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College Student Motivation Study
Assignment
Student’s Name
Institutional Affiliation
Course tittle
Professor’s Name
Date
College Student Motivation Study
The purpose of the study was to compare motivations for sports activities versus exercises among college students. This study mainly intended to measure, evaluate and score motives for physical activity for college students’ level of motivation in physical activity. In addition, the study investigated the motivation differences between sports participation and exercise and gender differences for physical activity motivation. The participants were enrolled in undergraduate health and kinesiology at a university in South Eastern United States.
The researchers collected data during a class meeting of each course. The learners were informed in advance that participation was voluntary, and their responses would be confidential. They were provided with questionnaires and instructed to be honest. Majority of the participants completed feeling the questionnaire in less than 10mins. Data analysis was then conducted using Statistical Package for social sciences. The partakers gave descriptive information of their physical action conduct, answering to 4 single-item indicators measuring intensity, frequency, adherence, and duration.
Results show that partakers were more likely to show inherent motives, such as challenge and enjoyment for taking part in sports. At the same time, incentives for exercise were more extrinsic and focused on stress management, appearance and weight management. The findings propose that motivations for sport partaking are more desired than those for exercise and might facilitate better devotion to physical activity recommendation. The epidemiological indication showed that the level of physical activity reduces from high school to college, and activity patterns in college are commonly inadequate to enhance fitness and health. The findings also backed up significant gender effect for motivation intrinsic: social recognition, competition, challenge, weight management, strength, and endurance. Their study also held that external motivations, for instance, appearance and health were the major motivations to take part in the exercise.
The research had several limitations like the capability to take a broad view the current findings were limited by the samples of mostly young, Caucasian and learned students. Additionally, the students who were chosen were from health and kinesiology courses, and it is likely that they did not reflect the whole student population. The learners who were chosen might have a greater interest in health and physical activities tan learners who pursue other course works. The findings could not represent the overall college students. On the other hand, understanding the physical activity motivation would have been improved if the data would have been collected over time. The design issues suggest that conclusion draws from the study have to be viewed as preliminary.
The other works that the research cited include healthy people, youth risky behavior surveillance, and disease control and prevention. This study that was conducted was subjective because it didn’t show a clear picture. It was just an expression of opinions or outlook by the students. Another reason is that questionnaires were used. Questionnaires are normally used to draw from individuals’ personal information about their perceptions and thoughts (Kim & Cardinal, 2019). Viewpoints on the collection of subjective statistics through questionnaires vary extensively. It’s a subjective study since it aimed to measure the learners’ attitudes, feelings, and perceptions of physical activity. Something that I would have done differently in this study would be to take enough time and conduct the research effectively. This will be essential to understand the motivation for sports of the students in an effective way. Additionally, I would prefer to consider a mixture of student’s from different courses instead of one.
Reference
Kim, M. S., & Cardinal, B. J. (2019) Differences in university students’ motivation between a required and an elective physical activity education policy Journal of American College Health, 67(3), 207-214.
Nuss, K., Moore, K., Nelson, T., & Li, K. (2020). Effects of Motivational Interviewing and Wearable Fitness Trackers on Motivation and Physical Activity: A Systematic Review. American Journal of Health Promotion, 0890117120939030.
College Student Motivation Research
College Student Motivation Research
Quentin Johnson
Texas Southern University
Purpose of the study
The purpose of the study is to critically analyze the current evidence on the prevalence and risks of obesity as well as physical activity and dietary behaviors in college student population. Also, the study aims at addressing the issues in the development of successful nutritional and physical activity among the study population.
Data collection and validation
Data was collected through observation method in examining changes in physical activity during the first two years of college. Data validation was performed using longitudinal study design.
Results of the study
The results of the study suggest that approximately 35% of all college students are overweight or obese, with many at the risk of weight gain during the college years. Also, the study suggests that poor nutrition and physical inactivity contribute to increased risk of weight gain and prevalence of overweight and obese people in the college population. Also, the study found that exercise and nutrition professionals play an important role in the development and implementation of new policies and programs that are designed to promote healthy eating and physical activity in college students.
Demographics of the study participants
The participants of the study are freshman college students in an urban setting. The participants included both men and women.
Other studies cited by the researchers
Various studies have been cited and they include:
Matvienko et al. on the semester-long nutrition course intervention on college freshman women with the results indicating better weight maintenance with those with a high BMI.
Skinner et al. on the semester-long nutrition course intervention on college students (both men and women) with the results indicating significant decline in total calories and fat in women. No change in dietary intake in men.
Sloan et al. on the 12-week weight loss program, combining behavior and diet therapy on overweight college women with the results indicating a significant decline in body weight.
Hudiburgh on the semester-long nutrition and exercise class for women who needed to lose weight on college freshman women with results indicating a significant decline in body weight.
Levistsky et al. on the weekly feedback on changes in body weight in women in their first semester of college on freshman women with the results indicating a significantly reduced weight gain compared to control group.
Other researches cited include Brynteson and Adams, Slava et al., D’Alonzo et al., Leslie et al., Calfas et al., Sallis et al., Hivert et al., and Buckworth.
Limitations of the study
The limitation of the study is that the success of the interventions designed to increase physical activity appears to be limited to the duration of the intervention, with increases in physical activity not maintained after completion of the programs.
Was the research objective of subjective
Based on the analysis, the study was objective in that the information was fact-based, measurable and observable. It was not based on a personal opinion.
What would you have done differently in this study and why
The entire research was based on college experience and this means that I could have focused on all years of college rather than focusing on the freshman experience. Also, this study focuses on an urban setting and therefore generalizes those in rural settings. Based on this, I would focus on both rural and urban college setting to avoid generalization of results.
References
Ferrara, C. M. (2009). The College Experience: Physical Activity, Nutrition, And Implications for Intervention and Future Research. Journal of Exercise Physiology Online, 12(1).
College Resources
ENGL-121
November 14, 2121
College Resources
College is a hectic time for students, whether they are adults juggling employment and family obligations or fresh high school graduates transitioning to the next step of their education. The good news is that there are several tools available to assist college students in their academic endeavors (Browne, 2021). The following are some of the most useful internet tools for college students. Students are being prepared for online experiences. Before a student can make use of all the fantastic online resources available to college students today, they must first make sure that their computer is up to the task. There are also online businesses that assist students to get all of the gear and software they need to connect with their schools on their PCs and laptops. The second step is to collect and use administrative data (Fatzinger, 2016). Leading internet technologies have made navigating the administrative jungle of higher education considerably easier. Students at Edmonds College in Washington may use their laptops to complete anything from registering to classes to acquire transcripts. Additionally, the school’s website allows students to view the school calendar, future school activities, and up-to-date information from the athletics department.
The third resource that college offer to help students succeed is the leap in textbook education. Purchasing textbooks has traditionally been a difficult and costly experience for college students, but it is no longer the case. Edmunds College offers online ordering, allowing students to purchase books from any place with an Internet connection (Hernandez & Hernandez, 2011). The website has a wide range of alternatives for students of all budgets, including brand new textbooks, secondhand textbooks, rentals, and online possibilities. Another way is through Enlisting in Online Tutoring. Programs such as those offered by Brevard College in Florida allow students to sign up and connect with tutors in the required subjects. Breverd tutors are available online at all time. Students provide the support they need, regardless of time or place. The fifth way is to learn to manage money. Budgeting can be one of the most difficult tasks for cash-based community college students (Hope, 2016). Fortunately, there is currently accessible internet support in the area. The University of North Carolina Fund provides financial management advice directly on its website to help college students make wise budgets during higher education. Sophisticated money management tools have been created with college students in mind and have been financially successful throughout their studies.
Another option is to collect a few timetable hints. Some institutions, such as the College of Aurora, provide students with extra online help in a range of areas. For example, the school’s website offers information regarding student achievement, as well as links to information that may be downloaded to assist students in gaining college experience. Time management, one of the most challenging elements of college life, is discussed on multiple sections on the school’s website. Lastly, the way is by becoming the best test-takers. Once they have mastered the skill of taking notes, the next step toward a better GPA is to improve exam performance (Wojcik & Mullenax, 2017). To that end, Bucks College in Pennsylvania is once again rising to the occasion, this time with test-taking suggestions for students. This website has covered everything from how to overcome exam anxiety to particular skills like how to study and recall knowledge. Even particular sorts of exams, such as oral tests and multiple-choice exams, are covered on the sites. Universities can be an overwhelming transition for some students, but the good news is that getting the help they need has never been easier. With a wealth of leading online tools and resources, success at your local university is just a click away.
Resources that help guide students personally and academically
An important part of learning and learning is the capacity to explore and use materials that enhance learning and give multiple interpretations of a student’s learning area. Above all, students must understand where to go for knowledge, how to obtain it, and how to put it to use. They must also be able to filter materials to guarantee that their work is accurate and acceptable. A numerical resource that helps students personally and academically orient themselves is information retrieval (Horton, 2021). When students enroll in a formal learning program, they may, of course, consider academic textbooks to be the primary source of information. This is to some extent true, but there is generally little reason to doubt the credibility of such material, as it is most likely recommended by a tutor. However, other data sources should not be ignored. The Internet, newspapers, magazines, copies of radio and television shows, pamphlets, photographs, and other relics are examples of such sources.
There are different types and genres of book categories. For example, there are fiction and non-fiction such as dictionaries, encyclopedias, biographies, yearbooks, archives, yearbooks, and atlases. Websites and other internet resources have many more categories. Depending on the research topic, all sources may be relevant. It is essential to recognize that all information has some degree of credibility or lack (Maharaj et al., 2019). Documents can be easily forged or modified. Anyone can publish anything, especially on the Internet. As a result, they should use their best judgment when choosing which articles to use in research. All documents used in the survey fall into three categories: Primary material. The master document was written during the event or study period. Examples of primary sources include documents, letters, speeches, birth certificates, and historical records such as diaries. A live news stream is an important source for capturing events as they happen (Ning, 2020). Of fact, every big news event will almost certainly have many main sources, such as stories from various stations. They may want to look at a variety of primary sources to acquire a more complete picture of the event, taking into consideration biases, points of view, and personal or cultural viewpoints.
After the event, secondary documentation will be written. Normally, the author would not have been present at the occasion. These documents are frequently produced with a reference to the primary text and are meant to be used as an interpretation. Texts for Beginners Secondary documents include academic materials that are connected to research topics. In the current situation, secondary sources are standard news (Drake, 2014). A story told after the event. Since the secondary source is the author’s interpretation of what happened, it may contain subjective observations, prejudices, and comments that try to explain the event and place it in some sort of context. Third-level documentation. Secondary and primary documents are commonly referred to in tertiary articles. A collection of indexes, directories, references, and other categorized information articles that people can use to find additional publications that may be related to a particular topic.
The second resource that helps to guide students personally and academically is sourced from bibliographies. Checking the bibliography of key texts or related volumes is another technique to find information, books, or publications that could be relevant to the topic being studied (Browne, 2021). Authors will have contacted other academics, and by looking through their bibliography, you can find similar papers that can help further individual own study. Some writers will also include a list of suggested reading, and because they’ve already done their homework on the subject, it’s worth noting what they’ve discovered. The third is the source from their colleagues. It is always worth discussing the research with friends, family, and colleagues. They will often find that they have some interesting perspectives and can sometimes help them get informed (Shaoul, 2012). For example, at some point, they may want to research the area or know who has books and other related resources and can obtain or rent them. Internet resources are the last resource that can guide students personally and academically. There is an incredible amount of information available online in the form of websites, blogs, forums, social networks, catalogs, and more. Careful selection of reliable sources is important because the amount of information available is so great that anyone can publish it quickly and easily at any time.
Resources Available for College minority groups
Currently, there is no shortage of resources for minority groups at universities around the world. Many schools have access to organizations that are specific to race and student interests, but national organizations are also available in the school that does not have viable options. National Organizations for Minority groups. The mission of the Native American Higher Education Consortium is to promote tribal schools and universities in the United States (Parr, 2020). The organization has four main goals that are consistent with its mission. Maintaining general quality standards in Native American education, supporting the development of new tribal-run universities, and promoting and supporting the development of laws that support higher education. Native American. Educate and promote Native American participation in higher education policy development.
The ASPIRA Association is a nationwide Hispanic organization that helps Hispanic youth enhance their educational and leadership skills. Each year, ASPIRA educates a varied population of over 85,000 students from a variety of backgrounds, including Puerto Ricans, Dominicans, Central Americans, Mexicans, and Cubans. For students around the country, ASPIRA provides clubs in schools as well as after-school education activities. The NAACP has a national education program that enables all American students, regardless of ethnicity, to realize their path to higher education (Wojcik & Mullenax, 2017). The program aims to eliminate racial and ethnic inequality associated with public school education through advocacy training, policymaking and guidance, cooperative networks, and direct action. The Hispanic Association of Colleges and Universities (HACU) is the only national educational organization that represents colleges that serve Hispanics in the United States. This organization takes pleasure in assisting Hispanic kids in achieving academic success throughout their life, from kindergarten through graduate school and even the workplace.
Scholarship and Internship Resources for Minorities. With a vision of a world where all Latino families earn college degrees, the Hispanic Scholarship Fund (HSF) has been supporting Hispanic higher education since 1975. In a way they didn’t have, it gives them a competitive advantage in today’s world of a college education. HSF has awarded over $ 360 million in scholarships over the last 38 years (Hope, 2016). INROADS has a more particular aim than the majority of the organizations on this list: to develop and put brilliant minority students in the business field to prepare them for corporate and community leadership. Selection, Education and Training, and Performance are the keys to success, according to INROADS. With those keys, this group has placed over 2,000 minority interns at over 200 organizations, providing chances for students who would not otherwise have them, as well as assisting businesses in having a more diverse workforce. The National Urban Leagues (ZERO) Education Program focuses on three priorities: education, employment, and empowerment (Maharaj et al., 2019). ZERO believes that educational opportunities and financial empowerment are linked and that education is the key to helping children achieve educational independence in the future. Some of ZERO’s focus on getting these priorities off the ground is to give groups students access to diverse teacher groups and to help them with effective training and employment.
Work Cited
Browne, C. (2021). The NGSL Project: Building Wordlists and Resources to help EFL Learners (and Teachers) to Succeed. JALTCALL Publications, PCP2020(1), 1. https://doi.org/10.37546/jaltsig.call2020.1
Drake, S. (2014). College experience of academically successful students with autism. Journal Of Autism, 1(1), 5. https://doi.org/10.7243/2054-992x-1-5
Fatzinger, J. (2016). Launch supportive services to help homeless students succeed. Student Affairs Today, 19(8), 1-3. https://doi.org/10.1002/say.30262
Hernandez, S., & Hernandez, I. (2011). Key resources on marginalized students. New Directions For Community Colleges, 2011(155), 85-89. https://doi.org/10.1002/cc.460
Hope, J. (2016). Be a champion for initiatives to help students succeed. Dean And Provost, 18(2), 12-12. https://doi.org/10.1002/dap.30251
Horton, R. (2021). Mentoring Graduate Students to Help Them Grow Academically and Personally. CSA News, 66(8), 42-44. https://doi.org/10.1002/csan.20525
Maharaj, C., Sirjoosingh, V., Ali, A., Primus, S., & Arjoon, S. (2019). Help Me Else I Might Fail! Solutions for Academically Challenged Engineering Students. Journal Of College Student Retention: Research, Theory & Practice, 23(3), 607-635. https://doi.org/10.1177/1521025119865747
Ning, X. (2020). How Universities Use Alumni Resources to Help Students’ Growth: China Perspective. World Journal Of Educational Research, 7(2), p33. https://doi.org/10.22158/wjer.v7n2p33
Parr, N. (2020). Differences in the age-varying association of school belonging with socioemotional flourishing among minority and non-minority college and university students. Journal Of American College Health, 1-5. https://doi.org/10.1080/07448481.2020.1808662
Shaoul, M. (2012). Resources to help your students stay safe on the railways. Seed, 2012(12). https://doi.org/10.12968/sece.2012.12.222
Wojcik, S., & Mullenax, S. (2017). Men Idle, Women Network: How Networks Help Female Legislators Succeed. Legislative Studies Quarterly, 42(4), 579-610. https://doi.org/10.1111/lsq.12169