Interpreting students' experiences with academic disappointments using resourcefulness scores as a lens

Most postsecondary students have to deal with academic disappointments at some point in time, with many of them succumbing to their anxieties and failing to learn from these lived experiences. Our study aimed to understand why and how disappointments unfolded in a sample of 20 undergraduate students, using a design whereby interview text was concurrently analyzed across the continuum of learned resourcefulness measured using Rosenbaum’s Self-Control Schedule in conjunction with an inductive, data-driven coding and theme-generation perspective. Reasons for attending university, attributional style, coping and learning, and perceptions of others markedly differed for high- and low- resourcefulness scorers. Whereas high-resourceful scorers used academic disappointments as a motivator to engage in more effort and problem-solving strategies, low scorers ruminated and tried to forget about them. Suggestions are provided on ways to effectively help students become more resourceful and in control of their studies

The importance of perceived university life balance, hours per week engaged in academic activities, and academic resourcefulness

The University Life Experience (ULE) scale was created to determine how students utilize their time between academic (class and preparatory) and non-academic (work, social, leisure, and health) activities. In addition to the ULE, 239 undergraduate students completed inventories assessing academic resourcefulness, academic self-efficacy, and university adaptation and satisfaction, along with single item questions asking about perceived academic and non-academic balance and commitment to completing one’s degree. Results indicated that total number of hours spent per week in various non-academic activities was unrelated to most of the variables including academic hours, whereas the number of hours spent per week in academic activities was positively associated with the psychosocial variables and a unique predictor of academic resourcefulness and cumulative grades. Moreover, academic resourcefulness was observed to moderate the relationship between perceived balance and academic hours, such that the average number of hours spent engaged in academic activities per week was greater for students scoring high in academic resourcefulness regardless of whether they had low or high perceptions of balance, especially compared to those students who scored low in both academic resourcefulness and perceived balance. The results suggest that teaching students requisite academic resourcefulness skills to deal with academic challenges assists them in increasing focus on their academic studies as opposed to non-academic activities

The Importance of Perceived University Life Balance, Hours per Week Engaged in Academic Activities, and Academic Resourcefulness

The University Life Experience (ULE) scale was created to determine how students utilize their time between academic (class and preparatory) and non-academic (work, social, leisure, and health) activities. In addition to the ULE, 239 undergraduate students completed inventories assessing academic resourcefulness, academic self-efficacy, and university adaptation and satisfaction, along with single item questions asking about perceived academic and non-academic balance and commitment to completing one’s degree. Results indicated that total number of hours spent per week in various non-academic activities was unrelated to most of the variables including academic hours, whereas the number of hours spent per week in academic activities was positively associated with the psychosocial variables and a unique predictor of academic resourcefulness and cumulative grades. Moreover, academic resourcefulness was observed to moderate the relationship between perceived balance and academic hours, such that the average number of hours spent engaged in academic activities per week was greater for students scoring high in academic resourcefulness regardless of whether they had low or high perceptions of balance, especially compared to those students who scored low in both academic resourcefulness and perceived balance. The results suggest that teaching students requisite academic resourcefulness skills to deal with academic challenges assists them in increasing focus on their academic studies as opposed to non-academic activities

Community resilience : a policy tool for local government?

In many countries, local government has been a prime target of austerity measures. In response, local authorities are exploring a new repertoire of policy approaches in a bid to provide more with less. In England, local authorities have been drawn to community resilience as a pragmatic response to the challenge of deploying shrinking resources to support communities exposed to social and economic disruption. This application of resilience thinking is not without its challenges. It demands a working definition of community resilience that recognises the potential for communities to prove resilient to shocks and disruptions, but avoids blaming them for their predicament. There is also the practical challenge of developing and targeting interventions to promote and protect resilience. This paper sets out to explore these issues and establish the potential utility of community resilience as a policy tool through case study analysis in the city of Sheffield

Prevalence of HPV Infection in Racial-Ethnic Subgroups of Head and Neck Cancer Patients

The landscape of HPV infection in racial/ethnic subgroups of head and neck cancer (HNC) patients has not been evaluated carefully. In this study, a meta-analysis examined the prevalence of HPV in HNC patients of African ancestry. Additionally, a pooled analysis of subject-level data was also performed to investigate HPV prevalence and patterns of p16 (CDNK2A) expression amongst different racial groups. Eighteen publications (N = 798 Black HNC patients) were examined in the meta-analysis, and the pooled analysis included 29 datasets comprised of 3,129 HNC patients of diverse racial/ethnic background. The meta-analysis revealed that the prevalence of HPV16 was higher among Blacks with oropharyngeal cancer than Blacks with non-oropharyngeal cancer. However, there was great heterogeneity observed among studies (Q test P<0.0001). In the pooled analysis, after adjusting for each study, year of diagnosis, age, gender and smoking status, the prevalence of HPV16/18 in oropharyngeal cancer patients was highest in Whites (61.1%), followed by 58.0% in Blacks and 25.2% in Asians (P<0.0001). There was no statistically significant difference in HPV16/18 prevalence in non-oropharyngeal cancer by race (P=0.682). With regard to the pattern of HPV16/18 status and p16 expression, White patients had the highest proportion of HPV16/18+/p16+ oropharyngeal cancer (52.3%), while Asians and Blacks had significantly lower proportions (23.0% and 22.6%, respectively) [P <0.0001]. Our findings suggest that the pattern of HPV16/18 status and p16 expression in oropharyngeal cancer appears to differ by race and this may contribute to survival disparities

The Spread of Inequality

The causes of socioeconomic inequality have been debated since the time of Plato. Many reasons for the development of stratification have been proposed, from the need for hierarchical control over large-scale irrigation systems to the accumulation of small differences in wealth over time via inheritance processes. However, none of these explains how unequal societies came to completely displace egalitarian cultural norms over time. Our study models demographic consequences associated with the unequal distribution of resources in stratified societies. Agent-based simulation results show that in constant environments, unequal access to resources can be demographically destabilizing, resulting in the outward migration and spread of such societies even when population size is relatively small. In variable environments, stratified societies spread more and are also better able to survive resource shortages by sequestering mortality in the lower classes. The predictions of our simulation are provided modest support by a range of existing empirical studies. In short, the fact that stratified societies today vastly outnumber egalitarian societies may not be due to the transformation of egalitarian norms and structures, but may instead reflect the more rapid migration of stratified societies and consequent conquest or displacement of egalitarian societies over time

Prevalence of HPV infection in racial–ethnic subgroups of head and neck cancer patients

The landscape of human papillomavirus (HPV) infection in racial/ethnic subgroups of head and neck cancer (HNC) patients has not been evaluated carefully. In this study, a meta-analysis examined the prevalence of HPV in HNC patients of African ancestry. Additionally, a pooled analysis of subject-level data was also performed to investigate HPV prevalence and patterns of p16 (CDNK2A) expression amongst different racial groups. Eighteen publications (N=798 Black HNC patients) were examined in the meta-analysis, and the pooled analysis included 29 datasets comprised of 3129 HNC patients of diverse racial/ethnic background. The meta-analysis revealed that the prevalence of HPV16 was higher among Blacks with oropharyngeal cancer than Blacks with non-oropharyngeal cancer. However, there was great heterogeneity observed among studies (Q test P<0.0001). In the pooled analysis, after adjusting for each study, year of diagnosis, age, gender and smoking status, the prevalence of HPV16,18 in oropharyngeal cancer patients was highest in Whites (61.1%), followed by 58.0% in Blacks and 25.2% in Asians (P<0.0001). There was no statistically significant difference in HPV16,18 prevalence in non-oropharyngeal cancer by race (P=0.682). With regard to the pattern of HPV16,18 status and p16 expression, White patients had the highest proportion of HPV16,18+/p16+ oropharyngeal cancer (52.3%), while Asians and Blacks had significantly lower proportions (23.0 and 22.6%, respectively) [P<0.0001]. Our findings suggest that the pattern of HPV16,18 status and p16 expression in oropharyngeal cancer appears to differ by race and this may contribute to survival disparities

The Importance of University Students’ Perceived Ability to Balance Multiple Roles: A Comparison of Students with and without Disabilities

Canadian students have academic and non-academic obligations, and their ability to balance them may impact university experience. Involvement in academic and non-academic activities, and the perception of balancing them was compared between students with and without disabilities. Results revealed that both groups of students participated in employment, social activities, and family obligations. Furthermore, perceived ability to balance academic and non-academic activities was associated with higher academic self-efficacy and resourcefulness in all students. Relative to non-disabled peers, students with disabilities spent fewer hours participating in non-academic activities, had fewer course hours, but studied as many hours. Students with disabilities who had difficulties balancing their multiple roles were less adapted to university. The time to access accommodations for learning may act as a barrier to adaptation. Creating university policies around accommodations for learning would benefit students with disabilities, and the incorporation of resourcefulness and time-management into university curriculum would benefit all students. &nbsp;Les étudiants canadiens ont tous des obligations scolaires et parascolaires, et leur capacité à les équilibrer entre elles peut avoir des répercussions sur leur expérience universitaire. La participation à des activités scolaires et parascolaires, et la perception d’arriver à les équilibrer entre elles a été comparée entre étudiants avec handicap et étudiants sans handicap. Les résultats ont démontré que les étudiants avaient tous des obligations professionnelles, sociales et familiales, peu importe s’ils étaient affligés d’un handicap ou non. En outre, la perception de pouvoir équilibrer entre elles les activités scolaires et parascolaires a été associée à une meilleure efficacité scolaire autodidacte et à un meilleur esprit d’initiative chez tous les étudiants. Comparativement à leurs camarades sans handicap, les étudiants avec handicap consacraient moins d’heures à des activités parascolaires, disposaient de moins d’heures de cours, mais étudiaient autant d’heures. Les étudiants avec handicap qui avaient de la difficulté à équilibrer leurs multiples rôles étaient moins adaptés à la vie universitaire. Comme le temps nécessaire pour accéder aux installations d’apprentissage peut constituer une barrière à l’adaptation, l’élaboration de politiques universitaires autour des installations d’apprentissage serait bénéfique pour les étudiants avec handicap. De même, l’intégration de l’esprit d’initiative et de la gestion du temps dans le programme d’études universitaires profiterait à tous les étudiants

Predictors of University Adaptation and Grades for Direct Entry and Transfer Students

This study compared the differences between students entering university directly from high school vs. those transferring from other higher education institutions for the variables of the academic self-control model (general resourcefulness, academic resourcefulness, academic self-efficacy, preparedness, failure attributions, and university adaptation). The goals of the research were to test the following: (1) the full academic self-control model using a large sample of undergraduate students to predict university adaptation and final grades; (2) if the pathways of association implied by the model are equally predictive regardless of whether students are direct entry, university transfer, or college transfer; and (3) if the means of the variables differed among these three groups. Results replicated previous studies showing that, for the entire sample, general resourcefulness, preparedness, explanatory style for failure, and academic self-efficacy were strongly predictive of academic resourcefulness, which, in turn, was strongly associated with university adaptation and grade. Moreover, the indirect and direct pathways of the model were found to be equivalent for the three student groups. Comparisons of the groups’ means for the psychological variables revealed the university transfer group to have the most favourable scores followed by the college transfer group. The findings suggest that both college and university transfer students bring valuable skills to undergraduate programs and the keys to their university adaptation and academic achievement are the same as for direct entry students.Cette étude a comparé les différences entre les étudiants/étudiantes qui entrent directement à l’université de l’école secondaire contre les étudiants/étudiantes qui transfèrent d'autres établissements d'enseignement supérieur pour les variables du modèle de maîtrise de soi académique (ressource générales, ressource académique, auto efficacité académique, la préparation, attributions d'échec, et adaptation universitaire). Les objectifs de la recherche étaient contrôle: le modèle de maîtrise de soi académique complet en utilisant un gros échantillon d’étudiants/étudiantes de premier cycle de prédire l’adaptation uni-versitaire et des notes finales; si les voies d'association impliquées par le modèle sont également prédictives prédictifs peu  importe si les étudiants/étudiantes sont entrée directe, transfert de l’université, transfert du collége; et si les moyennes des variables différaient parmi ces trois groupes. Les resultats a répliqué les études précédentes ont montré que, pour l’échantillon complet, ressources générales, la préparation, style explicatif de l'échec, et auto-efficacité académique étaient fortement prédictif de ressources académique, qui était, à son tour, fortement associé avec adaptation universitaire et des notes finales. De plus, les voies indirecte et directe du model ont été jugés équivalentes pour les trois groupes d’étudiants/étudiantes. Une comparaison des moyennes des groupes pour les variables psychologique a révélé que le groupe de transfert universitaire avait les scores les plus favorables, suivis par le groupe transfert du collége. Les conclusions du rapport suggèrent que les étudiants/étudiantes en transfert du collège et université apportent de compétences précieuses aux programmes de premiercycle et les clés de leur adaptation à l’université et la réussite scolaire sont le même que pour les étudiantes/étudiantes entrée directe