First Generation Students On February 2nd, 2009, I attended a seminar given by Stephen Jenkins, PhD, LP about “ Finging Success for First generation Students.” The name is almost self explanatory. First generation students are students whose parents did not attend college, parents who have a high school diploma or less. Although I am not a first generation student, it was really interesting learning all about the pro’s and con’s of being a first generation student. Approximately 30% of students in public 4 year colleges, like SCSU, are first generation students. Seventy five percent of these students are white female.
The risky shift phenomenon suggests that people are more likely to make a risky decision when in a group as a shared risk reduces individual responsibility. The theory of the risky shift phenomenon was originally put forward by Stoner (1961) contrary to the common belief that people would make more conservative decisions when in a group. Kogan and Wallach (1964) developed a ‘choice dilemma task’ to attempt to measure Stoner’s theory. A large proportion of studies conducted using this method supported the risky shift hypothesis. Wallach, Kogan and Bem (1962) conducted an experiment to examine the effect of social influence when answering risky decisions (See Appendix 1).
The C.I was a 20-item test that includes their creativity engagement, creative cognitive style, spontaneity, tolerance and fantasy. B.) Participants The participants used were 240 college students enrolled in undergraduate psychology course at a small university in the southern United States with Noctcaelador hobby. The participants chosen have an average age of about 22.68 years. According to the research they are about 183 females and 57 male participants.
Abstract In making attributions for behavior, individuals will encounter information patterns indicating stimulus, person, or circumstance causation. The aim of this study is to investigate the influence of consensus, distinctiveness and consistency information on person and situational attributional judgments. Participants; fifteen second year psychology students; answered 24-hypothetical Events Questionnaire individually, coded their responses, exchanged questionnaires, tallied and rated each question, then analyzed their class’s results (dependent samples t-test). The study supported the hypotheses high consensus causes more situation attributions than low however, did not support high distinctiveness causes more situation attributions than low; and high consistency causes more situation attributions than low. Results confirmed consensus, distinctiveness, and consistency effected person and situational attributional judgments but varied in ratings for different conditions.
Sleep habits and patterns of college students Issues: In the study, they used psychometrically reliable and valid instruments consisting of quantitative items to explore the prevalence of sleep difficulties in a sample of college students. Procedures: The sample consisted of 191 undergraduates’ student. They recruited student volunteers from psychology courses. Students who agreed to participate were given a survey packet that included a copy of the SQI (Sleep Quality Index), a sleep-habit questionnaire, and a brief series of demographic questions. Findings: 1.
While this article had little to no bearing on this paper on hand, it gave some interesting information-- what a student would most likely cheat at. Students were more likely to cheat on an exam or test more than a homework assignment or even a long-term project or typed paper. Logically, I would assume a student would be more likely to cheat on something that would cost them a huge part of their grade if he or she were to do poorly on it. However, I do not know if this applies to college students, but the article hints that most students maintain the same way of thinking even through college. The next article came from the Journal of Interactive Online Learning, a short titled "Perceptions of Academic Honesty in Online vs. Face-to-Face Classrooms" by Michael Spaulding, professor at the University of Tennessee–Martin.
Abstract Fonts can attract different kinds of attention, and also different levels of processing and memory. In this experiment we were particularly interested to see if font styles have any influence on people’s abilities to recall information with the three specific font styles we chose: normal (Times New Roman), all-capitalized and cursive. Our hypothesis was that it was much easier to remember something if the information appeared in the normal font. The participants were college students in a Cognitive Psychology course (N = 27). Each participant received a one-page fictional story and was then tested on recall of the important points covered in the story.
The results were different and yet similar at the same time. One of the students in our group is currently in Iraq and had some of the members of his unit took the survey as well, and the data has been incorporated into the results. Even though the stressors in Iraq are very different then college students’ stressors, the results of how to care for the stressors were very similar. For the first question, listing the top 5 stressful circumstances, the results were pretty universal. Many students were stressed about money, grades/homework, their relationships with family/friends/and significant others.
Other qualitative data collection method under Qualitative Design includes Participant Observation and focus group. The following are challenges faced with participant observation and the strategy to be deployed to overcome this. • Time consumption is a big challenge and this is mitigated by involving researchers who already possess a solid base of cultural awareness of the region or ethnography under study to be among the data collection team. • Challenge of data documentation and this is mitigated by strict discipline and diligence to expand researcher recorded thought or observation. • The objectivity in documenting researcher observation because this process is inherently subjective.
Online College Classes Compared To Traditional College Classes Everyone’s entitled to their own opinion in the ever ending traditional versus online education debate. Who should you listen to? When it comes to forming opinions about what’s right for you start with some proven facts, like these, courtesy of the 2010 Sloan Survey of Online Learning of more than 2,500 colleges and universities nationwide:Approximately 5.6 million students were enrolled in at least one online course in fall 2009 (I. Elaine Allen and Jeff Seaman). While both traditional and online education has its differences, they both offer a great way to acquire a better education. Attending class in person is beneficial because you have interaction with the instructor and other students.