浅谈大学生恋爱常见心理问题与调适

当前大学生恋爱现象相当普遍且公开化。在大学校园里,随处可见亲密的情侣,也出现了各种问题。恋爱问题如果处理不好,不仅会妨碍大学生的学习、生活,而且对大学生人格的健康发展也有重要的影响。因此,关注大学生恋爱心理,培养大学生正确的恋爱行为意识,成为大学生心理健康教育工作的一项重要内容。从常见的心理问题入手,分析各类状况,帮助大学生树立正确的恋爱观,塑造积极健康的恋爱心理,提出解决大学生恋爱心理问题的调适方法。     

当代大学生恋爱目的多元化分析

通过对当代大学生恋爱目的多元化进行概述：因寂寞去恋爱;因无聊去恋爱;因好奇心去恋爱;因功利去恋爱;因虚荣心去恋爱;因性的需要去恋爱。在分析其原因的基础上提出对策：加强家庭锻炼与培养,加强传统思想道德的教育,加强当代大学生学习规划的正确引导及加强高校教育人才的培养与提升,有利于减少当代大学生不健康的恋爱目的观念。     

当代大学生恋爱消费的伦理审视

大学生正处于一个特殊的年龄段,生活在特定的环境中,对社会的认识还处于一个朦胧的阶段,难免受社会的影响,形成错误的恋爱消费观。采用调查问卷和访谈的形式,对大学生的恋爱消费状况进行了调查和分析,从伦理学的角度进一步分析了大学生恋爱消费观中存在的问题。并从学校、家庭和社会以及大学生自身四个方面探讨了帮助和引导大学生树立合理的恋爱消费观的路径。     

大学生恋爱心理探析

爱情是大学校园经久不衰的话题。从恋爱的含义、大学生恋爱的动机以及恋爱的特点进行逐步分析,并提出正确对待大学生恋爱的对策,一是建立积极健康的校园文化氛围,二是引导大学生端正恋爱动机,三是增强大学生抗失恋挫折的承受能力。     

当前大学生恋爱心理分析与思考

根据对大连市某三所高校学生进行恋爱心理问卷调查的结果,对当前大学生的恋爱心理现状进行了分析和思考,提出了要重视教育和积极引导大学生树立健康恋爱观,引导大学生性意识健康发展,积极开展团体咨询和个体咨询,促进大学生人格完善和顺利成才。     

社会工作介入高校大学生恋爱问题的必要性探析

主要从阐述高校大学生恋爱问题现状及恋爱观总结两个方面出发,具体分析了社会工作介入高校大学生恋爱问题的必要性,并通过总结提出针对高校大学生恋爱问题展开社会工作的具体思路,希望能够为相关研究提供一定的借鉴。     

大学生恋爱动机的异化及其重构——以郑州大学软件技术学院为例

采用自编《大学生恋爱动机调查》问卷,抽取郑州大学软件技术学院500名学生作为研究对象,针对大学生恋爱状况、恋爱动因、择偶标准等问题进行调查。结果表明,大学生恋爱动机出现异化,投资型和攀比享受型恋爱动机上升。在分析异化现象产生原因的基础上,从个人、学校和社会角度对大学生恋爱动机进行重构,使其树立正确的恋爱观。     

当代大学生“恋爱危机”的应对与解除

阐述了大学生"恋爱危机"的时代背景和研究现状,并对其研究的重要性和紧迫性进行了科学分析和深入阐述,还阐明了大学生"恋爱危机"干预的基本原则。提出了从健全教育体系、健全工作体系、健全危机反馈体系等三个方面有效干预和应对大学生"恋爱危机"的基本策略。     

独生子女恋爱观及其行为调查与分析

调查数据显示独生子女在适当恋爱年龄、适当结婚年龄等方面的认知观念上与非独生子女并无显著差异,但在恋爱行为上却比非独生子女更早进入恋爱,这既与独生子女群体报告的父母准许的恋爱年龄较晚相悖,更与独生子女群体自身判断的适当恋爱年龄相悖——提前了2-3年。本研究提出并运用"同辈亲密关系补偿理论"对这一悖论给予了相关解释,并分析了这种同辈亲密关系在量、质、功能上的特征,最后对如何预防独生子女青少年过早恋爱提出了若干意见。     

青年大学生对社会主义核心价值体系的社会认同研究——基于福建、湖南和贵州三省高校的调查

青年大学生对社会主义核心价值体系的社会认同体现为理性认知、情感认同与行为践行三个维度。实证研究结果表明,青年大学生对社会主义核心价值体系的认知度、认同度和践行度均呈现出"中度偏高"的特征,且受大学生个体健康、家庭教育环境、高校思想政治课教学现状以及社会风气等因素的显著影响。     

大学宿舍生活对大学生心理健康发展的影响和作用

大学宿舍生活是大学生活中的重要组成部分,对大学生的心理健康发展有着不可忽视的重大影响和作用,和谐的大学宿舍生活对于大学生的心理健康发展有着积极的意义。但是,许多调查与研究表明,目前大学生宿舍中人际关系上存在着不少的问题。就大学宿舍生活人际关系的研究意义、宿舍人际关系现状的调查、造成大学宿舍人际关系问题的原因及如何营造和谐宿舍生活作简单论述。     

Can Light-Touch College-Going Interventions Make a Difference? Evidence from a Statewide Experiment in Michigan

I conduct a statewide experiment in Michigan with nearly 50,000 high-achieving high school seniors. Treated students are mailed a letter encouraging them to consider college and providing them with the web address of a college information website. I find that very high-achieving, low-income students, and very high-achieving, minority students are the most likely to navigate to the website. Small changes to letter content affect take-up. For example, highlighting college affordability induces 18 percent more students to the website than highlighting college choice, and 37 percent more than highlighting how to apply to college. I find a statistically precise zero impact on college enrollment among all students who were mailed the letter. However, low-income students experience a small increase in the probability that they enroll in college, driven by increases at four-year institutions. An examination of persistence through college, while imprecise, suggests that the students induced into college by the intervention persist at a lower rate than the inframarginal student.     

浅谈大学生党员发展工作中存在的若干问题

在大学校园中,大学生党员是大学生中一个较为活跃的群体,是大学生群体中的优秀代表,可以说大学生党员是当代大学生的榜样。能够成为一名大学生党员,是一种崇高的荣誉,同样是一份责任。但是,在发展大学生党员工作的过程中存在着不少问题。通过介绍、分析发展大学生党员工作流程中出现的问题,旨在引起各界对发展和完善大学生党员工作的思考。     

Party registration and party self-identification: Exploring the role of electoral institutions in attitudes and behaviors

How do electoral institutions affect self-identified partisanship? I hypothesize that party registration acts to anchor a person's party identification, tying a person to a political party even when their underlying preferences may align them with the other party. Estimating a random effects multinomial logit model, I find individuals registered with a party are more likely to self-identify with that party and away from the other party. Party registration also affects voting in presidential elections but not in House elections, leading to greater defection in the former where voters have more information about the candidates. These insights illuminate varying rates of electoral realignment, particularly among southern states, and the makeup of primary electorates in states with and without party registration.     

Evaluating the Effects of Universal Place‐Based Scholarships on Student Outcomes: The Buffalo “Say Yes to Education” Program

A growing number of cities and states have been providing large tuition subsidies for residents through initiatives often called “place‐based” or “Promise” scholarship programs. We examine the effects of a prominent last‐dollar, place‐based scholarship program, Say Yes to Education in Buffalo, NY, on college matriculation and persistence. Employing a difference‐in‐differences strategy comparing changes across cohorts of students eligible and ineligible for large college scholarships, we find that scholarship eligibility is associated with an increase of 20 percent in the likelihood of matriculating into college within one year of graduation, and an increase in the likelihood of persistence into a second year of college of nearly 16 percent. Increases in matriculation are largely at four‐year institutions, where most of the additional funding from Say Yes is concentrated, exclusively at in‐state institutions, both public and private, and are largest at colleges with more selective admission rates. Finally, we see the largest increases in matriculation and persistence among students who attend high schools in the middle third of the poverty distribution. These results suggest that the additional aid provided by Say Yes plays an important role in increasing college matriculation and encouraging students to attend more selective schools.     

Using Carrots and Sticks to Improve American Colleges

An unintended consequence of making access to college an entitlement readily available to all high school graduates is that serious study in high school has become optional—even for those intending to apply for college admission. Without an incentive to study diligently, many students are disengaged in high school and, as a result, underprepared for college. Some freshmen arrive at college thinking that having fun is the main reason they are at college and that the pursuit of knowledge should be available for when they have nothing better to do. Before World War II academically excellent students from families unable to finance college for them could apply for competitive scholarships. Scholarships mutated into “financial aid” when the GI Bill of Rights financed college for discharged veterans of World War II. Pell grants should continue to be available to youngsters who want to go to college even if they are mediocre students—provided they can persuade a college to admit them. Mediocre students are being given a chance to become “late bloomers.” Loans, however, are expected to be repaid, and mediocre high school students with bad credit ratings are likely to default on their loans, causing serious financial problems for themselves and financial complications for the American economy. Targeting loans to students with good prospects for repaying them is more prudent financially and makes more sense educationally.     

College Enrollment and Completion Among Nationally Recognized High‐Achieving Hispanic Students

Hispanic high school graduates have lower college completion rates than academically similar white students. As Hispanic students have been theorized to be more constrained in the college search and selection process, one potential policy lever is to increase the set of colleges to which these students apply and attend. In this paper, we investigate the impacts of the College Board's National Hispanic Recognition Program (NHRP), which recognizes the highest‐scoring 11th‐grade Hispanic students on the PSAT/NMSQT, as a mechanism of improving college choice and completion. The program not only informs students about their relative ability, but it also enables colleges to identify, recruit, and offer enrollment incentives. Overall, we find that the program has strong effects on college attendance patterns, shifting students from two‐year to four‐year institutions, as well as to colleges that are out‐of‐state and public flagships, all areas where Hispanic attendance has lagged. NHRP shifts the geographic distribution of where students earn their degree, and increases overall bachelor's completion among Hispanic students who traditionally have had lower rates of success. These results demonstrate that college outreach can have significant impacts on the enrollment choices of Hispanic students and can serve as a policy lever for colleges looking to draw academically talented students.     

THE IMPACTS OF DIFFERENT TYPES OF COLLEGE INSTRUCTORS ON STUDENTS’ ACADEMIC AND LABOR MARKET OUTCOMES

Based on a novel data set that links college administrative information with earnings records from a state college system for both public two‐year and four‐year colleges, this study quantifies the impacts of exposure to different types of instructors during students’ initial semester in college on their subsequent academic and labor market outcomes. To minimize bias from student sorting by type of instructor, we combine course‐set fixed effects with an instrumental variables approach that exploits term‐by‐term fluctuations in faculty composition in each department, therefore controlling for both between‐ and within‐course sorting. The findings suggest that two‐year students, particularly racial minority students, have substantially higher levels of exposure to adjuncts with temporary appointments than four‐year students. Two‐year students taking a heavy course schedule with temporary adjuncts are adversely affected in college persistence and subsequent credit accumulation, and the penalty is particularly pronounced among males and racial minority students with stronger academic potential. Such negative impacts on academic outcomes do not translate into poorer short‐ to medium‐term labor market performance. In the four‐year setting, no significant distinction is identified between different types of instructors on either student academic or labor market outcomes.     

Hungry minds: Investigating the food insecurity of minority community college students

Research on food insecurity has investigated urban environments at the neighborhood and city level but neglected the importance of college institutions. Community colleges, which serve a larger population of low‐income, food insecure, and minority students than 4‐year institutions, have been especially neglected. In this mixed methods study, we examined how 50 low‐income minority students in an urban community college access food on campus and how the features of their college foodscape shape their food insecurity. We also investigated how students' ability to access food on campus shaped their perceptions of the college institution and their academic endeavors. Our survey findings reveal high levels of food insecurity among our participants. Students' written narratives demonstrate their desire for more appealing and affordable food on campus and reveal their distrust of the college institution. Furthermore, students connect their food insecurity to their ability to concentrate on academic tasks. Thus, the accessibility of food on campus appears to affect students' perceptions of their community college institution and has implications for their emotional and academic development. Our work suggests that both researchers and college institutions must examine the inadvertent signals that institutions send to food insecure students through their food policies.     

Charter High Schools’ Effects on Long‐Term Attainment and Earnings

Since their inception in 1992, the number of charter schools has grown to more than 6,800 nationally, serving nearly three million students. Various studies have examined charter schools’ impacts on test scores, and a few have begun to examine longer‐term outcomes including graduation and college attendance. This paper is the first to estimate charter schools’ effects on earnings in adulthood, alongside effects on educational attainment. Using data from Florida, we first confirm previous research (Booker et al., 2011 ) that students attending charter high schools are more likely to graduate from high school and enroll in college. We then examine two longer‐term outcomes not previously studied in research on charter schools—college persistence and earnings. We find that students attending charter high schools are more likely to persist in college, and that in their mid‐20s they experience higher earnings.