Higher education institutions are tasked with providing opportunities in and out of the classroom that provide students opportunities for a successful college experience. First year student expectations of the college experience initially influence selection of academic and social activities. Unmet or unrealistic expectations may lead to poor academic outcomes, stunted social development, and attrition. This study focused on traditional first year students at the onset of their college career. Through selection of anticipated field of major study, GPA, and extracurricular activities, students initially identify potential academic activities and potential social activities. This study provided quantitative data in an effort to identify possible relationships between and among those intentions. Student selection of major field of study may drive academic progress and influence selection of social activities. This study used the College Student Expectations Questionnaire (CSXQ) responses of 3272 first time in college (FTIC) students who attended a large public university in the southeast during the fall 2012 semester. Results, conclusions, significance, and implications of the work to the discipline are reported here.

Doctor Legum - LLD / Many of the disadvantaged groups which are impacted by a high burden of poverty and are thereby food insecure in South Africa, have over the years received attention from the government, resulting in many interventionist schemes to guarantee their right to food. These include for instance, social grants for children, the disabled and the elderly, as well as school meals for primary and high school students. Unfortunately, one of such groups has hitherto received little or no attention -that is, students in South African tertiary institutions. Food insecurity among students in tertiary institutions links back to the trajectory of poverty- students in tertiary institutions are food insecure mainly because they come from homes which are food insecure. This is proven in the disparity between the numbers and severity of food insecure students in historically advantaged universities and historically disadvantaged universities in South Africa.

La sobre educación ha sido definida en la literatura como el desajuste entre el nivel educativo del individuo y el nivel educativo requerido por su puesto de trabajo. En este trabajo de investigación se buscar explicar los factores que originan que un individuo se encuentra sobre educado; los cuales están relacionados con las características socioeconómicas del individuo, según la literatura revisada. Para esto, en el presente estudio aplica el método Probit a un conjunto de datos longitudinal, para un período de seis años. Con ello, se encuentra entre las principales conclusiones que las mujeres son menos propensas a encontrarse sobre educada que los hombres, la cual concuerda con la hipótesis de investigación de este documento de investigación y que la percepción del individuo sobre la institución donde recibió educación básica disminuye la probabilidad de que el individuo se encuentre sobre educado. Estos resultados son de validez interna debido a las limitaciones de acceso a datos. / Over-education has been defined in the literature as the mismatch between the individual's educational level and the educational level required by his job. In this research work, we seek to explain the factors that cause an individual to be over-educated; which are related to the socioeconomic characteristics of the individual, according to the reviewed literature. For this, in the present study the Probit method is applied to a longitudinal data set, for a period of six years. With this, it is among the main conclusions that women are less likely to be over-educated than men, which agrees with the research hypothesis of this research document and that the perception of the individual about the institution where he received basic education decreases the probability that the individual is over-educated. These results are internally valid due to data access limitations. / Trabajo de investigación

En el presente documento se presentará un proyecto innovador en el cual se detallarán todas y cada una de las validaciones e investigación desarrolladas a lo largo del ciclo. El proyecto CollegeTivo es una aplicación que ayudará a estudiantes a trasladarse desde cualquier sede de la universidad UPC hasta sus casas, tomando en cuenta que las rutas serán establecidas por otros estudiantes, es decir, existirán dos tipos de clientes: Los conductores y los usuarios. Los conductores se encargarán de publicar su ruta, esta debe ser desde la universidad hasta su casa o viceversa. Los usuarios serán aquellos que se acoplarán a la ruta y tendrán como punto de llegada tanto la universidad como algún punto cercano al que se dirigen. Este proyecto está desarrollado con el fin de ayudar a los estudiantes para que su trayecto de su casa al centro de estudios (universidad) o viceversa, a cualquier hora, sea la más cómoda, segura y a un precio accesible. En este caso, nos dirigiremos a aquellos alumnos que estudien y estén inscritos en la universidad UPC, que sean hombres y mujeres, que tengan y no tengan autos. En el caso del alumno con auto podría brindar y tomar el servicio. Por ahora nos estaremos centrando en la universidad UPC, debido a que queremos hacer el servicio en un solo centro universitario hasta poder contar con mayor capacidad de control y más experiencia en el mercado. / In this document an innovative project will be presented in which every one of the validations and research developed throughout the cycle will be detailed. The CollegeTivo project is an application that will help students to move from any UPC university headquarters to their homes, considering that the routes will be established by other students, that is, there will be two types of clients: Drivers and users. The drivers will be responsible for publishing their route, this must be from the university to your home or vice versa. The users will be those who will join the route and will have as a point of arrival both the university and a point close to which they are going. This project is developed in order to help students so that their journey from their home to the center of studies (university) or vice versa, at any time, is the most comfortable, safe and at an affordable price. In this case, we will address those students who study and are enrolled at UPC University, who are men and women, who have and do not have cars. In the case of the student with a car, he could offer and take the service. For now, we will be focusing on the UPC university, because we want to do the service in a single university center until we have more control capacity and more experience in the market. / Trabajo de investigación

Thesis (Ph.D. (Applied English Language)) -- University of Limpopo, 2019 / Refer to document

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Universities have increasingly sought to provide accommodative services to students with learning disorders and Attention-Deficit/Hyperactivity Disorder (ADHD) in recent decades thereby creating a need for diagnostic batteries designed to evaluate cognitive abilities relevant to academic performance. Given that accommodative services (extended time on tests, alternate test forms, etc.) provide incentive to distort impairment steps should be taken to estimate the rate at which students distort impairment and to evaluate the accuracy with which symptom distortion is identified. In order to address these concerns, the Word-Memory Test, Test of Memory Malingering, and Fake Bad Scale (of the MMPI-2) were compared in terms of their clinical utility in a university sample within a two-part study. In the first portion of the study, an analogue design (which included a control group (n = 29) and an experimental group (n = 30) that was asked to simulate an academic disability) was used to calculate the sensitivity and specificity of each measure. In the second portion of this study, scores were collected for 121 consecutively presenting students who were evaluated for academic difficulty at a large private university. Failure rates on measures of malingering placed the base rate of malingering within this population between 10 and 25 percent. The Word-Memory Test (WMT) demonstrated the most robust sensitivity and specificity. The modest sensitivity of the Test of Memory Malingering (TOMM) can be partially explained by the ease with which the measure is completed by university students as well as the format of its presentation. Although the scores on Fake Bad Scale (FBS) are modestly correlated with group membership (between controls and simulators), its use should be discouraged in this context due to poor sensitivity and to high rates of false positives.

Background: In recent years, students' screen time has increased, especially during the corona pandemic. As increased prevalence of neck pain and decreased physical activity (PA) have been reported during this period, it is of interest to study the relationship between these variables. Aim: To examine screen time, neck pain and the level of PA and the relationship between these variables in students studying full-time at Uppsala University. Method: A quantitative, descriptive and correlational cross-sectional study. PA was measured with the International Physical Activity Questionnaire, neck pain in days, and intensity with the Numeric Pain Rating Scale (NRS), and screen time in hours, for the past week. The data was collected using a web survey.   Results: Ninety-eight students answered the survey. Fifty-four percent of participants reported neck pain the past week. On average, students spent 18.5 hours on screen studies, and 41.3 hours on total screen time. The PA level averaged 2438 Metabolic Equivalent of Task in minutes. Median neck pain was one day with NRS 1. A low significant correlation was seen between: screen studies and number of days neck pain (r = 0.23; p = 0.028); total screen time and neck pain (r =0.26; p = 0.012); studies at screen and neck pain intensity (r = 0.23; p = 0.024); total screen time and neck pain intensity (r =0.26; p = 0.011). A low, non-significant correlation was seen between screen studies and total screen time and PA (r = 0.04/0.02; p = 0.713/0.881). Conclusion: Students spend a lot of time in front of screens and a majority of students reported low-intensity neck pain the past week. However, there was only a low correlation between screen time and neck pain, and between screen time and FA. / Bakgrund: Under de senaste åren har studenters skärmtid ökat, inte minst under corona-pandemin. Då ökad prevalensen av nacksmärta och minskad fysisk aktivitet (FA) har rapporterats under denna period, är det av intresse att studera sambandet mellan dessa variabler.  Syfte: Undersöka skärmtid, nacksmärta och nivån av FA och samband mellan dessa variabler hos studenter som studerar heltid på Uppsala universitet.  Metod: En kvantitativ, deskriptiv och korrelerande tvärsnittsstudie. FA mättes med International Physical Activity Questionnaire, nacksmärta i dagar, och intensitet med Numeric Pain Rating Scale (NRS), och skärmtid i timmar, för senaste veckan. Datan insamlades med en webenkät. Resultat: Nittioåtta studenter besvarade enkäten. Femtiofyra procent av deltagarna rapporterade nacksmärta senaste veckan. I genomsnitt spenderade studenterna 18,5 timmar på studier vid skärm, och 41,3 timmar på total skärmtid. Nivån FA var i genomsnitt 2438 Metabolic Equivalent of Task i minuter. Medianen för nacksmärta var en dag med NRS 1. Ett lågt signifikant samband sågs mellan: studier vid skärm och nacksmärta i antal dagar (r = 0,23; p = 0,028); total skärmtid och nacksmärta (r =0,26; p = 0,012); studier vid skärm och nacksmärtans intensitet (r = 0,23; p = 0,024); total skärmtid och nacksmärtans intensitet (r =0,26; p = 0,011). Ett lågt icke signifikant samband sågs mellan studier vid skärm respektive total skärmtid och FA (r = 0,04/0,02; p = 0,713/0,881).  Konklusion: Studenter spenderar mycket tid framför skärm och en majoritet av studenter rapporterade lågintensiv nacksmärta under senaste veckan. Dock förelåg enbart ett lågt samband mellan skärmtid och nacksmärta, samt mellan skärmtid och FA.

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