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.

The purpose of this study was to examine Oregon State University students' self-reported knowledge, attitudes, and behavior about recycling. Students living in on-campus and off-campus organized living groups were mailed a four-page survey with questions about their recycling activities, their attitudes about recycling, their opinions of the effectiveness of the campus recycling program, and their demographic information. The study population included all students living in OSU's residence halls, cooperatives, and fraternity and sorority houses. Three hundred fifteen surveys were mailed, and 237 were returned, for an overall response rate of 75%. The results showed that: 1) Based on the criteria used to distinguish between recyclers and non-recyclers, 95% of the sample were recyclers, with women reporting recycling behavior at a higher level than men. 2) There were no significant differences in attitudes about recycling between recyclers and non-recyclers. Recyclers, however, are more likely than non-recyclers to make purchases based on their concern for the environment. 3) Most OSU students who recycle spend less than 30 minutes per month recycling, and it appears to be a well-established pattern in their lives. More than 50% of the students recycle on a daily or a weekly basis. 4) OSU students recycle all materials except plastics at high rates, ranging from 76% for glass to 87% for paper. Plastics were recycled by 64% of the students who recycle. 5) Students recycle at residences and in classrooms and offices on the OSU campus, and report the least recycling activity at the Memorial Union. OSU students mainly use the curbside collection service for off-campus recycling. 6) OSU students receive information about recycling from a wide variety of sources, including school, home, and the media. One recommendation based on this study is that Campus Recycling provide education about materials re-processing and about the importance of purchasing products with recycled content to close the three-sided recycling loop, as well as to introduce the concept of source reduction. Another recommendation is that organized housing groups name a recycling coordinator who will educate and motivate the residents of the housing group to recycle. Eighty-one percent of the respondents reported television as a source of information about recycling. Additional research is needed to identify the time slots and programs watched by students if this media will be used for future educational interventions about recycling. Finally, because this survey dealt only with recycling of non-hazardous materials, additional research is needed to gather information on disposal of hazardous materials like batteries, automobile fluids, and household paint and cleaners. / Graduation date: 1997

Graduation date: 1994

This study investigated the opinions of bicyclists/pedestrians regarding how safe from a bicycle traffic injury they felt while on campus. Most earlier studies had been concerned with the taxonomy of bicycle/pedestrian accidents. Because of the paucity of research on attitudes of bicyclists and pedestrians, this research was undertaken. The survey instrument was developed in accordance with recommendations from the Oregon State University Survey & Research Center. It consisted of 19 Likert type, degree of variation statements, and ten biographical questions. The sample consisted of 214 students registered for the winter term of 1986 at Oregon State University. Participants completed the Traffic Safety Attitude Survey and then were placed in the following categories: male, female, bicyclists, and pedestrians. The Survey instrument was designed to test four null hypotheses and to define other broadly held opinions regarding traffic safety on campus. Hypotheses One through Three tested interaction between bicyclists/pedestrians. The fourth hypothesis tested the difference between male bicyclists and male pedestrians and female bicyclists and female pedestrians. The Chi Square Test and a two-way analysis of variance were employed to test the hypotheses. Two significant findings emerged from hypothesis testing: 1) bicyclists and pedestrians differed on the opinion that as much as possible is being done to provide campus bicycle traffic safety, and 2) pedestrians endorsed stricter adherence to bicycle traffic regulations than bicyclists. There was no difference between bicyclists and pedestrians regarding feelings of safety from a bicycle traffic-related injury. Finally, gender had no effect on perceptions of campus bicycle traffic safety. Analysis of the results of this research provided the following conclusions: 1. Male bicyclists felt the least at risk of injury from a bicycle traffic-related injury on campus. 2. Female pedestrians felt the most risk of injury from a bicycle traffic accident on campus. 3. Female bicyclists, female pedestrians, and male pedestrians shared similar opinions regarding risk of exposure to a bicycle traffic accident on campus. 4. Approximately 30% of all subjects felt there is a problem with interaction between bicyclists and pedestrians on the OSU campus. 5. Approximately 46% of the pedestrians and 25% of the bicyclists felt risk of sustaining a bicycle traffic-related injury on campus. 6. Approximately 38% of the pedestrians and 25% of the bicyclists support some form of bicycle traffic restriction. 7. Pedestrians endorse stricter adherance to bicycle traffic regulations that bicyclists do. 8: Pedestrians felt less is being done to ensure bicycle traffic safety on campus than bicyclists did. / Graduation date: 1986

In this research, our participants were asked five questions: Do gay and lesbian people fit into Chinese society? Are Chinese university students open and tolerant on gay and lesbian issues? How do these students perceive their gay and lesbian peers? How do their beliefs affect their attitudes toward their gay and lesbian peers? Is their university a safe and welcoming place for gay and lesbian students? To answer these questions, a qualitative methodology was employed involving six one-on-one interviews and two focus group interviews. <p>The participants did not believe that gay and lesbian people fit into Chinese society; however, the students themselves are becoming more open and tolerant on gay and lesbian issues in recent years because of the influence of technological innovation, media, and Western culture. <p>The findings suggest a degree of acceptance of gays and lesbians though the participants simultaneously distanced themselves from their homosexual peers. They perceived the university to be a safe place for gay and lesbian students in the sense that nobody would hurt them, but they did not see the university as a welcoming place. <p>To better understand the students perspectives, the transcripts were analyzed within a Chinese cultural and social context. Offering a realistic picture of heterosexual students perspectives might encourage them to reduce discrimination against their gay and lesbian peers, and to create a better learning environment for both heterosexual and homosexual students.