Enhancing academic achievement in college students through attributional retraining and instruction.

Attributional retraining is a therapeutic method for reinstating psychological control that may be useful for improving students' achievement in the college classroom. After attributional retraining or no training, internal- and external-locus students observed a videotaped lecture presented by either a low- or a high-expressive instructor in a simulated college classroom. One week later they wrote a test on the lecture and on a homework assignment. Attributional retraining improved external, but not internal, students' performance on both the lecture and homework tests. Expressive instruction also enhanced lecture- and homework-related achievement in external students but not in internal students. These results suggest that cognitive factors influencing students' perceived control (e.g., internal/external locus) must be taken into consideration when remedial interventions for academic achievement are developed. The results are interpreted within a social cognition framework. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Roles of gender, race, and SES in the college choice process among first-generation and nonfirst-generation students.

The authors examined students' reports of their college choice process to understand the influence of a set of psychological, personal, and institutional factors. The authors also examined potential moderating influences of generational status, gender, race, and SES on our variables of interest. A diverse sample of college freshmen (N = 1,339), including 42% who were the first in their families to attend college, responded to a self-reporting, Web-based survey. Findings indicate that psychosocial factors and academic quality of the college were most influential for first-generation students as compared to their nonfirst-generation peers in the college choice process. However, gender, race, and SES moderated these influences in complex ways. For example, females rated the psychological variables higher than males; Asian American and African American first-generation students rated higher than their parents' preferences for which college to attend as compared to nonfirst-generation peers. First-generation females, African American in particular, considered academic quality more important than other groups. Our findings should be of value to counselors and other personnel who facilitate students' college choice process as well as college recruitment, retention, and diversity enhancement programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stress, coping and psychological illness: A cross-cultural study.

This cross-cultural research study aimed to explore the relationship of stress and coping with psychological illness or symptoms among university students in Canada and India. The predictor variables were stress (hassles and life experience), 8 ways of coping (Folkman & Lazarus, 1988), and selected personal-social variables, namely, locus of control, self-esteem, and social support. The criterion variables were 9 psychological symptoms of the Brief Symptom Inventory (BSI; Derogatis & Spencer, 1982). The results revealed that the Indian students reported more psychological symptoms compared to the Canadian students. Stepwise multiple-regression analyses also revealed considerable differences between the 2 samples with respect to the contribution of predictor variables in accounting for variance in the BSI scales. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acculturation, enculturation, psychological distress and help-seeking preferences among Asian American college students.

We examined the relationship between Asian American college students' levels of acculturation, enculturation, and psychological distress. We also explored the methods Asian American college students prefer when seeking help for psychological concerns. The sample included 601 Asian American students from a large public university in Southern California. Respondents completed an online questionnaire, which included instruments assessing acculturation and enculturation levels as well as psychological distress and help-seeking preferences. Regression analyses indicated that when Asian American students hold a greater degree of European values they are less likely to experience psychological distress. A repeated-measures ANOVA found that Asian American students prefer more covert approaches to mental health treatment. These findings both compliment and contradict previous studies of acculturation, enculturation, psychological distress and help-seeking among the Asian American college student population. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Stress and coping among students in India and Canada.

In this cross-cultural study of stress and coping, 198 students in India and 344 in Canada (all Ss aged 16–25 yrs) were compared with respect to stress, coping, and selected psychosocial variables namely, locus of control, self-esteem, life orientation (optimism-pessimism), and social support. The 2 main hypotheses postulated that, compared to the Canadian students, Indian students would experience more stress and would prefer emotion-focused coping strategies for dealing with stress. It was also predicted that the Indian students would have an external locus of control, low self-esteem, pessimistic life orientation, and greater social support satisfaction. The results reveal instead that the Indian students report less stress than the Canadian students and prefer emotion-focused coping strategies. The Indian students score higher on chance control, but are similar to the Canadian students on powerful others and internal control. The Indian students are less satisfied with social support than are their Canadian counterparts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trait self and true self: Cross-role variation in the Big-Five personality traits and its relations with psychological authenticity and subjective well-being.

In 2 studies, college students evidenced differing levels of the "Big-Five" traits in different roles, supporting social-contextualist assumptions regarding trait expression. Supporting organismic theories of personality, within-subject variations in the Big Five were predictable from variations in the degree of psychological authenticity felt in different roles. In addition, two concepts of self-integration or true selfhood were examined: 1 based on high consistency of trait profiles across roles (i.e., low-self-concept differentiation; E. M. Donahue, R. W. Robins, B. W. Roberts, & O. P. John, 1993) and 1 based on high mean levels of authenticity felt across roles. The 2 self-integration measures were found to be independent predictors of psychological and physical well-being indicating that both self-consistency and psychological authenticity are vital for organized functioning and health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?

The authors examined the effectiveness of self-regulated learning (SRL) training in facilitating college students' learning with hypermedia. Undergraduate students (N = 131) were randomly assigned to either a training condition or a control condition and used a hypermedia environment to learn about the circulatory system. Students in the SRL group were given a 30-min training session on the use of specific, empirically based SRL variables designed to foster their conceptual understanding; control students received no training. Pretest, posttest, and verbal protocol data were collected from both groups. The SRL condition facilitated the shift in learners' mental models significantly more than did the control condition; verbal protocol data indicated that this was associated with the use of the SRL variables taught during training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between levels of moral judgment maturity and locus of control.

Studies investigating the link between levels of moral reasoning and perceived locus of control have yielded inconclusive or inconsistent results. This literature is criticized for overlooking the polyfactorial nature of locus of control, the influence of sex as a moderator variable, and the use of relatively small and homogeneous samples. A factor analysis of Rotter's Internal–External Locus of Control Scale data scores from 145 male and 144 female university students yielded 1 common factor and 2 different factors across sex. When mean factor scores were compared within sex across 3 levels of moral judgment performance, the following trends emerged: Highest moral judgment capacity was related to internal control in the sociopolitical area for males and external control in this area for females. On the other hand, it was related to internal control globally for females and unrelated to internal control globally for males. A rationale and implications of these findings are presented. (French summary) (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived and real sex differences in college students' career planning.

Examined (a) sex differences in success avoidance, home–career conflict, and the importance of attitudes of significant members of the opposite sex as influences on college students' career planning; and (b) sex differences in and the accuracy of counselors' perceptions regarding those variables. The author's Relationships Influencing Career Planning Scale, designed to measure the 3 dependent variables, was administered to 55 male and 80 female undergraduates and 97 male and 77 female counselors. Female students reported significantly more success avoidance and home–career conflict than male students. Male counselors thought male students were more influenced by success avoidance and significant women than male students actually reported. All counselors perceived that female students experienced more of all 3 dependent variables than female students actually reported. No significant sex differences were found in counselors' perceptions of students' responses. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics of college students volunteering for service to mental patients.

85 male college students volunteering for service as companions to chronically ill mental patients were compared to a group of 85 control students on a number of psychological tests administered during the students' freshmen years. These tests consisted of the MMPI, EPPS, Allport-Vernon-Lindzey Scale of Values, the Scholastic Aptitude Test, and the Terman Concept Mastery Test. Students taking part in the Companion Program are not differentiated from their control counterparts in any clinical respect. There is evidence that the companions are: (a) slightly more religiously oriented, (b) more morally concerned, (c) more compassionate, and (d) more introverted than the control students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of group hypnosis to improve college students' achievement

To examine whether group hypnosis would improve college students' achievement examination grades, including a midterm and final test of 30 educational psychology students who were hypnotized were compared with those of two control groups of 34 and 32 students. Analysis indicated for these intact classes the hypnotized group had a significantly higher mean score on final examination than those of the control groups, although differences in examination scores were nonsignificant at midterm. Suggestions for further research are made.     

Self-concepts and role concepts in the career orientation of college women.

Examined the relationship of 97 college women's self-concepts and role concepts to 9 career orientation variables. Ss were senior class women representing a variety of majors. Data were collected by mailed questionnaires which included a self- and role concept instrument, Eyde's Desire to Work Scale, and other locally devised career orientation measures. It was expected that (a) women with similar self- and career concepts would be career oriented and (b) women with similar self- and homemaker concepts would not be career oriented. Results support the 2nd expectation but not the 1st. The relationship between self- and career concepts and the 2 most valid career orientation variables was somewhat stronger for women with high levels of self-esteem and women with a high level of role differentiation. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological maladjustment among Asian and White American college students: Controlling for confounds.

Differences in psychological maladjustment among foreign-born Asian-, U.S.-born Asian- and White-American college students were examined, after controlling for variables that have been confounded with ethnicity (i.e., demographics, response set, and personality style) in previous studies. Psychological maladjustment was measured in terms of both intrapersonal and interpersonal distress. Results indicated that foreign-born Asian-American students differed from White-American students on levels of social desirability, other-directedness, and extraversion. However, even after controlling for differences on these variables, greater levels of intrapersonal and interpersonal distress were found for foreign-born Asian-American students. The findings suggest (1) that for Asian-Americans there are ethnic differences in psychological maladjustment that covary with generation level, and (2) that these differences cannot be solely attributed to cultural variations in response or personality styles. Implications for counseling with Asian-American students are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Locus of control in Mexicans and Chicanos: The case of the missing fatalist.

Studied the extent to which a stereotype of Mexican or Chicano students as fatalistic is supported by their locus of control scores. Data came from Rotter's Internal–External Locus of Control Scale scores of male college students in 4 nations: US (86), Mexico (57), Ireland (47), and West Germany (54). Data show the Mexican Ss to be significantly more internally oriented than Ss from each of the other nations. Locus of control scores (determined with a scale developed by H. Levenson, 1974) for 151 Anglo and 95 Chicano senior high school students were also compared. Scores for Chicanos were nearly identical to those obtained from Anglo students. Only Chicano male high school students not planning to enter college showed any tendency toward a more external locus of control. It is concluded that to the extent a perceived external locus of control would be indicative of a fatalistic outlook, such perception is lacking in most data in Mexican and Chicano respondents. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acculturation, enculturation, and Asian American college students' mental health and attitudes toward seeking professional psychological help.

In the present study, we tested a theoretically and empirically derived partially indirect effects acculturation and enculturation model of Asian American college students' mental health and attitudes toward seeking professional psychological help. Latent variable path analysis with 296 self-identified Asian American college students supported the partially indirect effects model and demonstrated the ways in which behavioral acculturation, behavioral enculturation, values acculturation, values enculturation, and acculturation gap family conflict related to mental health and attitudes toward seeking professional psychological help directly and indirectly through acculturative stress. We also tested a generational status moderator hypothesis to determine whether differences in model-implied relationships emerged across U.S.- (n = 185) and foreign-born (n = 107) participants. Consistent with this hypothesis, statistically significant differences in structural coefficients emerged across generational status. Limitations, future directions for research, and counseling implications are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

In vitro activities of sulopenem, a new parenteral penem, against anaerobes

The purpose of this study was to examine college students' smoking behavior as well as their current smoking status and its effects on perceived levels of stress and coping styles. Students from four universities completed the Perceived Stress Scale, the Coping Inventory for Stressful Situations and a smoking questionnaire. Of the 1330 students who participated in the study, 19 percent were current smokers. On the Perceived Stress Scale, current smokers' mean score was significantly higher than that of the students who had never smoked. In addition, the current smokers' mean score for Emotion-oriented Coping was significantly higher than that of the students who had never smoked or formerly smoked. The former smokers' mean score on Avoidance-oriented Coping was significantly lower than the never and the current smokers. Ten percent of the students smoked their first cigarette after high school, while 11 percent started to smoke on a daily basis after high school. Based on the findings, programs that focus on smoking prevention and cessation for college students are recommended.     

Integration of the brief behavioral activation treatment for depression (BATD) into a college orientation program: Depression and alcohol outcomes.

College freshmen face a variety of academic and social challenges as they adjust to college life that can place them at risk for a number of negative outcomes, including depression and alcohol-related problems. Orientation classes that focus on teaching incoming students how to better cope with college-oriented stress may provide an opportunity to prevent the development of these adjustment problems. This article outlines a program based on behavioral activation that can be integrated into college orientation programs to provide a more comprehensive orientation experience. Data are presented from an initial pilot study in which 71 first-semester freshman at the University of Maryland participated in a 15-week, 2 hr per week orientation class (n = 37 in the behavioral activation-enhanced orientation classes and n = 34 in the control orientation as usual classes). Students' depression and alcohol use were evaluated at the beginning, middle, and end of the course. Results indicated a Time × Group interaction such that problem drinking (but not consumption) was significantly reduced across assessments in the behavioral activation classes and largely unchanged in the standard classes. No difference was observed in depression scores; however, fairly low depression scores across the 3 time points may have limited the opportunity to observe any meaningful impact of the orientation classes on depression. The authors conclude with a discussion of the implications of their findings for preventing adjustment problems among incoming college students and future directions. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Self-regulated learning and college students' regulation of motivation.

This study extends current models of self-regulated learning by addressing 3 research questions, including what strategies do students use to regulate their motivation? is the use of these strategies dependent on contextual factors? how is motivational regulation related to other aspects of self-regulated learning and achievement? Self-report data were collected from 115 college students by using an open-ended questionnaire and Likert-style survey. Findings provide evidence that students regulate their level of effort in academic tasks by using a variety of cognitive, volitional, and motivational strategies; that students' reported use of these strategies varied across the 3 motivational problems with which they were presented; and that different aspects of students' motivational regulation were related positively to their goal orientation, use of some cognitive strategies, and course grade. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Turning around reading achievement: Predictors of high school students' academic resilience.

In a national, longitudinal database, factors were examined that enabled public school students on a path toward failure to significantly improve reading achievement by high school graduation. Youths who faced the proximal risk of low achievement during the transition to high school were vulnerable to continued low achievement or failure; yet, a small number improved reading proficiency from failing the basic level to passing the intermediate or advanced levels. Being Caucasian, being female, having an internal locus of control, and taking an academic curriculum in high school independently predicted academic resilience. The role of student socioeconomic status in predicting resilience was explained by psychological and school environment variables. The path between locus of control and resilience was partly mediated by high school curriculum; the path between 8th-grade educational aspirations and resilience was fully mediated by curriculum. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social cognitive expectations and racial identity attitudes in predicting the math choice intentions of Black college students.

This study extended social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 1994) and racial identity theory (J. E. Helms, 1990) to the math-related interests and academic choice intentions of Black college students. Participants were 164 Black 1st-year undergraduates who completed measures of racial identity attitudes and math-related indexes of self-efficacy, outcome expectations, perceived sources of efficacy information, interests, and academic choice intentions. A social cognitive path model of students' math-related interests and choice intentions offered good overall fit to the data. Racial identity attitudes generally yielded small relations to the social cognitive variables and the outcome criteria. Self-efficacy and outcome expectations predicted interests, and interests predicted choice intentions, across racial identity attitude levels. Implications for practice and for further research on Black students' academic and career development patterns are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)