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Author: Erkan Er
Publisher:
ISBN:
Category :
Languages : en
Pages : 332
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Book Description
Asking for help is a fundamental strategy that learners use to overcome barriers to learning in any context. The positive effects of help-seeking on student learning and achievement have been widely acknowledged. Help-seeking has gained further attention with the emergence of new blended instructional models that embrace student-centered approaches and place a greater responsibility on students. Among these emerging blended approaches, the flipped classroom model has been very popular in last years. The flipped classroom model requires students to independently study the instructional materials and various learning resources (e.g., video lectures) outside the classroom and develop a sufficient understanding of the concepts. While studying the assigned materials themselves, students may face various learning difficulties that can be resolved with the support of class members at any time, and in this way, they can become prepared for the upcoming in-class activities. Therefore, help-seeking is an essential activity for student learning in flipped classrooms. This dissertation research focuses on college students' help-seeking behavior in a large-enrollment flipped science classroom over several semesters and aims to expand the current understanding of online help-seeking in several directions. The first manuscript (Chapter 2) provides a detailed description of initial design and evolution of a web-based help-seeking tool (EchoLu). The second manuscript (Chapter 3) reports on an empirical study that uses a mediation structural equation model to investigate the effects of motivational and environmental factors on help-seeking. The fourth manuscript (Chapter 4) delineates the main study of this dissertation which investigates the role of instructors in help-seeking. Besides exploring the causal links between instructor-related factors and students' help-seeking perceptions and intentions, this study also examines the extent to which students' perceptions are influenced by instructor participation in students' online help-seeking. The findings suggest a substantial influence of instructors on help-seeking. In particular, their relatedness with students, their support for help-seeking, and the goal structure that they promote in the classroom are strongly associated with students' help-seeking perceptions and intentions. The findings also suggest a possible influence of instructor participation in online help-seeking environments. The implications and future research directions are discussed at the end (Chapter 5).
Author: Erkan Er
Publisher:
ISBN:
Category :
Languages : en
Pages : 332
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Book Description
Asking for help is a fundamental strategy that learners use to overcome barriers to learning in any context. The positive effects of help-seeking on student learning and achievement have been widely acknowledged. Help-seeking has gained further attention with the emergence of new blended instructional models that embrace student-centered approaches and place a greater responsibility on students. Among these emerging blended approaches, the flipped classroom model has been very popular in last years. The flipped classroom model requires students to independently study the instructional materials and various learning resources (e.g., video lectures) outside the classroom and develop a sufficient understanding of the concepts. While studying the assigned materials themselves, students may face various learning difficulties that can be resolved with the support of class members at any time, and in this way, they can become prepared for the upcoming in-class activities. Therefore, help-seeking is an essential activity for student learning in flipped classrooms. This dissertation research focuses on college students' help-seeking behavior in a large-enrollment flipped science classroom over several semesters and aims to expand the current understanding of online help-seeking in several directions. The first manuscript (Chapter 2) provides a detailed description of initial design and evolution of a web-based help-seeking tool (EchoLu). The second manuscript (Chapter 3) reports on an empirical study that uses a mediation structural equation model to investigate the effects of motivational and environmental factors on help-seeking. The fourth manuscript (Chapter 4) delineates the main study of this dissertation which investigates the role of instructors in help-seeking. Besides exploring the causal links between instructor-related factors and students' help-seeking perceptions and intentions, this study also examines the extent to which students' perceptions are influenced by instructor participation in students' online help-seeking. The findings suggest a substantial influence of instructors on help-seeking. In particular, their relatedness with students, their support for help-seeking, and the goal structure that they promote in the classroom are strongly associated with students' help-seeking perceptions and intentions. The findings also suggest a possible influence of instructor participation in online help-seeking environments. The implications and future research directions are discussed at the end (Chapter 5).
Author: Fabian Aguirre
Publisher:
ISBN:
Category :
Languages : en
Pages : 268
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Book Description
This study sought to understand why college students of Mexican origin underutilize mental health services (i.e., university counseling services). Previous research has identified several potential reasons for the underutilization of mental health services by Mexican Americans. These reasons can be grouped into one of three categories: (1) negative attitudes toward mental illness and mental health services, (2) greater use of alternative, informal resources, and (3) barriers. To examine these factors in the context of help-seeking behavior, Ajzen's theory of planned behavior (TPB) was used. The TPB assumes that the best predictor of a certain behavior is an individual's intention to perform that specific behavior. This model includes three determinants of the intent to perform a certain behavior: (1) attitudes toward the behavior, (2) subjective normative beliefs about performing the behavior, and (3) perceived behavioral control of performing the behavior. The primary aim of this study was to examine the meditating effects of culture on the TPB and investigate the unique factors contributing to help-seeking behavior in college students of Mexican origin reporting anxious and/or depressive symptoms. Results showed that the TPB was effective in predicting help-seeking behavior, with attitudes and subjective normative beliefs as the strongest predictors. Acculturation and cultural values did not mediate the TPB model as originally predicted, however the TPB determinants differed in predictability between help-seekers and non help-seekers. Specifically, among help-seekers, attitudes predicted intent to seek psychological services; among non help-seekers, subjective normative beliefs predicted intent. Help-seekers also reported more ease than non help-seekers on a few of the steps toward help-seeking. Lastly, qualitative measures supported findings based on the TPB and provided additional support for the strong stigmatizing views among college students of Mexican origin. These findings suggest that non help-seekers are a complex group and other variables, such as acculturative stress, perceived social support, and screening participants on perceived symptom distress and impairment, need to be addressed. In addition, subjective normative beliefs need to be considered in the development of psychoeducational interventions which encourage seeking psychological services for individuals of Mexican origin experiencing significant anxious or depressive symptoms.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309124123
Category : Medical
Languages : en
Pages : 213
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Book Description
Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed. Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education.
Author: M. Dolores Cimini
Publisher: Routledge
ISBN: 1351707809
Category : Psychology
Languages : en
Pages : 331
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Book Description
Promoting Behavioral Health and Reducing Risk Among College Students synthesizes the large body of research on college students’ behavioral health and offers guidance on applying evidence-based prevention and early intervention strategies using a comprehensive public health framework. Chapters authored by leading researchers and practitioners address a broad spectrum of important behavioral health issues, interventions, and challenges. Moving beyond a theoretical discussion to strategies for implementation, this book addresses the special issues and potential barriers faced by practitioners as they translate research to practice, such as resource limitations, organizational resistance, challenges to program sustainability, and the unique needs of special populations. This cutting-edge compendium will appeal to both practitioners and researchers involved in providing prevention, early intervention, and treatment services for college students.
Author: Kylie A. Roberts
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author's abstract: The early college years represent a specific period in a student’s life that is crucial for their development. Approximately one in three college students meet the criteria for a mental health problem (Eisenberg et al., 2013). Universities have unique opportunities for identifying risk and delivering prevention or intervention strategies to students in need. The purpose of this study was to investigate factors associated with First-Year University students’ help-seeking behaviors for university-based mental health services. H1: There will be group differences between gender and race/ethnicity on help-seeking behaviors, knowledge barriers of services or providers and perceived stigma. H2: Lower knowledge barriers of services or providers and limited perceived stigma will be associated with a higher likelihood to seek help for mental health. Sixty-seven students enrolled in a First Year Experience (FYE) course completed an online survey to determine their willingness to seek help from university-based sources, their knowledge barriers of services or providers at the university and their perceived stigma towards mental health. A MANOVA was calculated to examine differences between gender and race/ethnicities on help-seeking behavior, knowledge barriers and stigma. Pearson correlations examined relationships between help-seeking, knowledge barriers and stigma. Linear regression examined the influence of knowledge barriers and stigma on help-seeking behavior. The sample was majority Freshman (94.0%), Caucasian (65.7%), Female (59.7%), and in-state (89.6%) students. No significant differences existed for help-seeking, stigma, and knowledge barriers when it came to gender (F(2,67)= 1.593,p>0.05) or race/ethnicity (F(4,67)=.935,p > 0.05). A statistically significant correlation existed between stigma and knowledge barriers (r(65)=.533,pp>0.01); therefore, a regression was not performed. Previous literature supports relationships between help-seeking behaviors, perceived stigma, and knowledge barriers. The current study could not corroborate this. Regardless, mental health challenges still pose a threat to university students, and other factors may play a role in help-seeking behaviors. Examining a larger, more diverse sample would better determine the appropriate actions needed to improve awareness of the resources available to their students to aid student safety and success.
Author: Fernandes Michael
Publisher:
ISBN: 9784242943950
Category : Health & Fitness
Languages : en
Pages : 0
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Book Description
Adolescence to Young adulthood is an age of major transition, wherein college students face multiple challenges as they are exposed to various internal and external factors which can result in mental health issues (Herbert, 2013). When students follow maladaptive coping strategies for their mental health issues, it intensifies their problems. The lack of awareness and stigma for seeking professional help leads to development of negative attitude among students to seek professional and psychological help, therefore they prefer informal social support network. This study, Mental Health Issues, Coping Strategies and Social Support System among College Students is conducted with an objective to identify the prevalence of mental health issues among college students, to understand the effects of mental health issues on students‟ Academic Performance, to find out the Help Seeking Behaviour among college students for their Mental Health Issues, to identify the Coping Strategies and level of Coping among college students, to understand the Social Support System among students in the time of distress, to know how Mental Health Issues, Academic performance, Help seeking behavior, Coping Strategies and Social Support System impact each other among students, to develop a Mental Health Module for college students.
Author: Martin Fishbein
Publisher: Taylor & Francis
ISBN: 1136874739
Category : Psychology
Languages : en
Pages : 527
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Book Description
This book describes the reasoned action approach, an integrative framework for the prediction and change of human social behavior. It provides an up-to-date review of relevant research, discusses critical issues related to the reasoned action framework, and provides methodological and conceptual tools for the prediction and explanation of social behavior and for designing behavior change interventions.
Author: Mokhsum Taghizada
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 0
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Book Description
The university population is more sensitive to mental health problems than other populations, as in 2009, the Ontario College Health Association released a report indicating that university students were more likely to experience mental illness symptoms than non-university students. To address mental health problems, each institution in Alberta, regardless of size, has multiple groups involved in health promotion, including counselling centres, student affairs offices, disability offices and the student' associations, to name a few. Given the variety of mental health services offered on university campuses, it remains an open question as to whether students facing mental health impairments truly understand or are aware of these services. This study aimed to understand the experiences of students facing mental health problems and their ability to connect with mental health resources at a Canadian University. Participants recruited for the study were students who faced a mental health concern involving depression, anxiety and or both. This study sought to answer the following research questions: (1) What is students' awareness of mental health resources on- and off-campus? (2) What are the experiences of students seeking mental health resources on campus? (3) What are common factors encouraging or inhibiting students from seeking mental health support? This study used mixture of methods design. Data collection involved first administering surveys to the entire undergraduate student body and then recruiting 22 participants for semi-structured interviews. For the surveys, the inclusion criteria were students from the undergraduate population. During the survey, students completed an initial screening tool, a Mental Health Continuum (MHC). The MHC was divided into four colour blocks (green, yellow, orange, red) on a sliding scale. The healthy and adaptive coping level was represented by green, the reacting-mild and reversible category by yellow, the injured-more severe functioning impairment category by orange, and red for ill-clinical illnesses and disorders requiring concentrated medical care. The least severe section green was represented by the numerical value of 1, while the most severe section red was given a value of 4. Students who had a total MHC score of 12 or higher were recruited for the interview, as they were more likely looking to seek mental health services. All interviews were transcribed verbatim. Descriptive statistics and mean comparisons were used to initially analyze the survey data. Conventional content analysis method was used to analyze the qualitative transcriptions. The seven-step mixed-method analysis identified by Onwuegbuzie and Teddlie in 2003 was used to guide the integration of the quantitative and qualitative data. A total of 263 participants responded to the survey, with a majority identifying as women (74.9%) and between the ages of 18-22 (87.8%). Variety of faculties and undergraduate years were also represented within the survey, with most respondents studying within the Faculty of Science and Arts. There were similar percentages of respondents from the first year to the fourth year of undergraduate studies, with a small percentage of participants in their fifth year or greater. Overall, participants who identified as women had significantly higher MHC ratings than men. Moreover, students of varying undergraduate years had significant differences in their familiarity of mental health services on campus, with fourth year undergraduate students being most familiar with formal services on campus. In terms of help-seeking behaviour, familiarity nor MHC rating were clear indicators of help-seeking behaviour. It was determined through interviews that help-seeking behaviour was influenced by individual perception of mental health, individual perception of formal services on campus, environmental factors, and accessibility of mental health services on campus. This study has suggested that increased MHC ratings of participants does not guarantee increased help-seeking behaviour. Therefore, student's help-seeking behaviour begins with their individual perception on their mental health status, whether their distress levels affect their daily functioning. The student's environment played a role in determining their individual perception of mental health. An increased discussion of mental health and services on campus can lead to increased knowledge on the topic, leading to more positive help-seeking behaviour by students. As a result, the recommendations provided by the study are in relation to how mental health services can better clarify their purpose through promotion to catch students attention. Overall, this study can inform the University stakeholders on the current state of students' interactions with mental health services and policies that can be implemented to improve the services outreach. Furthermore, the results of this study can impact future mental health policy development on campus and serve as a quality check on the current services that the University campus offers and its reach to students on campus.
Author: Da Hwin Kim, Emma C. McWhorter, Linda G. Castillo
Publisher: JIS
ISBN:
Category : Education
Languages : en
Pages : 19
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Book Description
Does Mental Health Literacy Predict Help- Seeking Behaviors Among Depressed Asian International Students? Da Hwin Kim Emma C. McWhorter Linda G. Castillo Department of Educational Psychology, Texas A&M University, USA ABSTRACT This study aimed to examine whether Asian international students’ mental health literacy predicts mental health help-seeking behaviors above and beyond known influencing factors. Hierarchical logistic regression was conducted in analyzing a national sample of 460 Asian international students who reported depressive symptomatology. Results indicated that students who identified as female and experienced more days of academic impairment were more likely to seek counseling. Additionally, having more knowledge on mental disorders and treatments and campus mental health services were positively related to helpseeking behavior. However, the ability to recognize the development of mental disorders in others was negatively associated with seeking mental health help. Implications for administrators, college program planners, and mental health providers are discussed. Keywords: Asian, college students, help-seeking, international students, mental health literacy
Author: Timothy Robert Hess
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 134
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Book Description
Research on psychological help seeking has continued to grow as the field of psychology has expanded. Much of the research is often variable driven and assumes this construct is a global construct. The current study used the Theory of Planned Behavior to provide a theory based approach to understanding psychological help seeking intention. Also, the theory was tested for three common presenting concerns: Anxiety or Depression, Career Choice Concerns, and Alcohol or Substance Use. Two samples of over 400 university students completed surveys for all three concerns. Results produced invariance across path loadings for the concerns being compared. When thinking about seeking psychological help, university students do not appear to consider the type of concern but do rely on attitude, stigma, and how much control and efficacy they have to address their problems on their own. Mean differences emerged for some variables in the model, but no meaningful mean differences were noted for gender. Overall, the variables used in the decision making process do not appear to consider concern when seeking help, but the beliefs about seeking help differ some. These results extend the Theory of Planned Behavior to consider the importance of an individual's ability to address their problem on their own. When considering psychological help seeking, college students have similar attitudes and beliefs about their ability to access mental health resources, their beliefs about stigma, ability to address their problems on their own, and their intention to seek help vary more by concern. The specific concerns being addressed does not appear to impact the weight each variable is given in the decision making process; attitude, stigma, and ability to solve the problem on their own appear to be the variables given greatest consideration.
