Search Results (205)

As the first generation in their families to pursue higher education, the mental health of first-generation college students has attracted significant attention from the academic community. Self-esteem and academic performance are significant factors influencing anxiety and mental health among first-generation college students. However, longitudinal research evidence specific to this group in China remains scarce. This study utilized two waves data, selecting a sample of 1024 first-generation college students (mean age 21.73; 55.18% male). Through follow-up surveys conducted at one-year intervals, a cross-lagged model was employed to systematically examine the longitudinal predictive relationships among self-esteem, academic performance, and anxiety. The results indicate significant negative correlations among self-esteem, academic performance, and anxiety. Cross-lagged analysis further indicated that self-esteem at T1 (β = −0.098, p < 0.05) and academic performance at T1 (β = −0.067, p < 0.05) were prospectively associated with lower anxiety at T2. This study reveals the longitudinal predictive associations among self-esteem, academic performance, and anxiety among China’s first-generation college students, providing empirical evidence for universities to improve their mental health support systems by focusing on the self-esteem development of this group and offering targeted academic support. Full article

As digital technology becomes increasingly embedded in higher education, assessing students’ confidence in digital tasks is essential for understanding their adaptation to digital learning environments. This study adapted the Digital Self-Efficacy Scale (DSES) into Chinese and evaluated its psychometric properties among 1502 first-year college students in China. Participants were randomly split into two subsamples for item analysis and exploratory factor analysis, and structural validation respectively. All 25 items demonstrated satisfactory discrimination and homogeneity. Although parallel analysis indicated a four-factor exploratory solution, seven competing models were compared in the confirmatory stage. The Bifactor-ESEM model yielded the best combination of statistical fit and substantive interpretability, suggesting that the Chinese DSES primarily captures an overarching digital self-efficacy dimension, with domain-specific factors retaining limited reliable variance beyond the general factor. Total scores were positively associated with digital maturity (r = 0.642, p < 0.001); however, external validity is limited given that both measures were self-reported and concurrently collected. Gender measurement invariance analyses supported configural, metric, and scalar invariance. Overall, the Chinese DSES demonstrates promising preliminary psychometric properties. The total score is recommended as the primary interpretive unit, with subscale scores used as supplementary descriptive information only. Full article

This study aimed to develop and internally validate a predictive model of perceived stress among first-year military male students to examine the predictive contribution of personality traits, depressive symptoms, and psychological well-being. Understanding these psychological predictors may support interventions for students at elevated risk of stress during military and academic transition. A cross-sectional web-based survey included 274 first-year male students at the Military Technological College in Oman. Outcome measures included the Perceived Stress Scale (PSS-10), the Patient Health Questionnaire (PHQ-9) for depressive symptoms, the WHO-5 Well-being Index, and the Big Five Inventory assessing personality traits. All variables were analyzed as continuous measures. Predictive modeling was performed using Least Absolute Shrinkage and Selection Operator (LASSO) linear regression with repeated 70/30 train–test splitting across 100 iterations and 10-fold cross-validation for internal validation. The final analytic sample included 266 participants after exclusion of incomplete responses. Across the 100 internal validation runs, the LASSO model accounted for approximately 40% of the variance in perceived stress (training R² = 0.44 ± 0.04; test R² = 0.40 ± 0.08). Neuroticism (β = 0.35) and depressive symptoms (β = 0.15) showed positive associations with perceived stress, whereas psychological well-being showed a negative association (β = −0.32). PHQ-9, WHO-5, and neuroticism were selected in 100% of the repeated LASSO models, which showed the most stable predictive contribution. Model performance on the test datasets showed stable predictive accuracy (MSE = 20.24 ± 2.48; RMSE = 4.49 ± 0.28; MAE = 3.61 ± 0.23). These findings demonstrate that personality traits, depressive symptoms, and psychological well-being collectively contribute to the statistical modeling of perceived stress among military students. The internally validated associative model may support institutional interventions for students vulnerable to elevated stress, informing targeted preventive mental health strategies within military training environments. Full article

Developing translation competence among non-English-major students at Chinese universities remains a pedagogical challenge, especially given the rising demands of cross-cultural communication. This quasi-experimental study examined whether first-year medical students at a Chinese university could improve their translation skills using the constructivist–objectivist theoretical approach (COTA), which combines constructivist learning theories (e.g., active student participation, collaboration, analysis of real-world issues) with objectivist learning methodologies (e.g., sequential skill development, explicit knowledge transfer). In total, 110 students participated in this mixed-methods study. The research methods included (a) pre- and post-tests of students using College English Test Band 4 criteria to evaluate vocabulary, grammar, and accuracy; (b) student perception surveys; (c) semi-structured interviews with instructors; and (d) classroom observations of students, using Gagné’s nine instructional events to ensure faithful implementation of the COTA framework. The COTA-trained students showed statistically significant improvements in translation skills compared to the control group. Additionally, increased student participation and engagement, positive attitudes toward learning, instructors’ ability to implement COTA effectively, and areas for future development were identified in the qualitative findings. These results suggest that integrating constructivist and objectivist teaching philosophies can benefit curriculum designers, language and translation instructors, and policymakers aiming to enhance translation education in Chinese universities and other Asia-Pacific institutions. However, the modest sample size from a single institution limits generalizability, and future studies with larger, more diverse samples are recommended. Full article

College dropout is a global challenge due to its high prevalence and its consequences for individuals, institutions, and society, particularly in terms of institutional sustainability, inefficient use of public resources, and human capital loss. This issue is especially salient in engineering, where first-year dropout rates remain high. This study examines factors associated with first-year dropout among engineering students at a Chilean public university, framing dropout as a sustainability challenge for higher education systems. The analysis combines administrative records ($n=825$) with survey data on psychosocial variables ($n=417$). Results show that admission to a first-choice program and early performance are strongly associated with persistence, highlighting admission alignment and early university experience as factors contributing to the sustainable use of institutional resources. Despite equivalent academic performance across genders, a marked discrepancy emerged between students’ high self-reported confidence and limited implementation of learning strategies. Cluster analysis identified a clear performance gradient across socio-educational profiles, with students combining high academic capital, low socioeconomic vulnerability, and first-choice admission showing the most favorable outcomes. These findings underscore the relevance of admission preference, trajectories, and socio-educational context for first-year persistence, with implications for institutional sustainability and the consolidation of human capital in engineering education. Full article

The transition to college can be psychologically demanding. This study examines how a more mature and consolidated academic identity (AI) is related to three types of self-regulation strategies in college students during their first semester: cognitive reappraisal (CR), self-handicapping (SH), and self-affirmation (SA). Two self-related resources, quiet ego (QE)—a compassionate, growth-oriented self-identity—and self-esteem (SE)—an individual’s global self-assessment of self-worth—were theorized as complementary, but also unique, predictors of the relationship between AI and self-regulation strategies. QE reflects a less defensive, growth/balance-oriented self-structure with implications for self-regulation and adaptive development above and beyond SE. A multiple regression model testing only indirect effects was tested using R (lavaan) in a sample of first-semester college students (N = 352). The hypothesized model fit was acceptable (with five of six indirect hypotheses supported), but a model that added a direct path from AI to SH significantly improved fit without altering the indirect effect results. AI was positively related to CR and SA via both QE and SE, with the path via SE being the strongest. AI was related to lower SH both directly and indirectly only via QE. These results support and add to the literature on the benefits of QE and SE as important yet distinct psychosocial resources for college students. Implications for strengthening QE resources in first-year students are discussed. Full article

Background/Objectives: Traumatic dental injuries (TDIs), particularly avulsion, require immediate and appropriate first aid to ensure favorable outcomes. Adolescents are often the first responders during school or sports activities, yet their preparedness remains unclear. This study aimed to assess the knowledge, attitude, and awareness of adolescents regarding the emergency management of TDIs. Methods: A descriptive cross-sectional survey was conducted among 400 adolescents aged 15 to 18 years from four randomly selected colleges in Mangaluru, Karnataka. A structured, validated 16-item questionnaire assessed demographic characteristics and domains of knowledge (6 items), attitude (6 items), and awareness (6 items). Data was analyzed using descriptive statistics, chi-square tests, and one-way ANOVA. Results: The mean knowledge score was 2.50 ± 1.04 (95% CI: 2.40–2.60), indicating limited knowledge of dental trauma management; only 26.3% of participants recognized that avulsed permanent teeth can be replanted and 7% identified an appropriate storage medium. The mean attitude score was comparatively high (4.38 ± 1.12; 95% CI: 4.27–4.49), with 88.8% of students willing to assist an injured peer, reflecting a large attitude–knowledge discrepancy (Cohen’s d = 1.47). The mean awareness score was 2.24 ± 1.24 (95% CI: 2.12–2.36), indicating limited awareness of preventive practices, including low mouthguard use (11.5%). Shapiro–Wilk testing confirmed non-normal distribution of KAA scores (p < 0.05); accordingly, non-parametric analyses showed no significant differences across schools, academic streams, gender, or education level (Kruskal–Wallis and Mann–Whitney U tests; p > 0.05). Conclusions: Despite favorable attitudes toward assisting peers, adolescents demonstrated limited knowledge and awareness regarding the emergency management and prevention of traumatic dental injuries, particularly in tooth replantation, appropriate storage media, and mouthguard use, highlighting the need for targeted, school-based dental first-aid education programs. Full article

Genetically modified foods represent an important application of modern biotechnology and remain a subject of public debate. Attitudes toward consumption are more likely to be influenced by varying levels of scientific knowledge. University students from the College of Science and the College of Agricultural and Food Sciences at King Faisal University, Saudi Arabia, are expected to possess the basic knowledge that may affect their attitudes toward consumption of genetically modified foods. This study aimed to assess undergraduate students’ knowledge as a predictor of future attitudes toward consumption of genetically modified foods. Using a descriptive method, an electronic questionnaire was administered to a random sample of 300 participants during the first semester of the academic year 2025/2026. Data were analyzed using confirmatory factor analysis and t-tests. The results indicate that students possess a moderate level of scientific knowledge. Their future attitudes toward consuming genetically modified foods were also moderate. Prior studying of genetics and biotechnology courses significantly affects students’ scientific knowledge and future attitudes toward consumption of genetically modified food. The students strongly supported strict regulations, but they expressed hesitation regarding consumption regardless of scientific assurances of safety. No statistically significant differences in knowledge or attitudes based on specialization or gender were found. The authors recommend integrating ethical and social considerations of this kind of food into educational curricula to support informed decision-making among future professionals. Full article

As test anxiety has evolved conceptually, identifying specific components contributing to educational success is essential. This study is the first to examine how different components of test anxiety are related to university dropout. Hungarian university students were recruited through the university’s website and asked to complete a series of online questionnaires at three different points over two years to monitor test anxiety levels and potential dropout or graduation during this period. Of the 98 students who completed assessments at all time points, by the final measurement, 69 had already either graduated or dropped out of their studies. Test anxiety was measured using the multidimensional TAM-C-SF (Test Anxiety Measure for College Students—Short Form). Study dropout was defined as leaving a program before graduation. Task-irrelevant behaviors—a component of test anxiety that includes restless and avoidance behaviors—were significantly associated with dropout. Higher values of cognitive interference were also significantly associated with a higher likelihood of dropout. Task-irrelevant behaviors and cognitive interference might play a key role in academic persistence among university students. These findings highlight the importance of a multidimensional approach to assessing test anxiety and suggest interventional techniques that may help diminish these factors to support students in succeeding in their studies. Full article

Food insecurity (FI) may lead to lower academic achievement, yet college students with inadequate food underutilize campus food pantries. This research aimed to identify predictors of academic success among pantry shoppers (PSs) to inform outreach. Data from AY 2021–2022 (N = 847) and 2022–2023 (N = 951) were derived from swipes of student identification cards, merged with university student-provided data, and de-identified. Multiple regression, logistic regression, and Least Absolute Shrinkage and Selection Operator (LASSO) were employed to create and validate models using Machine Learning. Grade Point Averages (GPAs) were compared by two-sample t tests. The PSs demonstrated higher GPAs in the fall term than non-pantry shoppers (p = 0.04). Validation of the models indicated strong performance. Multiple regression yielded a low prediction error (0.05), and logistic regression achieved 71% accuracy (AUC = 0.776). LASSO identified positive predictors of academic success, including graduate and honors status, junior and senior classification, females, international residency, and frequency of pantry shopping. Negative predictors included part-time status, first-year status, Black or Hispanic ethnicity, and Pell Grant eligibility. Findings underscore the complex interplay between sociodemographic and academic factors that should be considered when planning pantry outreach programs and highlight the need for standardized measures of student pantry utilization, which may aid resource allocation and sustainability. Full article

It is undeniable that COVID-19 has impacted all aspects of college student and family life. However, the posttraumatic growth (PTG) framework suggests there are opportunities for growth after traumatic or highly stressful events. To explore PTG in college students during the COVID-19 pandemic, this study recruited parents of college students (N = 1655) from across the U.S. Hierarchical multiple regression analyses revealed that when parents reported that their student experienced more positive impacts of COVID-19 on their relationships and health, received more career support, and when parents reported that their own well-being improved, they were more likely to report that their student experienced PTG. Additionally, parent gender, student first-generation status, and student year in school were also associated with PTG. This is consistent with past research; when parents were well supported during the pandemic, their college students did better and were more likely to uphold academic and graduation plans. Findings underscore the important role of both university resources such as career support, and family resources such as parental well-being in buffering the negative effects of the pandemic and supporting PTG. Full article

This study examines the effectiveness of difference-education interventions as institutional strategies that support students’ coping during the transition to college. We tested an intervention with two components: a resource-focused approach that makes the hidden rules of higher education explicit, and a student-driven narrative approach featuring unscripted stories from peers describing how they navigated common academic- and life challenges. The study involved 716 first-year students at a Minority-Serving Institution who were randomly assigned by course section to one of the two intervention conditions, with a campus-wide comparison group (N = 2708) drawn from non-participating sections. Results showed significant improvements in Fall-semester GPA and first-year retention for students in both intervention conditions relative to the no-treatment comparison group. Contrary to prior work, first-generation students did not benefit more than their continuing-generation peers. These findings suggest that difference-education interventions may support coping by helping students make sense of academic challenges, anticipate institutional demands, and respond to setbacks with greater persistence. Resource-based and narrative-based approaches may therefore contribute to students’ ability to manage academic difficulty and remain engaged during the early stages of college, particularly in Minority-Serving Institutions. Full article

By integrating deep learning techniques with a multi-model voting mechanism, this study aimed to predict the risk of student suspension and dropout. Conducted at the College of Informatics, Chaoyang University of Technology in Taiwan, the research utilized the AutoKeras automated machine learning framework and student data from academic years 2019 to 2023 (academic year (AY) 108–112) for model training. A majority voting strategy was employed to aggregate predictions from multiple models. To address class imbalance within the dataset, random undersampling was applied to achieve a more balanced distribution. Features from the second semester of AY 112 were used to predict enrollment status for the first semester of AY 113. Experimental results demonstrated that models trained exclusively on AY 108–112 data outperformed those trained on a broader dataset spanning AY 100–112, with the F1-score improving from 16.67 to 19.05%. Further enhancement through the ensemble voting mechanism led to an increase in overall accuracy from 66.67 to 73%, precision from 10.53 to 12.09%, and the F1-score to 21.36%. The proposed predictive model serves as an effective early warning system for identifying students at risk of suspension or dropout, thereby enabling timely counseling interventions and contributing to improved student retention. Full article

Little research exists that focuses on the transition experiences of students with disabilities (SWDs) from high school to college and scholarly investigation of science, technology, engineering, and math (STEM) pathways for neurodivergent students is emergent. The purpose of this current study is to better understand the experiences and perspectives of college freshman with disabilities, following participation in a STEM-focused high school-to-college transition program. Participants in this study completed a yearlong STEM-based college transition program in 2023, followed by a follow up survey and semi-structured interview during their freshman year in college. Results outline participant successes and challenges related to multiple college and career readiness factors. Most participants experienced a successful transition to their first semester in college, continued engagement in STEM-related career development, and several social and extracurricular activities. Future practice and research recommendations are provided. Full article

We examine complex inequities that emerge when race, gender, and first-generation college status are treated as interdependent, rather than independent statuses, for assessing student outcomes at Hispanic-Serving Institutions (HSIs). Drawing on student-level administrative data from two public HSIs in the U.S. Southwest, we analyze four-year graduation and placement in developmental English and mathematics. Using continuing-generation college white women as the reference group, we estimate marginal effects and then construct linear combinations for twenty intersectional social locations defined by race, gender, and first-generation college status. Our findings show that first-generation American Indian men, first-generation college Black men, and first-generation college Hispanic men experience some of the largest achievement gaps in both graduation and developmental placement, gaps that would remain obscured in conventional reporting by race, gender, or class alone. We argue that quantitative intersectionality, grounded in critical race and intersectionality scholarship, offers a value-added approach to state-based institutional analytics that can inform equity metrics, accountability systems, and resource allocation at HSIs and beyond. We conclude with recommendations for redesigning data infrastructures, reporting practices, and equity initiatives to better align HSI servingness with the lived realities of structurally marginalized students. Full article