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AbstractThe process of adjusting to a new cultural environment is often considered to be quite stressful. International students of East Asian backgrounds sometimes experience even greater adjustment challenges (e.g., language barriers) which may lead to elevated stress levels. The psychological well-being of these students is also endangered if their excessive stress is not controlled and ameliorated. The current thesis therefore provides an in-depth review of literature documenting common stressors reported by East Asian international students, and the relationship of such stressors to possible outcomes such as depression and anxiety disorders. To better inform services providers about East Asian international students’ unique needs, help-seeking attitudes and behaviors of these students will also be briefly reviewed. Limitations of prior studies, future research directions, as well as suggestions for ways to better assist East Asian internationals are also discussed.
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A Comparison of the Study Skills and Academic Success between Traditional Aged Students and Non-Traditional Aged Students in the Student Support Services Program at SUNY College at BrockportSmith, Arthur; Stanes, Cathleen M.; The College at Brockport (8/1/1989)The purpose of this study was to examine the study skills, learning behaviors and academic success of a group of non-traditional aged college students in the Student Support Services Program at an upstate New York college and compare them with a group of traditional aged students in the same program. The subjects consisted of twenty-one adult students and twenty-one traditional aged students in the Student Support Services Program at SUNY College at Brockport. Mean scores earned on seven subscales of the LASSI and mean semester grade point averages were found for both groups and tested for significance at the 90% confidence level using a t test for independent means. The data that significant difference in mean scores on the subscales of Time Management, Concentration, and Information Processing. The non-traditional aged student group displayed superiority. The non-traditional aged student group displayed higher mean scores on the subscales of Selecting Main Idea, Study Aids, Self Testing, and Test Strategies and a higher mean semester grade point average than the traditional aged student group, but the difference was not significant. The results of this study did not agree with the results of earlier studies which found adult students to be lacking in study skills.
Using Student Generated Data to Promote Conceptual Understanding: A Student Led Approach to StatisticsWade, Carol H.; DiNottia, Charles (3/12/2019)This curriculum project offers a complete Statistics unit plan designed for Algebra 1 students. The unit plan consists of twelve statistics lessons, three of which include student-led data collection and analysis projects. Each lesson is designed to incorporate student-generated data to improve student engagement during the lessons and promote conceptual understanding of data sets and data representations. The lessons were originally designed to fit within single 90-minute instruction blocks, except for the three student-led projects which may take more than one 90-minute block to complete. The lessons were developed to align with the New York State Algebra 1 Common Core Learning Standards, which includes a unit of statistics.
The Relationship Between Regents Competency Test Writing Scores of Special Education High School Students in a Self-Contained Classroom and Special Education High School Students in a Mainstreamed ClassroomSmith, Arthur; Brandt, Cynthia Marie; The College at Brockport (12/1/1996)The purpose of this study was to determine if there was a statistically significant difference in the mean scores of the Regents Competency Test in Writing between special education high school students in a mainstreamed English class and special education high school students in a self-contained English class. To determine this, twenty-five special education students in the eleventh grade were asked to participate in this study. The students were selected from a district in Monroe County in New York State. Fourteen of the students were in a mainstreamed English class. The remaining fourteen students were in a self-contained English class. All the students in the study were working toward a local diploma. A requirement for a local diploma is passing the Regents Competency Test (RCT) in Writing. All students began preparation in their ninth grade year. In November of their eleventh grade year they were administered the RCT in Writing. The RCT scores of the students in the mainstreamed class and the self-contained class were subject to t-test comparisons to see it there was a statistically significant difference. The findings revealed a calculated 1 score of 2.03. Since the critical value of t with 75 degrees of freedom at the 95% confidence level is ± 2.160, the null hypothesis cannot be rejected. This implies that there was not a statistically significant difference between the mean RCT Writing scores of students in the mainstreamed and self-contained group.