Den rollstress som uppkommer i bristen på koppling mellan teori och praktik har varit underlag för studier av studenter på flera utbildningsprogram. Syftet med denna studie var att undersöka beteendevetarstudenter på Mälardalens högskola, med fokus på deras upplevelser av att utbildningen inte leder till en specifik yrkesroll. Kvalitativa semistrukturerade intervjuer utfördes med 15 beteendevetarstudenter. Analysens meningskoncentrering genererade tre teman, ambivalens och stärkt initiativförmåga upplevde 15 studenter och svårigheter att omsätta teorin i praktik uppfattades av 14 studenter. Ambivalensen gällde utbildningens bredd som både skapade möjligheter men samtidigt bidrog till en otydlighet inför framtida yrkesroller. Stärkt initiativförmåga handlade om att studenterna lärt sig skapa egna erfarenheter i brist på praktik. Svårigheter att omsätta teorin i praktiken gällde att de saknade kopplingen mellan studier och arbetsliv. Inför framtida studier uppmanas det att jämföra beteendevetarstudenter från andra högskolor där det finns praktik och jämföra resultatet för att se om praktiken tillför ytterligare färdigheter.

The aim of the research study is firstly to examine the relationship between self-esteem and learning strategies amongst first year university students. From this the investigator aimed to discern whether there is a link between cognitive and affective factors in student learning as has been widely accepted in pedagogical studies. Secondly, the difference in self-esteem levels in relation to gender and year of study were also examined. Thirdly, the differences in self-esteem and learning strategies in relation to year of study were investigated. The rationale for the investigations in this study stems from the fact that first year university students are seen to be at a major life transition that brings with it challenges on an affective (self-esteem) and cognitive (learning strategies) level. The sample of the study consisted of 197 participants gathered from the University of the Witwatersrand. The instruments utilised were the Rosenberg Self-esteem Scale (1965), the Learning and Study Strategies Inventory- LASSI (Weinstein, 1987) and a brief Student Demographic Survey to gain information such as the students gender and year of study. Findings indicated that there is a relationship between self-esteem and the motivation to learn- one of the components of the LASSI. However, contrary to many other findings, no cognitive-affective link was evident. Furthermore, males and females appeared to show difference in the study aids learning strategy as well as in self-esteem levels, where females proved to have more positive self-esteem levels than the males. Year of study lastly, also proved to have an influence in student self-esteem levels.

The research aims to establish the perceived impact of relocation on first year student’s ability to cope with academic demands at University. The research intends to answer the following questions: How do first year students perceive their adjustment at University? Has the relocation impacted on the students functioning on any level? For example: -Academically, Emotionally, Physically and Socially. A large number of young adults relocate due to the need to pursue their chosen careers at the University. However, this happens at a time in their life when there is a lot of turmoil around social and individual identity and the pressures from society to achieve, including pressures to secure their future. This happens independently from parents and relevant social ties when students study away from home. A qualitative methodology was used for the research. The sample consisted of 10 Black female post matric first year students at University. The age range of participants was between 17 and 20. Data was collected through the use of semi structured interviews. Gathered data was analyzed using thematic content analysis. This involves organizing the data into categories on the bases of the themes and concepts. The concepts were then linked up in the form of a sequence. Eight steps were then followed when analyzing the data, which forms part of the criteria for thematic content analysis. Results obtained indicate that students find relocation to be a perturbing experience which pushes one out of their comfort zone into the unknown. This experience forces one to make numerous adjustments. The move taps into one's ability to deal with ambiguities, function independently and implement a task to deal with unanticipated challenges. Thus students are expected to take on the role of young adulthood. This brings with it the reality that they now have to be independent. As a result of this, most students get involved in what is called goal modification, namely focusing on what they would like instead of focusing on what their parents would want. The process is challenging as one is going through a process of loss and, in other ways, gain. The loss of social capital is felt as having a negative impact on academic performance. This is because students loose their source of motivation, support and reliable company. They now have to source it within themselves, an attribute which has proven to be difficult. Relocation is viewed as a compounding variable to other challenging factors to students. Hence the students’ relocation is perceived to be a variable which tends to have a negative affect on students’ academic performance. This is due to the fact that relocation tends to create a sense of discontinuity from known academic structures, social support ties and familiar surroundings. The loss of the above mentioned factors tends to aggravate the process of academic adjustment.

Abortion is a very controversial topic and over the years, many different attitudes have been formed around it. Previous studies have looked at people’s attitudes towards abortion in relation to gender, age, race, socio-economic background, religion, education and even marital status. The current study aimed to investigate the change of attitudes that students would have towards abortion given a range of circumstances (from serious to less serious). The role of gender in these attitudes was also looked at. This study conducted two separate semi-structured focus groups for each gender (6 males and 5 females). In the two focus groups, each vignette with a particular circumstance was read out to the students followed by questions. These follow up questions were discussed amongst the students present in the focus group. The responses from the students were recorded using a Dictaphone. From the Dictaphone, the information received from these interviews was transcribed. Thereafter, content analysis was used to analyse the findings which aimed to identify different themes. Following this, discursive constructs around abortion as well as conclusions were formed and discussed.

A internacionalização de um estudante de graduação traz benefícios como o contato com uma nova cultura, relações sociais e educacionais. O indivíduo torna-se confiante, criativo e aberto, características valorizadas no ambiente profissional futuro. Alunos das áreas de saúde, podem ainda ter contato com exames físicos, patologias, valores éticos, modelos de sistemas de saúde e relação profissional de saúdepaciente de outros países, ampliando seu conhecimento. A universidade também se beneficia com a internacionalização, pois tem o reconhecimento e perspectivas internacionais aumentados e a colaboração potencial de membros de universidades internacionais em trabalhos científicos. Apesar de grande parte dos alunos terem interesse em participar de um programa de intercâmbio, dificuldade com financiamentos dos custos, como viagem e estadia, e as barreiras relativas à língua perpassam o caminho. Com isso, o objetivo do trabalho é compreender a motivação para a participação e a experiência do intercâmbio internacional de estudantes universitários dos cursos na área da saúde. O projeto foi dividido em três etapas: preenchimento de questionário eletrônico, diagnóstico do intercâmbio e entrevista fenomenológica. Com base nos resultados apresentados neste estudo, podemos concluir que os de estudantes universitários dos cursos na área da saúde foram motivados a participar da experiência de intercâmbio internacional pela disponibilidade de recursos financeiros como bolsas de estudos e estão positivamente satisfeitos com experiência. As motivações dos estudantes de nutrição são derivadas das oportunidades que são apresentadas aos mesmos. Porém o processo tem suas \"dores\" que os fazem questionar a decisão de ir. Durante a experiência, os sujeitos da pesquisa viveram interações sociais formadoras do indivíduo pós-experiência, tiveram uma oportunidade olhar para o Brasil com outros olhos valorizando suas universidades, políticas e conhecendo a cultura de outros estados, fizeram uma imersão cultural que trouxe noções práticas de conteúdos que já haviam sido abordados em sua universidade brasileira, independência, tolerância e respeito à cultura de outros países e por fim reconheceram-se como novos seres dignos de serem exemplos para eles mesmos em momentos de desafios. Devemos considerar que futuros editais tenham um processo de exposição mais detalhada dos objetivoscom o acompanhamento dos estudantes no exterior para que o dinheiro público o seja melhor investido / The internationalization of a graduate student brings benefits such as contact with a new culture, social and educational relationships. The individual becomes confident, creative and open, valued features in the future professional environment. Students of health areas can also have contact with physical exams, pathologies, ethical values, models of health systems and professional relationship of health-patient of other countries, increasing their knowledge. The university also benefits from internationalization, as it increases international recognition and perspectives and the potential collaboration of members of international universities in scientific work. Although most students have an interest in participating in an exchange program, difficulty with cost financing, such as travel and accommodation, and language barriers are on the way. Therefore, the objective of the work is to understand the motivation for the participation and the experience of the international exchange of university students of the courses in the health area. Three stages constitutes the project: electronic questionnaire, exchange program diagnosis and phenomenological interview. Based on the results presented in this study, we can conclude that students from health courses were motivated to participate in the international exchange experience because of the availability of financial resources as scholarships and are positively satisfied with the experience. The motivations of nutrition students are results of the opportunities presented to them. However, the process has its \"sorrows\" that make them question the decision to go. During the experience, the subjects of the research lived social interactions forming an individual post-experience. They had an opportunity to look at Brazil with other eyes valuing their universities, policies and knowing the culture of other states. They also made a cultural immersion that brought practical notions of content that had already been addressed in their Brazilian university, independence, tolerance and respect for the culture of other countries and finally recognized themselves as new beings worthy of being examples for themselves in times of challenges. We must consider that future exchange programs should have a more detailed process of exposition of its objectives with the accompaniment of the students abroad so that the public money would be better invested

The virtual public space tends to be articulated as an extension of the contemporary public sphere. However, this is a process that is not being developed horizontally at a global level, there are countries that, like Peru, are identified by the predominant mediation of traditional media, as a consequence of the digital divide, according to which approximately half of the population is still not connected. This study presents the results of a survey of 720 university students in Peru, and our interest lies in describing aspects such as the relationship between trust and consumption of digital media in this country; the main characteristics required of an informative website; the most used interaction mechanisms; and, ultimately, how a group so relevant to Peruvian democracy, such as young university students, tends to channel their participation and experience online. / El espacio público virtual tiende a articularse como una extensión de la esfera pública contemporánea. Sin embargo, este es un proceso que no se está desarrollando horizontalmente a nivel global, hay países que, como Perú, se identifican por la mediación predominante de los medios de comunicación tradicionales, como consecuencia de la brecha digital, según la cual aproximadamente la mitad de la población todavía no está conectada. Este estudio presenta los resultados de una encuesta a 720 estudiantes universitarios en Perú, y nuestro interés radica en describir aspectos como la relación entre la confianza y el consumo de medios digitales en este país; las principales características exigidas de un sitio web informativo; los mecanismos de interacción más utilizados; y, en última instancia, cómo un grupo tan relevante para la democracia peruana, como los jóvenes universitarios, tiende a canalizar su participación y experiencia en línea. / Revisión por pares

Tidigare forskning som undersökt relationen mellan alkoholkonsumtion, Big Five personlighetsfaktorerna samt känsla av sammanhang utfördes med fokus på riskbruk eller på populationer utanför Sverige. Därför testade denna studie samband mellan alkoholkonsumtion och (a) Big Five personlighetsfaktorerna, (b) KASAM, (c) utbildning samt demografiska variablerna (d) kön och ålder bland högskolestudenter i Sverige. Resultatet kan bidra till forskning om alkoholkonsumtion samt vara av intresse för initiativ som försöker begränsa alkoholkonsumtion. Urvalet bestod av 115 deltagare (64 kvinnor, 50 män och 1 ospecificerad. M = 24.64 år SD 4.27 år). Alkoholkonsumtion mättes med AUDIT-C, Big Five mättes med BFM och KASAM mättes med SOC-13. Alkoholkonsumtion korrelerade signifikant endast med en variabel, extravertion. Negativa korrelationer fanns mellan variabeln riskbruk av alkohol och variablerna KASAM och kön, i riskgruppen fanns fler kvinnor än män. Eftersom urvalet i riskgruppen var lågt hade det varit intressant för framtida forskning att undersöka denna relation igen med högre deltagarantal.

This study attempted to create experimentally the Hawthorne effect in a freshman general psychology class at Utah State University during tall quarter of 1967. It also attempted to discover the differential effect of cueing, sex, and relevance on the experimental creation of the Hawthorne effect as measured by six general psychology criterion tests. The design of this study included a control group and three experimental groups. The following five hypotheses were postulated: The experimental groups will show greater influence from the Hawthorne effect than the control group. Within the three experimental groups there will be an increasing Hawthorne effect with the least effect in the subject-object cue group and the greatest effect in the subject-object-observer group as compared to the control group. The females in all experimental groups will show significantly greater Hawthorne effect than males within the same groups. The group rating high on the Relevance scale will show significantly greater Hawthorne effect than the groups rating low in relevance. There will be sufficient interactive effects between factors to the extent that some will reach significance. The hypotheses were tested by means of analysis of covariance with ACT predicted grade point average as the covariate. None of the differences were significant at the .05 level. It was concluded that the Hawthorne effect does not exist as a potent enough variable to distort the influence of the independent variable on the dependent variable in educational and psychological investigations of short duration involving freshman university students. It was also concluded that the variables of Cueing, Sex, and Relevance are not functionally related to the creation of the Hawthorne effect and, therefore, need not be controlled.

Contemporary research into the health concerns of students is sparse, particularly in New Zealand. Overseas literature indicates that students in tertiary education institutions may be at increased risks for physical health problems, stress-related syndromes and emotional dysfunctions. Of particular concern are anxiety disorders as, in addition to their negative impact on quality of life, they are associated with impaired academic performance and poorer educational outcomes. Skilled, educated individuals are a social asset and it is therefore surprising that so little interest has been paid to the ways in which involvement with the tertiary education impacts on student welfare and anxiety levels. As a first step towards redressing the lack of health data for tertiary populations, this thesis investigates aspects of anxiety among students at a New Zealand university. The primary research aims were to establish an estimate of the levels of anxiety experienced by students and to outline the requirements of tertiary study that students perceive to be the most anxiety-inducing. To achieve the former, students (n = 1,082) were invited by e-mail to participate in an online psychometric survey; to explore the latter, discussion groups were arranged wherein students (n = 18) were asked to talk about their anxiety-related experiences. Anxiety has many forms and can be conceptualised in a number of different ways. In recognition of the diverse nature of tertiary study, it was decided that a broad framework would be needed to thoroughly investigate the ways in which it might manifest in tertiary student populations. Thus, a tripartite conceptualisation was constructed, viewing anxiety in cognitive, physiological and interpersonal terms. Specifically, the study assessed worry, stress and social anxiety among tertiary students and invited participants to comment on personal experiences in each of these areas. Comparing study data to norms for student populations in America revealed that New Zealand tertiary students report greater levels of worry, stress and social anxiety than their American counterparts. Within-group comparisons were made as a function of student gender, age, school of study, ethnicity and birth status. Significant differences on at least one survey measure were noted within each of these categories, with the exception of school of study. The possible implications of and explanations for these findings are discussed.

This program of research had two related aims: (1) to explore the problem of student attrition in the context of an Australian higher education institution, and (2) to investigate the efficacy of peer-mentoring as a retention strategy. Participants in this program of research were students commencing first-year studies in the School of Applied Psychology across two cohort years: 1996 and 1997. In 1996, a classic pre-test/post-test experimental design was adopted, with students (N = 118) randomly assigned to either a peer-mentoring treatment group or a control group. In 1997, while a classic pre-test/post-test design was also adopted, all students from this year (N = 162) participated in the peer-mentoring program. Thus, it was intended that the 1996 control group would be utilised for comparison with both the 1996 and 1997 treatment groups. Students were surveyed pre- and post-intervention across a number of personal, demographic, and academic achievement (e.g., tertiary entrance rank, and grade point average) variables. Students’ academic integration, social integration, institutional commitment, and goal commitment were measured using the Institutional Integration Scales (adapted from Pascarella and Terenzini, 1980). Students participating in the peer-mentoring program also completed a range of measures in order to evaluate its efficacy. The first part of the research program focused on the measurement and prediction of student retention and academic performance. The results of confirmatory factor analyses indicated that a six first-order factor solution provided the most parsimonious explanation of students’ responses to the Institutional Integration Scales. The six Institutional Integration Scales demonstrated moderate to good levels of reliability, with results being comparable to those achieved in previous studies. The results of structural equations modelling analyses suggested that students’ peer group interactions influenced their interactions with faculty, and both of these factors, along with their faculty concern for student development and teaching, influenced students’ academic and intellectual development, which in turn influenced students’ institutional and goal commitments. These results were taken to indicate the potential value of peer-based processes in aiding students’ institutional and goal commitment and subsequently reducing levels of student attrition. Given that significant differences were found between the 1996 and 1997 cohorts on a number of pre-test measures and other key indicators, investigations regarding significant predictors of students’ re-enrolment into second year and their first year grade point average were conducted separately for the two cohorts. The results of logistic regression analyses indicated that students’ first year grade point average was the only consistent and significant predictor of their re-enrolment into the second year of study across the two cohorts. Multiple regression analyses revealed that students’ tertiary entrance ranks and previous university attendance were consistently significant predictors of their first year grade point average across the two cohorts. Equipped with a better understanding of the factors that affect student attrition and academic performance, as well as the relationship between those factors, the second part of the thesis focused on the efficacy of two formal, group-based peer-mentoring relationships in assisting first year students make a successful transition to university. However, given that significant differences were found between the 1996 and 1997 cohorts on a number of pre-test measures and other key indicators, it was not possible to evaluate the efficacy of the 1997 peer-mentoring program relative to either the 1996 peer-mentoring program or control group. Nevertheless, the 1996 treatment and control condition groups were found to be equivalent on pre-test measures and indices, and thus were able to be compared. Overall, the results of a series of one-way ANOVAs revealed that the 1996 peer-mentoring program was found to have a positive effect on enhancing students’ re-enrolment into second year, persistence intentions, academic performance and self-reported adjustment, which was consistent with the direction of findings in previous studies. However, for a range of reasons, the effect of the 1996 peer-mentoring program on a number of these variables was not strong enough to reach statistical significance. Although there were trends towards significant differences between the 1996 treatment and control groups on a number of variables (i.e., students in the 1996 peer-mentoring program evidenced higher grades in PB11002: Introduction to Cognitive and Biological Psychology; and PB11008: Research Methods and Statistics; as well as higher scores on the Peer Group Interactions scale than students in the control group), the only significant positive difference of the 1996 peer-mentoring program was the improvement of students’ academic performance in one first year subject (i.e., PB11006, Introduction to Research in the Behavioural Sciences). Finally, exploratory factor analyses and reliability analysis of a mentoring functions scale revealed strong support for the presence of one, highly reliable, general mentoring function. Both the 1996 and 1997 program participants’ ratings of the performance of this general mentoring function were significantly and positively correlated with their self-reported academic and intellectual development. In addition, the 1997 program participants’ ratings of the performance of this general mentoring function were significantly and positively correlated to their self-reported peer group interactions, institutional commitments, goal commitments, and persistence intentions.