ADHD,depression, and substance abuse risk among beginning college students

Abstract

Objective: This study examined differences in substance use, depression, and academic functioning among ADHD and non-ADHD college students. Participants: Included 1,748 students (ages 18–25; women 68.4%; Caucasian 71.3%) with and without history of ADHD. Methods: We assessed the relationship of ADHD to substance use variables, controlling for depressive symptoms and examined relationships with GPA. Results: ADHD students were more likely to have engaged in frequent alcohol use, binge drinking, regular marijuana use and to have used other drugs in the last year. They reported higher depression symptoms than non-ADHD students, although substance abuse risk remained high even when controlling for depressive symptoms. ADHD students had lower overall GPA than those without ADHD. However, this difference was no longer significant when controlling for depression and marijuana use. Conclusions: College campuses should consider programing aimed at identifying ADHD students at risk for developing substance abuse problems and emotional difficulties.     

HIGH SCHOOL CHOICES AND THE GENDER GAP IN STEM

Women are less likely than men to graduate with a degree in science, technology, engineering, or math (STEM). We use detailed administrative data for a recent cohort of Ontario high school students, combined with data from the province's university admission system, to analyze the sources of this gap. We show that entry to STEM programs is mediated through an index of STEM readiness that depends on end‐of‐high school courses in math and science. Most of the gender gap in STEM entry can be traced to differences in the share of college entrants who are STEM‐ready; only a small share is attributable to differences in the choice of major conditional on readiness. We then use high school course data to decompose the gender gap in STEM readiness into two channels: one reflecting the gap in the fraction of high school students with the necessary prerequisites to enter STEM, the other arising from differences in the overall fractions of females and males who enter university. The gender gap in the fraction of males and females with STEM prerequisites is small. The primary driver of the gap in STEM readiness is the low rate of university entry by nonscience‐oriented males. (JEL I21, 28, I20)     

Fathers,Mothers, and Family Structure: Family Trajectories,Parent Gender,and Adolescent Schooling

Previous research has neither fully examined family structure across the life course nor considered increasing variation in family types. Using data from the National Longitudinal Study of Adolescent Health (N = 11,318), I examine the influence of longitudinal measures across childhood of family structure duration and the number and timing of parent transitions (entrances and exits) on indicators of grade point average (GPA), college expectations, and suspension or expulsion in adolescence. I also examine whether parent gender moderates these effects. Results show that mother transitions during early childhood affect all outcomes, whereas time in mother‐absent families influences GPA and school discipline. I find evidence for parent gender differences in transition effects; mother transitions, especially early ones, have more severe consequences than father transitions.     

A longitudinal study of the effects of a university human sexuality course on sexual attitudes

This study tested the hypotheses that students taking a university human sexuality course will have different attitudes over a 2‐year period than students not taking such a course, and more accepting attitudes toward the sexual behaviors of others, over a 2‐year period, than toward their own sexual behavior. Sexual attitudes of 127 human sexuality class students and 114 control class students at the University of Northern Iowa were measured at the beginning of class (pretest), the end of class (posttest), and 2 years after the end of class (follow‐up). There were no pretest differences between the treatment and control groups in university classification, marital status, political affiliation, religious affiliation, sex, age, grade point average, or sexual attitudes. Both hypotheses were supported. Human sexuality students developed more accepting attitudes and became more accepting of behaviors for others compared to behaviors for self. Control group students developed less accepting attitudes and became less accepting of behaviors for others compared to behaviors for self. The sex of the students and the session they attended class were also found to influence sexual attitudes.     

Intimate partner violence,health, sexuality,and academic performance among a national sample of undergraduates

ABSTRACT

Objective: To determine the association between intimate partner violence (IPV) and academic performance among heterosexual and sexual minority undergraduates, including whether health mediates this relationship. Participants: A national sample of undergraduate students aged 18–24 years old who completed the 2011–2014 National College Health Assessment IIb (N = 85,071). Methods: We used structural equation modeling to create a latent variable of IPV victimization (stalking, physical, sexual, and emotional violence) in order to test its relationship with health (physical and mental) and two indicators of academic performance (GPA and perceived academic difficulties), according to participants’ sexual identity (heterosexual, lesbian, gay, bisexual, and unsure). Results: Regardless of sexual identity, undergraduates who reported IPV were more likely to have lower GPA and increased academic difficulties. Health mediates this relationship, such that IPV reduces health, which negatively affects performance. Conclusions: IPV poses a serious threat to undergraduates’ health and educational success. Findings warrant universal prevention and intervention.     

Teaching Statistics

This article compares grades earned by incoming MSW students in traditional classroom-based statistics courses and those taught using software-based content and no regular classes. Traditional-learning students earned high grades overall, regardless of prior undergraduate grade point average (GPA). Students in the electronic-learning course with high GPAs performed as well as students in the regular course. However, electronic-learning students with low GPAs earned lower course grades than students with high GPAs who took the same course and students in the traditional course, regardless of their GPA. Findings suggest students can learn statistics successfully in a programmed instruction/distance education course; however, some might need additional assistance or do better in a traditional format.     

GENDER DIFFERENCES IN EXAMINATION BEHAVIOR

A unique examination strategy in first‐year microeconomics courses is used to test for gender differences in examination behavior. Students have the possibility of attaining a seminar bonus on the final exam for near‐perfect seminar attendance and are given two voluntary initial quizzes during the semester. At the final exam, the scores received on initial quizzes can either be accepted as is, or students can attempt to improve their marks by answering similar quiz questions on the exam. Results suggest that female students are more likely to take initial quizzes and receive a seminar bonus but are less likely to re‐take quiz questions on the final exam. These results suggest higher risk aversion, less overconfidence, and more self‐discipline or less procrastination among female students relative to male students. Our estimated behavioral differences may have important implications in terms of final grades on the course. (JEL I21, J16, A12, A14)     

COMBAT EXPOSURE,CIGARETTE CONSUMPTION,AND SUBSTANCE USE

This study estimates the relationship between combat exposure and several risky health behaviors: cigarette consumption, binge drinking, and drug use. We find that the U.S. active duty military personnel deployed to combat zones with enemy firefight are more likely to subsequently smoke cigarettes, consume alcohol, and use illicit drugs than their counterparts deployed to noncombat operations. Our results suggest that the mental health effects of combat can explain up to two‐thirds of the estimated association between combat exposure and risky health behaviors. (JEL H56, I12)     

Understanding stress as an impediment to academic performance

Abstract

Objectives: Stress is the most commonly reported impediment to academic performance among college students. The objectives of this study were to examine the accuracy of these perceptions, identify demographic and psychosocial factors that distinguished among students who differed in perceptions of how stress affected their performance, and assess the relations between these factors and grade point average (GPA). Participants: Undergraduate students (N?=?8,997) from 20 Midwestern schools. Methods: Participants completed online surveys during February–March 2015 that assessed perceived impediments to academic performance, cumulative GPA, demographic information, and psychosocial factors. Results: Students who reported that stress affected their performance had lower GPAs, and reported more stress and lower coping self-efficacy, resilience, and social support. Male, heterosexual, and ethnic-minority students were less likely to report having stress (but did not have higher GPAs). Conclusion: Stress reduction interventions should target psychosocial factors related to perceiving stress as an impediment and to poorer performance.     

Using Narrative Career Counseling With the Underprepared College Student

An increasing number of students enter college underprepared. These students do not have the academic skills to take college‐level courses and are placed in remedial classes. Career counseling can help underprepared college students make educated career decisions based on their current situations. This article explores the characteristics of underprepared college students, examines career‐related issues these students face, and reviews the literature on narrative career counseling. The life design method is applied to a case example of an underprepared college student to demonstrate how to best serve the needs of these students.     

CLASSROOM DIVERSITY AND ACADEMIC OUTCOMES

This paper tests how the race and ethnicity of one's college classmates affect academic performance. Incoming students at a Catholic college are assigned to their first semester, team‐taught, required course. Statistical tests support that this assignment is uncorrelated with a variety of student characteristics. Controlling for team fixed effects and student characteristics, I find evidence of racial peer effects that differ for white students and students of color. White students earn higher grades in classes with more students of color. Students of color with more nonwhite classmates earn lower grades; these effects occur exclusively among those with lower SAT scores. (JEL I21, I28)     

What is the impact of a campus AIDS education course?

To meet a graduation requirement at a state university, 225 students took a 1-semester interdisciplinary course on AIDS. In addition to lectures, readings, and recitation sections, all the students participated in three small-group discussions of their feelings on AIDS-related issues. Students in other courses at the same university served as controls. Anonymous questionnaires were administered before and after the course to assess changes in knowledge, attitudes, and behaviors related to AIDS. When compared with the control group, students in the course had become more knowledgeable about the disease, less fearful of AIDS, and less homophobic. They perceived the AIDS epidemic as more severe than they did before the course, but they were more likely to believe that effective preventive measures were possible. They were also more likely to believe that others in their peer group were taking action to prevent HIV infection. There was no significant increase in either the experimental or the control group in the students' belief that they were personally vulnerable to AIDS, nor was there any statistically significant change in AIDS-related sexual or drug-abuse behaviors.     

ECONOMICS COURSEWORK AND LONG‐TERM BEHAVIOR AND EXPERIENCES OF COLLEGE GRADUATES IN LABOR MARKETS AND PERSONAL FINANCE

Using survey data from over 2,000 students who attended one of four large public universities in 1976, 1986, or 1996, we investigate the relationship between taking more coursework in economics, or choosing economics as an undergraduate major, and a wide range of later decisions and outcomes in labor markets and personal finance, many of which have not been analyzed in earlier research. Generally, economics coursework and majoring in economics are significantly related to higher levels of earnings, home equity, and savings. They are also associated with working more hours and negatively related to completing graduate degrees (except the MBA). Among graduates with positive savings, those with more economics coursework invest more in individual stocks and money market accounts, and are more likely to have employer‐provided life insurance. They have fewer credit cards, which are more often paid in full each month. Most of these findings also hold for graduates who majored in business, but on average economics majors worked more hours and earned more than business majors, were more likely to have been self‐employed, and expected to retire at an older age. Business majors were more likely to have experienced a layoff, and were even less likely than economics majors to complete graduate degrees (except the MBA). Economics majors expected to save even more than business majors by retirement, and viewed short‐term and precautionary motives for saving as more important. Finally, our results suggest that exposure to economics through course‐taking is more important for later outcomes than actual performance in those courses. (JEL A22, J3, D12)     

ACCESS TO TECHNOLOGY AND THE TRANSFER FUNCTION OF COMMUNITY COLLEGES: EVIDENCE FROM A FIELD EXPERIMENT

Access to information may represent an important barrier to learning about and ultimately transferring to 4‐year colleges for low‐income community college students. This article explores the role that access to information technology, in particular, plays in enhancing, or possibly detracting from, the transfer function of the community college. Using data from the first‐ever field experiment randomly providing free computers to students, we examine the relationships between access to home computers and enrollment in transferable courses and actual transfers to 4‐year colleges. The results from the field experiment indicate that the treatment group of students receiving free computers has a 4.5 percentage point higher probability of taking transferable courses than the control group of students not receiving free computers. The evidence is less clear for the effects on actual transfers to 4‐year colleges and the probability of using a computer to search for college information (which possibly represents one of the mechanisms for positive effects). In both cases, point estimates are positive, but the confidence intervals are wide. Finally, power calculations indicate that sample sizes would have to be considerably larger to find statistically significant treatment effects and reasonably precise confidence intervals given the actual transfer rate point estimates. (JEL J24, O33, I23, I24)     

Eating disorders and academic performance among college students

Abstract

Objective: There is a paucity of research exploring eating disorders (EDs) and academic performance (AP). This study aimed to understand the effect of ED treatment on AP, hypothesizing that students receiving treatment for EDs would have a higher GPA. Participants: The Spring 2010 – Spring 2011 National College Health Assessment data (N?=?231,586) was utilized. Methods: Ordinal logistic regressions, controlling for key confounders, analyzed the association between those diagnosed with anorexia or bulimia and GPA. Results: Students diagnosed with anorexia or bulimia and treated with medication and psychotherapy were respectively 1.49 (1.24, 1.80; p?<?.0001) or 1.35 (1.13, 1.61; p?=?.0009) times more likely to have a higher GPA (p?<?.0001) compared to students without EDs. Conclusion: Findings expand the literature on EDs and AP among college students. Additional research is needed to determine whether the combination of medication and psychotherapy is the most effective way to improve AP among students with EDs.     

INCIDENCE AND CONSEQUENCES OF RISK‐TAKING BEHAVIOR IN TOURNAMENTS—EVIDENCE FROM THE NBA

We empirically explore the relevance and efficiency of risk‐taking behavior in tournaments. We use data from the National Basketball Association (NBA) and measure risk‐taking by the fraction of three‐point shots in basketball games. We examine how point differences between teams during games affect their subsequent risk‐taking behavior. It is found that teams that are trailing are more likely to increase their use of three‐point shots. We additionally analyze the consequences of this change in behavior. Enhanced risk‐taking is inefficient in the vast majority of cases and is only beneficial if a team is trailing by a rather large margin. We discuss possible explanations for these decision errors. (JEL M5, D81, J30)     

Sex,lies, and videos in rural china: A qualitative study of women's sexual debut and risky sexual behavior

We studied the sexual behaviors of young, unmarried women living in rural China with a special focus on sexual debut, sexual risk‐taking behaviors, and reproductive health consequences. The analysis was based on 40 in‐depth interviews with young women who had undergone induced abortion, as well as information from focus group discussions. Study participants identified pornographic videos, parents’ tacit approval, and even encouragement as factors instigating their sexual debut. Reasons for unprotected intercourse included spontaneous sexual activity, misconceptions about fertility and the effective use of contraceptives, and the lack of negotiation skills. The results indicate the importance of making reproductive health education more accessible to rural populations in China, a group usually considered to be more traditional and less likely to engage in premarital sex.     

“I Don’t Want to Work in Agriculture!” The Transition from Agricultural Education to the Labor Market in Rural Russia

In Russia, the shift in career incentives from agriculture‐related jobs to other sectors, even among agriculturally educated students, presents two main challenges to rural labor markets. The first relates to the shortage of agricultural employees. The second concerns difficulties in the school‐to‐work transition, characterized by long periods of unemployment. This article addresses these challenges by studying the career incentives of postsecondary agriculturally educated students, based on data from the Altai region, Siberia (N = 474). We use a logit regression to predict the probability of career transition, given the incentives. We examine whether familial background and life expectations are associated with plans to pursue a career in agriculture within a life course context. The results show that students’ career plans with respect to agriculture vary according to both sociofamilial background and views about one’s life course.     

Friendship Influences During Early Adolescence: The Special Role of Friends' Grade Point Average

This study examines how a wide variety of diverse friendship group attributes affect changes in indicators of school performance, social behavior, and mental health between early seventh and late eighth grade. Nine hundred and one middle school students named their friends. Independent data from these friends were used to construct friendship groups that were then characterized in terms of their mean level on measures of academic performance, social behavior, psychological closeness, and structure. Two novel conclusions emerge from the study. First, nearly all the friendship effects are domain‐specific. That is, peer attributes in the school domain affect individual school performance outcomes, while peer attributes in the social behavior domain affect individual social behavior. Second, friends' grade point average (GPA) is the most powerful single friendship attribute. It has the largest total effect, the most consistent effects within its own school performance domain, and the sole reliable cross‐domain impact—on an index of negative social behavior that taps into acting out and drug use. The within‐domain peer effects mostly replicate past findings, though the methodological controls used here are more extensive than in past studies and so provide a stronger causal warrant.     

Examining the Relationships Between Resilience,Mental Health,and Academic Persistence in Undergraduate College Students

Abstract

Objective: In this study, the relationships between measures of interpersonal resilience, intrapersonal resilience, and mental health were examined with respect to academic and social integration, key determinants of academic persistence. Participants: A sample (n = 605) of undergraduate students was recruited from 2 midwestern universities during the 2007–2008 academic year. Methods: Hierarchal (or sequential) regression analysis examined whether the inter- and intrapersonal resilience and mental health measures contributed to explaining variance in the response variables of university cumulative grade point average (GPA) and university sense of belonging. Results: The intrapersonal resilience factors contributed to explaining variance in cumulative GPA in addition to aptitude and achievement. Furthermore, there was a strong statistical correlation between the inter- and intrapersonal resilience factors and mental health. Conclusions: The demands in college are significant and there is a need for more research on the concept of resilience as it relates to college health and academic persistence.