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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 (1989-08-01)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.
A Comparison of the Perception which Third-Grade Students and Sixth-Grade Students have of Themselves as WritersShafer, Annette R.; The College at Brockport (1991-04-01)Children learn to write at an early age, however, many children do not enjoy writing as an activity. This masters’ thesis investigates students’ opinions about writing, and compares the opinions of elementary students to those of middle school students. The author surveyed seventy-nine students from two 3rd grade classrooms and two 6th grade classrooms in western New York. The survey consisted of seventeen questions about how students felt about writing in the classroom. These surveys were then collected and sorted into three categories: positive, ambivalent, and negative. The researcher found that about 64% of 3rd grade students had a positive writing attitude, with 0% displaying a negative attitude. Sixth graders, however, had less positive feelings. Only about 40% of the 6th grade students had a positive writing attitude, while 9% had negative attitudes. The author concludes that teachers should not only strive to improve each student’s writing ability, but also their self-concepts as writers.
Exploring Student Engagement Experiences: A Look at Students in the Educational Opportunity Program at a Community CollegeGoodspeed, Patricia; Coffey, Erin; The College at Brockport (2017-04-01)This study focuses specifically on a state-funded specialized program, the Educational Opportunity Program (EOP), at a local community college in New York State. The purpose of this study is to explore the student engagement experiences of full-time students enrolled in the EOP. The objective of this research is to help the administration, staff, and faculty at this institution better understand the engagement experiences of students in EOP in order to implement helpful interventions through counseling, advising, and programming. Thirty-five students in the EOP consented to participate in the study by completing an online questionnaire in regards to their personal, social, academic, and career-development engagement behaviors. Findings suggest that students are more engaged in immediate academic and essential resources and less engaged in various social, career, and professional development opportunities. The researcher recommended several possible strategies for intervention to increase the students’ likelihood of academic, professional, and personal success.