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- Title
- Female student services staff perceptions of safety on a state college campus: An exploratory study.
- Creator
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Chimera, Catherine, Owens, J. Thomas, Cintron Delgado, Rosa, Preston, Michael, Haciomeroglu, Erhan, University of Central Florida
- Abstract / Description
-
The purpose of this qualitative research study was to explore the perceptions of female student services staff members' perceptions of safety on a state college campus. Through the lens of social construction theory, six staff members were interviewed about their views of safety both on and off campus. The goal of this study was to better understand how female staff members formed their perceptions of safety on campus, through social, political and cultural processes. The results of this...
Show moreThe purpose of this qualitative research study was to explore the perceptions of female student services staff members' perceptions of safety on a state college campus. Through the lens of social construction theory, six staff members were interviewed about their views of safety both on and off campus. The goal of this study was to better understand how female staff members formed their perceptions of safety on campus, through social, political and cultural processes. The results of this study were that although the informants all were aware of the same threats and dangers on campus, they each had differing views on how safe they were while on campus. Of the six interviewed, two expressed daily concern for their safety, two were aware of dangers, but not overly fearful, and two did not feel fearful for their safety at all. Although each informant knew about their campus safety amenities, only two had used their services, one that expressed concern daily, and one that was not overly fearful. Social influences such as televised news programs and Internet articles played a factor in how the employees viewed their safety. Overall, seven major themes were discovered including campus concern, concern over student behavior, self-protection, off campus concerns, social influences, lack of concern, and lack of information. The study concluded with the researcher's recommendations that female student services staff members become knowledgeable about crimes happening on their campuses and about utilizing services they have available to them, as well as emphasizing the importance of office location, especially the proximity to coworkers working similar schedules.
Show less - Date Issued
- 2016
- Identifier
- CFE0006448, ucf:51420
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006448
- Title
- DEVELOPMENT AND EVALUATION OF A SINGLE-SESSION EXPECTANCY CHALLENGE INTERVENTION TO REDUCE ALCOHOL USE AMONG HEAVY DRINKING COLLEGE STUDENTS.
- Creator
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Lau, Hoyee, Dunn, Michael, University of Central Florida
- Abstract / Description
-
While overall rates of college student drinking have declined slightly since 1980, extreme forms of drinking are escalating. A comprehensive review of all aspects of alcohol use among college students completed by a panel of scientists and college presidents concluded that very few approaches for dealing with student drinking can be considered empirically validated, and they strongly encouraged additional efforts to develop and validate effective strategies. Expectancy challenge approaches...
Show moreWhile overall rates of college student drinking have declined slightly since 1980, extreme forms of drinking are escalating. A comprehensive review of all aspects of alcohol use among college students completed by a panel of scientists and college presidents concluded that very few approaches for dealing with student drinking can be considered empirically validated, and they strongly encouraged additional efforts to develop and validate effective strategies. Expectancy challenge approaches designed to reduce risky drinking through changing key expectancies have been identified as one of the few validated strategies, but this approach has not been developed into a format that is reliably effective with females or readily delivered in a single meeting. Widespread implementation of expectancy-based strategies is dependent on further evolution of a pragmatic format of this approach while maintaining effectiveness with groups that has already been established and increasing effectiveness with other groups. The purpose of the present study was to develop and evaluate a new version of expectancy challenge to accomplish two specific goals that are critical for widespread dissemination and implementation. First, new content focused on key expectancies typically held by heavy drinking females was developed in an effort to achieve significant reductions in alcohol use among women. Second, the content of the intervention for men and women was condensed to a single session. To demonstrate the effectiveness of the redesigned expectancy challenge in reducing drinking among high-risk individuals, the intervention was implemented with heavy drinking males and females at a large state university. Exposure to the single session expectancy challenge led to significant changes in alcohol expectancies and significant reductions in subsequent drinking in both males and females in comparison to participants randomly assigned to an active control condition or an assessment-only control condition. These findings represent a critical step in the process of translating a theory-based intervention strategy validated in intensive academic laboratory designs, into a more practical format while maintaining, and even enhancing effectiveness. The single session expectancy challenge developed and validated in this project is more accessible to those seeking effective drinking reduction strategies for college campuses and will encourage further development of pragmatic strategies based on expectancy theory.
Show less - Date Issued
- 2006
- Identifier
- CFE0001218, ucf:46940
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001218
- Title
- JUST EAT IT: AN EXAMINATION OF THE SOCIOLOGICAL FACTORS THAT INFLUENCE THE EATING HABITS OF COLLEGE STUDENTS.
- Creator
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Minnick, Alexandra, Huff-Corzine, Lin, University of Central Florida
- Abstract / Description
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Young adults 18-25 years of age in the United States are experiencing a new world as they transition to young adulthood in college. The purpose of this investigation is to examine the eating behaviors of the young college population. The present study will examine the kinds of foods college students eat and how they make decisions regarding food consumption. The methodology of the present study consists of a quantitative survey, which includes questions about gender, living arrangements,...
Show moreYoung adults 18-25 years of age in the United States are experiencing a new world as they transition to young adulthood in college. The purpose of this investigation is to examine the eating behaviors of the young college population. The present study will examine the kinds of foods college students eat and how they make decisions regarding food consumption. The methodology of the present study consists of a quantitative survey, which includes questions about gender, living arrangements, convenience, and student eating habits. The sample size is comprised of 228 students at the University of Central Florida. A regression model is used to explore the influence of the independent variables, which include gender; living arrangement; convenience; and health have on eating habits. Findings indicated that convenience significantly influence eating habits (p<.001). Gender, living arrangements, and health, however, did not significantly influence the eating habits of the college student respondents. A second regression model examined the potential effects of gender, living arrangements, convenience, and health- weight gain on eating habits. Again, convenience was the only significant independent variable that has an influence on eating habits (p<.001) while gender, living arrangements, and health- weight gain were not significant predictors.
Show less - Date Issued
- 2014
- Identifier
- CFH0004598, ucf:45234
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004598
- Title
- EVALUATION OF AN EXPECTANCY CHALLENGE PRESENTATION IN REDUCING HIGH-RISK ALCOHOL USE AMONG GREEK AFFILIATED COLLEGE STUDENTS.
- Creator
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Fried, Abigail, Dunn, Michael, University of Central Florida
- Abstract / Description
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Alcohol consumption and on college campuses has long been a significant problem. The severity of the situation and lack of effective alcohol programming on college campuses warranted the National Institute on Alcohol Abuse and Alcoholism to commission a Task Force on College Drinking in 2002, which has been vital in revealing drinking patterns and negative consequences which are specific to the college environment. The Task Force proposed three strategies that were empirically validated for...
Show moreAlcohol consumption and on college campuses has long been a significant problem. The severity of the situation and lack of effective alcohol programming on college campuses warranted the National Institute on Alcohol Abuse and Alcoholism to commission a Task Force on College Drinking in 2002, which has been vital in revealing drinking patterns and negative consequences which are specific to the college environment. The Task Force proposed three strategies that were empirically validated for prevention and intervention in the college setting. Of the three recommendations, implementing cognitive behavioral skills training and offering motivational enhancement interventions, while proven effective are costly and time consuming to implement. The final strategy recommended, challenging alcohol expectancies, has been validated for use in a group setting making it a more viable option for reaching larger audiences. Within the college environment there are certain factors that have shown to be important in influencing college studentsÂÂ' drinking behaviors, attitudes toward drinking, and alcohol related negative consequences. Specifically, membership in a fraternity or sorority has revealed a unique predictor of risky drinking behavior and an increased risk of suffering from negative consequences related to alcohol. The purpose of the present study was to implement an expectancy-based presentation in Greek chapter houses to alter expectancies and decrease risky drinking behavior. Alcohol expectancies were measured before and immediately after the presentation. Alcohol consumption was also assessed in a self-report measure of drinking for the 30 days prior to the presentation as well as 30 days following it. Analyses revealed significant reductions in positive alcohol expectancies and alcohol consumption on measures of quantity (average drinks per sitting), frequency (average drinking days per week), and heavy episodic drinking (average weekly peak blood alcohol content). Therefore, the structure and effectiveness of the current intervention program proves extremely useful and practical for widespread implementation in Greek chapter houses across all college campuses.
Show less - Date Issued
- 2010
- Identifier
- CFE0003263, ucf:48528
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003263
- Title
- COLLEGE STUDENTS' WELL BEING: THE ROLE OF PARENT-COLLEGE STUDENT EXPECTATION DISCREPANCIES AND COMMUNICATION.
- Creator
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Agliata, Allison, Renk, Kimberly, University of Central Florida
- Abstract / Description
-
Parental influence on college students' well being is underestimated frequently in the developmental literature. College students often set social and academic goals according to their perception of what their parents expect from them. The discrepancy between college students' performance and their perceptions of parents' expectations can impact their quality of life. The purpose of this study was to examine various parent-college student expectation discrepancies and communication levels as...
Show moreParental influence on college students' well being is underestimated frequently in the developmental literature. College students often set social and academic goals according to their perception of what their parents expect from them. The discrepancy between college students' performance and their perceptions of parents' expectations can impact their quality of life. The purpose of this study was to examine various parent-college student expectation discrepancies and communication levels as predictors for college students' psychological well being. Results revealed that college students reported experiencing higher levels of anger, depression, and anxiety and lower levels of self-esteem and college adjustment when higher expectation-performance discrepancies were present. Results also indicated that a higher perceived level of communication, particularly by the college student, served as a predictor of distress and was related to lower levels of affective distress and higher levels of self-esteem and college adjustment. Such findings underscore the importance of teaching assertive communication skills to college students and their parents as a means of diminishing the deleterious effects of perceiving one another inaccurately.
Show less - Date Issued
- 2005
- Identifier
- CFE0000556, ucf:46424
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000556
- Title
- COMMUNITY COLLEGE LEADERSHIP IN THE 21ST CENTURY.
- Creator
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Van Dusen, Laurie, Bozeman, William, University of Central Florida
- Abstract / Description
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The purpose of this study was to explore with community college presidents of 292 Southern Association of Colleges and Schools Level 1 institutions their perceptions as to the extent to which selected leadership styles presently required in the performance of presidential duties may be required in the future. Also investigated were leadership succession planning and professional development initiatives aimed at identifying and developing future leaders. A total of 209 (71.6%) presidents...
Show moreThe purpose of this study was to explore with community college presidents of 292 Southern Association of Colleges and Schools Level 1 institutions their perceptions as to the extent to which selected leadership styles presently required in the performance of presidential duties may be required in the future. Also investigated were leadership succession planning and professional development initiatives aimed at identifying and developing future leaders. A total of 209 (71.6%) presidents completed a researcher designed survey. Data analysis resulted in the following major findings. The presidents indicated a high level of support for each of the five leadership styles for current presidents as well as for future leaders. A consultative style of leadership was deemed to be the most important form of leadership for current leaders and increasing in importance for future leaders. Participative leadership was ranked second and could be considered as a transitional alternative for new presidents. The delegative and negotiative leadership styles were cited as the third and fourth most important forms of leadership for current and future leaders. Fifth ranked was the directive or autocratic style of leadership. Three-fourths of community college presidents indicated that they were actively engaged in the identification and development of potential leaders. Presidents were highly supportive of six developmental areas (budgeting, financial management, fund raising, governing boards, internal governance, and politics/relationships) but perceived politics and relationships as being the most critical area of development for future presidents. Presidents, with less than 10 years of service, were more actively engaged in identifying potential future leaders than their longer tenured counterparts. Those planning to retire within the next 6 years indicated the highest level of engagement. Institutional leaders who had been identified for advancement in a succession plan during their careers were more likely to have a succession plan in place in their institution; however, succession planning was largely informal.
Show less - Date Issued
- 2005
- Identifier
- CFE0000850, ucf:46664
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000850
- Title
- Collaboration Between Academic Affairs and Student Affairs at Public State Colleges in the Southern United States.
- Creator
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Fortunato, Geoffrey, Cintron Delgado, Rosa, Owens, J. Thomas, Molina, Olga, Marshall, Nancy, Cicotti, Cheryl, University of Central Florida
- Abstract / Description
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Throughout history, higher education has reiterated the importance and significance of collaboration between all institutional divisions and departments (Kezar, 2003). As the responsibilities and operational functions of each division have increasingly become more specialized and complex, effective collaboration remains a barrier in the optimal functioning of institutions throughout the country (Kezar).The purpose of this qualitative research study was to explore the current perceptions and...
Show moreThroughout history, higher education has reiterated the importance and significance of collaboration between all institutional divisions and departments (Kezar, 2003). As the responsibilities and operational functions of each division have increasingly become more specialized and complex, effective collaboration remains a barrier in the optimal functioning of institutions throughout the country (Kezar).The purpose of this qualitative research study was to explore the current perceptions and practices of collaboration between the Academic Affairs and Student Affairs divisions at state colleges geographically located in the Southern region of the United States, through the lens of Morten T. Hansen's T-shaped model of disciplined collaboration. The collective voices of the research participants fostered the ability to formulate a new, current model of collaboration between the divisions of Academic Affairs division and Student Affairs at representative state institutions. The final results of this study found that although there is not one consistent model that encapsulates all of the components of effective collaboration, it does entail a deliberate willingness to embrace the human element to build personal relationships. Finally, some of the themes generated by the use of NVivo were cultural ethos, human element and the unification of people. Framed by trust, transparency, unification of common goals, and through the college ethos as developed through leadership, a new model emerged based on the tenets of Grounded Theory.
Show less - Date Issued
- 2016
- Identifier
- CFE0006455, ucf:51443
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006455
- Title
- THE RELATIONSHIP BETWEEN SELF-REPORTED CHRONIC STRESS AND DIVIDED ATTENTION PERFORMANCE.
- Creator
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Petrac, Diane, Bedwell, Jeffrey, University of Central Florida
- Abstract / Description
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While previous research has extensively examined the effect of acute stress on cognitive performance, relatively little research has explored the relationship between chronic stress and cognitive performance. The current study aimed to control for current state anxiety to better isolate more chronic stress, when examining the relationship with performance on divided attention tasks. Fifty-four university undergraduates, who self-reported a wide range of perceived chronic stress (10-item...
Show moreWhile previous research has extensively examined the effect of acute stress on cognitive performance, relatively little research has explored the relationship between chronic stress and cognitive performance. The current study aimed to control for current state anxiety to better isolate more chronic stress, when examining the relationship with performance on divided attention tasks. Fifty-four university undergraduates, who self-reported a wide range of perceived chronic stress (10-item Perceived Stress Scale), completed the Trail-Making Test and a dual (auditory and visual) Continuous Performance Test (CPT). Hierarchical regressions were performed to explore cognitive predictors of chronic perceived stress. After covarying for state anxiety (state portion of State-Trait Anxiety Inventory), the most statistically significant predictor (via stepwise entry) was the auditory omission error change score (dual minus single condition), which showed a medium effect size (r = .36). Results have practical safety implications, as the implementation of an efficient and inexpensive measure of self-reported stress may predict future job-related errors in high-stress professions that require divided attention.
Show less - Date Issued
- 2006
- Identifier
- CFE0001509, ucf:47125
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001509
- Title
- EFFECTS OF ABORTION ON COLLEGE WOMEN'S MENTAL HEALTH.
- Creator
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Bologna, Estefany, Fouty, Homer Edward, University of Central Florida
- Abstract / Description
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Since the legalization of abortion, some research studies have argued that abortion has a neutral effect when considering other coexistent factors (e.g. Adler et al., 1990; Major et al., 2000; Steinberg & Russo, 2008). Other studies have concluded that abortion has a negative influence on women's psyche (e.g. Congleton & Calhoun, 1993; Cougle, Reardon, & Coleman, 2005; Hamana et al., 2010). College populations have been generally excluded from abortion research, even though, in 2007, 57% of...
Show moreSince the legalization of abortion, some research studies have argued that abortion has a neutral effect when considering other coexistent factors (e.g. Adler et al., 1990; Major et al., 2000; Steinberg & Russo, 2008). Other studies have concluded that abortion has a negative influence on women's psyche (e.g. Congleton & Calhoun, 1993; Cougle, Reardon, & Coleman, 2005; Hamana et al., 2010). College populations have been generally excluded from abortion research, even though, in 2007, 57% of women obtaining abortions were between the ages of 20 and 30 years (U.S. Census Bureau, 2012). This study intended to measure the influence of induced abortion on the current mental health status of college women and describe the characteristics of women obtaining abortions. An online survey was administered to female college students (N= 46). The participants were divided into two pregnancy outcome groups: (1) women who reported a history of fetal deliveries, and (2) women who reported a history of abortion. Each group was asked if abortion or fetal delivery contributed to their current mental health status. Independent variables included the participants' pregnancy outcome (abortion vs. delivery) and establishing if abortion/fetal delivery contributed to current mental health (yes/no answer). The dependent variables included current psychological distress symptoms as measured by the nine primary symptom dimensions of the Symptom Checklist-90-Revised. The data were analyzed using a two-way mixed-design MANOVA. Evidence indicated that psychological symptoms were not dependent on respondents' perception of whether or not current mental health was affected by pregnancy outcome. This study does not support public policies or practice based on the belief that abortion emotionally harms women. Further research should concentrate in strategies to prevent unwanted pregnancy in order to reduce the need for abortion.
Show less - Date Issued
- 2013
- Identifier
- CFH0004421, ucf:45101
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004421
- Title
- EVALUATION OF AN EXPECTNACY CHALLENGE CURRICULUM IN REDUCING HIGH RISK ALCOHOL USE AMONG COLLEGE STUDENTS WHEN MODIFIED FOR LARGE CLASSES.
- Creator
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Schreiner, Amy, Dunn, Michael, University of Central Florida
- Abstract / Description
-
Alcohol consumption has repeatedly been recognized as the primary public health concern impacting students on college campuses. In response to the prevalence of risky alcohol use and lack of effective response among colleges and universities, the National Advisory Council of the National Institute on Alcohol Abuse and Alcoholism created a task force to review the relevant research literature on alcohol interventions to advise college administrators on effective program implementation and...
Show moreAlcohol consumption has repeatedly been recognized as the primary public health concern impacting students on college campuses. In response to the prevalence of risky alcohol use and lack of effective response among colleges and universities, the National Advisory Council of the National Institute on Alcohol Abuse and Alcoholism created a task force to review the relevant research literature on alcohol interventions to advise college administrators on effective program implementation and evaluation as well as provide recommendations for future research directions. Only three strategies met criteria for Tier 1 designation (empirical support specifically with college students) and two of these strategies are intensive and time-consuming individual methods. The third Tier 1 strategy, challenging alcohol expectancies, was the only method that was validated for administration in a group setting. For widespread utility of expectancy-based prevention strategies, effective interventions must be developed for delivery in typical settings. The focus of the present study was to modify an existing classroom curriculum designed to alter expectancy processes of college students for use in classroom settings of 100+ students as they have become the typical class size in college and university settings. The modified expectancy curriculum was implemented in a single session with students during their actual classes. Measures of alcohol consumption and alcohol related harms were collected anonymously for the 30 days prior and the 30 days following the curriculum. Measures of alcohol expectancies were also collected anonymously immediately prior and immediately following the curriculum. Analyses revealed significant reductions in average drinks per sitting males and key expectancy changes for both males and females. A low number of high-risk drinkers led to further exploratory analyses with the exclusion of a proportion of the lighter drinkers in the sample. These analyses revealed significant decreases in average drinks per sitting and peak drinks per sitting for both males and females. There were no significant changes in alcohol related harms. This study represents an important extension of expectancy-based interventions for a college population. An intervention that began as a multi-session, time and resource intensive protocol for a small group of participants has been successfully modified for use with groups of 100+ people. The current protocol can be given to this large a group in a single session curriculum that can be delivered in any standard classroom.
Show less - Date Issued
- 2010
- Identifier
- CFE0003114, ucf:48628
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003114
- Title
- Marxian science and the colleges.
- Creator
-
DeLeon, Daniel
- Date Issued
- 1944
- Identifier
- 2683769, CFDT2683769, ucf:5139
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/FCLA/DT/2683769
- Title
- STUDY AND ANALYSIS OF UPPER GASTROINTESTINAL SYMPTOMS AMONG STUDENTS AT THE UNIVERSITY OF CENTRAL FLORIDA.
- Creator
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Anzueto, Deberly M, Saleh, Suha, University of Central Florida
- Abstract / Description
-
Upper gastrointestinal symptoms can be caused by many different diseases and can present themselves in many different forms and range in intensity depending on the person. In previous research, upper gastrointestinal symptoms have been correlated with stress, smoking, alcohol intake, and nonsteroidal anti-inflammatory drugs (NSAIDs), among others. The purpose of this study will be focusing on finding any association between these risk factors mention and symptoms of upper gastrointestinal...
Show moreUpper gastrointestinal symptoms can be caused by many different diseases and can present themselves in many different forms and range in intensity depending on the person. In previous research, upper gastrointestinal symptoms have been correlated with stress, smoking, alcohol intake, and nonsteroidal anti-inflammatory drugs (NSAIDs), among others. The purpose of this study will be focusing on finding any association between these risk factors mention and symptoms of upper gastrointestinal disease among college students. The study will utilize an Izumo scale questionnaire for the assessment of abdominal symptoms and Quality of Life (QOL). The questionnaire was built using Survey Monkey and distributed via email to students at the University of Central Florida (UCF). The main hypothesis was that the more the student's advancement in their college career, stress load, alcohol consumption, smoking, poor diet and a high consumption of some over the counter medication (specifically Non-Steroidal Anti Inflammatory Drugs), the more prone the students will be to present symptoms of upper gastrointestinal disease. The results were analyzed using Statistical Package for the Social Science (SPSS), and Analysis of Variance (ANOVA) were used to find any associations. The One-Way ANOVA tests showed an association between gender, ethnicity, student status, major, cigarette smoking habits, alcohol consumption, binge drinking, diet, stress, sleeping, and overall health. The results of this study present clear evidence that among college students, their demographics as well as lifestyle and school choices have significant associations to the amount of gastrointestinal symptoms they present with.
Show less - Date Issued
- 2016
- Identifier
- CFH2000132, ucf:45949
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000132
- Title
- THE EFFECTS OF ATHLETIC PARTICIPATION, EXPECTATIONS ABOUT COUNSELING AND GENDER ON ATTITUDES TOWARD HELP SEEKING BEHAVIORS AMONG COMMUNITY COLLEGE STUDENTS.
- Creator
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Fernandez, Jose, Bozeman, William, University of Central Florida
- Abstract / Description
-
Researchers have determined that college student-athletes are an underrepresented population when it comes to utilizing college counseling services. Traditional students have appeared for counseling services more so than student-athletes. The primary purpose of this study was to assess the relationships between attitudes toward help seeking behavior and (a) expectations about counseling, (b) athlete status, and (c) gender of respondent among community college students. The study included 195...
Show moreResearchers have determined that college student-athletes are an underrepresented population when it comes to utilizing college counseling services. Traditional students have appeared for counseling services more so than student-athletes. The primary purpose of this study was to assess the relationships between attitudes toward help seeking behavior and (a) expectations about counseling, (b) athlete status, and (c) gender of respondent among community college students. The study included 195 students at a central Florida community college, 74 student-athletes and 121 non-athlete students. The participants were asked to convey their counseling expectations by completing the Expectations About Counseling-Brief Form. Respondents were also asked to complete the Attitudes Toward Seeking Professional Psychological Help Scale to measure their attitudes toward help seeking behavior. Further qualitative data was accumulated during an interview with one student-athlete from each of the five intercollegiate athletic teams. For this study, two hypotheses were considered. First, it was hypothesized that a significant relationship existed between attitudes toward help seeking behavior and expectations about counseling and that expectations about counseling were expected to account for a significant amount of variance in attitudes toward help seeking behavior. Results of the data analyses revealed that respondents' attitudes toward help-seeking behavior correlated significantly with only two of the four counseling expectation factors. A positive correlation was discovered for the factor of Personal Commitment and a negative correlation for the factor of Counselor Expertise. Linear regression analysis supported that expectations about counseling were expected to account for a significant amount of variance in attitudes toward help-seeking behavior. The second hypothesis hypothesized that there would be no statistically significant difference in attitudes toward help-seeking behavior based on athletic participation (student-athlete versus non-athlete students) or gender of respondent. The results of a MANOVA indicated that gender of respondent did have a statistically significant effect on attitudes toward help-seeking behavior; therefore this hypothesis was only partially supported. Based on these findings, implications for counseling student-athletes and non-athlete students are discussed. Interpretations of data analyses are included and study limitations and delimitations are identified. Finally, suggestions for future research are identified and discussed.
Show less - Date Issued
- 2005
- Identifier
- CFE0000391, ucf:46335
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000391
- Title
- LEADERSHIP BEHAVIORS GAINED AS A RESULT OF INVOLVEMENT IN A COMMUNITY COLLEGE STUDENT LEADER PROGRAM.
- Creator
-
Torres, Chanda, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
-
The purpose of this study was to assess whether participation in a community college student leader program had an effect on the leadership behaviors of students based on five (5) practices measured by a student leadership practices inventory. By assessing these leadership behaviors, the community college was able to determine the effectiveness of the program and ways to improve the program's curriculum. This study addressed the following: 1) whether students who participated in a student...
Show moreThe purpose of this study was to assess whether participation in a community college student leader program had an effect on the leadership behaviors of students based on five (5) practices measured by a student leadership practices inventory. By assessing these leadership behaviors, the community college was able to determine the effectiveness of the program and ways to improve the program's curriculum. This study addressed the following: 1) whether students who participated in a student leader program in a community college showed significant growth in leadership behaviors; 2) whether the growth in leadership behaviors of students who participated in a student leader program in a community college were significantly different from each other in regard to gender; 3) whether the growth in leadership behaviors of students who participated in a student leader program in a community college were significantly different from each other in regard to age. The student Leadership Practices Inventory (LPI) developed by Kouzes and Posner (2002) was used as the main instrument in this study. The student Leadership Practices Inventory (LPI) is a questionnaire with thirty (30) behavioral statements--six (6) for each of The Five Practices. The population of this study consisted of 62 student leaders who were participants in a student leader program at a community college. A pre LPI was given to 62 student leaders in the beginning of the school term. A post LPI was given to 62 student leaders at the end of the school term. Thirteen of the original student leaders dropped out of the program and were replaced by new student leaders. Thus, the total number of useable inventories for data input in this study was 49; this yielded a 79% return rate. This study supports the research that students who were involved in a leadership program gained leadership behaviors. In comparing the student leaders' pretest and posttest scores of the LPI, it showed that there was a significant difference in each leadership behavior. These leadership behaviors were: Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. The results of this study also showed no significant difference in the student leaders' scores in the LPI in relation to the student's age group. According to Astin (1993), the student's age at the time of college entry was not significantly associated with changes in Leadership scores. This evidence supports the argument that increases in leadership skills during undergraduate years is associated with the college experience rather than the student's maturation. There were no significant differences between the male and female student leaders in regard to the five leadership practices with the exception of the leadership practice Challenging the Process. In this study, the male student leaders scored higher, 24.79, than the female student leaders, 22.37, in Challenging the Process. The focus group in this study highlighted the leadership behaviors the student leaders gained as a result of their involvement in the student leader program. Not only did the students grow in the leadership behaviors measured by the LPI, they also gained other leadership skills. In regard to their growth as a student leader, the students felt that they grew in many different areas. The opportunity allowed them to network with students, faculty, administration and staff, and gain leadership skills. These leadership skills included: listening skills, communication skills, stress management, multitasking and customer service. The students also believed in the importance of taking initiative, practicing patience and developing others.
Show less - Date Issued
- 2008
- Identifier
- CFE0002049, ucf:47604
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002049
- Title
- RESILIENCY IN ADOLESCENT COLLEGE STUDENTS.
- Creator
-
Ahern, Nancy, Byers, Jacqueline, University of Central Florida
- Abstract / Description
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The construct of resilience has gained considerable attention over the last four decades since researchers observed that children and youth could cope and adapt in spite of adversity. Resilience involves a dynamic process involving an interaction between both risk and protective processes, internal and external to the individual, that can modify the effects of an adverse life event. Adolescence is considered to be a period of vulnerability for most individuals as they often partake in high...
Show moreThe construct of resilience has gained considerable attention over the last four decades since researchers observed that children and youth could cope and adapt in spite of adversity. Resilience involves a dynamic process involving an interaction between both risk and protective processes, internal and external to the individual, that can modify the effects of an adverse life event. Adolescence is considered to be a period of vulnerability for most individuals as they often partake in high risk behaviors. Further, those individuals who are in their early college years are faced with the developmental challenges of this life phase which can be complicated by a variety of stresses. Investigating resilience in college students is of great importance as these adolescents may incur additional stress as they make the transition to adulthood. Empirical evidence indicates that resilience is dynamic, developmental in nature, and interactive with one's environment. A variety of variables have been studied to clarify the concept of resilience in adolescents, yet there continues to be inconsistent findings. Although there is an abundance of literature regarding adolescent resilience, little is known about this process in the healthy well-adjusted adolescent college student. Additionally there are inconsistencies in reported findings about whether resilience is a healthy state. There is also evidence in the literature that contradictions exist regarding the effect of social support on this process. After review of the psychometric properties of existing instruments, the Resilience Scale was determined to have the best reliability and validity use for the study of resilience in the adolescent population. An exploratory model testing design was used to explore the relationships among a set of variables, including personal characteristics, levels of stress, high risk behaviors, and levels of resilience in adolescents ages 18 to 20 years. Institutional Review Board approval was obtained prior to data collection. The study participants attended a community college and met the sample selection criteria. A convenience sampling plan was used. Recruitment of participants followed the college protocol for contacting professors teaching general education classes during the planned data collection time. The study measures included a demographic questionnaire, two perceived stress visual analog scales, the Health Behaviors Questionnaire, and the Resilience Scale. Descriptive statistics were computed for all variables for the total sample (n=166) and recoding performed as needed by the instruments. Model testing was performed using correlations, hierarchical multiple regression, and path analysis to identify the strongest predictive variables. The strongest predictive model was personal characteristics and Health Behaviors Questionnaire Emotional Risk to the visual analog scale Stress in General (R2 = .519, F = 3.13, p = .000). This model was used for path analysis and the significant variables were ethnicity (standardized beta coefficients of .165, p = .036) and Health Behaviors Questionnaire Emotional Risk (standardized beta coefficients of .567, p = .000). These findings are important for health care providers to use as a basis for driving interventions to optimize resilience and reduce stress in adolescents. Further research should focus on ways to enhance coping and adaptation in an effort to reduce emotional risks which potentially increase stress in similar populations. Research regarding resilience and stress can further be expanded to the study of additional populations at risk, including adults and others such as nursing students, war veterans, and disaster victims.
Show less - Date Issued
- 2007
- Identifier
- CFE0001627, ucf:47177
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001627
- Title
- WHAT IS COLLEGE-LEVEL WRITING? -THE COMMON GROUND FROM WHICH A NEW SECONDARY – POST SECONDARY COMPOSITION PARTNERSHIP CAN BE FORMED.
- Creator
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Berger, Nancy, Bell, Kathleen, University of Central Florida
- Abstract / Description
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In the Introduction to What is "College-Level" Writing?, editors Patrick Sullivan and Howard Tinberg state that the title asks "one of the most important questions in our profession" (xiii). However, even after 418 pages of essays written from the perspectives of high school teachers, college instructors, students, and administrators, the answer remains elusive because college-level writing does not, in fact, start in college - it starts in high school - where high school teachers believe...
Show moreIn the Introduction to What is "College-Level" Writing?, editors Patrick Sullivan and Howard Tinberg state that the title asks "one of the most important questions in our profession" (xiii). However, even after 418 pages of essays written from the perspectives of high school teachers, college instructors, students, and administrators, the answer remains elusive because college-level writing does not, in fact, start in college - it starts in high school - where high school teachers believe they are instilling in their college-bound students the writing skills required by post-secondary institutions. The students, meanwhile, show up in first-year composition classes to find not only have they not been prepared for college-level writing, they haven't the faintest idea what college-level writing is. Our students have more writing demands on them now than ever before -- both in and outside of academia -- what past CCCC president, Douglas D. Hesse, terms "obliged" and "self-sponsored" writing (349). The job market has gone global and careerism is a reality for the college graduates of today. Yet, college writing instruction represents the last chance students have to learn the rhetorical traditions behind the writing skills, along with the realization that without an understanding of process and purpose, the products they do produce will never reach full potential. It is this seemingly dichotomic relationship between the "global village" job market and the rhetorical tradition that has created the exigence for this research. This study examines twelfth grade English and first-year college composition instruction from the three perspectives comprising the College Writing Contact Zone rhetorical triangle (practitioners-professional organizations-textbooks). Following the model of analysis used by Patrick Sullivan and Howard Tinberg in What is "College-Level" Writing, essays and articles written by high school teachers and first-year composition instructors involved in the "what is college-level writing?" conversation are discussed, examining each for the common threads running throughout their different viewpoints. The curricula at both the 12th grade high school and first-year college levels is also researched, in light of the mandates instituted by the professional organizations of the discipline (the NCTE and CCCC). Specifically examined are the roles these respective professional organizations played in the evolution of 12th grade high school English classes and the first-year college composition course, as we know them today. Finally, the textbooks, which inform the curricula of 12th grade high school English and first-year college composition, are investigated in regards to scope and sequence, assumptions, and authorship. The learning theories driving the textbooks are then used to construct the definition of college-level writing from the perspective of textbook publishers. The answer to the "What is college-level writing?" question emerging from this research is not what one might expect. College-level writing, as an entity, does not exist because college-level writing is the result of college-level discourse literacy. Since first year college students must step outside their comfort zone into Pratt's contact zone, perhaps, "instead of asking how to make high school writing prepare students for college writing ,. . ." we should be asking what literacy looks like"(Thompson 80). Making students aware of the different discourse communities in existence at the college level (Hesse's self-sponsored and obliged) is the first step in their being able to learn what writing is considered appropriate within each discourse community. What is needed is a new paradigm in the form of a transitional composition class that cultivates students as critically thinking writers who are the experts of their own thoughts and ideas. Whether this class belongs in the twelfth grade curriculum or the first-year college curriculum needs to be determined, but its absence is the missing link responsible for the non-transference of writing skills from the high school to the college level, as well as the non-transference of writing skills beyond the first-year composition class within academia. Our high schools, recognizing the fact that all of their twelfth grade English students are not going on to college, teach the writing skills and reading analyses needed for post-secondary school life – whatever that may be. First-year composition instructors assign their essays and research papers expecting their students to already be well-versed in the self-sponsored and obliged discourses of the academy – but they are not. The contact zone is created and the conflict begins because students need to access those discourses if they are to start creating self-sponsored knowledge of their disciplines. It is this 'knowing,' this created knowledge, that transforms our students into writers; the writers for whom we are the stewards.
Show less - Date Issued
- 2007
- Identifier
- CFE0001878, ucf:47419
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001878
- Title
- AN ASSESSMENT OF MENTAL HEALTH COUNSELING SERVICES PROVIDED BY FLORIDA PUBLIC COMMUNITY COLLEGES AND UNIVERSITIES.
- Creator
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Benjamin, Tito, Tubbs, LeVester, University of Central Florida
- Abstract / Description
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ABSTRACT The purpose of this study was to assess mental health counseling services provided by Florida public community colleges and universities. The researcher of this study designed the Counseling Center Questionnaire instrument. This instrument consisted of two different questionnaires, one for community colleges and the other for universities. The questionnaires were developed to ascertain information regarding mental health services provided by higher education institutions. The...
Show moreABSTRACT The purpose of this study was to assess mental health counseling services provided by Florida public community colleges and universities. The researcher of this study designed the Counseling Center Questionnaire instrument. This instrument consisted of two different questionnaires, one for community colleges and the other for universities. The questionnaires were developed to ascertain information regarding mental health services provided by higher education institutions. The questionnaires yielded information pertaining to (a) which Florida community colleges and public universities were offering mental health counseling services to students, (b) the types of mental health counseling services provided, (c) the types of problems/issues students were reporting to counseling centers, and (d) the scope of mental health counseling services provided by Florida community colleges and universities. The findings indicated that only 5 of 20 Florida community colleges provided mental health services to students and all 7 universities who responded to the questionnaire provided such services to students. Community colleges provided fewer mental health services than did 4-year institutions. According to higher education counseling officials, students in all institutions experienced many of the same types of issues or problems including Anxiety, Depression, Bi-polar Disorders, Substance Abuse, Eating Disorders and Schizophrenia. Depression was the most frequently reported mental health issue among all students.
Show less - Date Issued
- 2005
- Identifier
- CFE0000633, ucf:46547
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000633
- Title
- UGH...STATISTICS! COLLEGE STUDENTS' ATTITUDES AND PERCEPTIONS TOWARD STATISTICS.
- Creator
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Doyle, Drew A, Brophy-Ellison, James, University of Central Florida
- Abstract / Description
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Statistics is a course that is required for a majority of undergraduate college students in a wide variety of majors. It is not just required for Statistics or Mathematics majors, but also for those undergraduate college students majoring in Biology, Engineering, Sociology, and countless other majors. It can often be seen as a daunting course, especially for those who feel that mathematics is not their strongest subject. Students begin to dislike the course before even starting and this can...
Show moreStatistics is a course that is required for a majority of undergraduate college students in a wide variety of majors. It is not just required for Statistics or Mathematics majors, but also for those undergraduate college students majoring in Biology, Engineering, Sociology, and countless other majors. It can often be seen as a daunting course, especially for those who feel that mathematics is not their strongest subject. Students begin to dislike the course before even starting and this can carry on throughout the entirety of the course. This thesis will focus primarily on students' perceptions and attitudes toward their statistics courses rather than their performance. Many courses are taught a specific way that is conducive to all learning styles, which may lead to the students not enjoying or understanding their statistics course. The students' learning style may also be correlated to their attitude and perception of statistics. The goal of this thesis is to better understand the college students in order to adapt the current methods so that student can enjoy the course, appreciate the knowledge they learn and its impact on their future career paths.
Show less - Date Issued
- 2017
- Identifier
- CFH2000165, ucf:45988
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000165
- Title
- PERCEIVED STRESS, COPING, AND ADEQUACY OF SOCIAL SUPPORT: IMPLICATIONS FOR SUBJECTIVE WELL-BEING IN COLLEGE STUDENTS.
- Creator
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Asberg, Kia, Bowers, Clint, University of Central Florida
- Abstract / Description
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Stress is a widespread concept commonly associated with psychological and medical problems that may impair an individual's functioning and incur costs on society. Alarming rates of depression, anxiety, suicidal ideation, and other stress-related problems have been found among college students. This study (N = 241)argues that reducing emotional and financial stress-related costs may be possible through increasing public and professional awareness of moderating variables, such as social support...
Show moreStress is a widespread concept commonly associated with psychological and medical problems that may impair an individual's functioning and incur costs on society. Alarming rates of depression, anxiety, suicidal ideation, and other stress-related problems have been found among college students. This study (N = 241)argues that reducing emotional and financial stress-related costs may be possible through increasing public and professional awareness of moderating variables, such as social support and coping resources. Results indicated that stress, inadequate social support, and escape-avoidance coping were related to higher levels of depression and lower life satisfaction in both males and females. Social support functioned as a moderator of stress in determining negative outcomes, primarily during high stress. Specifically, the interaction between stress and social support predicted depression in the combined sample, anxiety in males, and life satisfaction in females. In addition, the present study highlights the importance of accounting for gender in research concerning stress, social support, coping, and psychological adjustment. Finally, limitations and suggestions for future research will be discussed.
Show less - Date Issued
- 2005
- Identifier
- CFE0000882, ucf:46634
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000882
- Title
- PERCEPTIONS OF SEX OFFENDERS ON COLLEGE CAMPUSES.
- Creator
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Harvey, Dayanne, Donley, Amy, University of Central Florida
- Abstract / Description
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As previous research has indicated, it is not a common societal norm that sex offenders generally have a negative connotation associated with them. These types of perceptions are held without considering the varying types of sexual offenders and sexual offenses. The legislation concerning sex offenders is broad, and therefore encompasses a lot of different offenses and people. Notification of these types of offenders varies by state, but all states require sex offenders to register. A number...
Show moreAs previous research has indicated, it is not a common societal norm that sex offenders generally have a negative connotation associated with them. These types of perceptions are held without considering the varying types of sexual offenders and sexual offenses. The legislation concerning sex offenders is broad, and therefore encompasses a lot of different offenses and people. Notification of these types of offenders varies by state, but all states require sex offenders to register. A number of colleges also require sex offenders to register before attending classes. This research focuses on student's perception of sex offenders on college campuses. That is, it questions how a student's awareness of sex offender legislation and presence affect their attitudes and perceptions about sex offenders. This thesis was intended to research the UCF student's awareness of sex offenders (legislation and presence) in relation how it effects their perception of sex offenders. Students were surveyed and asked questions based on their knowledge, awareness, and opinion of sex offenders in general and at the college level. Results collected suggested that informing students does make them more aware of sex offenders. However, the heightened awareness does not improve the negative perception student's held about sex offenders. After conducting the study, it is my hope that it will aid in better understanding student perceptions of sex offenders in terms of how effective notification and awareness are.
Show less - Date Issued
- 2013
- Identifier
- CFH0004470, ucf:45142
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004470
