Este estudo teve por objeto a percepção de risco pessoal e a conduta sexual preventiva em relação a AIDS de estudantes universitários da região da Grande São Paulo. Realizou-se um \"survey analítico\", cujos dados foram obtidos a partir de uma amostra de 1039 estudantes de cursos das áreas de Ciências Exatas e Ciências Humanas, selecionada pelo critério da intencionalidade. Como instrumento de medida utilizou-se um questionário auto-aplicado, com questões elaboradas a partir de estudo exploratório. Os resultados indicaram que os estudantes apresentam-se bem informados acerca dos modos de transmissão da AIDS e consideram-na uma doença muito grave, embora considerem pequena a probabilidade de virem a contraí-la. Menos de metade dos estudantes declararam ter usado camisinha na relações sexuais mantidas nos últimos trinta dias, sendo essa proporção menor em relação às moças. Não foram verificadas relações significativas entre conhecimentos sobre AIDS e percepção de risco de contraí-la, porém os estudantes que admitiram conhecer menos a respeito são os que se percebem mais suscetíveis à AIDS. Os estudantes cuja percepção de risco em relação à AIDS é maior são os que apresentaram atitudes mais favoráveis aos homossexuais e os que avaliaram menos negativamente a conduta sexual dos pacientes de AIDS. O fato de admitir a gravidade da AIDS, no entanto, parece não conduzir a condutas sexuais preventivas. Os estudantes cuja conduta sexual denota maior risco são os que manifestaram maior propensão à crença de que a AIDS está relacionada ao homossexualismo. A aceitação de que a camisinha reduz o prazer nas relações sexuais está relacionada ao menor número de parceiros. Sugere-se que sejam desenvolvidos programas destinados a universitários que enfatizem aspectos afetivos e que procurem descaracterizar a AIDS como doença relacionada a grupos de risco. Sugere-se também que esses programas envolvam a participação dos pares. / This study focused the perception of personal risk and preventive sexual behavior related to AIDS concerning university students attending schools at the Great São Paulo region, State of São Paulo, Brazil. An analytical survey was carried out with a sample constituted of 1039 students attending courses on the fields of Exact Sciences and Human Sciences. The sample obeyed the criterion of intentionality. An exploratory study aiming the elaboration of questions preceded the measuring tool of this survey, which comprehended a self-applied questionnaire. Data disclosed that the students present themselves as well informed on the ways of AIDS transmission. Although considering AIDS a very serious disease, they indicate a low probability of coming to get it. Less than half the students report having used condom in theirs sexual intercourse in the last thirty days, this proportion is lower when young women are considered. No significant relationships were found out between AIDS knowledge and perception of the risk of coming to get it; however, the students who admit having less knowledge about AIDS are the ones who perceive themselves as more susceptible to it. On the other hand, the students whose risk perception in relation to AIDS is higher are the ones who present more favorable attitudes toward homosexuals and who have a less negative evaluation regarding the sexual behavior of AIDS patients. Notwithstanding, admitting the seriousness of AIDS seem does not necessarily imply preventive sexual behaviors. Students whose sexual behavior points to a higher risk are the ones who display a higher degree of adherence to the belief that AIDS is related to homosexuality. The statement that the condom reduces pleasure in the sexual intercourse is related to a lesser number of sexual partners. Taking in view the results of the survey, the Author suggests the development of programs targeted to university students emphasizing affective aspects and attempting to deprive AIDS of the characteristic of being seen as a disease related to risk groups. It is also proposed that these programs get the participation of the peers.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-04-10T18:17:33Z No. of bitstreams: 1 2014 - Joelma do Nascimento Lameu.pdf: 1118788 bytes, checksum: 02de13264abdef9c08c24d530eed9dc2 (MD5) / Made available in DSpace on 2018-04-10T18:17:33Z (GMT). No. of bitstreams: 1 2014 - Joelma do Nascimento Lameu.pdf: 1118788 bytes, checksum: 02de13264abdef9c08c24d530eed9dc2 (MD5) Previous issue date: 2014-04-30 / The enrollment in college requires a number of adjustments which favors the experience of stress symptoms. Many students go through the experience of living alone, with friends or even strangers. Some must change their city, state or country, experiencing cultural differences and the absence of family. Also, they must understand the education system, dealing with different professors dealing with different pressures and doubts about the course. So, it is necessary to learn to deal with the academic routine. In this sense, the stress at high levels, may compromise the physical and psychological health of the student, interfering with the proper conduct of their academic life. The objective of this study was to systematically review the literature on the prevalence of stress among college students and to evaluate the prevalence of stress among the students of the Federal Rural University of Rio de Janeiro through the Stress Symptoms Inventory by Lipp (ISSL), linking it to sociodemographic variables obtained with a structured questionnaire. The results are presented through two articles included in this dissertation. In the first article, it was found by a systematic review that the international literature shows a prevalence of 36.30% to 95.70% of stress in college students. It was observed that there is little consistency between surveys, sometimes using different instruments, sometimes evaluating very diverse samples, making it difficult to compare studies. In the second article, using a cross-sectional survey design, there were 635 students respondents of both sexes, in a representative sample stratified by course, with about 8% of the studied universe, where it was identified a 50% prevalence of stress. The sample is characterized by having mostly unmarried students (90.20%) with a mean age of 22 years (SD = 3.96), and 96.50% have no children. There was also a predominance of females (63.50%). Most students do not have any paid work (59.30%), whether coming from work of scientific initiation scholarships or stipends. A large proportion live in public or private residences for students. Only 29.76% of the students reside with family. Additionally to the prevalence of stress, the stress phase and predominant symptomatology were also identified. The resistance phase and psychological symptoms were more prevalent (41.20% and 32.60% respectively), as well as higher prevalence of stress in females (56.20%), among students with less contact with family (59.70%) and who were living in private households (52.30%). It is also important to notice that 59.20% of students have felt the need for psychological care, which was directly related to the severity of the stress phase. It is important to conduct more studies, ample and adequate methodological rigor, preferably through longitudinal designs, which accompany the students along the academic career and to bring more robust results that confirm some of these data found / O ingresso no n?vel superior de ensino exige uma s?rie de adapta??es do estudante que favorece a experimenta??o de sintomas de estresse. Muitos alunos vivenciam a experi?ncia de morar sozinhos, com amigos ou pessoas desconhecidas. Alguns mudam de cidade, estado ou pa?s, enfrentando diferen?as culturais e a aus?ncia da fam?lia. Al?m disso, ? preciso compreender o sistema de ensino, lidar com professores diferentes, com press?es diversas, com as d?vidas sobre o curso, ou seja, ? necess?rio aprender a lidar com a rotina acad?mica. Neste sentido, o estresse em n?veis elevados, pode comprometer a sa?de f?sica e psicol?gica do aluno, interferindo no bom andamento da sua vida acad?mica. O objetivo deste trabalho foi realizar uma revis?o sistem?tica da literatura sobre preval?ncia de estresse entre os estudantes universit?rios e avaliar a preval?ncia de stress, atrav?s do Invent?rio de Sintomas de Stress para Adultos de Lipp (ISSL), nos estudantes da Universidade Federal Rural do Rio de Janeiro, relacionando-a com vari?veis sociodemogr?ficas obtidas atrav?s de um question?rio estruturado. Os resultados s?o apresentados atrav?s de dois artigos inseridos nesta disserta??o. No primeiro artigo, verificou-se, atrav?s de uma revis?o sistem?tica, que a literatura internacional apresenta uma preval?ncia de 36,3% a 95,7% de estresse nos estudantes universit?rios. Observou-se que h? pouca homogeneidade entre as pesquisas, ora utilizando-se de instrumentos diferentes, ora avaliando amostras muito diversificadas, o que dificulta a compara??o entre os estudos. J? no segundo artigo, utilizando-se um desenho de pesquisa transversal, foram inquiridos 635 estudantes de ambos os sexos, numa amostragem representativa por curso, com cerca de 8% do universo estudado, onde foi identificada uma preval?ncia de 50% de stress. A amostra ? caracterizada por ter em sua maior parte estudantes solteiros (90,20%), com idade m?dia de 22 anos (DP=3,96), sendo que 96,50% n?o t?m filhos. Verificou-se tamb?m o predom?nio de sexo feminino (63,50%). A maioria dos estudantes n?o possui quaisquer atividades remuneradas (59,30%), sejam elas advindas do trabalho, de bolsas de inicia??o cient?fica ou ajuda de custo. Uma grande parcela mora em rep?blicas e alojamentos estudantis. Apenas 29,76% dos estudantes residem com a fam?lia. Al?m da preval?ncia de estresse, foram tamb?m identificadas as fases e a sintomatologia mais presente. A fase de resist?ncia e a sintomatologia psicol?gica foram mais predominantes (41,20% e 32,60% respectivamente), assim como houve maior preval?ncia de stress no sexo feminino (56,20%), entre alunos com menor contato com a fam?lia (59,70%) e que residiam em resid?ncias privadas (52,30%). ? importante destacar tamb?m que 59,20% dos alunos j? sentiram necessidade de atendimento psicol?gico, o que estava diretamente relacionado ? gravidade da fase de stress. ? importante que se realize mais estudos, amplos e com rigor metodol?gico adequado, preferencialmente atrav?s de desenhos longitudinais, que acompanhem os estudantes ao longo da trajet?ria acad?mica e que tragam resultados mais robustos que confirmem alguns destes dados encontrados.

Magister Public Health - MPH / The study aimed to describe the knowledge and awareness of HPV infection and vaccine of female university students and to determine the predictors of vaccine acceptability. The study found that 70% of the participants were sexually active. Awareness and knowledge on HPV/vaccine were poor; with only 22% being aware of HPV and that a HPV vaccine was available in South Africa. A greater proportion (80%) reported willingness to be vaccinated. Being aware of the existence of a pap smear, higher knowledge about HPV, higher perceived vaccine effectiveness and higher perceived severity of HPV infection were significantly associated with increased willingness to be vaccinated. / South Africa

This thesis tests the validity of three theories purporting to explain the attrition of stop outs -- why students interrupt their studies with the intent to return to school. Data were gathered at two schools, Portland State University and Reed College. Two theories, those of social class and involvement, were tested at each school as contending explanations of attrition by path analysis of parsimonious models derived by factor analysis. These theories were found to explain little of the variance of attendance pattern (less than 4.3 percent) at either school. No particular lines of causation could be demonstrated at either school. The third theory, that of career planning, asserts that students interrupt their studies to re-evaluate their course of action upon recognizing that chances of employment in their field are not good. This proposition was supported by the data at Portland State University.

This study compares the instructional, academic support, and student services needs of international and American students at Portland State University (PSU), Portland, Oregon. Variables measured include the perceived importance of university-related services, and the level of satisfaction with services received. A questionnaire with 26 background questions and 41 service-related items for ranking and discussion was mailed to 225 undergraduate international students and 225 undergraduate American students, with a response rate of 52%. Responses were tabulated to ascertain demographic profile of PSU students, importance of university services to international students at PSU, current level of satisfaction of international students in regards to university services received, importance of the various university services to U.S. students at PSU, current level of satisfaction of U.S. students in regards to these university services, if U.S. and international students at PSU differ in the importance they assign to university services, if U.S. and international students differ in their level of satisfaction with services at PSU, relationship between perceived importance and level of satisfaction for U.S. and international students, relationship between perceived importance and level of satisfaction for international students, perceived reasons for dissatisfaction concerning service quality for U.S. and international students, and any suggestions these students have for improving the quality of services. Respondents' descriptive characteristics were reported and tabulated as background information. Frequency distribution, the chi square test of significance, and means were calculated using responses to queries about the service-quality items, and responses of international and American students were compared. Major findings included that there are many areas of agreement between international and American students. However, significant differences were found: 2 "need" items under instruction, 5 "need" items under academic support, and 13 "need" items under student services. Focus group interviews were also conducted. Researchers can use this additional data to develop theories about answers given; university administrators could use this information to develop programs to ameliorate perceived problems, or make changes in the quality or delivery of existing student services.

This study examined the heuristic value of applying the organizational model of Jablin, Putnam, Roberts, and Porter (1987), who studied newcoming employees assimilating into an organization, to the study of newcoming students integrating into an educational institution. Three hundred and fifty-five college students were surveyed. I used an adapted version of Mowday, Porter, and Steer's (1982) Organizational Commitment Questionnaire. Two hypotheses were tested. Hypothesis One states: The higher the level of expressed commitment the more likely it is that the student will express the intention to remain. Hypothesis Two states: Within Terms One, Two, and Three, the higher the level of expressed commitment, the more likely it is that the student will express an intention to remain. A Pearson Correlation test revealed no significant correlation between commitment and intent to remain for either hypotheses. The high percentage of the subjects who reported that they were 80 to 100 percent certain that they intended to remain and receive their degree yet whose commitment levels were low, suggest that personal goal commitment to receiving their degree is stronger than commitment to the institution. Commitment to the institution was not supported. Therefore, it was determined that the organizational model had little heuristic value in leading to a clearer understanding of the integration process of college students. However, the survey was distributed to students attending an urban university. This element alone may be a mitigating factor in students' institutional commitment.

Thesis (M.ED.) --University of Limpopo, 2009 / The study looks at the attitudes of students towards the use of their source languages at the Turfloop campus, University of Limpopo. The study is aimed at finding out the reasons why students have attitudes towards their source languages, whether these attitudes are negative or positive. More specifically, the research focuses on, among other things, the students‟ attitudes towards their mother tongue as compared to English and their options and beliefs about the use of importance of English is outlined. The survey methods used are questionnaire survey as well as follow-up interview, supplemented by on campus observation. The results are first analysed as a whole, and then split into different according to as set of background variables (gender, year of study, subject studied etc). This analysis indicates that, while English is recognised as the dominant language in South Africa and, more specifically, in the domain of education, some categories of respondents acknowledge the usefulness of their source languages. This is part of a growing set of surveys on the attitudes of university students towards the use of African languages in education, and can be fruitfully compared with similar research at other institutions. Moreover, the results of the present research can be used to inform future decisions regarding language policy in the University of Limpopo.

The present study examines predictors and consequences of self-handicapping and defensive pessimism (comprising defensive expectations and reflectivity) from a self-worth motivation perspective. Consistent with self-worth motivation theory, self-handicapping and defensive expectations are proposed as two strategies students use to protect their self-worth in the event of potential failure, and in some cases to enhance their worth in the event of success. Using longitudinal data derived from undergraduate students from three institutions in their first and second years at university, quantitative analyses, involving confirmatory factor analysis and structural equation modelling, tested models in which a set of affective and motivational factors was proposed to predict self-handicapping, defensive expectations, and reflectivity. These three strategies were in turn proposed to predict a variety of academic outcomes including self-regulation, persistence, future academic plans, and grades. Both quantitative and qualitative data hold implications not only for current understanding and existing theory regarding self-handicapping and defensive pessimism, but also for educational practice and research dealing with these phenomena. On a more general level, data derived from the various studies provide new perspectives on defensive manoeuvring and the lengths to which students will go to protect their self-worth, the many reasons they pursue their studies in such a fashion and the diversity (and complexity) of consequences that follow from such behaviour / Doctor of Philosophy (PhD)

<p>The under-representation of women in higher hierarchical positions and company boards today is a fact that affects not only the women striving for these positions but also the companies that face a loss of competent personnel in their companies. We found it interesting to find out whether or not women are striving for leading positions, in the first place and what factors motivate and discourage them to strive for a career and what incentives companies could offer to increase their motivation.</p><p>We adopt a company perspective in this thesis since we want to study this matter for the benefit of companies. If they knew more about what women want, they would be able to emphasize these conditions and motivate more women to strive for a career. Motivation theories as Maslow’s hierarchy of needs and Herzberg’s two-factor theory are used to give us a basic understanding of motivation and they also function as a foundation for our survey. Consequently, we follow a deductive approach.</p><p>This study is focusing on Swedish female business students and a survey among the female students of the USBE has been carried out to generate emprical data. We defined career in this thesis as: “striving for high hierarchical positions with high responsibility and decisive power”. The majority of respondents stated to be striving for a career but not everyone was striving according to our definition. We found almost half of the respondents to be to some extent striving for a career according to our definition and 42 percent agreed to completely strive for a career.</p><p>The most important motivating factors were found to be “to have a stimulating job” and “to be financially independent”. The strongest factors that have a negative influence on the respondents’ career motivation were “to have little time for family” and “to have a low salary in relation to work effort”. Furthermore, “equal salary for both men and woman”, “professional training” and “good promotion possibilities” were ranked the highest of the alternatives for incentives that companies could offer.</p><p>As the data suggested that the vast majority of our respondents can be encouraged in their career striving, companies should consider offering incentives and improving the general job conditions. The most promising strategies are adjusting the women’s salaries to those of their male colleagues, providing full-time day care near the workplace and offering professional training. The Swedish government could contribute in this field by enforcing the law that requires equal salries for both sexes, by stronger controlls and more severe punishments.</p><p>Suggestions for further research are, for instance, to study what companies actually do today to motivate women in their career striving.</p>

The purpose of this study was to determine new international students' perceptions of United States professors upon entrance into the university and after two months in class, and if differences in expectations exist between groups of students based on demographic variables. A survey designed to assess these expectations was administered to 81 new international students during the fall 1997 international student orientation sessions. The survey was readministered to respondents of the pre-test after two months to evaluate changes in their perceptions of U.S. professors. During winter term 1998 follow-up interviews were conducted with several students to confirm and expand upon the statistical data. Student responses to 12 of the 25 items changed significantly over time. Significant change occurred on items related to the value of international exchange, cultural adaptation, academic adaptation, and on some non-clustering items. In general, new international students held positive views of professors in the United States on both the pre- and post-tests. Of the demographic variables considered in the research, region of origin yielded the greatest number of significantly different responses between groups. European students generally held more positive views of professors in the United States than did Southeast Asian or East Asian students. Graduate status and prior experience in the United States also affected student response rates to certain items. Gender did not significantly affect response rates. Changes in pre- and post-test response rates indicate that students enter the university with expectations for U.S. professors that somewhat inaccurate. The findings also indicate that demographic variables significantly affect the expectations which new international students have upon arrival. The most effective manner to address these issues is to expand upon the information currently presented to new international students during orientation on topics such as classroom and academic expectations and student-faculty interaction. Addressing different perceptions based on demographic variables would require either multiple sessions to meet the needs of diverse student groups, or sessions which cover the above topics expansively. / Graduation date: 1998