scholarly journals Test of a deviance regulation theory intervention among first-year college student drinkers: Differential effects via frequency and quantity norms.

2021 ◽  
Author(s):  
Angelina V. Leary ◽  
Robert D. Dvorak ◽  
Wendy Troop-Gordon ◽  
Hart Blanton ◽  
Roselyn Peterson ◽  
...  
Keyword(s):  
College Student ◽  
First Year ◽  
Differential Effects ◽  
Regulation Theory ◽  
First Year College ◽  
Régulation Theory

scholarly journals Test of a Deviance Regulation Theory Intervention Among First Year College Student Drinkers: Differential Effects via Frequency and Quantity Norms

2020 ◽  
Author(s):  
Angelina Leary ◽  
Robert Dvorak ◽  
Wendy Troop-Gordon ◽  
Hart Blanton ◽  
Roselyn Peterson ◽  
...  
Keyword(s):  
Control Group ◽  
First Year ◽  
Behavioral Strategies ◽  
Web Based ◽  
Regulation Theory ◽  
First Year College ◽  
Positive Message ◽  
Régulation Theory ◽  
Initial Support ◽  
First Time

OBJECTIVE: First-time-in-college (FTIC) students, or college freshmen, are at a heightened risk of experiencing alcohol-related consequences, as these individuals are relatively inexperienced with alcohol and have tremendous pressure to assimilate to new norms. The current study investigates the use of a Deviance Regulation Theory (DRT) intervention, presented in a web-based format, to increase the use of Protective Behavioral Strategies (PBS) among FTIC students. METHOD: FTIC students (n = 157) completed weekly surveys for six weeks, which examined alcohol use and consequences, PBS use, and perceived PBS norms. Participants were randomly assigned one of three conditions: 1) a positive-framed message about individuals who do use PBS, 2) a negative-framed message about individuals who do not use PBS, or 3) a control group that received no messaging. RESULTS: Results suggest the negative-framed message increases PBS use across time for individuals high PBS norms, consistent with DRT. The positive-frame message did not change PBS use across time. However, the positive message was associated with more PBS use at the weekly-level when an individual had low PBS norms, consistent with DRT. Results also suggest PBS norms grew across time. CONCLUSIONS: These results provide initial support for the use of a DRT prevention program for FTIC students.

Moderating role of social support on first-year college student outcomes

2011 ◽  
Author(s):  
Daniel A. Dickson ◽  
Colleen S. Conley ◽  
Kunal A. Patel ◽  
Daniel Cunningham
Keyword(s):  
Social Support ◽  
College Student ◽  
Student Outcomes ◽  
First Year ◽  
First Year College ◽  
College Student Outcomes ◽  
Moderating Role

First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

2021 ◽  
pp. 251512742110292
Author(s):  
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk
Keyword(s):  
High School ◽  
College Student ◽  
Engineering Students ◽  
Educational Experiences ◽  
Multidisciplinary Design ◽  
First Year ◽  
First Semester ◽  
First Year College ◽  
Starting Point ◽  
Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

scholarly journals Psychological Well-Being, Stress, and Emotion Regulation in First Year College Student during COVID-19

2021 ◽  
Vol 10 (1) ◽  
pp. 51-64
Author(s):  
Aditya Gunawan ◽  
Dini Rahma Bintari
Keyword(s):  
Emotion Regulation ◽  
College Student ◽  
Cognitive Reappraisal ◽  
Well Being ◽  
First Year ◽  
Expressive Suppression ◽  
Psychological Well Being ◽  
First Year College

Stres merupakan salah satu reaksi psikologis yang menyertai mahasiswa selama pandemic COVID-19. Tingkat stres dapat mempengaruhi kesejahteraan psikologis mahasiswa. Terdapat penelitian-penelitian sebelumnya yang menemukan hubungan antara regulasi emosi dengan stres maupun kesejahteraan psikologis, dimana tingkat stress yang tinggi akan menurunkan kesejahteraan psikologis dan regulasi emosi mampu mengurangi stress serta menjaga kesejahteraan psikologis individu.  Strategi regulasi emosi expressive suppression dan cognitive reappraisal diartikan sebagai cara individu dalam mempengaruhi, merasakan, serta mengekspresikan emosi yang dimiliki. Penelitian ini bertujuan untuk menguji efek strategi regulasi emosi expressive suppression dan cognitive reappraisal sebagai moderator antara stres dan kesejahteraan psikologis. Sebanyak 119 mahasiswa baru Universitas Indonesia 2020 terlibat dalam penelitian ini. Stres diukur menggunakan Perceived Stres Scale-10 for COVID-19 (PSS-10-C); regulasi emosi diukur menggunakan Emotion Regulation Questionnaire (ERQ); dan kesejahteraan psikologis diukur menggunakan Ryff’s Scales of Psychological Well-being (RPWB). Hasil penelitian menunjukkan bahwa (1) stres dapat menjadi prediktor kesejahteraan psikologis secara signifikan; (2) strategi regulasi emosi expressive suppression signifikan dalam memperkuat hubungan negatif antara stres dan kesejahteraan psikologis; (3) strategi regulasi emosi cognitive reappraisal signifikan dalam memperlemah hubungan negatif antara stres dan kesejahteraan psikologis.

Development and Evaluation of the Inventory of New College Student Adjustment

2018 ◽  
Vol 22 (3) ◽  
pp. 425-440 ◽  
Author(s):  
Joshua C. Watson ◽  
A. Stephen Lenz
Keyword(s):  
College Students ◽  
College Student ◽  
Convergent Validity ◽  
The United States ◽  
First Year ◽  
Student Adjustment ◽  
Confirmatory Factor Analyses ◽  
First Year College ◽  
College Student Adjustment ◽  
First Year College Students

The Inventory of New College Student Adjustment (INCA) was developed to assist college student personnel in assessing adjustment difficulties experienced by first-year college students. A sample of 474 first-year college students (282 women, 59%; 192 men, 41%) enrolled in a first-year seminar course at a medium-sized 4-year university in the central southern region of the United States completed the INCA. Exploratory and confirmatory factor analyses confirmed a two-factor scale explaining 47.17% of the variance in scores. Convergent validity analyses support the INCA as a sufficiently valid measure suitable for use as a brief screening tool in both research and practice settings.

scholarly journals Psychosocial Factors Predicting First-Year College Student Success

2013 ◽  
Vol 54 (3) ◽  
pp. 247-266 ◽  
Author(s):  
Elizabeth J. Krumrei-Mancuso ◽  
Fred B. Newton ◽  
Eunhee Kim ◽  
Dan Wilcox
Keyword(s):  
College Student ◽  
Student Success ◽  
Psychosocial Factors ◽  
First Year ◽  
College Student Success ◽  
First Year College
Sign in / Sign up

Export Citation Format

Share Document