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College Experience (college + experience)
Selected AbstractsServing God and Country?JOURNAL FOR THE SCIENTIFIC STUDY OF RELIGION, Issue 4 2009Military Service Among Young Adult Men, Religious Involvement Despite important connections between religion and military action throughout world history, scholars have seldom explored the association between religiosity and military enlistment. Using data from the National Longitudinal Study of Adolescent Health (Add Health), we used a person-oriented analysis to categorize young men according to patterns of adolescent religious involvement. Youth indentified as "highly religious evangelical" are more likely to enlist in the military compared to their "highly religious nonevangelical" and "nonreligious" counterparts; however, these findings hold only for those young men without college experience. These findings are discussed along with study limitations and promising directions for future research. [source] Trends in Alcohol-Related Traffic Risk Behaviors Among College StudentsALCOHOLISM, Issue 8 2010Kenneth H. Beck Background:, Alcohol-impaired driving is a major public health problem. National studies indicate that about 25% of college students have driven while intoxicated in the past month and an even greater percentage drive after drinking any alcohol and/or ride with an intoxicated driver. The purpose of this investigation was to examine the change in these various alcohol-related traffic risk behaviors as students progressed through their college experience. Methods:, A cohort of 1,253 first-time first-year students attending a large, mid-Atlantic university were interviewed annually for 4 years. Repeated measures analyses were performed using generalized estimating equations to evaluate age-related changes in prevalence and frequency of each behavior (i.e., ages 19 to 22). Results:, At age 19, 17%wt of students drove while intoxicated, 42%wt drove after drinking any alcohol, and 38%wt rode with an intoxicated driver. For all 3 driving behaviors, prevalence and frequency increased significantly at age 21. Males were more likely to engage in these behaviors than females. To understand the possible relationship of these behaviors to changes in drinking patterns, a post hoc analysis was conducted and revealed that while drinking frequency increased every year, frequency of drunkenness was stable for females, but increased for males. Conclusions:, Alcohol-related traffic risk behaviors are quite common among college students and take a significant upturn when students reach the age of 21. Prevention strategies targeted to the college population are needed to prevent serious consequences of these alcohol-related traffic risk behaviors. [source] Longitudinal Changes in Religiosity Among Emerging Adult College StudentsJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 1 2010Tara M. Stoppa Issues of religion are important aspects of the identity process, which for many emerging adults may be intensified by the college experience. This study investigated longitudinal changes in the religiosity of 434 emerging adult college students (52% female) of diverse ethnic backgrounds (32% African American, 29% Latino American, and 39% European American) during the first 3 semesters of university. Results suggest that changes occur throughout this period, but that such changes are not monolithic across dimensions of religiosity. In the aggregate, significant declines in the behavioral aspects of religiosity were observed across semesters. In contrast, importance of religious beliefs remained relatively constant during this time. However, variations in these patterns were observed when considered at the individual level. Findings further demonstrate that heterogeneity in religiosity is also evident based upon gender and religious affiliation, suggesting that it is fruitful to consider the unique ways in which individuals change during this developmental period. [source] Measuring up: Defining and assessing outcomes of character in collegeNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 122 2004C. Carney Strange This chapter addresses the role of character development in the college experience, the dimensions that constitute it, and various methods to assess its outcomes. [source] The impact of college on character developmentNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 122 2004Helen S. Astin The authors assess the kinds of college experience that affect students' development of character. [source] Transition to College: What Helps At-Risk Students and Students Whose Parents Did Not Attend CollegeNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 107 2000Susan P. Choy This chapter investigates factors that facilitate postsecondary enrollment for subpopulations of high school students. Students that find themselves at risk and those with parents who have no college experience receive primary consideration. [source] Beyond demographics: Understanding the college experience through televisionNEW DIRECTIONS FOR STUDENT SERVICES, Issue 114 2006Barbara F. TobolowskyArticle first published online: 26 JUN 200 Understanding the prime-time television portrait of college helps educators better understand the expectations our entering students may hold of college life. [source] Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning DisabilitiesLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2009Lisa M. W. DaDeppoArticle first published online: 3 AUG 200 Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed. [source] Serving in College, Flourishing in Adulthood: Does Community Engagement During the College Years Predict Adult Well-Being?APPLIED PSYCHOLOGY: HEALTH AND WELL-BEING, Issue 1 2010Nicholas Bowman Colleges and universities are placing a renewed emphasis on the importance of service and community engagement. Although the short-term effects of these college experiences are fairly well understood, little is known about the long-term impact of college volunteering and participating in engaged forms of learning (e.g. service-learning). This longitudinal study examines 416 participants during their freshman year of college, their senior year, and 13 years after graduation. Results show that both college volunteering and service-learning have positive, indirect effects on several forms of well-being during adulthood, including personal growth, purpose in life, environmental mastery, and life satisfaction. Specifically, these college experiences are associated with subsequent behaviors (adult volunteering) and attitudes and values (prosocial orientation), which in turn are positively associated with well-being. Implications for research and practice are discussed. [source] | ||||||||||||||||