Differences in Stress and Coping Between Traditional and Non-traditional Students PDF Download
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Author: Kathleen Andrea Thorpe
Publisher:
ISBN:
Category :
Languages : en
Pages : 72
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Book Description
Author: Kathleen Andrea Thorpe
Publisher:
ISBN:
Category :
Languages : en
Pages : 72
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 436
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This study examined the role of stress in the persistence intentions of nontraditional community college students by surveying 244 students and interviewing 22 students at a single campus of an urban community college in the Southwest. All participants completed a demographic questionnaire, the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983), and the Intention to Leave Questionnaire (DeLuca, 2004). From the survey group, 10 students reporting high levels of perceived stress and high intent to leave college, and 12 students reporting high perceived stress and low intent to leave college were selected for in-depth interviews. Interviews explored the stressors of traditional (ages 18-24) and nontraditional (ages 25 and older) students, compared ways high and low intent to leave college students differentially perceived and coped with stress, and examined participant knowledge and utilization of institutional support services. Survey results revealed significant differences in perceived stress between high and low intent to leave college students, and between female and male students. No significant differences were found between traditional and nontraditional students on the measure of perceived stress. Stressors for traditional and nontraditional community college students were found to be largely similar and related to external demands. Interviews revealed differences in the ways high and low intent students perceived and managed stress; with low intent students appraising stress as more ofa challenge and coping through greater utilization of social support and problem-focused coping strategies, while high intent participants perceived stress as more of a threat and were more likely to report coping deficiencies and greater use of maladaptive strategies. Low intent students were highly committed to completing college despite their stress, whereas high intent students had weak goal commitment and considered leaving college to reduce stress and attend to external demands. Most participants had little knowledge of, or desire to utilize stress support services offered by the community college. The findings suggest the importance of considering appraisals of stress and ways of coping in research on the role of stress in persistence decisions. This study led to the development of eight propositions designed for further testing by community college researchers and practitioners.
Author: Jennifer Rebecca Burleson
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 60
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Author: Babb, Stephanie
Publisher: IGI Global
ISBN: 1799883256
Category : Education
Languages : en
Pages : 303
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Book Description
Nontraditional students are a rapidly growing population in universities and educational institutions. These students require specialized solutions and considerations as they face a number of difficulties traditional students do not. Further study is needed to truly comprehend this population’s needs and challenges and to develop and implement institutional-level changes to reduce their rate of attrition and increase their academic success. Meeting the Needs of Nontraditional Undergraduate Students has the potential to impact the field of adult higher education and nontraditional students by advancing and further honing already identified differences between nontraditional and traditional students. The book also considers tools and techniques to address these students’ requirements to meet their educational goals. Covering topics such as gender, stressors, and flexible learning, this reference work is ideal for administrators, school faculty, academicians, scholars, practitioners, instructors, and students.
Author: Judith K. Case
Publisher:
ISBN:
Category :
Languages : en
Pages : 278
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Author: M. V. Landow
Publisher: Nova Publishers
ISBN: 9781594548390
Category : Education
Languages : en
Pages : 340
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Book Description
College students are subject to a massive input of stresses which require successful and ever-changing coping strategies. These stresses include inside and outside pressures by the world to succeed, financial worries, concerns about uncertain futures, social problems and opportunities since college is often the meeting place for future mates, and homework and tests in multiple and complex subjects requiring preparation and focus with often conflicting priorities. Unsuccessful coping often results in anxiety, heavy drinking, depression and a host of other mental health problems. This new book presents new and important research in this important field.
Author: Burley, Hansel
Publisher: IGI Global
ISBN: 1609608585
Category : Education
Languages : en
Pages : 429
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Book Description
Institutional research (IR) is a growing, applied, and interdisciplinary area that attracts people from a variety of fields, including computer programmers, statisticians, and administrators and faculty from every discipline to work in archiving, analyzing, and reporting on all aspects of higher education information systems. Cases on Institutional Research Systems is a reference book for institutional research, appealing to novice and expert IR professionals and the administrators and policymakers that rely on their data. By presenting a variety of institutional perspectives, the book depicts the challenges and solutions to those in higher education administration, and state, federal, and even international accreditation.
Author: Margaret Preston Nacey
Publisher:
ISBN:
Category : Anxiety
Languages : en
Pages : 182
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Author: Gretchen M. Reevy
Publisher: Frontiers Media SA
ISBN: 2889195627
Category : Psychology
Languages : en
Pages : 82
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Book Description
Frontiers in Psychology is introducing a new research topic, Pedagogical Psychology: Beyond the 21st Century, which will be released as an online journal issue in summer 2014. The purpose of Beyond the 21st Century will be to publish goal- oriented articles leading to improvement of teaching and learning at all levels of psychology education. Until perhaps 20 years ago, educational approaches to teaching were largely informed by a “Stand and Deliver” pedagogical attitude. The psychology of this approach has often invested unrealistic and unrealizable responsibilities in both teachers and students. With the emergence of electronic data sharing (e.g., the Internet) and global cooperation/competition, newer approaches to teaching have begun to supplement and sometimes replace the older model of teaching. These newer approaches have simultaneously taken advantage of technological advances, global changes, and an evolving understanding of successful student-mentor relationships. As the pedagogical models driven by these changes evolve into the 22nd century and beyond, what seems groundbreaking today will, in hindsight, be seen as hidebound. Thus, the major goal of Beyond the 21st Century will be to publish manuscripts which imaginatively, but realistically anticipate future trends in teaching undergraduate psychology. Types of manuscripts which are appropriate for Pedagogical Psychology should be visionary, yet empirically and/or theoretically based. We welcome manuscripts in all domains of pedagogical psychology, with a special interest on topics that are new, or expected to evolve rapidly. Such innovative topics include, but are not limited to: Online and hybrid teaching; Massive Open Online Courses (MOOCs). How has student success improved with the introduction of online/distance education? Are there dangers associated with online/distance education, especially MOOCS? How can student success be improved as technology evolves beyond the MOOC concept? What technological advances will make psychology education available and useful for more, and more diverse students? How can the physical classroom be transformed into a student centered, effective, virtual environment? Using the internet as resources for classes (e.g., stat tutorials, etc.) Uses of technology, such as social media (e.g., Facebook, Twitter), wikis, and clickers in the classroom The challenge of teaching particular courses online, such as psychology laboratory courses or practicums Seeking effective user feedback (i.e., regarding user friendliness, teaching effectiveness) for online courses, including MOOCs The Wikipedia initiative of the Association for Psychological Science Teaching “Generation Me;” anticipating changing generational needs Teaching international students Teaching non-traditional-age students Undergraduate research projects Integrating multiculturalism into all courses Infusing social justice issues into psychology courses Creating opportunities for interdisciplinary learning Teaching techniques for psychology courses which are often offered as electives rather than core curriculum (e.g., evolutionary psychology, psychology and the law, cross-cultural psychology, health psychology, positive psychology) Assessing institutional student learning objectives across the curriculum Contingent faculty/adjunct faculty/lecturers in psychology departments Working with changing legislative & accreditation constraints and unpredictable budgets Co-Hosts of Pedagog
Author: Mary Kay W. Zagata
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 188
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