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Author (up) Alapin, I.; Fichten, C.S.; Libman, E.; Creti, L.; Bailes, S.; Wright, J. file  url
  Title How is good and poor sleep in older adults and college students related to daytime sleepiness, fatigue, and ability to concentrate? Type Journal Article
  Year 2000 Publication Journal of Psychosomatic Research Abbreviated Journal J Psychosom Res  
  Volume 49 Issue 5 Pages 381-390  
  Keywords Adaptation, Psychological; Adult; Aged; Attention; Circadian Rhythm--physiology; Cognition Disorders--diagnosis, etiology; Disorders of Excessive Somnolence--diagnosis, etiology; Fatigue--diagnosis, etiology; Female; Humans; Male; Middle Aged; Severity of Illness Index; Sleep--physiology; Sleep Initiation and Maintenance Disorders--complications, diagnosis; Students; Universities; Wakefulness--physiology  
  Abstract We compared good sleepers with minimally and highly distressed poor sleepers on three measures of daytime functioning: self-reported fatigue, sleepiness, and cognitive inefficiency. In two samples (194 older adults, 136 college students), we tested the hypotheses that (1) poor sleepers experience more problems with daytime functioning than good sleepers, (2) highly distressed poor sleepers report greater impairment in functioning during the day than either good sleepers or minimally distressed poor sleepers, (3) daytime symptoms are more closely related to psychological adjustment and to psychologically laden sleep variables than to quantitative sleep parameters, and (4) daytime symptoms are more closely related to longer nocturnal wake times than to shorter sleep times. Results in both samples indicated that poor sleepers reported more daytime difficulties than good sleepers. While low- and high-distress poor sleepers did not differ on sleep parameters, highly distressed poor sleepers reported consistently more difficulty in functioning during the day and experienced greater tension and depression than minimally distressed poor sleepers. Severity of all three daytime problems was generally significantly and positively related to poor psychological adjustment, psychologically laden sleep variables, and, with the exception of sleepiness, to quantitative sleep parameters. Results are used to discuss discrepancies between experiential and quantitative measures of daytime functioning.  
  Call Number Serial 216  
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Author (up) Aronson, J.; Fried, C.B.; Good, C. file  url
  Title Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence Type Journal Article
  Year 2002 Publication Journal of Experimental Social Psychology Abbreviated Journal Journal of Experimental Social Psychology  
  Volume 38 Issue 2 Pages 113-125  
  Keywords African American; College students; Stereotypes; Stereotype threat; Academic performance; Grades  
  Abstract African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as “stereotype threat” (Steele & Aronson, 1995), which can in turn provoke responses that impair both academic performance and psychological engagement with academics. An experiment was performed to test a method of helping students resist these responses to stereotype threat. Specifically, students in the experimental condition of the experiment were encouraged to see intelligence “the object of the stereotype” as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups.  
  Call Number Serial 1186  
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Author (up) Beiter, R.; Nash, R.; McCrady, M.; Rhoades, D.; Linscomb, M.; Clarahan, M.; Sammut, S. file  url
doi  openurl
  Title The prevalence and correlates of depression, anxiety, and stress in a sample of college students Type Journal Article
  Year 2015 Publication Journal of Affective Disorders Abbreviated Journal J Affect Disord  
  Volume 173 Issue Pages 90-96  
  Keywords Adolescent; Anxiety/*epidemiology; Depression/*epidemiology; Female; Health Surveys; Humans; Male; Ohio/epidemiology; Prevalence; Stress, Psychological/*epidemiology; Students/*psychology; *Universities; Young Adult; Anxiety; College students; Dass; Depression; Mental health; Stress  
  Abstract BACKGROUND: Over the past four years, the Franciscan University Counseling Center has reported a 231% increase in yearly visits, as well as a 173% increase in total yearly clients. This trend has been observed at many universities as mental health issues pose significant problems for many college students. The objective of this study was to investigate potential correlates of depression, anxiety, and stress in a sample of college students. METHODS: The final analyzed sample consisted of 374 undergraduate students between the ages of 18 and 24 attending Franciscan University, Steubenville, Ohio. Subjects completed a survey consisting of demographic questions, a section instructing participants to rate the level of concern associated with challenges pertinent to daily life (e.g. academics, family, sleep), and the 21 question version of the Depression Anxiety Stress Scale (DASS21). RESULTS: The results indicated that the top three concerns were academic performance, pressure to succeed, and post-graduation plans. Demographically, the most stressed, anxious, and depressed students were transfers, upperclassmen, and those living off-campus. CONCLUSIONS: With the propensity for mental health issues to hinder the success of college students, it is vital that colleges continually evaluate the mental health of their students and tailor treatment programs to specifically target their needs.  
  Call Number Serial 1158  
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Author (up) Boggiano, M.M.; Wenger, L.E.; Turan, B.; Tatum, M.M.; Morgan, P.R.; Sylvester, M.D. file  url
  Title Eating tasty food to cope. Longitudinal association with BMI Type Journal Article
  Year 2015 Publication Appetite Abbreviated Journal Appetite  
  Volume 87 Issue Pages 365-370  
  Keywords *Adaptation, Psychological; Adolescent; Adult; *Body Mass Index; Body Weight; Bulimia/psychology; Cross-Sectional Studies; Eating/*psychology; Emotions; Feeding Behavior/psychology; Female; Humans; Linear Models; Longitudinal Studies; Male; Motivation; Obesity/psychology; Overweight/psychology; Reproducibility of Results; Risk Factors; Self Report; Students; Young Adult; Assessment; Binge-eating; Emotions; Motivation; Obesity; Reward  
  Abstract The goals of this study were to determine if a change in certain motives to eat highly palatable food, as measured by the Palatable Eating Motives Scale (PEMS), could predict a change in body mass index (BMI) over time, to assess the temporal stability of these motive scores, and to test the reliability of previously reported associations between eating tasty foods to cope and BMI. BMI, demographics, and scores on the PEMS and the Binge Eating Scale were obtained from 192 college students. Test-retest analysis was performed on the PEMS motives in groups varying in three gap times between tests. Regression analyses determined what PEMS motives predicted a change in BMI over two years. The results replicated previous findings that eating palatable food for Coping motives (e.g., to forget about problems, reduce negative feelings) is associated with BMI. Test-retest correlations revealed that motive scores, while somewhat stable, can change over time. Importantly, among overweight participants, a change in Coping scores predicted a change in BMI over 2 years, such that a 1-point change in Coping predicted a 1.76 change in BMI (equivalent to a 10.5 lb. change in body weight) independent of age, sex, ethnicity, and initial binge-eating status (Cohen's f(2) effect size = 1.44). The large range in change of Coping scores suggests it is possible to decrease frequency of eating to cope by more than 1 scale point to achieve weight losses greater than 10 lbs. in young overweight adults, a group already at risk for rapid weight gain. Hence, treatments aimed specifically at reducing palatable food intake for coping reasons vs. for social, reward, or conformity reasons, should help achieve a healthier body weight and prevent obesity if this motive-type is identified prior to significant weight gain.  
  Call Number Serial 1202  
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Author (up) Capp, S.J.; Williams, M.G. file  url
  Title Promoting student success and well-being: a stress management course Type Journal Article
  Year 2012 Publication Holistic Nursing Practice Abbreviated Journal Holist Nurs Pract  
  Volume 26 Issue 5 Pages 272-276  
  Keywords Achievement; Adaptation, Psychological; Education, Nursing; Health; Humans; Problem-Based Learning; Stress, Psychological; Students, Nursing  
  Abstract Nursing students need to be prepared for a highly complex and challenging profession. This article describes an experiential course where students learn stress management skills and develop a stress management plan. These skills can be used during their nursing education and then transferred to clinical practice.  
  Call Number Serial 461  
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Author (up) Cohen, J.F.W.; Jahn, J.L.; Richardson, S.; Cluggish, S.A.; Parker, E.; Rimm, E.B. file  url
  Title Amount of Time to Eat Lunch Is Associated with Children's Selection and Consumption of School Meal Entree, Fruits, Vegetables, and Milk Type Journal Article
  Year 2016 Publication Journal of the Academy of Nutrition and Dietetics Abbreviated Journal J Acad Nutr Diet  
  Volume 116 Issue 1 Pages 123-128  
  Keywords Animals; Child; Diet; *Eating; Ethnic Groups; Female; *Food Preferences; *Food Services; Fruit; Humans; *Lunch; Male; Milk; Prospective Studies; *Schools; Students; Time Factors; Vegetables; Fruit intake; Lunch period length; Milk intake; School lunch; Vegetable intake  
  Abstract BACKGROUND: There are currently no national standards for school lunch period length and little is known about the association between the amount of time students have to eat and school food selection and consumption. OBJECTIVE: Our aim was to examine plate-waste measurements from students in the control arm of the Modifying Eating and Lifestyles at School study (2011 to 2012 school year) to determine the association between amount of time to eat and school meal selection and consumption. DESIGN: We used a prospective study design using up to six repeated measures among students during the school year. PARTICIPANTS/SETTING: One thousand and one students in grades 3 to 8 attending six participating elementary and middle schools in an urban, low-income school district where lunch period lengths varied from 20 to 30 minutes were included. MAIN OUTCOME MEASURES: School food selection and consumption were collected using plate-waste methodology. STATISTICAL ANALYSES PERFORMED: Logistic regression and mixed-model analysis of variance was used to examine food selection and consumption. RESULTS: Compared with meal-component selection when students had at least 25 minutes to eat, students were significantly less likely to select a fruit (44% vs 57%; P<0.0001) when they had <20 minutes to eat. There were no significant differences in entree, milk, or vegetable selections. Among those who selected a meal component, students with <20 minutes to eat consumed 13% less of their entree (P<0.0001), 10% less of their milk (P<0.0001), and 12% less of their vegetable (P<0.0001) compared with students who had at least 25 minutes to eat. CONCLUSIONS: During the school year, a substantial number of students had insufficient time to eat, which was associated with significantly decreased entree, milk, and vegetable consumption compared with students who had more time to eat. School policies that encourage lunches with at least 25 minutes of seated time might reduce food waste and improve dietary intake.  
  Call Number Serial 1256  
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Author (up) Corno, L.; Mandinach, E.B. file  url
  Title The role of cognitive engagement in classroom learning and motivation Type Journal Article
  Year 1983 Publication Educational Psychologist Abbreviated Journal Educational Psychologist  
  Volume 18 Issue 2 Pages 88-108  
  Keywords Cognitive engagement; Students; Classroom instruction; Learning; Motivation  
  Abstract The article analyzes the concept of student cognitive engagement, and the manner in which classroom instruction may develop self-regulated learners. Since theory and research on academic motivation to date only vaguely define the role of learning processes, and since studies of learning strategies rarely assess motivational outcomes, our analysis integrates these two streams of literature. We also identify specific features of instruction and discuss how they might influence the complex of student interpretive processes focal to classroom learning and motivation. Measurement issues and research strategies peculiar to the investigation of cognitive engagement are addressed.  
  Call Number Serial 1993  
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Author (up) Friedrich, A.; Flunger, B.; Nagengast, B.; Jonkmann, K.; Trautwein, U. file  url
  Title Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement Type Journal Article
  Year 2015 Publication Contemporary Educational Psychology Abbreviated Journal Contemporary Educational Psychology  
  Volume 41 Issue Pages 1-12  
  Keywords Teachers' expectancies; Pygmalion effect; Students' self-concept; Multilevel modeling; Math achievement  
  Abstract According to the Pygmalion effect, teachers' expectancies affect students' academic progress. Many empirical studies have supported the predictions of the Pygmalion effect, but the effect sizes have tended to be small to moderate. Furthermore, almost all existing studies have examined teacher expectancy effects on students' achievement at the student level only (does a specific student improve?) rather than at the classroom level (do classes improve when teachers have generally high expectations of their students?). The present study scrutinized the Pygmalion effect in a longitudinal study by using a large sample in regular classrooms and by differentiating between two achievement outcomes (grades and an achievement test) and two levels of analyses (the individual and classroom levels). Furthermore, students' self-concept was studied as a possible mediator of the teacher expectancy effect on achievement. Data come from a study with 73 teachers and their 1289 fifth-grade students. Multilevel regression analyses yielded three main results. First, Pygmalion effects were found at the individual level for both achievement outcomes. Second, multilevel mediation analyses showed that teacher expectancy effects were partly mediated by students' self-concept. Third, teachers' average expectancy effects at the class level were found to be nonsignificant when students' prior achievement was controlled.  
  Call Number Serial 1953  
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Author (up) Izumi, B.T.; Alaimo, K.; Hamm, M.W. file  url
  Title Farm-to-school programs: perspectives of school food service professionals Type Journal Article
  Year 2010 Publication Journal of Nutrition Education and Behavior Abbreviated Journal J Nutr Educ Behav  
  Volume 42 Issue 2 Pages 83-91  
  Keywords Administrative Personnel/*psychology; Adult; *Agriculture; *Attitude to Health; Child; Child Nutritional Physiological Phenomena/physiology; Costs and Cost Analysis; Crops, Agricultural/economics/standards; Female; *Food Services/organization & administration; Fruit/economics/supply & distribution; Humans; Interviews as Topic; Male; *Motivation; Schools; Students/psychology; Vegetables/economics/supply & distribution; Workforce  
  Abstract OBJECTIVE: This qualitative study used a case study approach to explore the potential of farm-to-school programs to simultaneously improve children's diets and provide farmers with viable market opportunities. DESIGN: Semistructured interviews were the primary data collection strategy. SETTING: Seven farm-to-school programs in the Upper Midwest and Northeast regions of the United States. PARTICIPANTS: Seven school food service professionals, 7 farmers, and 4 food distributors recruited from 7 farm-to-school programs. PHENOMENON OF INTEREST: Interviews probed why farmers, school food service professionals, and food distributors participate in farm-to-school programs and how they characterize the opportunities and challenges to local school food procurement. ANALYSIS: Data were analyzed using thematic coding and data displays. RESULTS: School food service professionals described 3 motivators for buying locally grown food for their cafeterias: (1) “The students like it,” (2) “The price is right,” and (3) “We're helping our local farmer.” Students' preference for locally grown food was related to food quality, influence of school staff, and relationships with farmers. Buying food directly from farmers and wholesalers was associated with lower prices and flexible specifications, and the “local feel.” CONCLUSIONS AND IMPLICATIONS: Understanding school food service professionals' motivations for buying locally grown food is critical to the sustainability of farm-to-school programs.

Subject headings: administrative personnel/*psychology; adult; *agriculture; *attitude to health; child; child nutritional physiological phenomena/physiology; costs and cost analysis; crops, agricultural/economics/standards; female; *food services/organization & administration; fruit/economics/supply & distribution; humans; interviews as topic; male; *motivation; schools; students/psychology; vegetables/economics/supply & distribution; workforce

Keywords: farm-to-school programs: perspectives of school food service professionals
  Call Number Serial 2919  
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Author (up) Joshi, S.V.; Hartley, S.N.; Kessler, M.; Barstead, M. file  url
  Title School-based suicide prevention: content, process, and the role of trusted adults and peers Type Journal Article
  Year 2015 Publication Child and Adolescent Psychiatric Clinics of North America Abbreviated Journal Child Adolesc Psychiatr Clin N Am  
  Volume 24 Issue 2 Pages 353-370  
  Keywords Adolescent; Adolescent Behavior; Humans; Mental Disorders/*psychology; Peer Group; Preventive Health Services/*methods; Risk-Taking; *School Health Services; Students/*psychology; Suicide/*prevention & control; Child/adolescent; High-risk behaviors; School mental health; School-based suicide prevention; Suicide prevention; Suicide/self-harm; Supporting alliance  
  Abstract Suicide is a leading cause of preventable death in youth, and numerous curricula and other prevention and intervention programs have been developed in the last 15 years. Comprehensive suicide prevention planning should include the 4 components of health promotion, prevention/education, intervention, and postvention. School-based suicide prevention and mental health education programs have become more common as an efficient and cost-effective way to reach youth. Process considerations that are based on the principles of therapeutic engagement with patients and families can provide mental health professionals with strategies that can assist education professionals, students, and the larger school community simultaneously.  
  Call Number Serial 2169  
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