Academic study can present many stressful situations. An adaptive coping style is one of the essential factors for university students to cope effectively with stressors in their lives, allowing for an effective level of performance while protecting from stress related side effects. Previous research has identified the relationship between stressful life events and the onset of illness. This current study extends on previous research and identifies dispositional factors and stressors specific to social interactions and educational settings and their resulting impact on student coping. This study explored the somewhat controversial concept of 'coping styles' by investigating a comprehensive model of coping that included two stressors (workload related demands and a social interaction), stressor appraisal, dispositional resources, the situational resources of perceived control and perceived levels of coping effectiveness. An online questionnaire was completed by 257 participants from seven major universities around New Zealand. Problem-solving coping was positively correlated with perceived levels of coping effectiveness while avoidance coping was negatively correlated with coping effectiveness. The traits of neuroticism and conscientiousness appeared to predispose individuals to cope in predictable ways across situations when confronting adversity, lending support for the notion of coping styles. Results of the moderated regression analyses found that neuroticism and conscientiousness were significant moderators between stressor appraisal and coping behaviours used. The major implications from this research are that educational institutes need to offer on campus services that can support and educate students regarding their tendencies to engage in maladaptive and adaptive coping behaviours and under what circumstances trigger the use of maladaptive coping behaviours. Assistance could be tailored specifically to each individual and their likely coping responses chosen, by including a measure of personality. In the final chapter, conclusions are discussed with regard to implications of this research to educational institutes, students and the need for future research.

The purpose of the study was to identify and analyze perceptions of Ball State University students, faculty, administrators, and trustees relative to student participation in university governance. The study was designed to: identify perceptions of each group; determine differences in stated perceptions among components within groups; ascertain the extent and nature of the differences identified; and make recommendations regarding student participation in university governance.A questionnaire, originally developed by Rowe, to examine general principles and specific procedures relating to student participation in university governance was modified and submitted to 723 individuals of the study croup. Useable responses were received from 496 individuals.The data were analyzed by applying a 3 x 2 analysis of variance with both factors considered to be fixed, for questionnaire items one through 16. Simple effects analyses and the Scheffe procedure were used on items one through 16 where appropriate. The chi-square test of independence was applied to questionnaire items 17 through 21. No inferential statistics were used to treat the trustee response data. Only the frequencies of trustee responses to the questionnaire items were reported.Major findings obtained from the study included:1. Students, faculty, administrators, and trustees agreed that:a. student participation in university governance is desirable.b. the present climate which provides opportunities for students to work within the system represents a positive development in higher education.c. the most valid reason for involving students in university governance was that it provides opportunity for students, as citizens of the campus community, to have input into the governance of the university.2. Students, faculty, and administrators agreed that:a. student participation in university governance will result in the emergence of a sense of academic community.b. student membership on the university board of trustees has been favorably received by students.d. the least valid reason for involving students in university governance was that it lessens the probability of student-administrative confrontation.Students, faculty, and administrators were undecided as to whether:a. it is more desirable to err in the direction of over-delegation of responsibility to students than in the direction of under-delegation.b. most of the student participation to date has been granted in response to student pressure.c. currently, students participation in the University Senate is adequate to elicit student input.4. Student, faculty, and administrator participants and non-participants in university governance were undecided as to whether most of the present student participation is little more than token indulgence.5. Student, faculty, and administrator participants in university governance were undecided as to whether collective bargaining would severely hinder the student influence in future academic governance.6. Student, faculty, and administrator non-participants in university governance tended to disagree with the statement that students are recognized as a significant force in influencing the governance of Ball State University.Major conclusions obtained from the study included:1. The extent of student participation in university governance supported by students, faculty, administrators, and trustees is related to the degree of decision-making power each group possesses.2. Persons holding power and decision-making positions are inclined to outwardly support expanding participation by students and faculty in governance while in reality controls and restraints on full participation are exercised through the number of participants involved, the selective withholding or providing of essential information, and strategic timing of issues presented for action.3. Students do not exert a significant force in influencing the governance of an institution.4. Open communication and cooperation among students, faculty, administrators, and trustees is essential for effective student participation in university governance.5. Students must be interested and willing to accept responsibility if student participation in university governance is to be effective.

This paper outlines the development of a second screen marketing campaign to raise awareness of the importance of hydration among male students at The University of Texas at Austin. Existing literature, communication theories, and current second screen campaigns are used to inform campaign development. The development process and key recommendations for this, and future second screen marketing campaigns, is then discussed. / text

This thesis is an exploration of strain, its sources, its manifestation, and how individuals cope with it. The particular scenario under investigation is that of Christian university students in a secular academic environment. Using Agnew’s general strain theory, Goffman’s theory of discreditable stigma, subcultural theory, and recent advances in the study of social capital, the strain experienced by Christian students in a secular university atmosphere was explored. Ethnographic content analysis of on-campus Christian groups, participant observation and semi-structured interviews of 43 Christian university students were used to investigate four postulates: 1. Christian students experience strain as a result of their religiosity on a secular campus; 2. This strain manifests as a discreditable stigma; 3. This strain results in Christian students becoming members of on-campus Christian groups (seeking a subculture); and 4. Memberships in Christian groups provide access to support through social capital. There was evidence to support postulates 1, 2, and 4, while postulate 3 was not supported by the data collected. Strain theory proved to be a useful concept for understanding how Christian students interacted with their secular environment. The data suggest that the university atmosphere was challenging to their beliefs both inside and outside the classroom. Christian students also indicated that they often censored themselves in front of their colleagues and peers and did not feel comfortable disclosing their Christian beliefs to new friends. The reason given for this was more time was needed in order to quell certain negative assumptions and stereotypes that non-Christians may have about Christians. This description is suggestive of Goffman’s concept of discreditable stigma, in that stigmatized persons attempt to “pass” so that their stigma (Christianity in this case) will not prejudice current and future encounters. Students did not join Christian groups as a way to cope with the strain they felt within academia, as many students joined these groups upon entry into university (rather than joining after encountering strain). It was found that students experienced benefits from membership within Christian groups, demonstrating the utility of social capital (i.e., network of support) as a conceptual framework. / Thesis (Master, Sociology) -- Queen's University, 2008-09-19 14:43:51.989

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This study presents the perceptions of media outlets and news consumption habits of a specific audience, the undergraduate student population of Ball State. The perception of credibility, accuracy, and trustworthiness all played important roles in media consumption. This study found little support for the hostile media effect among college students. Many respondents indicated they preferred to get their news in multiple perspectives, rather than just one. Consequently, this study supported the opposing views on hostile media effect in the academic research community. / Department of Journalism

The purpose of this study was to determine if a relationship existed betweenhomophobic beliefs and rape myth acceptance in undergraduate students who attendedBall State University. In addition, the effect that gender, organizational affiliation, andClass anding had on these beliefs was measured.The project consisted of 242 undergraduate students who lived in Woody/Shalesand Howick/Williams Halls. The project took place during the spring semester of 2004.The findings indicated that rape myth acceptance (RMA) did correlate with homophobia, and that this correlation was significantly higher in males than in females. The findings also indicated that neither class standing nor group affiliation had a significant effect on either RMA or homophobia. / Department of Educational Studies

This thesis explored the differences between 1981 Ball State University undeclared and declared major matriculates freshmen on selected variables related to persistence. This study did not attempt to make forecasts regarding persistence by the study participants, but rather to serve as a base population from which longitudinal studies examining the relationship between declaration of a major and persistence could be based.Responses to a 60-item questionnaire were tabulated and analyzed using the Statistical Package for the Social Sciences. A cross tabulation program was used in generating frequency and percentage data. In addition, chi square and T-test programs were used in reviewing the statistical significance of the differences.The undeclared and declared students were found to differ significantly in thier responses to the following variables: 1) college attendance by others; 2) influence to attend college; 3) Ball State University attendance; 4) major/occupation selection priority; and 5) vocational and academic expectations and experiences.

The study determined if the hip hop culture influenced the collegiate experience, specifically attitude, socialization, and personal goals. Qualitative research methodology resulted in the use of semi-structured interviews. Participants were traditional undergraduate students who self-identified as listening to hip hop music at Ball State University. Data were collected in January and February of 2006.The hip hop culture influenced the socialization of the student participants. Participant attitude was seldom influenced by the hip hop culture. Mainstream hip hop had minimal influence on the personal goals of students. The hip hop culture was more than music to the undergraduate students; it was a way of life and provided the motivation to pursue an education. / Department of Educational Leadership

The supposed liberalising effects of higher education have been documented since Newcomb’s landmark Bennington study in the 1930s. However, other research has suggested that the effect of education on beliefs and values may differ between academic disciplines. The main mechanisms by which differing beliefs are believed to develop include the self-selection hypothesis (where students chose disciplines which match their pre-existing belief systems) and the socialisation hypothesis (where students are socialised into the worldview of the discipline through continued exposure). Three correlational design questionnaire studies were conducted. Study 1 and 2 featured 223 and 531 students, respectively, and Study 3 included 143 recent graduates of Murdoch University, from different academic disciplines (primarily commerce, psychology and the social sciences). Study 4 involved interviews with nine students who had switched between the three main fields of study. The quantitative results generally supported the self-selection hypothesis, although some participant accounts suggested possible accentuation effects (where pre-existing values were strengthened by university study). Future research should consider a longitudinal study, tracking students in different academic disciplines over the full-length of their degree. A cross-sectional community study would also be valuable, in determining whether large scale difference exist between the those with tertiary, compared to those with lower levels of education, and whether discipline differences persist following graduation (and whether this is linked to occupation). These findings have important implications for the way universities view themselves, in terms of shaping the minds of the next generation of leaders, and for disciplines, in terms of the types of students they attract and how they can best retain them. In conclusion, there are significant differences in the belief systems of students in different academic disciplines, although not as large as may be expected, and that this seems primarily due to self-selection, rather than socialisation or accentuation.