Six Students Who Shaped a University: The First Honors College Students and the Idea of College

2018 ◽  
Author(s):  
Graeme Harper
Keyword(s):  
College Students ◽  
Honors College ◽  
Honors College Students

Leadership Profiles as Determined by the 16 PF Scores of Honors College Students

1984 ◽  
Vol 55 (2) ◽  
pp. 615-616 ◽  
Author(s):  
Frances A. Karnes ◽  
Jane C. Chauvin ◽  
Timothy J. Trant
Keyword(s):  
College Students ◽  
Personality Factor ◽  
Sixteen Personality Factor Questionnaire ◽  
Leadership Positions ◽  
Honors College ◽  
Leadership Potential ◽  
College Curriculum ◽  
Sixteen Personality Factor ◽  
Personality Factor Questionnaire ◽  
Honors College Students

79 students enrolled in an Honors College curriculum were administered the Sixteen Personality Factor Questionnaire to determine their leadership potential scores. Significant differences were found between individuals who actually held leadership positions and those who did not. Other studies using larger samples need to be undertaken to replicate this study.

scholarly journals Psychological Heterogeneity Among Honors College Students

2018 ◽  
Vol 41 (3) ◽  
pp. 242-272 ◽  
Author(s):  
Tracy L. Cross ◽  
Jennifer Riedl Cross ◽  
Sakhavat Mammadov ◽  
Thomas J. Ward ◽  
Kristie Speirs Neumeister ◽  
...  
Keyword(s):  
College Students ◽  
Suicidal Ideation ◽  
Big Five ◽  
Online Survey ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Residence Life ◽  
Honors College ◽  
Program Administrators ◽  
Honors College Students

Greater knowledge of the psychology of honors college students will help to inform program administrators, counselors, residence life assistants, and faculty about how they may provide support to those with the greatest need. Via an online survey, personality, perfectionism, and suicidal ideation data were collected from honors college students ( N = 410, 73% female). Using latent profile analysis, students were classified by their responses to the Big Five Inventory personality measure into five profiles. Risk factors of high perfectionism and suicidal ideation scores were found in two of the profiles, suggesting students with these personality characteristics may need enhanced psychological support. The largest profile (35% of students) had extraversion scores above the norm, but all other profiles had introverted scores below the norm. Neuroticism scores were also higher than the norm in the introverted profiles, which represented a majority of the honors college students.

scholarly journals Honors College Students' Adjustment Factors and Academic Success: Advising Implications

2018 ◽  
Vol 38 (2) ◽  
pp. 20-30
Author(s):  
Christina Clark ◽  
Alan Schwitzer ◽  
Tisha Paredes ◽  
Tim Grothaus
Keyword(s):  
College Students ◽  
Academic Success ◽  
College Choice ◽  
Retention Rates ◽  
Honors Students ◽  
Honors College ◽  
First Semester ◽  
Self Confidence ◽  
Adjustment Factors ◽  
Honors College Students

We examined first-semester adjustment among students in and out of an honors college because honors college participants receive relatively little attention in the advising literature. As expected, honors college students earned relatively high grades and were associated with high retention rates. Two noncognitive factors predicted these differences: self-confidence and external influences on college choice. In an interesting finding, honors students expressed less self-confidence and placed greater importance on external college-choice factors than their high-achieving peers outside the honors college. Implications for the support of honors students and their peers are discussed.

Trends Among Honors College Students: An Analysis by Year in School

2005 ◽  
Vol 16 (4) ◽  
pp. 157-167 ◽  
Author(s):  
Anne N. Rinn
Keyword(s):  
College Students ◽  
Educational Aspirations ◽  
Career Aspirations ◽  
Self Concept ◽  
Honors College ◽  
Class Standing ◽  
Demographic Questionnaire ◽  
Achievement Aspirations ◽  
Faculty And Administrators ◽  
Honors College Students

This study sought to determine whether honors college students differed with regards to academic achievement, academic self-concept, general self-concept, educational aspirations, and career aspirations as a function of their class standing. Participants included 298 honors college students from a large, Midwestern university. A demographic questionnaire, the general academic subscale and the general-self subscale of the Self-Description Questionnaire III (Marsh & O'Neill, 1984), and the Leadership and Achievement Aspirations subscale of the Career Aspirations Scale (O'Brien, 1992) were used. Results indicate significant differences between juniors and seniors with regards to academic self-concept, educational aspirations, and career aspirations. Implications for honors faculty and administrators are discussed.

scholarly journals Vignette--Pivoting from Laboratory to Remote Research Using the Online Game Foldit

2021 ◽  
Vol 4 (4) ◽  
pp. 59-59
Author(s):  
Zahra Tehrani
Keyword(s):  
College Students ◽  
Research Group ◽  
Online Game ◽  
Honors College ◽  
Capstone Project ◽  
Research Initiative ◽  
Purdue University ◽  
Honors College Students

Honors College students at Purdue University are required to complete a capstone project as part of the curriculum. Many students experienced a disruption to their research plans in 2020 due to the COVID-19 pandemic. In response, faculty launched a place-based research initiative to recruit students to be onsite researchers from wherever they were. A Foldit research group was created for students from biology-related majors.

The Incidence of Perfectionism in Honors and Regular College Students

1995 ◽  
Vol 7 (1) ◽  
pp. 303-309 ◽  
Author(s):  
Wayne D. Parker ◽  
Karen K. Adkins
Keyword(s):  
College Students ◽  
Parental Expectations ◽  
Academic Excellence ◽  
Personal Standards ◽  
Honors College ◽  
Moderate Effect Size ◽  
Moderate Effect ◽  
Concern Over Mistakes ◽  
Highly Able ◽  
Honors College Students

Using the Multidimensional Perfectionism Scale (Frost, Martin, Lahart, & Rosenblate, 1990) measures of perfectionism in a group of 90 Honors College students and 95 more typical peers were compared. Honors College students received significantly higher scores with a moderate effect size on the subscales of Concern Over Mistakes, Personal Standards, Parental Expectations, and the total score of overall perfectionism. This result is in contrast to recent findings of no difference in perfectionism scores between gifted and typical younger students. It is unclear if the finding of elevated perfectionism among Honors College students is indicative of predisposition to maladjustment or is a healthy component of the pursuit of academic excellence among the highly able.

scholarly journals Practice-oriented Approach to Development of Leadership Competencies of Honors Students: the Project «The Territory of Intellectual and Liberal Inventions»

2021 ◽  
Vol 14 (9) ◽  
pp. 1331-1341
Author(s):  
Tatyana V. Sedykh ◽  
◽  
Vera V. Korshunova ◽  
Alina A. Sosnovskaia ◽  
Polina N. Grigorovech ◽  
...  
Keyword(s):  
Development Process ◽  
Student Leadership ◽  
Gifted Students ◽  
Leadership Competencies ◽  
Theory And Practice ◽  
Honors Students ◽  
Honors College ◽  
Competencies Development ◽  
Honors College Students ◽  
Oriented Approach

This article presents the results of the study dedicated to the development of leadership competencies of the students with high academic achievements based on the practice-oriented approach. The authors of the paper reveal the features of the development of leadership competencies of Honors College students based on a practice-oriented approach, present the theoretical justification and description of the project «The Territory of Intellectual and Liberal Inventions», develop the specific character of gamification of the process of development leadership competencies among students of the Honors College. The main methods of this study were a review of theoretical works devoted to leadership and leadership competencies, circumstances of the educational environment of the Honors College, and theory and practice of gamification; a survey of Siberian Federal University Honors students; substantiation, description and creating of the project «The Territory of Intellectual and Liberal Inventions»; a design of a gamification model of student leadership competencies’ development process; a pilot experiment of this model, an analysis of the experiment results. The results of the conducted research reveal that the development of leadership competencies among gifted students based on a practice-oriented approach is actually and widely discussed by the educational community. The use of gamification allows intensifying the passing of the studied process. The materials of this article may be essential and beneficial for the researchers of development of leadership competencies, as well as for comparative studies in the field of teaching gifted students

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.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

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