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Full-Text Articles in Education
Navigating New Normals: Student Perceptions, Experiences, And Mental Health Service Utilization In Post-Pandemic Academia, Hadiza Galadima, Anne Dumadag, Cara Tonn
Navigating New Normals: Student Perceptions, Experiences, And Mental Health Service Utilization In Post-Pandemic Academia, Hadiza Galadima, Anne Dumadag, Cara Tonn
Community & Environmental Health Faculty Publications
This study explores the profound impacts of the COVID-19 pandemic on higher education, focusing on shifts in learning experiences and students’ intentions to utilize mental health services post-pandemic. Utilizing Andersen’s Behavioral Model of Health Services Use, this study assesses perceptions from a stratified random sample of college students on post-pandemic learning experiences and mental health service utilization intentions. Findings reveal a positive reception to university initiatives and a preference for ongoing virtual classes. There is an evident increase in, and varying intentions for, using mental health services, shaped by demographics, employment, and prior service utilization. Younger and female students showed …
Positive Behavioral Interventions And Supports And The Perceptions Of Middle School Teachers: What Works During Implementation Of A School-Wide System Of Positive Behavioral Interventions And Supports, Jeffrey L. Soucie
Department of Educational Administration: Dissertations, Theses, and Student Research
According to Jensen (2016), the number of students affected by poverty is accelerating and continues to grow. Many children growing up in poverty experience anxiety, irritability, aggression, or are in need of positive adult relationship (Collins et al., 2010), Schools are looking to proven research-based behavioral support frameworks, such as PBiS, to help students of poverty with academic and behavioral development. A majority of research on the PBiS lacks descriptive insight from stakeholders responsible for implementation of the framework in schools. Therefore, studies are needed to explore the perceptions of stakeholders to determine effective behavioral practices to help students of …
Meeting The Needs Of Graduate International Students In A Mid-South University: A Descriptive Phenomenology Study, Ifeyinwa Onyeke-Onwelumadu
Meeting The Needs Of Graduate International Students In A Mid-South University: A Descriptive Phenomenology Study, Ifeyinwa Onyeke-Onwelumadu
Dissertations
NAFSA’s economic analysis indicates that international students and their families created or supported 340,000 jobs and contributed $26.8 billion to the U.S. economy during the 2013-2014 academic year (NAFSA, 2014). The analysis for reveals that for every seven international students enrolled, three U.S. jobs are created or supported by spending. These occur in the following sectors: higher education, accommodation, dining, retail, transportation, telecommunications, and health insurance. By the 2017-2018 academic year, the US witnessed further significant contribution of international students to the US economy, contributing $39 billion from living expenses, tuition, and fees. Also, the contributions of international students created …
What Factors Drive Individual Misperceptions Of The Returns To Schooling In Tanzania? Some Lessons For Education Policy, Plamen Nikolov, Nursat Jimi
What Factors Drive Individual Misperceptions Of The Returns To Schooling In Tanzania? Some Lessons For Education Policy, Plamen Nikolov, Nursat Jimi
Economics Faculty Scholarship
Evidence on educational returns and the factors that determine the demand for schooling in developing countries is extremely scarce. Building on previous studies that show individuals underestimating the returns to schooling, we use two surveys from Tanzania to estimate both the actual and perceived schooling returns and subsequently examine what factors drive individual misperceptions regarding actual returns. Using ordinary least squares and instrumental variable methods, we find that each additional year of schooling in Tanzania increases earnings, on average, by 9 to 11 percent. We find that on average individuals underestimate returns to schooling by 74 to 79 percent and …
He's Sarcastic And She's Caring: Students' Stereotypes Of The Typical Male And Female Professor, Pamela L. Bacon
He's Sarcastic And She's Caring: Students' Stereotypes Of The Typical Male And Female Professor, Pamela L. Bacon
Psychology Faculty Publications
Gender stereotypes are prescriptive. For example, if people have a stereotype that women are warm and caring, then they also tend to have a societal prescription that women should be warm and caring. When an individual fails to fulfill a gender prescription, he or she may face social punishment. For example, if a woman is cold and uncaring, then she might be judged more harshly than a man who is cold and uncaring because the woman is violating the gender prescription but the man is not. Research on gender stereotypes suggests that students' perceptions of the best and worst college …
Teacher Support As A Moderator Of Behavioral Outcomes For Youth Exposed To Stressful Life Events, Rebekah S. Huber, Sarah K. Sifers, Daniel Houlihan, Rachel Youngblom
Teacher Support As A Moderator Of Behavioral Outcomes For Youth Exposed To Stressful Life Events, Rebekah S. Huber, Sarah K. Sifers, Daniel Houlihan, Rachel Youngblom
Psychology Department Publications
The present study examined the relationship between teacher support, life stress, and behavioral outcomes in 103 youth. Participants completed questionnaires regarding life events, social support, personality, and behavior. Moderated regression analyses were conducted using youth perceptions of teacher support and negative life events to predict externalizing and internalizing problems. Results revealed a significant interaction between teacher support and life stress, indicating teacher support successfully moderated the effect of stress on externalizing problems. Main effects for life stress were consistent with previous literature suggesting that higher amounts of stress predict greater externalizing and internalizing problems. Implications for teacher support are discussed.