Table of Contents
Table of Contents
Preface
Chapter 1. The Impact of Motivation to Change, Parenting, and Delayed Gratification on College Adjustment
(Ashley Lockwood, Cyrus Chiasson and Jisook Park, Department of Psychology, Fort Hays State University, Hays, KS, US)
Chapter 2. Working Together to Understand and Mitigate the Effects of the Sophomore Slump: Implications of a Phenomenological Study
(Natalie Burick and Crystal Machado, Office of Disability Services, Slippery Rock University of Pennsylvania, Slippery Rock, PA, US, and Department of Professional Studies in Education, Indiana University of Pennsylvania, Indiana, PA, US)
Chapter 3. The Ambient Power of the College Campus: Spatiality and the Emerging Majority Experience
(Sayoni Bose, Jayne R. Goode and Jelena Radovic-Fanta, Division of Arts & Sciences, Governors State University, University Park, IL, US)
Chapter 4. Love and Sex on Campus
(Richard McAnulty and David McAnulty, Department of Psychology, University of North Carolina at Charlotte, Charlotte, NC, US)
Chapter 5. Substance Use among Diverse Groups of College Students
(Ellen L. Vaughan, Lisa K. Denton, Patricia D. Gonzalez, Lauren E. Adams and Marcel A. de Dios, Department of Counseling and Educational Psychology, Indiana University, Bloomington, IN, US)
Chapter 6. Increasing Student Interaction: Creating a College Book Club
(Erin Jensen, Laura Debenham and Christina Park, Department of English, Belmont Abbey College, Belmont, NC, US)
Chapter 7. Overparenting of College Students
(Peipei Hong, Hayley Love and Ming Cui, Department of Family and Child Sciences, Florida State University, Tallahassee, FL, US)
Chapter 8. Parents and Their College Students: Influences on Well-Being
(Ellen L. Vaughan, Nancy Blackwell, Nayely Gonzalez, Natalie Stevenson and Nickolaus Gastil, Department of Counseling and Educational Psycholgy, Indiana University, Bloomington, IN, US)
Chapter 9. Internalization of Motivation and Persistence in College Students
(Yurou Wang and Meagan M. Patterson, Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama, Tuscaloosa, AL, US)
Chapter 10. Personality, Gender, Self-Efficacy, Procrastination, and Goal Setting: Their Effect on College Students’ Memory Assessment
(Kyra Hatcher, Amanda Pennington, Brandi Brewster, Minsung Kim, Jennifer Miller and Seungyeon Lee, School or Social and Behavioral Sciences, University of Arkansas at Monticello, Monticello, AR, US)
Chapter 11. Comparing Self-Reported Emotional Intelligence, Self-Efficacy, and Personality Traits in College Students’ Career Decision-Making: A Pilot Study
(Magnus A. Gray, Seungyeon Lee and Minsung Kim, School or Social and Behavioral Sciences, University of Arkansas at Monticello, Monticello, AR, US)
Chapter 12. College Students’ Struggle with Spelling Difficult Words
(Turkan Ocal, School of Professional Studies, Peru State College, Peru, NE, US)
Chapter 13. “Work Hard, Play Hard”: College Students’ Myths and Misconceptions Surrounding Achievement
(Julia Martinez, Department of Psychological and Brain Sciences, Colgate University, Hamilton, NY, US)
Chapter 14. The Effects of Animal Assisted Activities on College Students during Final Exam Period
(JoAnn Jarolmen, Department of Social Work, Kean University, Union, NJ, US)
Chapter 15. Deconstructing Risk Factors Impacting College Student Mental Health
(Lindsay Meyer, Michaela Monson, Tracey Porter and Ashley Taylor, Department of Psycology, Saint Martin’s University, Lacey, WA, US)
Chapter 16. Resiliency and Guidelines to Supporting Mental Health in the College Student Population
(Lindsay Meyer, Michaela Monson, Tracey Porter and Ashley Taylor, Department of Psycology, Saint Martin’s University, Lacey, WA, US)
Chapter 17. The Impact of Loss Characteristics on Grief Effects in Bereaved College Students
(Mary Alice Varga, Department of Leadership, Research, and School Improvement, University of West Georgia, Carrollton, GA, US)
About the Editor and Contributors
Index
Reviews
“Exploring the Opportunities and Challenges of College Students, a book of edited chapters by Seungyeon Lee (2020), is a delightful volume, and allow me to tell you why. It is wonderfully diverse from several different perspectives. The broad topics that you expect to find in a volume about college student success are here, but there are also niche topics that many readers will find innovative. There are chapters about college student mental health, resiliency, achievement, career decision-making, procrastination, motivation, parental influence (including overparenting), substance use, and relationships – all topics that education professionals need to understand about college students. I also appreciated chapter authors who took a deeper dive into narrow topics – like the sophomore slump, how the campus physical environment exerts its own “ambient power,” the benefits to forming a book club for students, how college students struggle spelling difficult words, how on-campus animal-assisted activities influence final exam scores, and how students process grieving when a loved one dies during their college experience. This volume gives you the best of perspectives — the macro and the micro – and the chapters are expertly assembled. I also noticed and appreciated the diversity of methodological approaches used across the chapters. Some of the chapters serve as expert review chapters/updates on a particular topic, other chapters provide the literature review feature and also present new empirical data—quantitative, qualitative, case study, and mixed method approaches were utilized when new data were shared. When you have been in higher education as long as I have (32 years as I write this), there are times when you read a journal article or a book chapter and you are just as impressed by the curated reference citation list as you are by the prose of the text. That was true in many instances in reading this book, particularly for Chapters 5, 7, 13, and 15 – I’m not going to tell you the topics of those chapters in hopes of tempting you further to read the book. Let me also mention another feature of this book I really liked – every chapter has an abstract. I wish all edited books had an abstract or synopsis at the beginning of the chapter – I found that very useful. If you care about college students, you need to read this book. It will provide you with insights about the key areas surrounding college student success and stimulate new ideas about perspectives you may not have considered previously. Seventeen sets of chapter authors have provided you with up-to-date citations and conclusions in areas of importance. I am a fan of the “one good idea” (OGI) approach; that is, if I come away with truly one good idea from a conference, a journal article, a book – then that is a success because truly good ideas are hard to come by (in my opinion). So as I am reading Chapter 2 by Natalie Burick and Crystal Machado, not only do they report on the existing research on the “sophomore slump,” but they also conduct a qualitative study to better understand this phenomenon. They offer specific recommendations for sophomore student success based on the results of their study (presented on p. 29) – I’ve never this type of detailed, excellent recommendations before to specifically counter the sophomore slump. For me (at the very least) that’s my one good idea that I will take away from reading this edited book. What will be yours?” -R. Eric Landrum, PhD, Professor and Chair, Department of Psychological Science, Boise State University, Boise, ID
