College student journal Impact Factor & Information

Publisher: Project Innovation (Organization)

Current impact factor: 0.00

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5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
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Other titles College student journal
ISSN 0146-3934
OCLC 1564072
Material type Periodical
Document type Journal / Magazine / Newspaper

Publications in this journal

  • College student journal 05/2015;
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    ABSTRACT: This study examined financial satisfaction among an undergraduate student population. This study used an institutional dataset called Financial Survey of Students 2006 conducted during the Fall 2006 semester in one of the largest public universities in the southwestern United States. Descriptive statistics were used to determine the demographic characteristics of the sample (n=1498). Logistic regression was used to determine the impact of financial support on financial satisfaction. The analysis indicates that the probability for dissatisfaction among undergraduate students declined when they received scholarship and grant support. These findings highlight the need to provide more helpful strategies for undergraduate students to manage and minimize education debt and improve their present and future financial situation.
    College student journal 03/2015; 49(1):105-113.

  • College student journal 12/2014; 48(4):661-674.
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    ABSTRACT: Facebook use is nearly ubiquitous among college students. Studies have shown links between Facebook displays of depression or problem drinking and risk of these problems. This project aimed to determine whether Facebook could be used to help Resident Advisors (RAs) identify college students at risk for depression or problem drinking. Interviews were conducted with college freshmen to investigate whether they were Facebook "friends" with their RA. Focus groups were conducted with RAs to determine their views on Facebook friending their dormitory residents and using Facebook to help identify at-risk students. 72 freshmen were interviewed and 25 RAs participated in focus groups; both agreed it is common for RAs and residents to be Facebook friends. RAs commonly noted references to depression and problem drinking on residents' Facebook pages, which often led to in-person discussions with the resident. This study provides support that RAs use Facebook to identify issues that may impact their student residents. RAs emphasized benefits of in-person interactions in order to provide support and obtain additional details about the situation. Universities could consider whether providing RA education about Facebook interactions with residents merits encouragement within their existing RA training programs.
    College student journal 11/2014; 48(1):16-22.
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    ABSTRACT: Problem: There are no available studies on the prevalence, and distribution of speech disorders among Arabic speaking undergraduate students in Jordan. Method: A convenience sample of 400 undergraduate students at the University of Jordan was screened for speech disorders. Two spontaneous speech samples and an oral reading of a passage were collected for this purpose. The students who have speech disorders were also asked questions related to situational factors, such as awareness of the disorder, and the need for speech therapy. Results: The prevalence of overall speech disorders in the studied sample was 7.5%. Voice disorders were the most common (4%), followed by articulation disorders (3%), and (0.5%) for fluency disorders. Conclusion: The results of this study would be very helpful in increasing public awareness and counseling regarding speech disorders among patients and/or families, and consequently seeking early identification and intervention. Keywords: articulation; prevalence; screening; speech disorders; stuttering; voice
    College student journal 10/2014; 48(3):425-436.
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    ABSTRACT: The pathway to college is not equal for all students. Students from low socioeconomic backgrounds and minorities often face difficult challenges in trying to obtain a college education. Thus, this study utilized a qualitative grounded theory approach to explore and to understand how first-generation minority college students are motivated to overcome their family histories to achieve a college education. The study consisted of two groups of participants. The first group, the central group of focus, was made up of three first-generation college students. The second group, the comparison group, consisted of two third-generation college students. Semi-structured interviews conducted in person and online were pivotal ways in which data were collected. After data collection, the data were transcribed, coded, and emergent themes identified. Results of the study revealed that first-generation college students, unlike the third-generation college students in this study (comparison group) were not encouraged by family to attend college, but their inner drive to attend college to achieve a better way of life for themselves led to them being the first in their families to attend and to graduate from college. In light of the findings of this study, it is suggested that teachers become mentors who can encourage students, particularly minority students to attend college
    College student journal 03/2014; 48(1):45-56.

  • College student journal 03/2014; 48(1):45-56.
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    ABSTRACT: Research has note explored the types of settings that college students prefer to volunteer for and how these settings might be influenced by personal factors (e.g., demographic, academic major, volunteering motivation, regliosity). Students from a Midwestern university (N=406, 71.9% female) completed a survey that inquired about their volunteering history and motivation for volunteering. This study found that most students (88.2%) reported a history of volunteering, although only 22.9% were current volunteers. The most common volunteer settings for participants were organizations related to promoting health and wellness, serving children/delivering education, and reducing poverty. Students volunteering in health-related settings were more likely to be currently volunteering .The strongest motives for volunteering in this study were Values (e.g., altruistic volunteering) followed by Understanding (e.g., volunteering for the opportunity for new learning experiences). These findings are useful for determining what factors might be used to promote continuous volunteering by college students.
    College student journal 01/2014; 48(3):386-396.

  • College student journal 01/2014; Fall 2014(3):397-406.