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Relationship between demoralization of the college student with their individual- and social-oriented self.

ABSTRACT: Demoralization has become increasingly prevalent among college students who have lost motivation in life and feel hopeless about their future. Many college students who demonstrate symptoms of demoralization are neglected because they might fail to typical symptoms of depression. Taiwanese college students are simultaneously influenced by bicultural-self system, such as individual- and social-oriented views of self, which vary considerably in the view of self, achievement motivation, and the value of self-realization, and may even create contradictory expectations and behavioral standard. The purpose of this study was to investigate the extent of the relationship between attitude towards demoralization, individual- and social-oriented views of self. Three-hundred fifty-six college students completed the online questionnaire, which was designed to explore their demoralization status and cultural differences. Four groups were divided into bicultural self, individual-oriented self, social-oriented self, and unintegrated self. Bicultural group demonstrated significantly lower demoralization overall scores than other groups. Moreover, the five dimensions of demoralization in college students were mostly significantly and negatively correlated with individual- and social-oriented views of self, indicating that college students' bicultural views of self may contribute to or prevent demoralization.

SUBMITTER: Huang CY

PROVIDER: S-EPMC9258854 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Resistance to peer influence moderates the relationship between perceived (but not actual) peer norms and binge drinking in a college student social network.

Project description:INTRODUCTION:Adolescent and young adult binge drinking is strongly associated with perceived social norms and the drinking behavior that occurs within peer networks. The extent to which an individual is influenced by the behavior of others may depend upon that individual's resistance to peer influence (RPI). METHODS:Students in their first semester of college (N=1323; 54.7% female, 57% White, 15.1% Hispanic) reported on their own binge drinking, and the perceived binge drinking of up to 10 important peers in the first-year class. Using network autocorrelation models, we investigated cross-sectional relationships between participant's binge drinking frequency and the perceived and actual binge drinking frequency of important peers. We then tested the moderating role of RPI, expecting that greater RPI would weaken the relationship between perceived and actual peer binge drinking on participant binge drinking. RESULTS:Perceived and actual peer binge drinking were statistically significant predictors of participant binge drinking frequency in the past month, after controlling for covariates. RPI significantly moderated the association between perceptions of peer binge drinking and participant's own binge drinking; this association was weaker among participants with higher RPI compared to those with lower RPI. RPI did not interact with the actual binge drinking behavior of network peers. CONCLUSIONS:RPI may function to protect individuals from the effect of their perceptions about the binge drinking of peers, but not from the effect of the actual binge drinking of peers.

| S-EPMC6563916 | biostudies-literature

Relationship between maternal demoralization, wheeze, and immunoglobulin E among inner-city children.

Project description:BackgroundPrior research has linked maternal prenatal and postnatal mental health with the subsequent development of asthma in children. However, this relationship has not been examined in inner-city African Americans and Hispanics, populations at high risk for asthma.ObjectiveTo determine the relationship of maternal demoralization with wheeze, specific wheeze phenotypes, and seroatopy among children living in a low-income, urban community.MethodsAfrican American and Dominican women aged 18 to 35 years residing in New York City (the Bronx and Northern Manhattan) were recruited during pregnancy (n = 279). Maternal demoralization (ie, psychological distress) was measured both prenatally and postnatally by validated questionnaire. Outcomes included wheeze, transient (birth to 2.5 years of age), late onset (3-5 years), and persistent (birth to 5 years of age), evaluated via questionnaire and total and indoor allergen specific IgE (at birth and ages 2, 3, and 5 years). Logistic regression with generalized estimating equations assessed the association of demoralization with wheeze and atopy. Multinomial regression explored associations between demoralization and specific wheeze phenotypes.ResultsPrenatal demoralization significantly predicted overall wheeze (adjusted odds ratio OR, 1.66; 95% confidence interval [CI], 1.29-2.14), transient wheeze (OR, 2.25; 95% CI, 1.34-3.76), and persistent wheeze (OR, 2.69; 95% CI, 1.52-4.77). No association was found between demoralization and IgE after adjustment (total IgE: OR, 1.04; 95% CI, 0.74-1.45; any specific IgE: OR, 0.96; 95% CI, 0.57-1.60).ConclusionsIn this inner-city cohort, prenatal demoralization was associated with transient and persistent wheeze. Understanding how maternal demoralization influences children's respiratory health may be important for developing effective interventions among disadvantaged populations.

| S-EPMC3135280 | biostudies-literature

The Relationship between Virtual Self Similarity and Social Anxiety.

Project description:In virtual reality (VR), it is possible to embody avatars that are dissimilar to the physical self. We examined whether embodying a dissimilar self in VR would decrease anxiety in a public speaking situation. We report the results of an observational pilot study and two laboratory experiments. In the pilot study (N = 252), participants chose an avatar to use in a public speaking task. Trait public speaking anxiety correlated with avatar preference, such that anxious individuals preferred dissimilar self-representations. In Study 1 (N = 82), differences in anxiety during a speech in front of a virtual audience were compared among participants embodying an assigned avatar whose face was identical to their real self, an assigned avatar whose face was other than their real face, or embodied an avatar of their choice. Anxiety differences were not significant, but there was a trend for lower anxiety with the assigned dissimilar avatar compared to the avatar looking like the real self. Study 2 (N = 105) was designed to explicate that trend, and further investigated anxiety differences with an assigned self or dissimilar avatar. The assigned dissimilar avatar reduced anxiety relative to the assigned self avatar for one measure of anxiety. We discuss implications for theories of self-representation as well as for applied uses of VR to treat social anxiety.

| S-EPMC4237051 | biostudies-literature

The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging.

Project description:Canada's high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants (N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

| S-EPMC8529298 | biostudies-literature

The Relationship Between Work During College and Post College Earnings.

Project description:Prior research suggests that undergraduates employed during term time are less likely to graduate. Using transcript data from a large multi-campus university in the United States, combined with student earnings data from state administrative records, the authors find that traditional-age students who worked for pay during college on average earned more after leaving college than similar students who did not work. This post-college earnings premium is on par with the benefit from completing a degree, even after controlling for demographic and academic achievement characteristics, across various student sub-groups, and including models that account for selection bias. Implications of these findings for theories of education and social stratification, and for educational policy are considered.

| S-EPMC8022698 | biostudies-literature

The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence.

Project description:IntroductionThis study investigates the interplay between Online Learning Self-Efficacy (OLSE), Informal Digital Learning of English (IDLE), student engagement in online classes, and the mediating effect of Social Presence (SP) among intermediate Chinese English as a Foreign Language (EFL) students. The research sample consisted of 389 participants enrolled in online English courses within a chain of language schools.MethodsData collection involved the use of validated scales to assess OLSE, IDLE, SP, and online student engagement. Structural Equation Modeling (SEM) was employed for data analysis.ResultsThe findings revealed direct influences of OLSE and SP on online student engagement. Additionally, IDLE exhibited a positive impact on online student engagement, with a partial mediation effect through SP. This suggests that informal digital English learning significantly contributes to students' engagement in online classes, with this influence being facilitated by the sense of social presence experienced by students during virtual interactions.DiscussionThis research underscores the importance of OLSE, IDLE, and SP in shaping student engagement within online learning environments. The results highlight that fostering informal digital English learning can enhance students' active participation in online courses, with SP serving as a key mediator in this relationship. These insights provide valuable guidance for educators and institutions seeking to improve student engagement in online educational settings.

| S-EPMC10577387 | biostudies-literature

Relationship Between Social Anxiety and Self-esteem Among Undergraduate Nursing Students.

Project description:Social anxiety disorder is the third most common disorder in the general population. Social phobia has a significant impact on nursing colleagues' self-esteem. The purpose of the current study was to assess social anxiety and its relation to self-esteem among nursing students. The study was a cross-sectional study. Data were collected from 231 nursing students through a convenience sampling method. The instruments of the study included "Social Phobia Inventory (SPIN)" and the "Rosenberg self-esteem scale." The results indicated that the social anxiety mean was 15.1 ± 11.1 (ranging from 0 to 68) and the self-esteem was 19.9 ± 4.5 (ranging from 0 to 30). The current study indicates that female and social anxiety are predictors of self-esteem among nursing students. Also, the present study concludes that lower social anxiety is associated significantly with higher self-esteem among Palestinian undergraduate nursing students (r = -.35, P < .001). The study concludes that there are inverse correlation between social anxiety and self-esteem among Palestinian undergraduate nursing students. Even though most students showed modest levels of social anxiety and normal self-esteem.

| S-EPMC11348366 | biostudies-literature

The relationship between achievement motivation and college students' general self-efficacy: A moderated mediation model.

Project description:ObjectiveThis study focused on the relationship between achievement motivation and college students' general self-efficacy, and aimed to explore the mechanism of action between achievement motivation and general self-efficacy.MethodsThrough convenience sampling, 1,076 college students were investigated from Anhui Province in China. Achievement motivation, general self-efficacy, perceived social support, and sports participation were evaluated using standard scales. For data analysis, Pearson's correlation analysis, structural equation model test, and bias-corrected percentile Bootstrap method were carried out.ResultsCommon method biases can be accepted in this study. (1) Achievement motivation can directly affect general self-efficacy and make a positive prediction; (2) Perceived social support plays a mediating role between achievement motivation and general self-efficacy, that is, achievement motivation can indirectly affect general self-efficacy through perceived social support; (3) Sports participation plays a moderating role in the first half of the mediating path of "achievement motivation → perceived social support → general self-efficacy." The interaction between achievement motivation and sports participation affects perceived social support, and then indirectly affects general self-efficacy. In this moderated mediation model, The predictive effect of achievement motivation on perceived social support is significantly different among individuals with different levels of sports participation.ConclusionPerceived social support plays a part of mediating role between achievement motivation and college students' general self-efficacy, which is moderated by sports participation.

| S-EPMC9845271 | biostudies-literature

The Relationship between Perceptions of Instructional Practices and Student Self-Efficacy In Guided-Inquiry Laboratory Courses.

Project description:Science self-efficacy, a student's confidence in being able to perform scientific practices, interacts with science identity and outcomes expectations, leading to improved performance in science courses, persistence in science majors, and ultimately, the pursuit of advanced training in the sciences. Inquiry-based laboratory courses have been shown to improve undergraduate student self-efficacy, but the mechanisms involved and specific components of instructional practices that lead to improved self-efficacy are not clear. In the current study, we determined whether student and faculty perceptions of laboratory instructional practices (scientific synthesis, science process skills, and instructor-directed teaching) were related to postsemester self-efficacy across 19 guided-inquiry laboratory courses from 11 different institutions. Self-efficacy related to science literacy increased significantly from the beginning of the semester to the end of the semester. Variation in individual student perceptions of instructional practices within a course were significantly related to differences in student self-efficacy at the end of the semester, but not average student perceptions or faculty perceptions of their own practices across courses. The importance of individual student perceptions suggests that faculty should engage with students during curricular development. Furthermore, faculty need to use noncontent talk to reinforce the science practices students are engaging in during inquiry-based laboratory courses.

| S-EPMC8108504 | biostudies-literature

The Relationship Between Student Voice and Student Engagement in Urban High Schools.

Project description:Drawing on student self-report survey data, this study examines student engagement across 67 urban high schools in the School District of Philadelphia. Results show that schools with higher rates of affective, behavioral, and cognitive engagement differ significantly from schools with other engagement profiles in students' average reports of teacher care and student voice. Path analyses lend support for self-determination theory and corroborate qualitative research that observes that student voice can improve student engagement. By highlighting the roles of teacher care and feelings of competence and belonging, this study identifies key means by which student voice influences student engagement.Supplementary informationThe online version contains supplementary material available at 10.1007/s11256-022-00637-2.

| S-EPMC9219399 | biostudies-literature

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