scholarly journals Peer Effects in Exogenously Formed University Student Groups

2012 ◽  
Author(s):  
Greg V. Androushchak ◽  
Oleg Poldin ◽  
Maria Yudkevich
Keyword(s):  
Peer Effects ◽  
University Student ◽  
Student Groups

scholarly journals Using the University Student Depression Inventory to Investigate the Effect of Demographic Variables on Students' Depression

2008 ◽  
Vol 18 (2) ◽  
pp. 195-209 ◽  
Author(s):  
Nigar G. Khawaja ◽  
Krystle Duncanson
Keyword(s):  
Demographic Factors ◽  
Student Population ◽  
University Student ◽  
Law Students ◽  
Full Time ◽  
Student Groups ◽  
Financial Position ◽  
Part Time Students ◽  
Part Time ◽  
The University

AbstractDepression is a problem in the student population and may impact students of any age, gender and ethnicity. Previous studies have indicated student demographic characteristics are associated with depression; however, these studies have not utilised scales specifically designed to measure depression in the student population. The aim of the present study was to use the recently developed University Student Depression Inventory (USDI; Khawaja & Bryden, 2006) to examine the effect of demographic factors on student depression. Australian university students (N = 287) completed the USDI and a demographic form that measured student age, gender, ethnicity, year-level, faculty, enrolment status, relationship status, employment-status, satisfaction with their financial position and accommodation. A series of t tests and one-way ANOVAs indicated depression was higher among females, students enrolled part-time, students working full-time, and those enrolled in the Faculty of Law. Students who were satisfied with their financial position and accommodation were significantly less depressed than those who were unsatisfied. The findings highlight the varying effect of different demographic factors on depression using the USDI. These findings are important for identifying and developing strategies to assist those student groups who may be at a greater risk of developing depression.

Universities and Political Protest in Africa: The Case of Côte D’Ivoire

1996 ◽  
Vol 24 (1) ◽  
pp. 57-60 ◽  
Author(s):  
Cyril Kofie Daddieh
Keyword(s):  
Addis Ababa ◽  
University Student ◽  
Student Movements ◽  
Political Protest ◽  
Political Systems ◽  
Student Groups ◽  
State Security ◽  
Recent Success ◽  
Security Personnel ◽  
Opposition Movements

The remarkable yet untold story of the straggles to democratize African political systems is that they owe much of their recent success to the pivotal role played by university student groups and faculty associations as animateurs of protest demonstrations, debates about issues deemed taboo by the state, and as organizers of militant campus movements. At a time when most associational groups were banned or rendered politically impotent by being incorporated into existing state structures in order for them to serve state interests, secondary and university student groups and faculties remained virtually the only sources of pressure and protest against authoritarian regimes on the continent. Thus, from Dakar to Nairobi, from Addis Ababa to Harare, student movements and demonstrations, fought pitched battles with state security personnel and stimulated civilian opposition movements.

Correlations between Adjective Check List and Edwards Personal Preference Schedule Measures of Murray's Needs

1970 ◽  
Vol 27 (2) ◽  
pp. 525-526 ◽  
Author(s):  
Julian Wohl ◽  
Albert B. Palmer
Keyword(s):  
University Student ◽  
Check List ◽  
Student Groups ◽  
Absolute Value ◽  
Personal Preference ◽  
Adjective Check List ◽  
Edwards Personal Preference Schedule ◽  
Two Measures

Data for 3 university student groups ( ns = 76, 46, 77) are presented showing relationships between the Adjective Check List and the Edwards Personal Preference Schedule scored for 15 of the Murray needs. A considerable number of significant correlations of low absolute value were found. In general, the two measures seem empirically to have very little common meaning.

scholarly journals From Paper to Online: Digitizing Card Based Co-creation of Games for Privacy Education

2021 ◽  
pp. 178-192
Author(s):  
Patrick Jost ◽  
Monica Divitini
Keyword(s):  
Online Learning ◽  
Educational Games ◽  
University Student ◽  
Educational Game ◽  
Digital Representation ◽  
Educational Tools ◽  
Student Groups

AbstractEducation is rapidly evolving from co-located settings to remote and online learning. However, many proven educational tools are designed for collaborative, co-located classroom work. Effective sketching and ideating tools, such as card-based workshop tools, cannot be applied in remote teaching.This paper explores how the paper-based card and playboard metaphor can be digitized for remote student co-creation via video call sessions. Therefore, a card-based toolkit for co-creating educational games is transformed into a digital representation for remote application. In a between-subject trial with two university student groups (n = 61), it is investigated how users perceive ideation/balancing support and applicability of the technology-enhanced card toolset compared to the paper-based variant. Both groups thereby created an analytic game concept for privacy education.The results remarkably revealed that remote co-creation using the technology-enhanced card and playboard in video call sessions was perceived as significantly more supportive for ideation and game concept balancing. Students also felt more confident to apply the digitized card toolset independently while being more satisfied with their created game concepts. The designed educational game concepts showed comparable patterns between the groups and disclosed the students’ preferences on how games for privacy education should be designed and when and where they would like to play them. Conclusively, design implications for digital card ideation toolsets were synthesized from the findings.

Universities and Political Protest in Africa: The Case of Côte D’Ivoire

1996 ◽  
Vol 24 (1) ◽  
pp. 57-60
Author(s):  
Cyril Kofie Daddieh
Keyword(s):  
Addis Ababa ◽  
University Student ◽  
Student Movements ◽  
Political Protest ◽  
Political Systems ◽  
Student Groups ◽  
State Security ◽  
Recent Success ◽  
Security Personnel ◽  
Opposition Movements

The remarkable yet untold story of the straggles to democratize African political systems is that they owe much of their recent success to the pivotal role played by university student groups and faculty associations as animateurs of protest demonstrations, debates about issues deemed taboo by the state, and as organizers of militant campus movements. At a time when most associational groups were banned or rendered politically impotent by being incorporated into existing state structures in order for them to serve state interests, secondary and university student groups and faculties remained virtually the only sources of pressure and protest against authoritarian regimes on the continent. Thus, from Dakar to Nairobi, from Addis Ababa to Harare, student movements and demonstrations, fought pitched battles with state security personnel and stimulated civilian opposition movements.

Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽  
2007 ◽  
Vol 3 (4) ◽  
pp. 149-159 ◽  
Author(s):  
Oliver Lüdtke ◽  
Alexander Robitzsch ◽  
Ulrich Trautwein ◽  
Frauke Kreuter ◽  
Jan Marten Ihme
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Student Groups ◽  
Mathematics Scores ◽  
International Student Assessment ◽  
Sample Attrition ◽  
Educational Assessments ◽  
Test Administrator ◽  
Practical Implications

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

University student safety

2003 ◽  
Author(s):  
Rosemary Barberet ◽  
Bonnie S. Fisher ◽  
Graham Farrell ◽  
Helen Taylor
Keyword(s):  
University Student ◽  
Student Safety
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