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Articles 31 - 35 of 35
Full-Text Articles in Education
College Students And Stress Management: Utilizing Biofeedback And Relaxation Skills Training, Shannon Jones Anstead
College Students And Stress Management: Utilizing Biofeedback And Relaxation Skills Training, Shannon Jones Anstead
Theses and Dissertations
This study was undertaken to evaluate the effectiveness of biofeedback and relaxation skills training to help alleviate college students' stress symptoms. Data was collected from 659 full-time college students who attended a total of 1,170 biofeedback sessions over the course of two years. Results of the study indicated that the top three stress-related symptoms students experienced were (a) feeling overwhelmed, (b) feeling anxious, and (c) difficulty concentrating. Furthermore, the top three stressors rated by students were (a) too much to do, (b) homework, and (c) classes and school. In addition, the top three coping strategies utilized by students to manage …
The Correlation Between The Eating Attitudes Test And Body Shape Questionnaire, Maren L. Kanekoa
The Correlation Between The Eating Attitudes Test And Body Shape Questionnaire, Maren L. Kanekoa
Theses and Dissertations
This research examined the relationship between eating attitudes and body image dissatisfaction using the Eating Attitudes Test (EAT) and the Body Shape Questionnaire (BSQ). Three cohorts of almost 2,000 undergraduate females from Brigham Young University were given the EAT and BSQ twice a year for two to four years, depending upon their year of entrance to BYU. The data collected were analyzed using correlational statistics. Results indicated that a high positive correlation between the EAT and BSQ existed across semesters and cohorts.
Eating Disorder Risk In Subgroups Of College Freshman Women, Karen E. Gochnour
Eating Disorder Risk In Subgroups Of College Freshman Women, Karen E. Gochnour
Theses and Dissertations
The intent of this study was to identify subgroups within the college population having a heightened risk for eating disorders. The information for this analysis was retrieved from an existing data set. The two variables that were compared were self selection of college major at the initial collection during freshman year. The sample size of 1,924 was used to see if subgroups of college majors had a heightened risk. Twenty groups composed of similar majors were studied. The majors of Dance, Dietetics, Physical Education, and Communications had heightened risk according to analysis percentage of each group in the clinical range …
Longitudinal Course Of Eating Disorder Risk Among Undergraduate Females At Brigham Young University, Erin Blue Winters
Longitudinal Course Of Eating Disorder Risk Among Undergraduate Females At Brigham Young University, Erin Blue Winters
Theses and Dissertations
This research study examined the prevalence rates and longitudinal course of eating disorder risk among undergraduate females at BYU, and compared the identified prevalence rates at BYU with identified rates at other colleges and universities. Almost 2,000 undergraduate females, in three cohort groups, filled out the Eating Attitudes Test (EAT) once a semester for four to eight semesters. Clinical cut-off scores were used to determine what percentage of participants were at high risk for eating disordered behaviors and symptomology. Overall eating disorder risk prevalence rates at BYU ranged from 9-11%. These rates were significantly lower than identified rates at other …
An Evaluation Of The Educational Effectiveness Of A Relational Course Compared To Single Topic Courses Offered By The Management Department Of The United States Air Force, Kevin M. Kosefeski
An Evaluation Of The Educational Effectiveness Of A Relational Course Compared To Single Topic Courses Offered By The Management Department Of The United States Air Force, Kevin M. Kosefeski
Theses and Dissertations
This study compares the educational effectiveness of two different methods of teaching three senior-level management courses at the United States Air Force Academy. The first method, known as relational instruction, combined Management Information Systems MIS, Marketing, and Strategic Management into one three hour course worth nine credits. The team of instructors used a variety of delivery methods to present material. The second method of instruction employed single topic courses covering the same three topics as the relational course, taught by single instructors in one hour blocks using mostly lecture to deliver material. The literature review covered Blooms taxonomy of educational …