions of Stigmatization by Others for Seeking Psychological Help (Vogel, Wade, (&) Ascheman, 2009); personal stigma, as measured by the Self-Stigma of Seeking Help Scale Working (Vogel, Wade, (&) Haake, 2006); social support, as measured by the Multidimensional Scale of Perceived Social Support (Dahlem, Zimet, (&) Walker, 1991); and perceived discrimination, as measured by the revised Everyday Discrimination Scale (Stucky et al., 2011). The researcher further investigated mediating effects of public and personal stigma in the relationships among the constructs. The researcher found statistically significant relationships among the variables for FGCSs and mediating effects of personal and public stigma. Specifically, public stigma mediated the relationship between perceived discrimination and personal stigma and the indirect effect of perceived discrimination on personal stigma via public stigma was statistically significant ((&)#223; = .070, p = .030). Personal stigma also fully mediated the relationship between public stigma and help-seeking attitudes and the indirect effect of public stigma on help-seeking attitudes via personal stigma was statistically significant ((&)#223; = -.231, p (<) .001). Public stigma partially mediated the relationship between social support and personal stigma and the indirect effect of social support on personal stigma via public stigma ((&)#223; = -.089, p = .010) was statistically significant. In addition, both public and personal stigma partially mediated the relationship between social support and help-seeking attitudes. The indirect effect of social support on help-seeking attitudes via both public and personal stigma was statistically significant ((&)#223; = .062, p = .015). The researcher presented discussion of results, limitations of the study, and implications of the findings.
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Date Issued: 2019
Identifier: CFE0007663, ucf:52471
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007663

Title: An Exploratory Comparison of a Traditional and an Adaptive Instructional Approach for College Algebra.
Creator: Kasha, Ryan, Kincaid, John, Wiegand, Rudolf, Hartshorne, Richard, Morris, Cliff, University of Central Florida
Abstract / Description: This research effort compared student learning gains and attitudinal changes through the implementation of two varying instructional approaches on the topic of functions in College Algebra. Attitudinal changes were measured based on the Attitude Towards Mathematics Inventory (ATMI). The ATMI also provided four sub-scales scores for self-confidence, value of learning, enjoyment, and motivation. Furthermore, this research explored and compared relationships between students' level of mastery...
Show moreThis research effort compared student learning gains and attitudinal changes through the implementation of two varying instructional approaches on the topic of functions in College Algebra. Attitudinal changes were measured based on the Attitude Towards Mathematics Inventory (ATMI). The ATMI also provided four sub-scales scores for self-confidence, value of learning, enjoyment, and motivation. Furthermore, this research explored and compared relationships between students' level of mastery and their actual level of learning. This study implemented a quasi-experimental research design using a sample that consisted of 56 College Algebra students in a public, state college in Florida. The sample was enrolled in one of two College Algebra sections, in which one section followed a self-adaptive instructional approach using ALEKS (Assessment and Learning in Knowledge Space) and the other section followed a traditional approach using MyMathLab. Learning gains in each class were measured as the difference between the pre-test and post-test scores on the topic of functions in College Algebra. Attitude changes in each class were measured as the difference between the holistic scores on the ATMI, as well as each of the four sub-scale scores, which was administered once in the beginning of the semester and again after the unit of functions, approximately eight weeks into the course. Utilizing an independent t-test, results indicated that there was not a significant difference in actual learning gains for the compared instructional approaches. Additionally, independent t-test results indicated that there was not a statistical difference for attitude change holistically and on each of the four sub-scales for the compared instructional approaches. However, correlational analyses revealed a strong relationship between students' level of mastery learning and their actual learning level for each class with the self-adaptive instructional approach having a stronger correlation than the non-adaptive section, as measured by an r-to-z Fisher transformation test. The results of this study indicate that the self-adaptive instructional approach using ALEKS could more accurately report students' true level of learning compared to a non-adaptive instructional approach. Overall, this study found the compared instructional approaches to be equivalent in terms of learning and effect on students' attitude. While not statistically different, the results of this study have implications for math educators, instructional designers, and software developers. For example, a non-adaptive instructional approach can be equivalent to a self-adaptive instructional approach in terms of learning with appropriate planning and design. Future recommendations include further case studies of self-adaptive technology in developmental and college mathematics in other modalities such as hybrid or on-line courses. Also, this study should be replicated on a larger scale with other self-adaptive math software in addition to focusing on other student populations, such as K - 12. There is much potential for intelligent tutoring to supplement different instructional approaches, but should not be viewed as a replacement for teacher-to-student interactions.
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Date Issued: 2015
Identifier: CFE0005963, ucf:50821
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005963

Title: A Comparison of Students' and Parents' Mathematics Attitudes and Achievement At A Private Historically Black University.
Creator: Childs, Kristopher, Dixon, Juli, Hynes, Mike, Haciomeroglu, Erhan, Swan, Bonnie, University of Central Florida
Abstract / Description: The focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and...
Show moreThe focus of this research was to compare students' and their parents' mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and subscale scores of self-confidence, value, enjoyment, and motivation were explored to determine if there was a relationship between the mathematics attitudes of students enrolled at a private historically black university and their parents'. Analysis was conducted to determine if there was a relationship between the students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their mathematics attitude. Additional analysis was conducted to determine if there was a relationship between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude. The researcher found a statistically significant relationship between mathematics attitudes of students and their mothers as measured by the ATMI total score and subscales: self-confidence, value, enjoyment, and motivation. The researcher found a statistically significant relationship between mathematics attitudes of students and their fathers as measured by the ATMI motivation subscale. No statistically significant relationship was found between students' mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents' mathematics attitude total score or the subscale scores. A statistically significant relationship between students' academic achievement and their attitudes towards mathematics total score and subscale scores: self-confidence, value, enjoyment, and motivation was found in this research. The findings of this study provide a line of research to further explore mathematics attitudes and its relationship to African American student achievement.
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Date Issued: 2013
Identifier: CFE0005316, ucf:50514
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005316

Title: Creating and Examining an Online Advising Module for Graduate Students: A Usability Study.
Creator: Mitchell, Leah, Flammia, Madelyn, Jones, Daniel, Dombrowski, Paul, University of Central Florida
Abstract / Description: Advisors are always examining best practices when serving students with technology. Online instruction has become a popular choice for students in higher education, and educators and other student personnel are looking to further accommodate their students by including academic services as part of a virtual environment.This study examines the usefulness of an online advising module geared at graduate students. I conducted a usability study of an online advising module created for graduate...
Show moreAdvisors are always examining best practices when serving students with technology. Online instruction has become a popular choice for students in higher education, and educators and other student personnel are looking to further accommodate their students by including academic services as part of a virtual environment.This study examines the usefulness of an online advising module geared at graduate students. I conducted a usability study of an online advising module created for graduate students in the College of Education and Human Performance (CEDHP) at the University of Central Florida. The online advising module was presented to current graduate students in the CEDHP. They were asked to make observations and provide feedback about their interactions with the online advising module. The final part of the usability test included giving students a survey to rate their overall satisfaction with the module.Results of the study showed that graduate students did benefit from viewing the online advising module. Participants reported an overall strong satisfaction rate with the module.
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Date Issued: 2014
Identifier: CFE0005212, ucf:50621
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005212

Title: Faculty Perspectives and Participation in Implementing an Early Alert System and Intervention in a Community College.
Creator: Bentham, Claudine, King, Kathy (Kathleen), Cox, Dr. Thomas, Hopp, Carolyn, Bosley, Michael, University of Central Florida
Abstract / Description: Early alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's...
Show moreEarly alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's perspective and experiences when implementing early alert strategies and intervention in a two-year institution. Using Cranton's seven facets of transformative learning as a conceptual framework, this study examined the changes, perception, and experiences of faculty as a result of implementation. The literature reviews best practices that can be considered when faculty designs their early alert strategies and intervention. Participants shared their During and After Implementation Journal experience by completing reflection journals. After careful analysis of their journals and initial interview, the following major themes emerged: a) at-risk behaviors, b) high-impact practices, c) intentionality, d) personal connection, e) perspective transformation, and f) value. As a result of these themes, recommendations were provided to assist faculty development and change agents in two-year institutions in improving early alert methods to increase student success.
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Date Issued: 2017
Identifier: CFE0006857, ucf:51742
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006857

Title: HOW SYMPTOMS OF ANXIETY, DEPRESSION, ATTENTION DEFICIT DISORDER (ADD) OR ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) CONTRIBUTE TO STUDENTS SELF-MEDICATING VIA MARIJUANA AND NON-MEDICAL PRESCRIPTION DRUGS.
Creator: Thomas, Maria, Donley, Dr. Amy, University of Central Florida
Abstract / Description: This study examines student's nonmedical prescription drug (NMPD) and marijuana use and whether anxiety, depression, ADD or ADHD symptoms are associated with their use and if students are self-medicating to alleviate symptoms. The method of obtaining this information was provided by a total of 278 college students who voluntarily and anonymously completed a Web-based survey. This study fills in the gaps of previous research and reveals the most frequent NMPD's used by students and their...
Show moreThis study examines student's nonmedical prescription drug (NMPD) and marijuana use and whether anxiety, depression, ADD or ADHD symptoms are associated with their use and if students are self-medicating to alleviate symptoms. The method of obtaining this information was provided by a total of 278 college students who voluntarily and anonymously completed a Web-based survey. This study fills in the gaps of previous research and reveals the most frequent NMPD's used by students and their overall perceptions of their intended effects of the drug and answers why students do not seek professional help for their anxiety, depression and impulsivity symptoms. Results from the survey indicate that students who report NMPD use self- reported higher symptoms of anxiety, depression and impulsivity. NMPD users reported higher percentages of other substance abuse compared to nonusers. The most prominent NMPD's used by students are Adderall and Vicoden or Codeine. Data also indicates student's primary reasons for their NMPD use are related to academic purposes; as opposed to nonacademic. This analysis is further supported by the fact that the majority of NMPD users did not use before they began college and do not use while classes are not is session. Furthermore, students perceive their overall intended effects of their NMPD use to be beneficial, despite the known risks associated with their drug use. By examining college student's current NMPD use we can provide alternative solutions to students who are self-medicating as a coping mechanism for underlying issues or mental health disorders. Also, we can provide them with the necessary services in order to address their problems professionally.
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Date Issued: 2013
Identifier: CFH0004445, ucf:45114
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004445

Title: THE EFFECTS ADVERTISING PLAYS ON COLLEGE STUDENTS' MORAL INTENTIONS BEYOND PURCHASE BEHAVIOR.
Creator: Crockett, William, Massiah, Carolyn, University of Central Florida
Abstract / Description: Advertisements affect our daily lives and as technology and the practice of marketing has developed over the course of history, we have become exposed to greater amounts of product and service campaigns. The purpose of advertisements is to educate the consumer with the goal of ultimately selling the product, and many companies and organizations would not be able to survive without the use of advertisements. Ultimately, it is a necessity for a business to prosper in a competitive market, but...
Show moreAdvertisements affect our daily lives and as technology and the practice of marketing has developed over the course of history, we have become exposed to greater amounts of product and service campaigns. The purpose of advertisements is to educate the consumer with the goal of ultimately selling the product, and many companies and organizations would not be able to survive without the use of advertisements. Ultimately, it is a necessity for a business to prosper in a competitive market, but there are possible side-effects for the consumer that are beyond the intentions to buy. The purpose of this thesis is to explore the effects advertisements play on the college student in particular. Different static/multi media advertisements have been shown to various college students ranging in gender and background to discover the comprehensive ramifications of specific promotions to study the moral and ethical impact that advertisements play on students' moral intent. An analysis and conclusion will be given, along with ideas for possible future studies. Recommendations will also be stated for marketers to be morally responsible for the advertisements they portray so the audience is not effected in a way that can lead to unwanted consequences. Ultimately, the results did not support the original hypotheses, leading to thought- provoking questions concerning our current marketing practices and the effectiveness of static and multimedia advertisements on college students. Future studies need to take place to reveal the accuracy of the study and to ultimately answer the question, "Are current advertisements influencing the audience at hand?"
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Date Issued: 2012
Identifier: CFH0004250, ucf:44899
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004250

Title: Rethinking Drinking: A Paradigm Shift for Estimating Social and Behavioral Harm.
Creator: Hall, Thomas, Wright, James, Gay, David, Cook, Ida, Dunn, Michael, University of Central Florida
Abstract / Description: This study challenges old saws about negative consequences attributed to alcohol use. Previous research findings associate negative social and behavioral consequences with alcohol consumption, as if college students only do regrettable things when they are drunk. Typical research related to negative consequences and alcohol use relies on retrospective self-reporting. Investigators often frame negative consequences as outcomes of problematic drinking or, as more commonly labeled, "binge...
Show moreThis study challenges old saws about negative consequences attributed to alcohol use. Previous research findings associate negative social and behavioral consequences with alcohol consumption, as if college students only do regrettable things when they are drunk. Typical research related to negative consequences and alcohol use relies on retrospective self-reporting. Investigators often frame negative consequences as outcomes of problematic drinking or, as more commonly labeled, "binge drinking." In the nomenclature of prevention, binge drinking is not a direct measure of alcohol use resulting in intoxication; it is a hypothetical tipping point, predicting an increased likelihood of the incidence of negative consequences at some (often unspecified) point in the path between (")sober(") and (")drunk(").It is obvious that social and behavioral distress and misbehavior are not limited to drinking. Students miss class, express regrets, say or do embarrassing things, and get injured while sober as well as while drinking. Contemporary measures of alcohol-related negative consequences do not typically control for the prevalence of negative consequences when respondents are sober as well as when they are drinking. Thus it is unclear if the association between drinking and negative consequences is exclusively attributable to alcohol consumption, as is frequently assumed. Self-reported alcohol-related negative consequences might reflect a priori attitudes, beliefs, and behaviors and be unrelated to drinking. The prevalence of social complications unassociated with drinking merits investigation. A better understanding of the overall prevalence of negative consequences is needed to test the notion that drinking, binge drinking in particular, leads to numerous negative consequences presently reported in the alcohol studies literature.
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Date Issued: 2016
Identifier: CFE0006112, ucf:51196
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006112

Title: Hmong Americans in Higher Education: Exploring their Sense of Belongingness and the Concept of the American Dream.
Creator: Daugherty, Janet, Cintron Delgado, Rosa, Owens, J. Thomas, Cox, Thomas, Molina, Olga, University of Central Florida
Abstract / Description: I conducted this study to examine Hmong American college students' perspectives on sense of belongingness and their idea on the American Dream. The college experience can serve as a precursor to improving the social and economic situation of the Hmong students when aligned with the personal desire to gain upward mobility and motivation to circumvent social and academic inconsistencies.The methodology of the study was designed for one-on-one phenomenological informal interviews with Hmong...
Show moreI conducted this study to examine Hmong American college students' perspectives on sense of belongingness and their idea on the American Dream. The college experience can serve as a precursor to improving the social and economic situation of the Hmong students when aligned with the personal desire to gain upward mobility and motivation to circumvent social and academic inconsistencies.The methodology of the study was designed for one-on-one phenomenological informal interviews with Hmong American college upper-classmen using a two-part interview protocol to elicit demographic and experiential information. Moustakas' approach to the analysis of data provided guidelines to review individual transcripts and to group, remove, cluster, and thematize lived experiences.The findings of this study indicated that Hmong college students: (a) enrolled out of obedience to the parents, especially their fathers, regardless of the educational level of the parents and (b) thrived when authority figures on campus reached out to help their humble situation. . . it not only made them belong to the campus family but it strengthened their self-esteem.
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Date Issued: 2015
Identifier: CFE0005596, ucf:50250
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005596

Title: Let's take a selfie! Living in a Snapchat beauty filtered world:The impact it has on women's beauty perceptions.
Creator: Cruz, Angelina, Hastings, Sally, Hanlon, Christine, Kinnally, William, University of Central Florida
Abstract / Description: Snapchat's beauty filters have become a prominent force in the social media realm. It's vital in understanding the impact in how Snapchat's beauty filters shape beauty standards among young women. This became the primary motivation of conducting this qualitative study. Six focus groups were conducted to explore the depths of why female college students between the ages of 18-25 decide to post either selfies with Snapchat's beauty filters applied or natural images. Dialectical tensions theory...
Show moreSnapchat's beauty filters have become a prominent force in the social media realm. It's vital in understanding the impact in how Snapchat's beauty filters shape beauty standards among young women. This became the primary motivation of conducting this qualitative study. Six focus groups were conducted to explore the depths of why female college students between the ages of 18-25 decide to post either selfies with Snapchat's beauty filters applied or natural images. Dialectical tensions theory was used as the foundation for this study to explore both the internal and external discursive struggles young women face when deciding to post natural or filtered selfies on their social media accounts. Integrating impression management, self-objectification, and self-esteem as components of understanding this phenomenon and using a thematic analysis to uncover prevalent and reoccurring themes discussed in the focus groups yielded remarkable results. Themes of perceptions of attractiveness, presenting a fa(&)#231;ade, and the power of self-esteem highlighted possible reasons why women were attracted in utilizing Snapchat's beauty filters or posting natural images. Findings also showed how the internal struggles between perfectionism-reality and external struggles of fitting in-standing out from the crowd became tensions women were often plagued in decision making to post natural or filtered images. This study serves as an epitome for beauty standards imposed in social media especially in HVSM (highly visual social media) sites like Snapchat and Instagram. There's limited research on Snapchat filters and the implications it has on females' overall perceptions of themselves of whether to implement filters within their photos. Understanding the reasons why women feel the need to use beauty filters or post natural selfies through a discussion-based setting embarked discoveries of how the media and society should integrate new sets of beauty standards.
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Date Issued: 2019
Identifier: CFE0007619, ucf:52519
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007619

Title: The Social Function of For-Profit Higher Education in the United States.
Creator: Baird, Andrew, Carter, J. Scott, Carter, Shannon, Gay, David, Roos, J., University of Central Florida
Abstract / Description: This study uses the competing Burton Clark's (")Cooling Out Theory(") and Daniel Bell's (")Theory of the Postindustrial Economy(") to examine the function that for-profit colleges and universities (FPCUs) play in American higher education and how it is different from non-profit traditional colleges and universities (TCUs). This was done through three sections of analysis. The first examined if students who enroll at these FPCUs are less academically prepared than those attending non-profit...
Show moreThis study uses the competing Burton Clark's (")Cooling Out Theory(") and Daniel Bell's (")Theory of the Postindustrial Economy(") to examine the function that for-profit colleges and universities (FPCUs) play in American higher education and how it is different from non-profit traditional colleges and universities (TCUs). This was done through three sections of analysis. The first examined if students who enroll at these FPCUs are less academically prepared than those attending non-profit traditional colleges or universities. The second tested if academic preparedness is associated with postsecondary performance at FPCUs to the same degree it is at TCUs. The final section of analysis looked at FPCU graduates to see if they have different short-term job outcomes when compared to traditional college graduates. This research utilizes The Beginning Postsecondary Survey 2009- a restricted-use longitudinal data set produced by the National Center for Education Statistics that followed 16,700 first-time college enrollees from 2003 until 2009. This data set includes information on student demographics, academic performance, enrollment history, and job outcomes. The results of this study indicated that when compared to traditional college students, FPCU students are less likely to be academically prepared for college and are more frequently characterized by risk factors that previous research has shown makes it less likely they will complete their degree. This research also found that unlike TCUs, high school academic performance is not associated with post-secondary performance or likelihood of degree attainment at FPCUs. Finally, it was observed that FPCU graduates were less likely to have jobs related to their degree and earned less income than TCU graduates, but had about the same degree of job satisfaction.
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Date Issued: 2015
Identifier: CFE0005761, ucf:50096
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005761

Title: Metaphoric Competence as a Means to Meta-Cognitive Awareness in First-Year Composition.
Creator: Dadurka, David, Scott, John, Marinara, Martha, Wallace, David, University of Central Florida
Abstract / Description: A growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for...
Show moreA growing body of writing research suggests college students' and teachers' conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for scholars to trace students' as well as their instructors' assumptions and beliefs about writing. In this study, I contend that metaphor is a pathway to meta-cognitive awareness, mindfulness, and reflection. This multi-method descriptive study applies metaphor analysis to a corpus of more than a dozen first-year composition students' end-of-semester writing portfolios; the study also employs an auto-ethnographic approach to examining this author's texts composed as a graduate student and novice teacher. In several cases writing students in this study appeared to reconfigure their metaphors for writing and subsequently reconsider their assumptions about writing. My literature review and analysis suggests that metaphor remains an underutilized inventive and reflective strategy in composition pedagogy. Based on these results, I suggest that instructors consider how metaphoric competence might offer writers and writing instructors an alternate means for operationalizing key habits of mind such as meta-cognitive awareness, reflection, openness to learning, and creativity as recommended in the Framework for Success in Post-Secondary Writing. Ultimately, I argue that writers and teachers might benefit from adopting a more flexible attitude towards metaphor. As a rhetorical trope, metaphors are contextual and, thus, writers need to learn to mix, discard, create, and obscure metaphors as required by the situation.
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Date Issued: 2012
Identifier: CFE0004303, ucf:49475
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004303

college students (28)	+ -
College Students (9)	+ -
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alcohol (8)	+ -
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higher education (4)	+ -
intervention (4)	+ -
student engagement (4)	+ -
students (4)	+ -
College (3)	+ -
advising (3)	+ -
attitudes (3)	+ -
student success (3)	+ -
substance use (3)	+ -
university (3)	+ -
victimization (3)	+ -
Anxiety (2)	+ -
Community College (2)	+ -
Depression (2)	+ -
Education (2)	+ -
Stress (2)	+ -
Students (2)	+ -
adjustment (2)	+ -
advisors (2)	+ -
alcohol use (2)	+ -
community college students (2)	+ -
engagement (2)	+ -
expectancy (2)	+ -
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