This study investigated the level of leadership practices and retention rates of freshman students at Texas Woman's University. The data for the study were collected using the Leadership Practices Inventory, Student Version. The sample for the study consisted of 151 freshman students. The students were each placed in one of three control groups. Group A students (the treatment group) were in the Neighbors Educated Together Program (NET). Group B students (control group) were in one of two university-sponsored programs (COLORS or University 1000), and Group C students (control group) were the residual group of first-time college freshmen. These three groups were surveyed prior to their participation in the NET program or a university-sponsored program and again at the end of 14 weeks. In addition, retention rates were examined on the 12 class day of the spring semester. The study found statistically significant differences (p <. 05) on the pretests and posttests between Group C, residual students, and the other two groups on the Enabling the Followers to Act subscale, the Inspiring a Shared Vision subscale, and Encouraging the Heart subscale. Group A, NET students, and Group B, COLORS/University 1000 students, showed no statistically significant differences between groups. The difference from the residual group could indicate that students who self-select into programs such as NET, COLORS, and University 1000 are more likely to engage in practices measured by the subscale prior to enrollment in the respective programs. No statistically significant differences were found on the Challenging the Process or Modeling the Way subscales. The lack of significance shows that there are no differences in practices for any of these groups prior to enrollment at the university or as a result of participation in a university-sponsored program such as NET, COLORS, or University 1000. A chi-square test was performed following the 12 class day for the Spring 2001 th semester. Approximately 89% of the students in Group C Residual, 97% of Group B COLORS/University 1000, and 91% of Group A NET were retained. The chi- square frequency test revealed no statistically significant differences in level of retention between groups.

Background: An unhealthy diet and lack of physical activity are leading global risks to public health and causes of many non-communicable diseases. Purpose: The aim of the study was to investigate nutritional habits and physical activity among university students in Bangkok, Thailand. Method: This is a cross-sectional study with a quantitative method using a structured questionnaire where 121 second level students from the public health program answered. Result: This study showed that the majority of the participants more or less followed the national recommendations in Thailand regarding nutrition and physical activity. A lot of the students wanted to increase their daily intake of fruit and vegetables. The students showed less interest in physical activity but still met the recommended levels of activity. The males wanted to increase their daily intake of fruit and exercised in a greater extent than the females and the females weighed themselves more often. Conclusion: The results from this study showed that the Thai public health students followed the national recommendations regarding nutrition and physical activity. From what the students have stated in the questionnaire, there is no need for further interventions among this particular population.

This research examines the disclosure of psychological distress by university students on an anonymous mobile application called Yik Yak which allows users to communicate anonymously with other local individuals, creating virtual communities. Using online ethnography and qualitative analysis, I examine what the narratives presented by Yik Yak users reveals about the mental health concerns of University of Manitoba students and the characteristics of this virtual community. The findings show that exam anxiety and academic stress, depression, suicidality, anxiety, sleep disturbance, excessive stress, loneliness, sadness, and loss of motivation, were significant sources of distress, especially during final exam periods. Thematic analysis indicated that emotion-sharing on the app fosters social support, a sense of belonging, and helps build community. Individuals are also able to disclose repressed selves and counter stigmatizing beliefs. Examining distress disclosure by individuals on this anonymous platform may help develop better interventions and mental health programming for students. / October 2016

The purpose of the study is to determine if significant differences and relationships exist between students who enrolled late and those who enrolled on time at Tarleton State College between the years 1955-1962 inclusive. The study involves comparing the records of 325 freshman and sophomore students who registered late with those of 325 matched freshman and sophomore students who enrolled on time.

The purposes of this study were to describe the North Texas State University campus environment as perceived by the students, to compare perceptions of certain of the campus environmental characteristics with those of other colleges and universities throughout the nation, and to compare selected subgroups within the student body with respect to their perceptions of campus environmental characteristics.

The general purpose of the study was to determine the relationship between college environmental press variables and the attrition characteristics of college freshmen at Southern Methodist University.

This thesis compares certain developmental characteristics and value preferences of emerging adult university students and non-student employed young people at the age between 19-25 years in the Czech republic. According to some authors this life stage seems to be a new developmental period between adolescence and young adulthood. In comparison to the USA there has not been much research done on this topic in the Czech Republic. There are some special characteristics of this phase of life that are described in the theoretical part, and tested on a sample of Czech young people which is showed in the empirical part of this thesis. The differences of how students and non- students experience this time of life are compared. It is assumed that student life style brings different impulses than the life style of employed young people. The aim of this thesis was to test the assumption that university students show the features of emerging adulthood more plentifully than people at the same age who work. According to the results of this study the assumption was confirmed. Another focus of this thesis is the topic of value orientation among this sample of young people. Value orientation is influenced by life style and is formed especially during adolescence and young adulthood. Certain types of value...

Call number: LD2668 .T4 1986 L485 / Master of Science / Education

This study aims to examine the mental well-being and physical activity among university students. And to examine whether it is possible to determine whether there is a significant correlation between these.The sample of the research consists of 55 volunteering students (n=37 female and n=18 male) who study at a state university in Sweden. A quantitative method in the form of a questionnaire has been used in this study in order to gather data regarding mental health and physical activity. the questionnaire contained 14 questions with different types of questions such as self-scaling and open questions. The result indicated that most of the participants of this study is quite active and is generally quite healthy-minded. The programme SPSS was used for the statistical analysis of the data collected for the present research. According to the findings of the statistical analysis is that there is a weak positive correlation between the variable’s mental health and physical activity. / Denna studie ämnar att undersöka det mentala välmåendet och fysisk aktivitet hos universitetsstudenter. Samt att undersöka om det går att fastställa om det finns en signifikant korrelation mellan dessa. Datamängden för denna studie består av 55 volonterade studenter från ett statligt svenskt universitet. En kvantitativ metod i form av en enkätundersökning nyttjades i denna undersökning i ändamål att samla in data kring mental hälsa och fysisk aktivitet. Enkäten bestod av 14 frågor med olika sorter av frågor som självskattning och öppna frågor. Resultatet indikerade att majoriteten av deltagarna i denna studie är rätt aktiva och generellt vid god mental hälsa.​Programmet SPSS användes för att genomföra den statistiska analysen av den insamlade datan för denna undersökning. Enligt den statistiska analysen finns en svag positiv korrelation mellan variablerna mental hälsa och fysisk aktivitet.

A thesis submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy Johannesburg, South Africa June, 2015 / This doctoral thesis investigates highly emotive and topical aspects of student learning in higher education namely, assessment and feedback. The study deals with the complexities and barriers to using learning-oriented assessment approaches to equip students with skills needed to thrive within the uncertainty, demands and challenges of rapidly changing societies. In the current research literature, views about assessment, and in particular formative assessment, are diverse and in some instances contradictory. The argument I make in this thesis is that assessment is situated within a local context, comprised of students and their teachers, which is regulated by disciplinary, professional and institutional traditions, expectations and needs. This research study was impelled by the realisation that most research into pedagogical views held by teachers and their students in higher education has examined them in isolation of each other. In recognition of this disparity in the literature, a more comprehensive study on teachers' and students’ views, expectations, and experiences of assessment was undertaken in the South African context. The study was conducted at a research-intensive university and investigated the aforementioned assessment aspects in students and teachers involved in second year compulsory bioscience courses. Using an exploratory, interpretative, mixed method research approach, data were collected through a combination of interviews, questionnaires and document analysis. An in-depth examination of documents from the selected courses, including students’ marked work, provided evidence of assessment and feedback practices experienced by the students registered in the courses. Teachers were interviewed about their assessment practices and their rationale for using these practices. Students' views and their reactions to assessment and feedback were ascertained through questionnaires and interviews. Interpretations that emerged from using a socio-cultural-historical theoretical lens were helpful in understanding the factors that present challenges to the implementation of learning-oriented assessment approaches. From the characterisation of assessment environments based on learning-oriented assessment principles it was apparent that there was limited active involvement of students in the process. The data highlighted a complex array of factors influencing teachers’ conceptions of assessment and subsequently their practices. Significant about the study was the identification of the effects of existing course level assessment cultures and histories on teachers’ assessment practices. Program and course factors had more influence on teachers’ practice than their subject expertise, pedagogical beliefs and values. The main highlights emerging from the study were the multiplicity of students’ and teachers’ views of assessment and feedback with a number of convergent and divergent perspectives. Notably, the cause of dissonance between academics and students stems from the tension between the competing needs of facilitating students’ independence and the desire to give them detailed corrective feedback. This dissonance translated into varied emotional responses to feedback from students. Although the focus of the study was on the comparison between students’ and teachers’ understanding of assessment, the preponderance of students’ emotional reactions to assessment feedback that emerged offered an important insight into an unpredicted social-relational dimension of assessment. My original contribution to research knowledge is the generation of the Assessment-Systems-for-Practice (ASP) framework, a reflection and methodological tool for investigating and analysing assessment practices. This framework provides a holistic way of dealing with the complex nature of assessment in higher education. The framework thus has implications for assessment design that would take into consideration cognitive, structural and social-relational dimensions, and its use could have a positive impact on teachers’ individual assessment practices.