共查询到20条相似文献，搜索用时 65 毫秒
1.
The purpose of this study is to determine if there are gender differences in the perception of university support. The study is based on a survey of 368 students in a Hong Kong university. The findings of the study are threefold. First, female students perceive the university as being more supportive in their academic adjustment than do male students (t = ?4.256, p < 0.001). Second, male students perceive the university as being more supportive in their social adjustment than do female students (t = 2.156, p < 0.05). Last, male students perceive the university as being more supportive in their psychological adjustment than do female students (t= 2.401, p < 0.05).
相似文献2.
The paper attempts to determine whether there are significant gender differences in academic performance among undergraduate
students in a large public university in Turkey based on three indicators; university entrance scores, performance in the
English preparatory school and in the program the student is majoring in. The paper finds that a smaller number of female
students manage to enter the university and when they do so, they enter with lower scores. However, once they are admitted
to the university, they excel in their studies and outperform their male counterparts. This result holds after controlling
for the field of study and individual attributes. 相似文献
3.
Rodney A. Clifton Raymond P. Perry Lance W. Roberts Tracey Peter 《Research in higher education》2008,49(8):684-703
Researchers have recently claimed that there are substantial differences in the psychosocial dispositions and academic achievement
of male and female college students. To test this proposition, a sample of 854 undergraduate students were selected from a
major Canadian Research-1 university. Multiple regression analyses assessed the effects of gender and several other independent
variables on coping strategies, academic control, self-esteem, and grade point averages. Few differences emerged between the
genders on the psychosocial dispositions or on academic achievement. The results suggest that both male and female students
can improve their coping strategies and academic control, which together directly affect their academic achievement. 相似文献
4.
对大学生进行创伤后应激障碍调查,了解其心理危机现状,是危机干预的第一步。通过对漳州地区高职院校1161名学生进行疫情一个月后创伤后应激障碍调查,为再次返校后的心理干预工作提供重要依据。调查得出结论:PTSD占全体大学生的比例为2.41%,各年级大学生存在PTSD的比例介于2%-3%之间;PTSD在不同专业大学生之间不存在差异,但是在不同性别之间存在差异,男生存在PTSD的比例高于女生;男生的症状普遍比女生的症状更严重。 相似文献
5.
6.
The relationship between students and their academic institution is based on exchange. However, we have limited knowledge regarding how many exchanges students perceive, who (or what) the perceived exchange partners are, and what the perceived terms of those exchanges contain. To address this gap, we utilized a mixed-method approach to explore and describe the psychological contracts of two sets of undergraduate university students: newly entering freshman, and experienced university students. Results clearly demonstrated that students perceive numerous psychological contracts relevant to their education with a variety of partners both inside and at the boundaries of the institution. Results also demonstrated that these contracts are qualitatively and quantitatively distinct. The overarching implication of these findings is that students navigate a web of diverse exchange partners, and it would be a mistake for educators and researchers to focus exclusively on one or few relationships presupposed to be most important. 相似文献
7.
Tor Busch 《Scandinavian Journal of Educational Research》2013,57(4):311-318
Gender differences in perceived self‐efficacy and academic performance in marketing, organizational behaviour, accounting, computing, mathematics and statistics were investigated in 154 college students studying business administration. At the beginning of their second year in college, the students completed a questionnaire designed to measure self‐efficacy in subjects they had studied during their first year. The female students had significantly lower self‐efficacy in computing and marketing and higher self‐efficacy in statistics than the male students. Except for statistics, where female students outperform their male counterparts, there were no significant gender differences in academic performance. 相似文献
8.
Transition to university involves adapting to a new academic and social environment. Recent research on this process indicates that a significant number of students experience at least some difficulties during this transition, but that this may be alleviated by various institutional measures designed to assist students with the transition, e.g. the fostering of peer study groups. From 1996, the Faculty of Science of the University of Sydney has offered a "Transition Workshop" to all incoming first year science students. Follow-up surveys from the 1997 cohort indicated that students who attended the workshop exhibited significantly better adjustment on a range of measures. Compared to equivalent peers not attending the workshop, attendees also recorded higher levels of academic performance (on average) during their first year of study. A qualitative evaluation found that the workshop facilitated the establishment of strong peer relationships, and that these enhanced study, self-motivation and general enjoyment of university life. These findings suggest that such workshops assist in the development of peer networks and are helpful in easing the transition of undergraduate students. 相似文献
9.
采用2×2的两因素实验设计及双因素方差分析的方法,以性别为调节变量,研究经济贫困与大学生社会支持的关系,并采用社会支持评定量表对587名大学生进行问卷调查。结果表明：①经济贫困对大学生社会支持的整体水平无显著影响,且性别的调节效应也不显著;②经济贫困对大学生的客观支持水平有显著影响,且性别的调节效应显著,即男贫困大学生的客观支持水平显著高于男非贫困大学生、女贫困大学生;③经济贫困对大学生的主观支持无显著影响,且性别的调节效应也不显著;④经济贫困对大学生的支持利用度有显著影响,但性别的调节效应不显著,即女大学生的支持利用度显著高于男大学生。 相似文献
10.
Sources of academic stress: the case of first year Jewish and Arab college students in Israel 总被引：1，自引：0，他引：1
Moshe Zeidner 《Higher Education》1992,24(1):25-40
This study examined socioculturel and gender group differences in perceptions of major sources of academic stress in first year college students, in addition to the relationship between reported academic stress and college achievement. Data were collected via a self-administered student stress inventory given to a sample of 184 Jewish and 209 Arab college undergraduates studying in a major Israel university. They evaluated the personal stressfulness of each of 53 potential sources of academic stress along a 6-point Likert-type scale covering a wide range of potential academic Stressors (academic curriculum and course requirements, course evaluation procedures, college instruction, social milieu and cultural factors on campus, college administration and bureaucracy, physical conditions and accommodations, economic factors, organismic and interpersonal factors, student expectations, daily hassles and constraints). Arab, lower-status, and female students were hypothesized and found to be more stressed than their respective Jewish, upper-class and male counterparts, respectively. Cultural group background was found to be the most salient background predictor of student stress, followed by social class and gender, with each exerting independent (noninteractive) effects. Although group differences were observed in mean ratings, there proved to be a strong correspondence in the hierarchy of perceived Stressors across sociocultural and gender subgroups. As a whole, students appeared to be most stressed by pressures originating from course overload and academic evaluation procedures and least stressed by a variety of personal, familial, and social factors. Furthermore, student stress and achievement factors were found to be inversely correlated, with little evidence for the contention that stress differentially debilitates the academic performance of students as a function of gender or sociocultural group membership. The findings also lend some evidence to the cross-cultural generalizability of major stressors in academia. 相似文献
11.
In Western countries, university students adopt various approaches to studying depending on how they perceive their learning environment. Their perceptions and approaches are related to demographic and contextual factors such as age, subject of study, gender, and year of study. This study looked for similar relationships in Pakistani students. A survey, administered to 494 male and 418 female undergraduates in four subject areas across four years of study at two universities in Pakistan, addressed their perceptions of the learning environment, learning preferences, motivation, and approaches to studying. Consistent with Western research, students in the arts and social sciences perceived their programmes more positively and were more likely to adopt a deep approach to studying, compared to students in science and technology or business and management. Contrary to Western research, students’ perceptions of their learning environment varied with age and year of study, but their approaches to studying did not. Gender differences were found in their perceptions and motivation. These variations appear to be specific to the context of Pakistan. 相似文献
12.
利用H大学“研究型大学本科生就读经历调查”数据,考察不同背景特征学生的生师互动水平,探讨生师互动对认知技能、操作及社交技能、满意度、归属感的影响是否因学生背景特征而异。统计结果表明,男生的生师互动水平显著高于女生;学生家庭收入和父母受教育程度越高,生师互动越频繁;非课程的生师互动对女生学业成就的影响显著高于男生,对低收入家庭和高收入家庭学生的影响高于中等收入家庭,对父母双方均上过大学的学生影响高于父母均未上过大学的学生和一方上过大学的学生;辅助教师进行研究对男生学业成就的影响显著高于女生,对低收入家庭和父母均未上过大学的学生的影响高于同辈。大学应依靠制度性手段提升生师互动的总体水平,采取支持性措施改善弱势学生的生师互动,增强互动情境性以提高课堂互动的质量。 相似文献
13.
In this longitudinal study at the University of Wollongong, a model of social and emotional adjustment to first year university was developed. For the study sample of 126 late‐adolescent, non‐local college students it was found that social and emotional adjustment to university was only partly a function of the new, “objective” circumstances that confronted them. Most important was their outlook: feeling positive from the beginning about the transition, believing they had sufficient friends to rely upon, experiencing intimacy and not worrying about whether they were independent enough. Unexpectedly, membership of a particular college predicted more positive emotional adjustment. Differences between the colleges are discussed to help explain this desirable outcome. Interactions between sex and several other factors indicated that male and female students adjusted in different ways. Suggestions are made for how these findings would be very useful for those engaged in counselling students, for professional staff in houses of residence, for university administrators and for academic staff. 相似文献
14.
《Journal of College Student Psychotherapy》2013,27(3):79-95
The present study investigated whether or not gender differences moderate the association between family relationships and psychiatric symptomatology in undergraduate students. One hundred ninety-eight undergraduate students (115 females and 83 males) completed self-report instruments assessing primary psychiatric symptomatology, personality disorder symptomatology, and family relationship closeness/distance. The results of this research indicated that family relationship closeness/distance was consistently associated with both of the psychiatric sumptom measures in the female subsample. Family love, understanding, companionship, and advice were negatively associated with psychiatric symptoms, while family problems, the desire for privacy and freedom from the family, ideological differences, and tensions involving friends were positively associated with psychiatric symptoms. In contrast, family relationships were infrequently correlated with psychiatric symptoms in the male subsample. Implications of these findings are discussed in the context of previous research on the association between family relationships and psychological well-being in female and male late adolescents. 相似文献
15.
《Learning and individual differences》2004,14(2):107-123
One of the most noticeable changes to the university student profile over the last decade is the increasing number of mature-age students. This study examined the relationship between previous academic performance, psychological characteristics of the student, learning strategies, and the first year academic performance of school leavers and mature-age students through structural equation modelling (SEM). A total of 1193 first year university students completed a questionnaire at the beginning of their first year of study, and provided consent for their academic results to be tracked over their first year at university. While the overall model of success appeared to fit for both groups, differences were identified in the order of importance of constructs affecting achievement and the strength of some relationships. The most obvious difference occurred in the relationship between previous academic performance, self-reported learning strategies, and achievement in first semester, with previous performance a more accurate predictor of school leavers' performance and self-reported learning strategies a more accurate predictor of mature-age students' performance. This study has implications for the university in terms of the targeting of academic support services for students of different ages. 相似文献
16.
The rapid growth in popularity of social networking sites has spurred research exploring the impact of usage in a variety of areas. The current study furthered this line of research by examining the relationships between social network usage and adjustment to college in the academic, social, personal-emotional and university affiliation domains. Realising the number of students with social networking accounts, some universities have developed strategic plans for social media. Thus, this study also compared two universities, one with a social media strategic plan and one without, to determine if the planning process had an influence on students. Results indicated that social network usage was related to college adjustment. Specifically, those students who reported higher rates of social media use reported lower levels of adjustment to college in all domains. However, there were no differences between the two universities, indicating that having a social media strategic plan does not influence students in the area of college adjustment. These results are discussed in light of retention rates and changing practices within higher education. 相似文献
17.
大中学生的父母教养方式、自我效能感与情绪调节策略的关系 总被引：4，自引：0，他引：4
通过对270名大中学生进行父母教养方式、自我效能感和情绪调节策略量表的调查,旨在探讨大中学生的父母教养方式、自我效能感与情绪调节策略之间的关系。用相关分析和回归分析得出的结果表明,父母教养方式、自我效能感对男女生的情绪调节策略的影响不一样,它们对男生的情绪调节策略的影响较突出,尤其是在重新评价上,且大中学生的父母教养方式、自我效能和情绪调节策略存在性别差异。 相似文献
18.
This exploratory study investigates gender-specific differences in the challenges of the doctoral experience through the observations of a counsellor working with doctoral students. The article first contextualises the study within the literature investigating doctoral attrition and gender equity, showing that identity transformation over the doctorate is problematic in particular aspects for women. We confirm that cultural expectations regarding women passivity, family nurturance and (at least symbolic) subordination to male authority can cause tensions between women's social relationships and academic performance which values assertiveness, clear communication and confident management of power relationships. We identify various conflicts between the female roles of the social sphere and the academic arena that problematise the identity transition of the doctorate from student to independent researcher. 相似文献
19.
Jeffery E. Aspelmeier Michael M. Love Lauren A. McGill Ann N. Elliott Thomas W. Pierce 《Research in higher education》2012,53(7):755-781
The role of generational status (first-generation vs. continuing-generation college students) as a moderator of the relationship between psychological factors and college outcomes was tested to determine whether generational status acts as a risk factor or as a sensitizing factor. The sample consisted of 322 undergraduate students who completed online measures of self-esteem, locus of control, and academic adjustment and provided self-reports of GPA. Generational status significantly moderated the relationship between psychological factors and academic outcomes. Generally, it was found that the relationship between psychological factors and academic outcomes were strongest among first-generation students. Further, it was found that for the majority of the interactions with locus of control, first-generation status acted as a sensitizing factor that amplified both the positive and negative effects of locus of control. In contrast, for self-esteem, first generation status acted as a risk factor that only exacerbated the negative effects of low self-esteem. These results are interpreted as reflecting motivational differences between first- and continuing-generation students and are discussed with respect to the social/cultural capital hypothesis that is most frequently presented in the existing literature. 相似文献
20.
从角色理论探析学生社团在大学生心理调适中的作用 总被引：1，自引：0，他引：1
大学生心理问题已成为社会普遍关注的问题之一。我国学术界从个人、家庭、学校、社会、人际关系和就业压力等角度对此进行了广泛深入的研究，但很少论及学生社团对大学生心理发展的影响。笔者试从角色理论的角度来探析学生社团对当代大学生心理的影响，以求使学生社团在大学生心理调适中发挥更大的作用。 相似文献