There are a several potential limitations in the current analysis. The first is that this is a cross-sectional study and thus causation cannot be assessed. Additionally, this ana- lysis included normal, overweight, and obese subjects. However, we chose to include all weight categories given that no other group has investigated the dietary habits and obesity risk of Hispanic college freshmen. Another limita- tion is that this sample may not be representative of other Hispanic college populations, as only 28% of our sample was overweight or obese, which is lower than national prevalence rates for this age range and ethnicity/race. In addition, this university has consistently been ranked in national polls as one of the healthiest colleges in the nation [66, 67] and the current population was extremely active, on average participating in more than 60 min in MVPA per day. Another potential limitation is that we were sufficiently powered to examine differences in adi- posity and diet between eating frequency groups, however, we were not prospectively powered for splitting the sam- ple by sex and the observed power in these sub analyses was markedly less, especially for adiposity measures. But regardless, increased eating frequency was linked to re- duced adiposity, even within this fairly healthy population. Thus, the current findings may not be universal among all Hispanic youth populations, although previous work has found similar relationships in younger overweight and obese minority youth [13, 14].
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However, it has been observed that many students had negative attitude towards mathematics especially on problem solving topics. Students find the subject very hard to learn especially on problems solving topics (Panganiban, 1985). No study had been conducted on the approaches used by students and their ability in solving mathematics problems among freshmen of CapSU Mambusao. It is because of this observation that this investigation on the approaches used by the students in solving word problem in mathematics was conducted. This study also focused on the determination of significant differences on the mathematical ability of the students when they are grouped according to gender, type of high school graduated from, parents’ educational attainment and course pursued, on the determination of approaches used by the college freshmen of CapSU Mambusao in solving mathematical problems, on the determination of the most effective approach in solving mathematical problems used by college students, and on the determination of the type of problem solving approach that is related to students’ mathematical ability.
similar to that among other college students from China. The reported prevalence of depression among the 39 indi- vidual study populations ranged from 3.0% to 80.6%, with a pooled prevalence of 23.8%. 5 On the other hand, the prevalence of night-eating syndrome (5.4%) was higher than other college students from China (0.4%) 21 and USA (4.2%). 22 The prevalence of night-eating syndrome was as high as 9.2% when NEQ ≥ 25 points was used to de ﬁ ne the syndrome. This re ﬂ ects the urgent need for improvement in the eating behaviors of college students in northeast China. There are two possible mechanisms underlying the association between night-eating syndrome and depres- sive symptoms. First, decreases in serotonin in night- eaters may play a role in the progress of depressive symptoms. Night-eaters had signi ﬁ cantly greater seroto- nin transporter uptake ratios in the midbrain than healthy controls did. 23 These ﬁ ndings re ﬂ ect a syndrome-speci ﬁ c increase in serotonin transporter that results in an overall decrease in serotonin within the synapse, which may be Table 2 Logistic Regression Analysis of Association Between Night-Eating Syndrome and Depressive Symptoms in College Freshmen (n=3278)
This study explored the influences of physical education (PE) teachers’ social behaviors on students’ social skills in PE classes through investigating a sam- ple of Chinese college freshmen. First, we developed a scale to determine teachers’ social behaviors enacted while teaching PE. Items of the scale were selected from the pre-version of Teacher’s Social Skills Self-report Scale and changed from a teacher self-report to a student-evaluation style based on the specificity of PE context and the native culture of China. Students ( n = 366, 194 male, 172 female, mean age = 18.6 years) from two universities in China completed a survey using a questionnaire contains the selected items. Through performing factor and reliability analyses, the scale was demon- strated to have acceptable internal consistency reliability and good content va- lidity for measuring college students’ evaluations of their PE teachers’ social behaviors in PE classes toward two sub-domains named expressivity and con- trol. Then, the developed scale and the 11 Item of Social Skills Inventory were administered to a sample of freshmen ( n = 302, 157 male, 145 female, mean age = 17.7 years) to examine their high school PE teachers’ social behaviors while teaching PE and their social skills in current PE classes, respectively. Correlation and regression analyses were performed to determine the rela- tionships between the two variables. Results of correlation analyses indicated that teachers’ social behaviors had a significant correlation with both male and female students’ nonverbal skills ( r = 0.221, p < 0.01; r = 0.147, p < 0.05). Results of multiple regression analysis revealed that teachers’ control beha- viors had a positive and significant influence on both male and female stu- dents’ nonverbal skills (β = 0.373, p < 0.05; β = 0.315, p < 0.05). At the end, implications of the findings were discussed.
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To assess for the students’ adjustment to college, the Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1999) was administered. The SACQ is a self-report measure consisting of 67 items that are ranked by participants on a 9-point scale. The measure is used by colleges throughout the country to increase student retention rate; and it was standard- ized on over 1,300 college freshmen and stratified by semester of attendance (Baker & Siryk, 1999). The SACQ yields a full scale score, and also assesses 4 different areas of adjustment including: academic adjustment, personal-emotional adjustment, social adjustment, and attachment to the institution. The reli- ability of the SACQ is quite good, with coefficient alpha values ranging from .77 to .86 for the personal-emotional adjustment scale up to .92 to .95 for the full scale (Dahmus & Bernardin, 1992). The criterion-related or construct validity has also been demonstrated to be quite good, with the academic adjustment scale related to student grade point average (r = .17 to .53), the personal-emotional adjustment scale negatively correlated with seeking psychological services (r = −.23 to −.34), and attach- ment to institution negatively correlated with attrition (r = −.27 to −.41; Baker & Siryk, 1999).
he purpose of the study is to report results regarding first semester Hispanic students and their experiences with cooperative learning. Adult learners are more likely to participate in learning when they are “members of a community” (LeNoue, Hall & Eighmy, 2011). Survey results are shared. The convenient sample consisted of undergraduates enrolled in five sections of Art Appreciation, a required course for freshmen. All sections were taught by the same professor. One hundred and four students completed both pre- and post- surveys. Participants were primarily first and second-generation immigrants from Mexico, South America, and Cuba and often the first in their family to attend an institution of higher learning. This institution, with a 94% Hispanic population, is located on the south Texas border. Recent research has shown that cooperative learning is highly valued especially among adult or non-traditional students (Barkley, 2005 in Rowland, 2006:328; Efthymios, Ioanna, & Iosif, 2009).
The study used descriptive-corre lational research design which  stated that “these methods include naturalistic observation, case studies, and surveys." It is emp loyed to test the degree of relationship between two or more variables  as cited in .First, the profile variables of college freshmen were described. Second, the listening skills of learners were described. After which, a significant relat ionship between these two variables was looked into, as well as the relationship of the learners’ listening skills in terms of receiving, understanding, re me mbering, evaluating and responding as related to their achievement in their English subjects.
One novel approach towards improving support or resources to college students at risk for depression may be social net- working sites (SNSs), such as Facebook and MySpace. These web sites are popular among and consistently used by college students; current data suggests up to 98% of students maintain a SNS profile and most report daily use (Leiws, Laufman, & Christakis, 2008; Buffardi & Campbell, 2008; Ross et al., 2009). SNSs allow students to create a personal web profile, commu- nicate with online friends and build an online social network (Ellison, Steinfield, & Lampe, 2007; Boyd, 2007). Previous work has demonstrated that between a quarter and a third of college students display references which are consistent with symptoms of clinical depression on SNSs (A Pilot Evaluation of Associations Between Displayed Depression References on Facebook and Self-reported Depression Using a Clinical Scale, 2011; Feeling bad on Facebook: depression disclosures by col- lege students on a social networking site, 2011). In a previous pilot study, displayed depression symptom references were as- sociated with self-reported depression symptoms among college students (A Pilot Evaluation of Associations Between Display- ed Depression References on Facebook and Self-reported De- pression Using a Clinical Scale, 2011; Feeling bad on Facebook:
Pursuing college education is the dream of everyone. This is because a college degree is often associated with success later in life. However, attending college is not easy especially when there are so many possible hindrances associated with it. Most vulnerable to such hindrances are college freshmen because the first year in college requires many transitions like adjustments that must be successfully passed. Aside from actual adjustments being experienced by college freshmen, other factors may hinder their bid to get a college degree and expectations either by others (parents/teachers) or by oneself that is academically-relevant and causes stress can be one of them.
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Chemistry was commonly viewed as the "central science" since the mastery of its concepts, particularly regarding the structure of matter, is essential to further coursework in all sciences. Since chemistry course was in many cases that first science is taken by the students at the college level, they certainly determined to succeed higher science course works. As a consequence, prospective sciences major were deterred from taking professional courses because of their unsuccessful experiences in Introductory College Chemistry (ICC). In essence, chemistry performs the function of gatekeeper for future study in many sciences. Hence, preparation for chemistry at the college level would be an impact consideration and in most courses, this research study focuses on student's preparation and performance in the area of chemistry. Further, this study described directly the connection between teaching practices in high school chemistry courses and the real world measure of student’s performance in the ICC coursework. The identification of factors that related to the success or failure of the students in ICC may provide useful insights for promoting sciences learning achievement. In particular, this research claimed that influential factor falls into one category which was the previous science learning experiences. Identification of pedagogical practices in the science learning and the determination of influential links between science teaching in the high school and sciences in college may be beneficial in the effort to improved science achievement wherein CMO 30, series of 2004provides the addition of ICC General Education courses in any degree course.
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The first major delimitation of this study was the selection of the early warning indicators. As will be elaborated on in chapter two, educational researchers have analyzed the correlation of dropping out with a substantial number of different variables. Researchers have analyzed the predictive validity of graduation attainment with variables ranging from maternal educational attainment, to student substance abuse, to third-grade reading proficiency. This particular study incorporated the freshmen on-track indicator and chronic absenteeism variables for two primary reasons. First and foremost, these indicators were chosen because of the high predictive validity they have demonstrated in studies among urban and suburban student samples (Allensworth & Easton, 2007; Balfanz et al., 2007; Dalton et al., 2009; Johnson & Semmelroth, 2010; Suh et al., 2007). Secondly, both these variables are required to be reported to the Oregon Department of Education and readily accessible for Oregon educators.
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High school GPA appears to be a better predictor of college success than are the ACT and SAT scores, non-cognitive variables from the correctional matrix, and other standardized admission requirements. Minority students from a wide range of ACT and SAT scores are, in fact, able to graduate as seen in Table 1 (available from author Osho). The present study attempted to find a clear-cut measure for predicting college success. However, due to multicollinearity, the present study encountered difficulty in determining that clear-cut measure. In order to prevent these limitations, future studies must factor out specific variables with collinearity. Running a test with collinearity creates a false positive or a false representation of a strong r 2 between variables. An example would be grouping graduation with other college variables as college GPA, hours attended, or hours completed. In similar fashion, Sedlacek grouped “the reason for leaving college” (V9) into two non-cognitive scales (NC1 and NC2). It should also be mentioned that running the non-cognitive variable totals on each grouping with the specific groups may confound the results. Overall, future studies on admission requirements, retention, and academic success of college students must be modified over time to include environmental factors, familial financial indicators, health issues, and past academic success. Administrators must consider students on a case-by-case basis. Knowing and understanding an individual’s background, as well as their academic success, will be a factor to be considered. Students with the drive to succeed may not have had the best academic scores or opportunity to succeed. Parental involvement, or the lack of it, in a child’s early educational development may be the biggest predictive factor. The way questions are asked may also be a major factor in the responses given. Further study is required in the child developmental years of educational training.
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engagement, active learning, and retention in STEM majors at ISU. The Freshmen Research Initiative (FRI) is one component of Engage to Excel, of which I coordinate as the HHMI postdoctoral fellow. The strategy of the Freshmen Research Initiative is to create course- based undergraduate research experiences for first-year students in the STEM disciplines. These authentic, discovery-based courses are adapted from faculty research occurring on campus in the fields of molecular biology, geology, astronomy, and electrical engineering, to name a few. In Spring 2016, 11 research streams (lab courses) will be available to freshmen, reaching up to 200 students. My responsibilities as the HHMI postdoctoral fellow include the promotion of good practices within the program and assessment of student outcomes in regards to scientific literacy skills, career goals, and interest in science. I am also developing a learning community for teaching assistants participating in the program. While my
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As limitation to this study, we consider the number of eight participants a small size sample. Although this factor, this study shows evidences of a qualitative research and shows analysis about the phenomenon from the speeches of the students, which is the goal of a qualitative study; we propose that other studies research the tran- sition to college for recent high school graduates in order to corroborate and compare to the findings of this pa- per. Also, for future research, we suggest that studies approach emphatically the aspects of the growth condi- tions offered by the university, the perception of the offers and how the students have access to information about the opportunities. Also, we suggest that quantitative studies address the issue more broadly in an institu- tion of higher education, allowing a general look at the transition and adaptation of recent high school graduates attending their first year of college.
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Interestingly, previous research on legislative roles, as we noted above, has found it hard if not impossible to demonstrate any clear links between the prior experience and demographic characteristics of new entrants and the roles they take. We therefore take our cue from the existing literature and take seriously what freshmen say about their attitudes, desires and beliefs. The central concept in our research so far -role orientations - covers these. For us, role orientations comprise patterns of beliefs, perhaps even narratives, and self-perceptions that guide behaviour. We work from an assumption that MEPs, like the rest of us, construct understandings of themselves, their context and their behaviour that lend meaning to and help determine their actions. It is because these constructions are essentially individual that we take as our unit of analysis individual parliamentarians. Our interviews are designed in such a way so as to allow us to probe in depth the different narratives, perceptions and opinions of the individual MEPs.
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The very few prior studies addressing the assumptions outlined above revealed, in part, inconsistent findings. Moschner (2000) analyzed data provided by college students who responded regularly to questionnaires over the first five semesters of their college programs. The results pointed to a decrease in intrinsic motivation and an increase in extrinsic motivation. On the other hand, deterioration in academic self-concept associated with the big-fish-little-pond effect was not observable in the work of Moschner (2000). In contrast, Bachmann et al. (1999) were able to find that academic self-concepts decreased, on average, over the course of the first semester at college. Phan (2010) investigated changes in achievement goals at the start of university studies. He found that mastery-approach goals develop positively over the course of the first three years in college, but did not observe any change in performance-approach goals. A shorter surveillance period was used for the observations made by Fryer and Elliot (2007), who analyzed the changes in achievement goals in the context of introductory college courses. They addressed change on the level of differential continuity (stability of inter-individual differences), change on the level of mean values (average changes), and change on the individual level (proportions of students with significant declines, with significant increases, or with unsubstantial changes). Their results regarding change on the mean level indicated, in contrast to the findings of Phan (2010), that over the time span of a course, it is predominantly mastery-approach goals which drop in significance, while performance-avoidance goals seem to gain in significance. Fryer and Elliot (2007) also found evidence for substantial differences between undergraduate students, as expressed in substantial proportions of students with deterioration in achievement goals and, at the same time, considerable proportions of students with improvement in achievement goals (see also Muis & Edwards, 2009).
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scores, students were placed in either College Algebra and Trigonometry or Trigonometry. Thirteen or 24% of the participants were placed in Trigonometry with the remaining forty-one students placing in College Algebra and Trigonometry. Students were further enriched with Professional Development Sessions taught by corporate representatives (Bechtel, Career Services, Jacobs Engineering, Student Affairs, Shell Oil) as well as corporate field trips (Wal-Mart Distribution Center & IBM). Students participated in discipline specific projects lead by faculty advisors (with the assistance of student mentors) from the respective departments. For the discipline specific projects, students were separated based on the major selected upon admission to the university. The students were grouped as follow: Chemical Engineering (12), Civil & Environmental Engineering (13), Computer Science (4), Electrical Engineering (5), Computer Engineering (8), Computer Engineering Technology (4), and Mechanical Engineering (8).
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Freshmen just finished their high school life, bid farewell to their familiar hometown, went to the university campus, faced a new environment, some students did not live in the middle school, did not even leave their parents to live independently, so this strange environment is undoubtedly a big challenge for this part of the students. Judging from the student source of the class I took, there are not many local students in Chengdu, and the proportion of students in the field is large. Some students have experienced living and studying in middle school, but they are away from home to study in an unfamiliar environment with different dialects and foods, which make them feel lonely. According to the work record, a large number of freshmen told me that they have missed their parents at home and their teachers and classmates for a while after entering school. They will compare the classmates around them with their former friends, and they will find
One of the issues that students most often discussed and complained regarding science and mathematics has to do with the complex relationship between their performance, their interests, and their motivation towards science and mathematics. They had the impression that science and mathematics must solely be the domain of geniuses or the intellectual “elites.” One Physics student in the study of Lipson and Tobias (1991) reveals that to some extent science is hard because it is simply hard. The materials to be learned involve a great quantity of concepts, some of which are very counterintuitive. These situations do not only happen in JRMSU but to all colleges and universities. This study highlights specific issue of particular interest to teachers, researchers, administrators and the top management group in providing quality education to students. All colleges and universities aim to produce quality professionals in the global arena. Thus, there is a need to continuously monitor the knowledge, skills, and performance of students in the College Algebra and Trigonometry, which are viewed as basic courses in the general education curricula, vis-à-vis with the problems experienced by the department head relative to: (1) enrollment in the two areas; (2) number of passers in each course covered in the study; (3) the number of dropouts, which include official and unofficial withdrawal; (4) the final report of rating in college algebra and plane trigonometry.
The results of inter-correlations suggest unexpected findings. As previously discussed, the grit did not significantly link to academic performance. Similarly, college adjustment also shows no significant relationship with academic performance. However, college adjustment had a significant positive relationship with grit. Lastly, happiness had a significant relationship with academic performance, grit and college adjustment. However, regression analysis shows that only college adjustment and happiness had significantly predicted freshmen students’ academic performance. Several surprising results are noted. First, grittier freshmen students also had better college adjustment. The present finding may be the first to document the existing relationship between grit and college adjustment. The present result may strengthen the assumption that grit does not directly translate to academic success; rather, it boosts other independent factors behind the academic performance. In the case of freshmen students in this study, their passion for long term goals helps them adjust and adapt in the academic environment. But the ability to adjust in college, as the result suggests, might not imply higher academic success. More future investigations are needed in this area.
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