2 Cognitive Domain Grade Point Average


2 Cognitive Domain

Grade Point Average(GPA)

(a) APA Reference:
Peters, B. R., Jeff, J., & Ridgway, R. L. (2005). INDIVIDUAL DIFFERENCES IN THE CONSIDERATION OF FUTURE CONSEQUENCES SCALE CORRELATE WITH SLEEP HABITS, SLEEP QUALITY, AND GPA IN UNIVERSITY STUDENTS. Psychological Reports, 96(3), 817-824.

(b) Study goals:
In this article, the purpose is to compare traditional and unstable variables, especially sleep, as predictors of Grade Point Average for cumulative and semester. Also, to see if the sleep pattern will be significantly correlated with GPA because it is a primary part of the student’s lifestyles.

(c) Subjects:
The participants in this articles are 951 undergraduates from Psychology class at the University of North Texas.

(d) Result 1:
After comparing different data, we find that sleep pattern was significantly correlated with GPA. Specifically, sleep onset latency, nap time, and a number of awakenings. Nap time and a number of awakenings continued to be significant predictors of GPA after recording all the variables.

(e) Result 2:
Overall, the modifiable variables are sleep variables, alcohol use disorders, trait stress, and marijuana. Sleep variables and alcohol use disorders accounted for 2% of GPA variance, while trait stress is marijuana use is accounted for 1% of GPA variance.

(f) One possible campus resource to address this issue would be workshops at peer connection.

Attention Span; Focus; Concentration

(a) APA Reference:

Campbell, S. M., ; Nutt, C. L. (2008). Academic Advising in the New Global Century: Supporting Student Engagement and Learning Outcomes Achievement. Peer Review, 10(1), 4-7.

(b) Study goals:
The faculty will examine the academic advising process in the kinesiology department would obtain areas for improvement and included student demographic characteristics, student expectations relative to academic advising, student use of university support services, advisor performance, and student experiences associated with the advising process and their recommendations for improvement.

(c) Subjects:
The participants in this article consisted of 146 undergraduate students majoring in sport and fitness management.

(d) Result 1:
The data that was collected, we found that the most relevant information for this discussion came from the personal experiences that students shared on the questionnaire. It was obvious that many students wanted to be actively engaged in the advising process, but they indicated a need to be better informed about program requirements and options, a sequence of course offerings, and the application of transfer credits. The opportunity to determine the specific direction and pace for their courses of study was especially important for students who were employed, as well as for those who were highly involved in other aspects of their lives. This finding coincides with work presented by McLaren (2004) that describes today’s undergraduate students, and the challenges faced by academic advisers in accommodating their diverse needs and situations.

(e) Result 2:
Researchers focused on educational practices that foster student success suggest that to maximize learning and achievement, students must be actively engaged in all aspects of their educational experience, including academic advising. If our objective is to provide a more meaningful and engaging advising experience for our students in our department, then it is important that we create strategies and tools that lead to active collaboration between students and faculty.

(f) One possible campus resource to address this issue would be students wellness center.

II. 2 Social Domain:

Family

(a) APA Reference:
Haj-Yahia, M. M., & de Zoysa, P. (2008). Rates and psychological effects of exposure to family violence among Sri Lankan university students. Child Abuse & Neglect, 32(10), 994–1002. https://doi-org.libaccess.sjlibrary.org/10.1016/j.chiabu.2008.05.001

(b) Study goals:
In this article, there are two main objectives. The first objective is to examine the rates of exposure to family violence among students in a non-Western society, with Sri Lanka as a case study and the second objective is to examine the psychological effects of their exposure.

(c) Subjects:
466 medical students in Sri Lanka were surveyed.

(d) Result 1:
Between 16% and 18% of the participants indicated that they had witnessed at least one act of interparental psychological aggression, and between 2% and 16% indicated that they had witnessed at least one act of interparental physical violence before the age of 18. Between 11% and 84% of the participants had experienced at least one act of parental psychological aggression, and between 2% and 22% had experienced at least one act of parental physical violence during childhood. Significant amounts of the variance in participants’ dissociation, anxiety, depression, and sleep disturbance were explained by their witnessing interparental violence and experiencing parental violence.

(e) Result 2:
The present study provides strong evidence that the rates of family violence in a non-Western society, Sri Lankan families are within the range of violence found in Western societies.

(f) One possible campus resource to address this issue would be Bursar’s Office.

School

(a) APA Reference:
Digdon, N. L., & Howell, A. J. (2008). College Students Who Have an Eveningness Preference Report Lower Self-Control and Greater Procrastination. Chronobiology International: The Journal of Biological & Medical Rhythm Research, 25(6), 1029–1046. https://doi-org.libaccess.sjlibrary.org/10.1080/07420520802553671

(b) Study goals:
The purpose is to investigate the relationship between eveningness and self-regulation by using two standardized measures of self-regulation, the Self-Control Scale and the Procrastination Scale. We predicted that an eveningness preference would be associated with poorer self-control and greater procrastination than would an intermediate or morningness preference.
(c) Subjects:
Participants were 308 psychology students at a small Canadian college. Students completed the self-regulation questionnaires and Morningness/Eveningness Questionnaire online.

(d) Result 1:
The Morningness/Eveningness Questionnaire score was 46.69 which show intermediate between morningness and eveningness. The scores ranged from definite morningness to definite eveningness, but the dispersion of scores was skewed toward more eveningness.

(e) Result 2:
A multiple regression analysis to predict the Morningness/Eveningness Questionnaire score using the Self-Control Scale, Procrastination Scale, and age as predictors indicated the Self-Control Scale was a significant predictor accounted for 20% of the variance.

(f) One possible campus resource to address this issue would be student health center.

III. 2 Emotional Domain

Mood Swings

APA Reference:
Engle-Friedman, M., Riela, S., & Strothers, E. (2008). Objective and Subjective Effort as a Function of Sleep and Energy. Sleep & Hypnosis, 10(2), 61–72. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=36838198&site=ehost-live&scope=site

(b) Study goals:
The purpose of this study was to examine the contribution of sleep related factors, including previous night sleep, experience with sleep loss and current energy, to objective effort and the subjective experience of effort.

(c) Subjects:
187 non-sleep-deprived college students from Baruch College completed a 1 hour computer assessment.

(d) Result 1:
Principal components analysis was used to identify 8 factors and form composite variables. Those factors were entered into hierarchical regressions to predict effort.

(e) Result 2:
10% of the variance of objective effort was accounted for by actual sleep, perceived energy, reaction time and interactions among these components.

(f) One possible campus resource to address this issue would be counseling services.

Depression

APA Reference:
Buela-Casal, G., Miró, E., Iaflez, M. A., & Catena, A. (2007). Relation between habitual sleep duration and depressed mood state: Somatic versus cognitive symptoms. International Journal of Clinical Health & Psychology, 7(3), 615–631. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=27779158&site=ehost-live&scope=site

(b) Study Goals:
In this study, it’s to investigate the association between habitual sleep duration and depressed mood state in college students.

(c) Subjects:
141 healthy students of both sexes, 19 with short sleep pattern (sleeping 6 hours or fewer per night), 64 with intermediate sleep pattern (sleeping 7-8 hours per night) and 58 with long sleep pattern (sleeping more than 9 hours per night).

(d) Result 1:
The scores for depressed mood state were higher for individuals with short and long sleep pattern than for those with intermediate sleep pattern. The reason why is that depression symptoms indicated that short sleepers different from intermediate sleepers in the somatic symptoms of depressed mood, whereas the differences between long and intermediate sleepers are observed in cognitive aspects.

(e) Result 2:
In addition, the finding of no significant differences between short and long sleepers in cognitive aspects suggests that short sleepers present somatic symptoms and some cognitive symptoms of depression, while long sleepers show almost exclusively cognitive symptoms.

(f) One possible campus resource to address this issue would be Counseling and Psychological Services.

IV. 2 Physical Domain

Exercise

APA Reference:
Digdon, N. L. (2008). Circadian preference and college student beliefs about how to cope with sleepiness. Biological Rhythm Research, 39(5), 417–426. https://doi.org/10.1080/09291010701590067

(b) Study Goals:
This study is to examine college student’s beliefs about effective ways to relieve sleepiness to see whether they were related to their circadian preferences based on evening types or morning types.

(c) Subjects:
499 students at a Canadian College completed an investigator designed measure to see how their sleep is affected.

(d) Result 1:
Evening types were more likely to support methods that are not providing adequate to good night-time sleep, compared to intermediate types neither morning or evening types. Evening types rated exercise as relatively less effective and caffeine consumption as relatively more effective at relieving sleepiness than intermediate types.

(e) Result 2:
The methods students uses to relieve sleepiness may be one of the factors that contribute to the higher rate of sleep problems among evening types compared to other chronotypes.

(f) One possible campus resource to address this issue would be SJSU Gym.

Physical Health

APA Reference:
Fletcher, P. C., Bryden, P. J., Schneider, M. A., Dawson, K. A., & Vandermeer, A. (2007). Health Issues and Service Utilization of University Students: Experiences, Practices & Perceptions of Students, Staff and Faculty. College Student Journal, 41(2), 482–493. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=25093224&site=ehost-live&scope=site

(b) Study Goals:
The purpose was to examine health issues and issues that have the potential to affect the health and academics of 1st year students. Also, the experiences and perceptions concerning university services and service referrals received by first year students.

(c) Subjects:
412 students reported a wide range issues that have the potential to affect health. 23 staff and faculty reported dealing with students with a wider range issues such as anxiety, anger, mood disorders, and etc..

(d) Result 1:
Although students appeared quite well informed about the health services offered on campus, and awareness did not translate into use.

(e) Result 2:
Due to result 1, University staff and faculty should become more actively involved in promoting on-campus services to first year students and promoting the potential suggestions that well-being may have successfully completing the university.

(f) One possible campus resource to address this issue would be Health and Wellness Center.