College students beliefs about psychological disorders and demographic correlates

2006 ◽  
Author(s):  
Will H. Canu ◽  
Tara L. Morrow ◽  
Daniel L. W. Pope ◽  
Lia R. Bartnicki ◽  
Nicole K. Schatz
Keyword(s):  
College Students ◽  
Psychological Disorders ◽  
Demographic Correlates

Socio-demographic Correlates and Predictors of Food Insecurity among First Year College Students

2017 ◽  
Vol 117 (10) ◽  
pp. A146 ◽  
Author(s):  
A. El Zein ◽  
K. Shelnutt ◽  
S. Colby ◽  
M. Olfert ◽  
K. Kattelmann ◽  
...  
Keyword(s):  
College Students ◽  
Food Insecurity ◽  
First Year ◽  
First Year College ◽  
Demographic Correlates ◽  
First Year College Students

Lateral Preference and Students' Worries: A Correlation

1989 ◽  
Vol 65 (2) ◽  
pp. 496-498 ◽  
Author(s):  
Kathleen M. Dillon
Keyword(s):  
College Students ◽  
Psychological Disorders ◽  
Female College Students ◽  
Lateral Preference ◽  
Female College ◽  
Left Handedness ◽  
Male College ◽  
Clinical Populations ◽  
Male College Students

A significant correlation was found between left-sided lateral preference as measured by the General Laterality subtest of the Lateral Preference Schedule and scores on the Student Worry Survey for 34 male college students but not for 44 female college students ( M age = 19.9 yr.). This finding is consistent with other studies done with clinical populations showing correlations between left-handedness in males and various psychological disorders.

Demographic Correlates of Domain-Based Life Satisfaction Reports of College Students

2007 ◽  
Vol 10 (2) ◽  
pp. 229-238 ◽  
Author(s):  
Keith J. Zullig ◽  
Eugene S. Huebner ◽  
Scott M. Pun
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
Demographic Correlates

scholarly journals An investigation of demographic correlates of the Celebrity Attitude Scale

2016 ◽  
Vol 10 (2) ◽  
pp. 161-170 ◽  
Author(s):  
Lynn McCutcheon ◽  
Mara S. Aruguete ◽  
William Jenkins ◽  
Nancy McCarley ◽  
Ronald Yockey
Keyword(s):  
College Students ◽  
Socioeconomic Status ◽  
African American ◽  
Ethnic Group ◽  
Asian American ◽  
Attitude Scale ◽  
African American College Students ◽  
Two Samples ◽  
Demographic Correlates ◽  
White College

The Celebrity Attitude Scale (CAS) has been widely used in the last 15 years, but little is known about how ethnicity and socioeconomic status relate to scores on this scale. In the first of two studies, we showed that a sample of African-American college students had more favorable attitudes toward their favorite celebrities than a sample of White college students. However, there was no control for the possibility that the two samples were unequal with respect to socioeconomic status. The second study controlled for that possibility, and added samples of Hispanic and Asian college students. Results showed that African-American participants again had more favorable attitudes toward their favorite celebrities than Whites did, with Hispanic and Asian-American participants falling in between the two extremes. Socioeconomic status was unrelated to CAS scores. African-Americans tended to select African-American celebrities as their favorites, and Whites tended to choose Whites, with Hispanic and Asian-Americans showing no ethnic preferences. Strength of identification with one’s ethnic group was unrelated to ethnic concordance in choosing a favorite celebrity, but strength of identification with one’s ethnic group decreased as favorable attitudes toward one’s favorite celebrity increased. We discussed why African-American participants might report more attachment to their favorite celebrities than White participants.

Effectiveness of Virtual Environment Desensitization in the Treatment of Agoraphobia

1996 ◽  
Vol 5 (3) ◽  
pp. 346-352 ◽  
Author(s):  
Max M. North ◽  
Sarah M. North ◽  
Joseph R. Coble
Keyword(s):  
College Students ◽  
Virtual Environment ◽  
Psychological Disorders ◽  
The Other ◽  
Control Group ◽  
Steady Improvement ◽  
Undergraduate College Students ◽  
Experimental Group

The primary purpose of this study was to investigate the effectiveness of virtual environment technology in the area of psychotherapy. In particular, this study investigated the effectiveness of virtual environment desensitization (VED) in the treatment of agoraphobia (fear of being in places or situations from which escape might be difficult or embarrassing). Sixty undergraduate college students served as subjects. Thirty subjects served in the experimental group and the other 30 served as a control group. Subjects' degree of fear/anxiety was measured using two instruments, the Attitude Towards Agoraphobia Questionnaire (ATAQ) and the Subjective Units of Discomfort Scale (SUDS). Only subjects in the experimental group were exposed to the VED treatment. The scores of the control group did not change significantly, while both ATAQ and SUDS scores decreased significantly for the experimental group. The average SUDS scores of the experimental group decreased steadily across sessions, indicating steady improvement with treatment. It is hoped that this research will be a first step toward the utilization of virtual environment technology in providing more effective, economical, and confidential treatment of psychological disorders.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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