This study investigated the correlation between fear and knowledge of AIDS and changes in sexual behavior. A review of the literature showed students with more knowledge and fear of contracting AIDS made changes in their sexual behavior to help prevent becoming infected. Subjects who participated in this study were undergraduate student volunteers in the Counseling Psychology Research Pool. The subjects were given two questionnaires to complete. The first questionnaire consisted of thirty questions.It assessed their general knowledge of AIDS by asking them to respond with a "yes* or "no" to the statements. In the second questionnaire, the first eleven questions assessed their fear of contracting AIDS by asking the subjects to respond to an agree/disagree continuum from one through seven. The final four questions asked the subjects to respond to changes they have made in their sexual behavior because of the possibility of contracting AIDS. The continuum ranged from " not at all" through "a great deal." ThePearson product moment statistic was used to determine correlations.There was a significant correlation (.001) between fear of AIDS and changes in sexual behavior, but there was not a correlation between knowledge of AIDS and changes in sexual behavior. AIDS is not prevalent at this university, so the students were not as fearful of contracting the disease as students might have been in high incidence environments and as a result did not take necessary precautions. / Department of Counseling Psychology and Guidance Services

By analyzing data collected over a two-year time period from first-year students at eight private colleges and universities across the state of Indiana, this study analyzed the extent to which the self-reported educational and personal needs of African American students differed from those of Caucasian students. This study further measured how these students spent their time during their first year and examined the data based on racial classification. Finally, the study investigated how the two racial groups of students expressed satisfaction with their college choice at the end of one year of enrollment.Institutions were selected which had the largest number of African American students among the private colleges in the state of Indiana. Comparisons using descriptive statistical methods were made between African American and Caucasian students. These students completed two identical survey instruments at the same eight institutions. Two standardized instruments were used: the College Student Needs Assessment Survey (CSNAS), and the College Student Experiences Questionnaire (CSEQ). Students completed the needs assessment instrument during the first two months of their freshman year and took the CSEQ at the end of that year.The literature reflected that although more African Americans are enrolling in higher education, graduation rates remain lower than those of Caucasians. Numerous retention programs have been developed at higher educational institutions across the nation. These are specifically tailored toward meeting the perceived academic and social needs of African American students. However, uncertainty exists regarding how such needs may be different from those of Caucasian students.The findings suggest that African American students arrive at college with a generally higher level of self-reported academic needs than do Caucasian students based on a direct comparison between the two groups' responses on the CSNAS. However, statistical comparisons between the two groups on the CSEQ revealed relatively few areas on which the two racial groups differed significantly in how they spent their time while at college. The data revealed a statistically significant difference between the two groups regarding their overall satisfaction with their first year of college.Implications from this study concluded that to reflect changing demographics in society, higher education must become more inclusive. Furthermore, individual campuses need to place a priority upon addressing the apparent difference in the academic needs of the students who arrive to begin their higher educational experience. Administrators must be willing to make difficult choices in order to make equal educational opportunity a reality on college campuses rather than a mere slogan. / Department of Educational Leadership

The subject of this study was academic cheating among college students. Academic cheating has been described as both epidemic and endemic. It is considered a significant problem because it is occurring on all college campuses with high frequency and because it undermines the foundation of the college as a learning institution. A review of the literature on cheating behaviors revealed percentages of self-reported cheating ranging from 23.7% to 98%.The present study explored the relationship between academic dishonesty and student backgrounds, along with student attitudes. A replication of the research previously done by Melody Graham, Jennifer Monday, Kimberly O'Brien, and Stacey Steffen, (1994) was conducted at Indiana Institute of Technology (IIT). The faculty and the students were included in the research study. Three main areas explored in the present study concerned the relationship of student background variables, perceptual differences between faculty and students, and faculty background variables to attitudes of cheating. More lenient attitudes toward cheating were found with the variables of race, religiosity, coming from urban areas, living in dorms or college apartments, majoring in business, and playing sports.The findings of the present study indicated that 94.81% of the student respondents had engaged in one of the seventeen cheating behaviors that were identified in the Graham et al. study. However, these seventeen cheating behaviors included some acts that were less serious than others. Also, it should be noted that many students engage is such behaviors infrequently. The seventeen behaviors along with an explanation of the tabulations for the 94.81% statistic, were included on pages 221-222 of the study. The severity rating of each behavior was listed in Table 7, page 134.A Synthesis Model of Cheating Decision Making was developed as an implication of the research conducted for the present study. This Model can assist faculty in understanding the cheating decision process of students. Also, students can use the Model to facilitate a self evaluation of their decisions. / Department of Educational Leadership

Currently, the prevention and control of the spread of AIDS is one of the foremost international health concerns and one of the biggest social expectations in the United States as well. Until a medical solution to AIDS is found, the only viable means of AIDS prevention is to educate the public about AIDS and persuade those who are sexually active to avoid high-risk sexual behaviors.Because many studies have showed that college students are considered to possess the highest risk toward AIDS, in this study, possible factors that can change college students' behavior were examined.One hundred and ninety seven students who enrolled in two undergraduate general classes (biology and anthropology) at Ball State University were asked to complete a questionnaire concerning their sensation-seeking type and level, frequency of their interpersonal communication with their sexual partners, and quality of their AIDS/HIV education in middle and high schools. One student from this population refused to complete the questionnaire.This study showed that public relations practitioners would need to stimulate the target audience to interpersonal communication with their sexual partners, know each type of risk takers need different information from each other, and educate the target audience how to talk about this issue with their sexual partners, rather than educate them knowledge of AIDS or social norm of safe sex. / Department of Journalism

The purpose of this project was to compare the financial management habits of Ball State University first-year students and seniors living on campus.A stratified, systematic sample of 100 first-year students and 100 seniors were surveyed during December 2000. Data were collected on 25 variables, 4 describing personal characteristics, and 21 describing personal financial management habits.It was determined that Ball State University first-year students and seniors have similar financial management habits. Statistically significant differences between first-year students and seniors existed on the following variables: having a student loan, knowing when the loan must be repaid, having one or more credit cards, carrying a balance on one or more credit cards, having a savings account, and recording expenditures in a check register.Financial management is an area that Student Affairs practitioners may want to consider investing more time educating students. Current financial management programs may need to be evaluated for their effectiveness. Using current research, new programs may be developed and implemented. / Department of Educational Leadership

The purpose of this investigation was to identify college students' attitudes toward wellness and to identify the differences in these attitudes among various groups of university students. The subjects who participated in this study were students randomly chosen from the six wellness residence halls and six traditional residence halls at Ball State University. One hundred and twenty-one of the 200 subjects selected, completed and returned a modification of the Archer Wellness survey on college students' attitudes toward wellness. A two-way analysis of variance on the data between groups of students living in wellness residence halls and students living in traditional residence halls found significant differences in the following categories: 1) need for information and assistance, 2) current level of wellness, 3) health and longevity concerns, and 4) environment. Differences between male and female respondents were found on the need for information and assistance score and the environment score. The chi-square statistic was computed for the data where subjects selected activities and behaviors they believed were beneficial and detrimental to their wellness. From the activities/behaviors selected to be detrimental to wellness, lack of leisure time was found to be significant between the two groups. / Department of Physiology and Health Science

Three-hundred eight students from the Introductory Psychology participant pool at Ball State University took part in a preliminary investigation of heterosexuals' attitudes toward bisexuality. The study found that heterosexual men and women expressed more positive responses toward heterosexuals than toward lesbian, gay male, and bisexual individuals, but did not distinguish between homosexual and bisexual persons. Sex differences were found for acceptance of lesbians, gay men, and bisexual men and women but not for affective responses to these individuals. More specifically, male and female participants' affective responses to homosexual and bisexual target individuals were similar; however, on questions pertaining to acceptance, female participants rated all persons similarly whereas male participants rated heterosexual men more favorably than homosexual or bisexual men. It was also found that beliefs about bisexuality as a real orientation or as homosexual denial were in fact related to participants' responses to the bisexual target individual, whereas beliefs that bisexuality is a transitional or transitory orientation were not. / Department of Psychological Science

The purpose of this study was to investigate and report on college classroom leadership practices and gender, race, age, and gender role orientation using the Student-Leadership Practice Inventory and the Bern Sex-Role Inventory. This study also collected data from five reflective statements. The study used three survey instruments. The respondents were college students attending a two year postsecondary institution in Indiana.The primary research question related to college students' leadership practices in the college classroom. A random sample of 13 courses were identified from the 800 courses offered for the Spring 1995 term. The total number of respondents was 187, 78 were female, 109 were male, 141 were European American, and 37 were African American. The age demographics were 30 under 20 years, 70 between 21-29, 50 between 30-39, 28 between 40-49, and 9 were over 50.The major findings of the study were as follows:1. Both male and female students most often used theleadership practice of Enabling Others to Act.2. The leadership practice of Enabling Others to Act wasdominant in all age groups.3. Both African American and European American respondents used the leadership practice of Enabling Others to Act. 4. Respondents who identified either masculine, feminine, androgynous, or undifferentiated gender role orientation used the leadership practice of Enabling Others to Act.5. Approximately half(52 percent) of the respondents strongly agreed or agreed they did not see themselves as a leader in the classroom, 78 percent agreed or strongly agreed that completing the Student-Leadership Practice Inventory helped them to think of themselves as a leader, and 77 percent strongly agreed or agreed that they will be more aware of their leader behavior having completed the S-LPI.Results of this study indicate that the leadership practice of Enabling Others to Act was the most developed leadership behavior for these college students in these classrooms and that completing the S-LPI caused students to reflect on their leadership. / Department of Educational Leadership

Sixty-six African American seniors at Martin University, graduating in 2002, described the activities, programs and procedures experienced at Martin University that they judged contributed to their persistence to graduation. Often the reported experiences of the graduates were similar to those of students who dropped out of college, yet these66 persisted to completion of their degree. Also, the graduating seniors suggested policies and procedures to support persistence of current and future students.As a commuter university, many important learning experiences that supported students to graduation occurred in Martin University classrooms. Well-prepared, empathetic, and competent instructors were very important in causing graduating students to realize that the university respected them as serious and worthy students and valued them as competent and determined individuals. Graduating students valued prompt, just communications with administrators concerning instructors and computer equipment.Students stated that the faculty members, other students, administrators, and Martin University as an organization had provided them with life changing experiences, differing from their off campus lives, yet shaping and adding opportunities to their off-campus lives.Responses indicated that Martin University should follow classroom and administrative procedures that cause students to earn a sense of ownership in the university. Also, the university should provide a constant flow of communications about university convocations, policies, procedures, and about changes to academic programs.Martin University must maintain and build on the policies and practices graduating seniors have found valuable. / Department of Educational Leadership

The critical shortage of nurses has resulted in the recruitment of an increased number of nontraditional students who frequently fill multiple roles in addition to their student role. Minimal research has been conducted with this population enrolled in a college environment designed for traditional students.The purpose of this study was to explore the lived experience and margin-in-life of re-entry women enrolled in two traditional baccalaureate nursing programs in central Indiana. The theoretical framework for the study was McClusky's Power Load Margin Theory and the population consisted of ten re-entry nursing students who volunteered for participation. Demographic data was collected using a researcher designed tool and semi-structured interviews were conducted with each participant. Participants completed Stevenson's Margin-in-Life Scale and demonstrated an average margin of 0.60492.All interviews were audio taped, transcribed, and subjected to systematic phenomenological analysis inspired by the work of Max van Marten resulting in the identification of five main themes entitled success, support, transitions, challenges, and relationships. Success was comprised of three sub-themes including motivation for returning to school, persistence or determination to complete the nursing program, and time management strategies. Support included two sub-themes of support from family and friends of the participants and support from self-care strategies.The transitions theme included feelings of anxiety upon returning to college and academic difficulties encountered. The challenges theme was comprised of financial challenges and challenges encountered balancing multiple responsibilities. The fifth theme, relationships, included relationships with university faculty and staff and relationships with fellow students.Simultaneous triangulation was employed applying quantitative and qualitative methods at the same time in order to enhance the understanding of the lived experience of the participants. In an attempt to present a visual image of the interaction between the five themes and the margin-in-life, the researcher conceptualized a model entitled the Margin-in-Life Model.The five themes identified and margin-in-life scores provided rich information about the lived experience of this group of re-entry women. Further research is needed to gain a more complete understanding of this population and implications for nursing education. / Department of Educational Studies