Can weight predict academic performance in college students? An analysis of college women's self-efficacy,absenteeism, and depressive symptoms as mediators

Over a third of American college students are either overweight or obese, which has been suggested to negatively impact their academic achievement. Objective: This study seeks to better understand the relationship between body mass index (BMI) and grade point average (GPA), while examining potential mediators of this association. Participants and Methods: The sample consists of 298 college women who volunteered to complete online questionnaires between October and December 2014. Results: Although no significant differences were noted for sociodemographic variables, overweight and obese female students were found to report lower GPA and academic self-efficacy as well as higher depressive symptoms, compared with their normal-weight counterparts. Academic self-efficacy partially mediated the relationship between BMI and GPA. Conclusions: To foster better academic achievement in female college students, and especially for those who are overweight and obese, strategies for improving self-efficacy and adaptation to college should be implemented.     

Tracking weight change,insulin resistance,stress, and aerobic fitness over 4 years of college

Objective: To determine if weight gain is accompanied by development of insulin resistance (IR) during 4 years in college. Participants: Two cohorts of college students were enrolled in fall semesters 2009 and 2010 and tracked for 4 years. Methods: Following a 12-hour fast, subjects reported for measurement of body mass index (BMI), perceived stress (PSS), aerobic fitness, and blood glucose, insulin, and lipids. Results: In the first year, 33% of subjects were overweight or obese, and 20% were hyperinsulinemic. Year 4 had 29 remaining subjects with disproportionate attrition of overweight and obese individuals. Just over half the subjects gained weight (WI), whereas nearly 30% lost considerable amounts (WD). WD showed significant decline in fasting insulin, low-density lipoprotein (LDL) cholesterol, and PSS from year 1. WI was primarily highly fit men who did not demonstrate increased IR. Conclusion: WI was not associated with IR over 4 years of college.     

Continuity and change in the regional stereotypes of southern college students, 1970–1987

This article examines the effects of the race and Hall of Fame membership of professional football players on the value of their “rookie” football cards. Several studies have examined the impact of race on the value of baseball cards, but only one paper has examined this topic among football card collectors. Data were derived from 177 black and white football players who are members of the NFL Hall of Fame or who have been on the final voting ballot for the Hall. All of the players in the sample started their careers after professional football became racially integrated. Data for each player's race, value of their rookie card, card availability (scarcity), performance, Hall membership, and position were obtained from secondary sources. The principle finding of the study is that when controlling for factors such as position, performance, and card scarcity, race applies an independent effect on the value of the rookie cards of NFL Hall of Fame members, but not among non-Hall of Fame cards. Speculation on why “race matters” and suggestions for future research are offered.     

A comparison of African American and white college students’ affective and attitudinal reactions to lesbian,gay, and bisexual individuals: An exploratory study

African American (n = 70) university students were compared with White students (n = 140) on their affective (homophobia) and attitudinal (homonegativity) reactions to lesbian, gay, and bisexual individuals. The results initially suggested that African Americans had modestly higher homophobia and homonegativity scores than Whites. However, those ethnic differences vanished after controlling for frequency of church attendance, religious commitment, and socioeconomic status. For both ethnic groups, gender and religiosity variables significantly predicted homophobia and homonegativity. Men in both ethnic groups had significantly higher homophobia and homonegativity scores than their female counterparts. Lastly, additional regression analyses revealed that one aspect of African American culture—family practices—significantly predicted homophobia, but not homonegativity, above the predictive ability of religiosity. Implications of the results are discussed.     

Dietary intake, body mass index, exercise, and alcohol: are college women following the dietary guidelines for Americans?

Study findings suggest that college women practice diet and health behaviors that contradict the 1995 Dietary Guidelines for Americans. To confirm this hypothesis, the authors surveyed the diet, exercise, and health habits of 60 female students enrolled in three university aerobics courses. They measured height and weight to calculate body mass index (BMI) and assessed physical activity, using the Self-Reported Physical Activity scale. To estimate food and nutrient intake, they used 3-day food records. Participants reported diets that were nutritionally adequate but exceeded national recommendations for fat, sugar, and sodium, and their reports of exercise habits suggested that the lifestyles of 66% of the respondents were sedentary. Although the students' mean BMIs suggested healthy weights, 25% of the women were classified as overweight. A majority of the participants were following at least 1 of the 7 dietary guidelines; however, no participant was adhering to all proposed behaviors.     

Using the integrative model of behavioral prediction to understand college students’ STI testing beliefs,intentions, and behaviors

ABSTRACT

Objectives: To identify salient behavioral determinants related to STI testing among college students by testing a model based on the integrative model of behavioral (IMBP) prediction. Participants: 265 undergraduate students from a large university in the Southeastern US. Methods:Formative and survey research to test an IMBP-based model that explores the relationships between determinants and STI testing intention and behavior. Results: of path analyses supported a model in which attitudinal beliefs predicted intention and intention predicted behavior. Normative beliefs and behavioral control beliefs were not significant in the model; however, select individual normative and control beliefs were significantly correlated with intention and behavior. Conclusions: Attitudinal beliefs are the strongest predictor of STI testing intention and behavior. Future efforts to increase STI testing rates should identify and target salient attitudinal beliefs.     

Do neighborhood conditions affect high school dropout and college graduation rates?

This article estimates the effects of neighborhood conditions on the educational attainment of young people. Using the Panel Study of Income Dynamics to measure the background characteristics of young people and their educational attainment at age 25 and the U.S. Census to describe the characteristics of the neighborhoods in which respondents lived between ages 14 and 18, the paper estimates neighborhood effects separately for blacks and whites and tests for nonlinearities and important interactions in these effects. We find that neighborhood characteristics influence educational attainment among young people, but do so differently for black and white youth. Among black youth, growing up in neighborhoods with wealthier residents, more two parent families, and a greater percentage of workers in professional or managerial occupations leads to a substantial decrease in the high school dropout rate. These neighborhood characteristics do not affect the probability of graduating from college, however. Neighborhood effects among black youth occur primarily among those from disadvantaged backgrounds. Among white youth, neighborhood conditions positively affect the probability of graduating from college but do not significantly affect the high school dropout rate. These effects are concentrated among those from relatively advantaged backgrounds.     

The role of savings and wealth in reducing ‘wilt’ between expectations and college attendance

‘Wilt’ occurs when a young person in high school expects to attend college but does not do so shortly after graduating. In this study we find that youth with no savings account in their own name are more likely to experience wilt than any other group examined. In multivariate analysis, young people who expect to graduate from a four-year college and have an account are approximately six times more likely to attend college than those with no account. Teens who expect to graduate from a four-year college and have designated a portion of their savings for college are approximately three times more likely to attend college than those with no account. Additionally, when savings are taken into account, academic achievement is no longer a significant predictor of college attendance. Policy implications are discussed.     

Exploring chlamydia positivity among females on college campuses, 2008–2010

ABSTRACT

Objective: Describe chlamydia positivity among young women tested at college health centers by student characteristics: age, race/ethnicity, and institution type. Participants: During 2008–2010, colleges participating in a national infertility prevention program provided chlamydia testing data from females aged 18–24. Methods: Chlamydia positivity (number of positive tests divided by the number tested) among females stratified by college type (4-year versus 2-year and minority serving institutes [MSIs]) was determined. Results: Chlamydia testing data were provided by 148 colleges: 37 (26%) MSIs and 21 (15%) 2-year colleges. Of the 118,946 chlamydia tests, 6.5% were positive. Chlamydia positivity in females at 4-year colleges was 6.6% versus 5.3% at 2-year colleges (p = .0001). Positivity at MSIs was almost double of that at non-MSIs, 10.0% versus 5.4% (p = .0001). Conclusions: Chlamydia positivity may be higher among college females than previously thought. Higher positivity at MSIs suggests that targeted sexually transmitted infection prevention efforts may be useful for high-risk college populations.     

Gendered jocks or equal players? Athletic affiliation and hooking up among college students

ABSTRACT

Previous research has found sex-specific effects of athletic participation on young adult sexuality, with male athletes reporting increased sexual activity and female athletes reporting lower levels of sexual activity relative to non-athlete peers. Yet research has not examined sexual activity by athletic affiliation beyond quantity, nor considered the normative landscape of non-relational college sexual culture. The current paper examines the relationships between sex, athletic affiliation, and hooking up among students at 14 U.S. universities with Division I and II athletics programs. Findings show that, controlling for demographics and background characteristics, 1) male and female athletes participate in hooking up at higher rates than non-athletes, and 2) male athletes have less male dominated hookups in terms of sexual initiation. Results are discussed in terms of the increasing value similarity of men and women's collegiate sports programs.     

Examining cultural and gender similarities and differences in college students’ value of communication skills in romantic relationships

This study assessed and compared the communication skills that native Chinese and native American college students value in the context of romantic relationships. A total of 319 Chinese and 262 American college students responded to questionnaires that assessed the values they placed on six different communication skills. The results showed that the American students valued four of six communication skills more than the Chinese students (i.e. conversational, informative, listening, and narrative skills). The men and women in both cultural groups valued affective communication skills more than instrumental communication skills. In both cultural groups, women placed greater value on affective communication skills than men. The findings also showed a significant mediating effect of gender orientation (masculinity and femininity) on the value placed on communication skills and a significant effect of self-construal, which mediated between nationality and the value assigned to communication skills.     

What do we know about LGBQ+ college student academic experiences and outcomes?

In spite of recognition that lesbian, gay, bisexual, and queer+ (LGBQ+) young adults face challenges associated with their sexual identities, research on inequality in education has only recently begun examining their academic experiences and outcomes in college. Prior work has mainly focused on social and extracurricular experiences during college or academic outcomes among LGBQ+ students in K-12 settings. In this article, we review the growing body of social science literature on LGBQ+ college students' academic outcomes. A strength of our review is our integration of research on individual, interpersonal, and institutional characteristics and experiences that influence LGBQ+ student outcomes. In reviewing the literature, we identify a number of methodological and theoretical limitations, such as a lack of precision and consistency in defining and conceptualizing LGBQ+ identities and experiences and limited attention to intersections with race, class, and gender. We offer some solutions to these limitations and present a theoretical framework that promises to add clarity and further reliability to future research on LGBQ+ college student outcomes. We conclude by suggesting directions for future research.     

Self-leadership and stress among college students: Examining the moderating role of coping skills††

Abstract

Objective: Stress remains a major health concern among college students today. Consequently, research on student stress is imperative, from both an organizational and an individual perspective. This research study explores the moderating role of coping skills on the relationship between self-leadership and stress among college students. Participants: Data from 643 full-time undergraduate students attending a 4-year public university in the mid-Atlantic region were collected in February 2017 and analyzed using a moderated regression model. Results: The results indicate self-leadership practices do reduce student stress levels and that this relationship is moderated by student coping skills. Conclusion: The findings from this study deepen our understanding of how self-leadership practices may decrease student stress and showcases self-leadership as an effective tool for reducing college student stress.     

Type of tobacco product used: are there differences between university and community college students?

This article describes and compares smoking prevalence, types of tobacco products used, and motivation to quit among college students at universities and community colleges. Data were collected using the Florida Annual College Tobacco Survey (FACTS). Nine universities and eight community colleges participated in the study (n = 4973). Most students (69%) experimented with tobacco. Cigarettes were used more often (57.4%), followed by Black 'N Mild (31.8%), cigars (30.1%), kreteks/bidis (24.1%), smokeless tobacco (13.9%), and pipe (8.9%). University students were more likely than community college students to have tried kreteks/bidis and cigars (p < .05). University students experimented at a significantly earlier age with cigarettes and pipes while community college experimented at a significantly earlier age with cigars and kreteks/bidis (p < .05). The majority of cigarette smokers (62%) were not interested in quitting. The implications for college tobacco education programs are discussed.     

Factors related to students’ achievements: comparing Israeli Bedouin and Jewish students in college education

This study examined factors contributing to the achievements of Israeli Bedouin and Jewish students in an Israeli college for teacher education. The study employed Tinto’s model and its core concepts of academic and social integration as main explanatory factors for student achievement in an academic institute. Background characteristics were also suggested as potential predictors. Data were collected in an Israeli college for teacher education from 82 Israeli Bedouin and 160 Jewish students at three points in time. Effects of each variable, as well as interaction effects between independent variables (such as socioeconomic background, entrance data) and intermediary variable (social and academic integration) in relation to the dependent variable (achievements) were analysed. Patterns of factors related to achievements of the two groups were compared. The main explanatory variables were matriculation mean grades (14%) and gender (18.3%). A significant interaction effect was found between group and social integration, meaning that only in the Israeli Bedouin group did social integration have a significant effect. Considering the Israeli Bedouin group alone, the matriculation score explained 20% of the variance, gender explained 6.2%, and the rationale for occupational choice explained 5.1%. The results are discussed in the framework of the institutional context and the cultural background of the two groups, also suggesting the need to examine possible institutional actions relating to these findings.     

Are college students more disturbed today? Stability in the acuity and qualitative character of psychopathology of college counseling center clients: 1992-1993 through 2001-2002

Are clients at college counseling centers more disturbed today than they were 5, 10, or 20 years ago? Since the mid-1980s, counseling center personnel have consistently perceived student clients as more distressed or reported acutely distressed clients as more prevalent than they did 1, 3, or 5 years ago. Only 3 studies employing a systematic, data-based methodology have addressed this question. Two researchers used different actuarial measures of the acuity or character of client pathology and concluded that current student clients are not more disturbed than were earlier ones. One researcher used clinical judgments rendered at the end of therapy and concluded that current students were more distressed. Using the Personality Assessment Inventory, the author found the actuarially determined quantitative and qualitative indices of pathology unchanged for 3,400 counseling center clients seen during 10 consecutive years. Over the same period, the use of medications increased fivefold. An actuarial measure of client distress appears crucial to both accurate diagnosis and treatment and to the adequate preparation of future counseling center professionals.