The Development of Psychological Well-Being Among First-Year College Students

Assessing Learning Gains

“…There are multiple learning gains that students can develop in HE, which are linked to the learning outcomes or learning goals of the course: development of the conceptual understanding of the topic [13]; scientific reasoning and confidence in reasoning skills [14]; scientific writing and reading [15]; critical thinking [16]; problem solving, creativity, analytical ability, technical skills and communication [17]; moral reasoning [18]; leadership [19]; interest in political and social environment [20]; well-being [21]; and motivation [22]. Measuring such a variety of learning gains is a challenge in itself and a number of methodologies have been used to assess them.…”

Identity in young adulthood: Links with mental health and risky behavior

“…The college years are associated with the highest rates of binge drinking (Substance Abuse Mental Health Services Administration [SAMHSA], 2013), illicit drug use (SAMHSA, 2013), casual or "hookup" sex (Bogle, 2008), and drunk or drugged driving (National Highway Traffic Safety Administration, 2009). At the same time, many students are doing quite well in terms of feeling a sense of mastery over their lives, enjoying positive relationships with others, and having a clear purpose in their lives (Bowman, 2010). Although socialization and genetic factors undoubtedly play a role in determining which students will experience high well-being and which students will experience difficulties or engage in risky behavior, it is possible that identity may also contribute to these outcomes.…”

“Campus Craft”: A Game for Sexual Assault Prevention in Universities

“…These findings provide a research-based trajectory for implementing SAPE wherein an awareness raising program such as ''Campus Craft'' could be implemented during students' first year on campus followed by implementing bystander interventions with students in subsequent years. Consistent with this trajectory, Bowman 21 argued that first-year students were less inclined to intervene (in regard to the bystander intervention approach) because they were worried about what other people think. As such, ''breaking from the crowd'' in order to intervene if witnessing a potential sexual assault is unlikely to occur.…”

“…However, according to Banyard,19,20 it might be more effective to adopt a multitiered approach that allows prevention efforts to build on one another over time (e.g., sexual assault awareness campaigns followed by bystander intervention approaches). In fact, Bowman 21 stated that first-year students may not be as inclined to endorse the bystander intervention model because doing so would require students to break from the group when intervening-something that these students might be reluctant to do. Moynihan et al, 22 however, found that bystander-focused SAPE was more effective at a 1-year follow-up for participants who had a higher level of awareness regarding sexual assault on campus.…”