Background: Collegiate recovery programs (CRPs) aim to support the unique needs of students in recovery, promote academic success, and facilitate psychosocial development (i.e. coping, self-efficacy, differentiation of self, self-acceptance, and quality of life). Strategies used to achieve these goals vary considerably based on the culture of the…

When exploring the effects of leadership on students, most studies have focused on either how leadership affects the students' academic outcomes or how it contributes to their personal development. This study merged both approaches and aimed to measure the mediating effects of self-efficacy and self-determination among leadership, students'…

In bilingual literature, few studies have examined the processes of concept formation (CF); even fewer studies have discussed their developmental changes. This study explores language-cognition links and CF fractionation processes by comparing total and partial immersion programmes (TIPs and PIPs). Descriptive statistics (DS), correlational…

Civic and political engagement may encourage individuals to make positive societal contributions and thus act as responsible and productive citizens. A positive relationship between civic/political engagement and the extent of one's faith-based beliefs and behaviors has been the basis for a growing field of research (e.g., Becker & Dhingra, 2001;…

We propose that Generation Y college students' motivations to study abroad are rooted in the desire for individual growth, which, combined with other motivation factors--gender, parents' educational level, prior international experience, age, and household income--drives the intent to study abroad. The study samples juniors and seniors in business…

In this descriptive exploratory study, the Posttraumatic Growth Inventory (PTGI; Tedeschi & Calhoun, 1996) was used to measure levels of personal growth attributed by college students (N = 117) to a semester of university life in retrospective self-reports. Results reflect attributions of substantial total growth in the range reported in the…

This study examines the impact that diversity courses (DC's), created to increase social awareness on college campuses, have on 553 students' interactions with faculty, critical thinking and social engagement. Conducted at a large, private tier one research institution, this study reviews a pre-college survey, post-college survey and student…

The purpose of this study was to examine the factor structure that underlies students' perceptions of intellectual progress and personal growth and to suggest additional ways of using survey information. The study was based on a sample of 68,650 students who completed the American College Testing College Outcomes between 1999 and 2001. From the…

This study investigated the relationship between English learning motivation types and self-identity changes among university students in the People's Republic of China. The sample obtained from a stratified sampling consisted of 2,278 undergraduates from 30 universities in 29 regions. The instrument was a Likert-scale questionnaire which included…

Most instruments for student evaluation of college instruction focus on the course and the instructor without considering the student's perception of the impact of the course on him or her. The Course Comments Questionnaire (CCQ) and the Personalized Course Analysis (PCA) were developed at the University of Wisconsin, Green Bay to overcome this…

The validity of the Rational Behavior Inventory was investigated by examining its relationship with four other measures of personality in addition to class standing and age. Results supported the validity of the measure. (JKS)

The development of the Maslowian Scale, a method of revealing a picture of one's needs and concerns based on Abraham Maslow's levels of self-actualization, is described. This paper also explains how the scale is supported by the theories of L. Kohlberg, C. Rogers, and T. Rusk. After a literature search, a list of statements was generated…

Reflective-thinking skills are important in problem-based learning environments as they help learners become deeply engaged in learning. The literature suggests several instructional-design factors (e.g., environment, teaching methods, scaffolding tools) that may prompt reflection in learners. However, it is unclear whether these factors differ…

The purpose of the study was to develop a course-evaluation form for the assessment of student-centered courses. The development of the instrument was derived from theoretical views of student-courses which suggested five dimensions. The dimensions included bases of power, positive classroom environment, personal meaningfulness, student…