College student journal Impact Factor & Information

Publisher: Project Innovation (Organization)

Journal description

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
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: 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.
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    ABSTRACT: This study investigates the importance of student teachers expectations as a predictor of future social and emotional competencies of young children. These predicted expectations were estimated from a 42 item questionnaire that was designed by the author and it addressed five domains: social skills, social awareness, self-control, relationship skills and selfawareness. Expectations were defined as the predicted teachers expectations that are necessary for young children’s social and emotional competencies in kindergarten. The study sample consists of 78 student teachers attending early childhood four year program at the University of Jordan (UJ) in Amman. The results revealed that early childhood student teachers at UJ view the social and emotional competencies as necessary for young children development in preschools. The results indicated that there were significant differences in the expectations of student teachers according to their practice and non-practice, college year and between seniors and freshman. On the other hand, there were no significant differences of student teacher expectations according to their GPA and choice of major. Based on these findings the researcher addressed a number of suggestions and recommendations
    College student journal 03/2013; 47(1):138-154.
  • College student journal 01/2013; 47(1):219-225.