Why Do College Students Stay in Unhealthy Relationships and Why are Peers Hesitant to Intervene?

This study focused on why college students remain in unhealthy relationships and why they may not intervene. Additionally, the study sought to determine student’s perception of themselves and others using scales that measured their self-esteem, comfortability, and vulnerability. Sixty five students at a Catholic southern New England private college participated in this mixed method study. Results revealed that the definitions of relationships were gender based and students were aware of sexual abuse but remain neutral about reporting it and intervening. Implications from this study include the need for future research on reporting sexual abuse on college campuses and to gather data from a greater student sample who are currently in relationships

THE NATURE OF FEEDBACK:HOW DIFFERENT TYPES OF PEER FEEDBACK AFFECT WRITING PERFORMANCE

Although providing feedback is commonly practiced in education, there is general agreement regarding what type of feedback is most helpful and why it is helpful. This study examined the relationship between various types of feedback, potential internal mediators, and the likelihood of implementing feedback. Five main predictions were developed from the feedback literature in writing, specifically regarding feedback features (summarization, identifying problems, providing solutions, localization, explanations, scope, praise, and mitigating language) as they relate to potential causal mediators of problem or solution understand and problem or solution agreement, leading to the final outcome of feedback implementation.To empirically test the proposed feedback model, 1073 feedback segments from writing assessed by peers was analyzed. Feedback was collected using SWoRD, an online peer review system. Each segment was coded for each of the feedback features, implementation, agreement, and understanding. The correlations between the feedback features, levels of mediating variables, and implementation rates revealed several significant relationships. Understanding was the only significant mediator of implementation. Several feedback features were associated with understanding: including solutions, a summary of the performance, and the location of the problem were associated with increased understanding; and explanations to problems were associated with decreased understanding. Implications of these results are discussed

Service-Learning Community Partner Impact Assessment Report

In the summer of 2017, VCU’s Office of Service-Learning conducted an evaluation of the impact of service-learning on community partner organizations. This assessment aimed to collect actionable feedback from partners and to inform improvements to service-learning courses at VCU that successfully address partners’ concerns. An external researcher conducted phone interviews with a representative sample of 22 community partners. Partners were asked how a specific service-learning course impacted their organization in three areas: organizational capacity, economically, and socially. Partners were also asked about faculty interactions and the likelihood of recommending the service-learning course to other organizations like their own. This report presents the findings of this community partner impact assessment, outlines an assessment model for a three-year continuous improvement cycle, and offers key recommendations and next steps that emerged from this assessment

Fandom: A Study on How College Students Selected a Favorite Professional Sports Team

This research aimed to uncover key factors in how college students select a favorite sports team. An important issue in today’s sport industry is recognizing fans motives for supporting their favorite sport teams. Sport managers need to better understand fan’s motives in order to address the team\u27s needs and increase the fan base. Also, the team needs to cultivate a relationship for fan involvement to garner economic benefits. The subjects for this study were college students at St. John Fisher College. Using an online survey, the results of this uncovered that team factors were the most important in someone supporting their favorite sports team

Developmental and gender trends in emotional literacy and interpersonal competence among Japanese children

This study explored cross-sectional gender and grade level trends in emotional literacy and interpersonal competence among 913 elementary and middle school students in Japan. Students were presented with two hypothetical scenarios involving mixed emotions and potential interpersonal dilemmas. Results indicated that older children possess greater emotional literacy when compared to younger children. Additionally, girls identified a greater number of emotions, were better able to identify mixed emotions, and were more likely to identify empathic interpersonal behaviours. These gender and grade level considerations may be incorporated into social-emotional learning curricula to enhance the utility and effectiveness of programs for diverse populations.peer-reviewe

An Examination of Demographics, Personal Values, and Philosophical Orientations of College Students from Multiple University Campuses

The purpose of this study is to identify what current students value today and to determine whether there is a link between personal values and student demographics. A brief demographic survey of fourteen questions was developed and distributed, along with a twenty-question survey which is used determine participant’s values, or philosophical orientation (McKee, Boyatzis, & Johnston, 2008). There were two hundred and forty-two subjects who volunteered over a two-week time period for this research project. Analysis was completed comparing various demographics (such as age, gender, nationality, first generation students) to determine if certain demographics strongly correlated with a particular philosophical orientation, such as pragmatic, human or intellectual. This manuscript further describes some of the current research within the field, the method in which the data was collected and analyzed, as well as the results

Redes Bayesianas para detección de roles de equipos en aprendizaje colaborativo soportado por computadoras

El trabajo colaborativo soportado por computadoras permite a los estudiantes que se encuentran en lugares remotos trabajar de manera conjunta en el mismo entorno virtual y permite la comunicación de ideas e información entre los integrantes del grupo. Sin embargo, como no todos los estudiantes son iguales, es importante estudiar las características de éstos para construir grupos de trabajo más productivos. La teoría de roles de equipo posibilita obtener buen desempeño en los equipos de trabajo considerando habilidades individuales, combinando las falencias de cada rol con las fortalezas de los otros. Generalmente, las personas tienen que completar extensos cuestionarios para poder determinar sus roles de equipo. En este trabajo, se propone un método alternativo para realizar esta detección a través de un sistema de aprendizaje colaborativo y a partir de la utilización de la técnica de Redes Bayesianas.Computer-supported collaborative learning allows students who are in different places to work together in the same virtual space, and supports the communication of ideas and information among learners. However, as not all students are identical, it is important to study users' characteristics to build more productive teams. Team Roles Theory allows obtaining very good team performance taking into account individual skills, combining the weaknesses of each role with the strengths of others. Originally, people have to complete extensive questionnaires to determine their team role. In this work we propose an alternative method to make this detection through a collaborative learning system and by using a Bayesian Network.Fil: Balmaceda, José María. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil. Instituto Superior de Ingeniería del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de Ingeniería del Software; ArgentinaFil: Schiaffino, Silvia Noemi. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil. Instituto Superior de Ingeniería del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de Ingeniería del Software; ArgentinaFil: Godoy, Daniela Lis. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil. Instituto Superior de Ingeniería del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de Ingeniería del Software; Argentin