ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Loans and Health-Related Financial Hardship
Author: Anong, Sophia T.
Date: 2021-06-00
Type: Journal Articles
Subjects: Debt (Financial),Health,Mental Health,Financial Problems,Student Financial Aid,Loan Repayment,Health Behavior,Federal Aid,Federal Programs,Health Services,Access to Health Care,Health Care Costs

Research has shown that student loan borrowers in repayment exhibit physical and mental health problems. These can be exacerbated by and contribute to health-related financial hardship. We use the 2015 U.S. National Financial Capability Study to examine the likelihood of having past due medical bills and of avoiding health care services by not purchasing prescribed medication, skipping tests or follow-up with a doctor or not seeking care for a medical problem. Borrowers on income-driven repayment plans and those who made late payments are found to be more likely to have unpaid medical bills and to have avoided required medical attention. In addition, those who completed their funded education program but had made a late payment were more likely to avoid seeking medical attention when needed. Practical implications for loan administrators and those working with students are discussed.
Factors Associated with Parent and Student Debt of Bachelor&apos;s Degree Recipients
Author: Kelchen, Robert
Date: 2021-10-00
Type: Journal Articles
Subjects: Student Loan Programs,Debt (Financial),Loan Repayment,Federal Aid,Paying for College,Parent Financial Contribution,Student Characteristics,Institutional Characteristics,Bachelors Degrees,Gender Differences,Family Income,Selective Admission,Racial Differences,Ethnicity,Public Colleges,Private Colleges,Grants

Parent PLUS loans are a growing concern due to their limited income-driven repayment protections and their potential to maintain longstanding racial wealth gaps. Previous research has examined factors associated with student debt burdens of college graduates, but no research has examined factors related to parent borrowing for college. In this brief, I use newly-released College Scorecard data to explore student and institutional characteristics associated with federal student loans and Parent PLUS loans of two recent bachelor's degree cohorts. I find meaningful differences in how certain characteristics are associated with student and parent debt, particularly gender, family income, and institutional selectivity.
Investigation of the Effect of Life Kinetic Exercises on Shooting Performance in Women Doing Floor Curling
Author: Gür, Yunus
Date: 2022-00-00
Type: Journal Articles
Subjects: Kinetics,Exercise,Athletes,Athletics,Adolescents,Training,Program Effectiveness,Foreign Countries,Skills,Individual Characteristics,Age Differences,Body Weight,Body Height,Body Composition

The aim of this study is to examine the effects of life kinetic exercises on the performance of floor curling athletes. A total of 40 volunteer women, 20 in the experimental group and 20 in the control group, residing in the city center of Gaziantep, aged between 14 and 16 and doing floor curling, participated in the study. Life kinetic exercise was applied to the experimental group for 8 weeks along with floor curling training. On the other hand, only floor curling training was applied to the control group. The data were analyzed in the SPSS package program. The normality analysis of the obtained data was done with the Shapiro-Wilk test. Paired Sample T-Test was used for the comparison of normally distributed data within groups. At the end of the study, statistically significant differences were found in the comparison of the pre-test and post-test values of the experimental group. No significant difference was found in the comparison of the pretest and posttest values of the control group. As a result, it can be said that life kinetic exercises have positive effects on individuals' quick decision making and also on sportive performance depending on this decision.
Analysing the Feedback That Secondary School Science Teachers Provide for Student Errors That Show up in Their Lessons
Author: Cengiz, Ekrem
Date: 2017-09-00
Type: Journal Articles
Subjects: Feedback (Response),Secondary School Teachers,Science Teachers,Error Patterns,Science Instruction,Teaching Methods,Error Correction,Foreign Countries

The aim of this study is to reveal the feedback that secondary school science teachers provide for the student errors that show up during their lessons. Six different science teachers were observed throughout 90 sessions of science lessons for sixth and seventh grade in six different units as unstructured with this aim. The case study method was used within the study. Based on the data obtained from the study, feedback that the teachers provide for the students' errors was collected under 10 separate titles, and these titles are: 1. Saying just 'wrong', 2. Giving another student the right to speak, 3. Asking the question again, 4. Giving the answer directly, 5. Explaining the answer directly, 6. Investigating the reason for the mistake, 7. Correcting the incomplete or erroneous part of the answer, 8. Giving clues to student leading, 9. Repeating the answer of the student, 10. Ignoring the student answer. It was concluded from the study that science teachers most often make use of the third type feedback and least often use the last type. It is recommended that feedback provided for the mistakes should be systematically structured by conducting studies similar to this study in places which have different sociocultural structures and different class levels.
Investigation of Social Appearance Concerns of University Students
Author: Kirkbir, Fatih
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Anxiety,Reputation,Social Attitudes,Self Concept,Human Body,Interpersonal Attraction,Gender Differences,Socioeconomic Status,Self Esteem,Age Differences

Social appearance concern is very important situation for all people's life. Recently, this situation has revealed similar situations among university students. People exist in a social environment from people's existence. For the fact that, people make an effort to impose themselves in their social environment and it is inevitable that the situation will cause anxiety. From this point of the view, in this study, the social appearance anxiety of the students studying at Karadeniz Technical University was investigated according to some variables. In this direction, a total of 176 students, 73 females and 103 males, from Karadeniz Technical University participated in the study. The Social Appearance Anxiety scale developed by Dogan (2010) was applied to the students participating in the study. The study is a descriptive and the -test one-way analysis of variance and correlation tests were used. According to the results of the findings obtained in the research, it was determined that the participants had a low level of social appearance anxiety. Besides, it was determined that difference between gender and class were significant. On the other hand, there were any significant difference was found in other variables.
Are We Dialogical or Sociomaterial in Our Written Corrective Feedback? A Reflection by Two Academic Writing Instructors
Author: Loo, Daron B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Evaluation,Feedback (Response),Higher Education,Dialogs (Language),Written Language

Despite the growing movement to embrace sociomaterial approaches to feedback practices (e.g. Gravett, 2020), dialogicity remains the prominent and dominant approach, especially in the teaching of introductory or compulsory writing courses at the tertiary level. To examine this in our own practice, we reflected on and compared our written corrective feedback (WCF) provided to our students. Based on our WCF practices, we contend that feedback practices may range from dialogic to sociomaterial. The former aims to ensure students' learning of expected academic skills or objectives of a module, while the latter promotes students' pursuit of content knowledge. These observations are noteworthy for other higher education instructors, whether subject experts or academic literacy instructors. In particular, we recommend that instructors need to carefully identify temporal and spatial contexts where either or both dialogic and sociomaterial feedback practices can be utilized to enhance students' learning experiences.
Another Lesson on Caution in IDR Analysis: Using the 2019 Survey of Consumer Finances to Examine Income-Driven Repayment and Financial Outcomes
Author: Collier, Daniel A.
Date: 2021-06-00
Type: Journal Articles
Subjects: Loan Repayment,Income,Low Income Students,College Students,Gender Differences,Debt (Financial),Student Loan Programs,Money Management,Surveys,Consumer Economics,Paying for College

We update Collier et al. (2021) by using the Survey of Consumer Finances (SCF) 2019 dataset to explore characteristics of enrollees in Income-Driven Repayment (IDR). SCF 2019 is more likely to include borrowers engaged in REPAYE. Findings support an ongoing need to encourage greater IDR participation for lowest-income borrowers and reinforced female borrowers were more likely than male borrowers to be enrolled. Again, model specification affects findings regarding IDR enrollment. REPAYE appears to have widened access to IDR by lowering the debt floor for entry. IDR enrollment was correlated with less money in a traditional checking account and a lower chance of engaging in retirement savings.
Co-Teaching Two Interdisciplinary Courses in Higher Education
Author: Rooks, Ronica N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Team Teaching,Interdisciplinary Approach,Higher Education,Educational Practices,Outcomes of Education,College Faculty,Undergraduate Students,Student Attitudes,Teacher Attitudes,Health Education,Teaching Styles,Problem Solving,Collegiality,Teacher Collaboration

Academics are challenged to shift from traditional lecture models to accommodate rising student expectations, digital delivery platforms, and inclusive evidence-based classroom practices. As a solution, co-teaching can add value to undergraduate students' and faculty's learning and problem-solving skills. We investigated effective co-teaching practices in higher education and its impact on students' learning outcomes. We analyzed co-teachers', teaching assistants', and students' interview and focus group data and an external evaluator's assessment of co-teaching classroom dynamics using thematic analysis; surveys on what co-teachers learned from teaching together; and students' self-reported learning assessments with co-teaching using descriptive analysis in two undergraduate Introduction to Public Health and Health Policy courses. Co-teachers learned from one another in teaching styles, troubleshooting, collegiality, and shared goals to improve students' learning outcomes. Given our limited student sample, students appreciated different co-teacher's perspectives, more resources and instructor help, despite not always receiving a balanced biomedical perspective.
Creating a Teaching Community with Graduate Teaching Assistants: A Scholarly Personal Narrative
Author: Camarao, Joy
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Assistants,Student Research,Experiential Learning,Reflection,Communities of Practice,Research Projects,Metacognition,Personal Narratives

Our purpose in writing this scholarly personal narrative is to share our perspectives and experiences as graduate student researcher and supervisor/principal investigator implementing and studying teaching and learning reform in the laboratory component of an undergraduate exercise physiology course. We reflect on our grappling with experiential learning, the need for reflection for it to happen, and what it means in the learning context. We also reflect on developing a community of practice with graduate teaching assistants, influencing teaching and learning culture through that community, and exploring the role of whole-heartedness and care in the process. We hope to support readers who feel compelled to reform or improve teaching and learning in their unique context.
Learning Anxiety of Undergraduate Students during COVID-19 Pandemic
Author: Phanchamlong, Kittiphong
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Anxiety,Undergraduate Students,Science Education,Time,Instruction,Computer Mediated Communication,Online Courses,Educational Technology,Student Adjustment,Foreign Countries,Tests,Technology Uses in Education,Barriers

As we known the pandemic situation leads our social activity and learning practices changes, Online learning is the alternative choice for engaging students to classroom, but it is necessary may be students and teachers are unfamiliar with uncommon situation. The purpose of this research was to study learning anxiety of undergraduate science students during COVID-19 pandemic. The informants are 107 undergraduate science students enrolled course in the first semester, academic year 2021. The research instrument is developed as learning anxiety questionnaire which consisted aspect of time, instruction, and online communication. Descriptive statistics are employed for data analysis, data is interpreted by mean and standard deviation to explain level of learning anxiety. Finding showed that science students had leaning anxiety in aspect of time, instruction and online communication are at the high level. It indicated students are unfamiliar with virtual or online classroom, but they need to adapt themselves to learn and survive with this period of uncommon learning. This situation needs instructional practices through flexible learning and suitable effective ways for helping students achieve in their potential learning.
Student Repayment Crisis and the Value of Higher Education and the Economy in California&apos;s Kern County
Author: Queenan, Elisa P.
Date: 2021-06-00
Type: Journal Articles
Subjects: Student Costs,Paying for College,Federal Aid,Debt (Financial),Loan Repayment,Student Financial Aid,Loan Default,Economic Factors,Cost Effectiveness,Labor Market,Time to Degree,Educational Attainment,Poverty,Higher Education,Two Year Colleges,Associate Degrees,Universities,Bachelors Degrees,Educational Finance

The cost of post-secondary education (PE) continues to increase, which has contributed to elevating federal loan demand, and as of the fourth quarter of 2020, equaling a debt of $1.56 trillion in the US. The purpose of this research was to compare two post-secondary institutions for specific alignment with the local labor market, examine institutional economic benefits and costs, and impact of loan default. Bakersfield College (BC) and California State University, Bakersfield (CSUB) are both public, Hispanic Serving Institutions, in central California. Despite similarities, loan default rates of each institution differ; six-year mean rates, 24.6% at BC, 7.7% at CSUB. The analysis revealed that although the top degrees at BC and CSUB did not align well with local labor market demands, the individual and institutional economic benefit exceeds the costs. Importantly, both the individual and institutional economic benefits are highly dependent on completing the degree, the time to graduation, and then entering the labor market. The value of this research, specifically a cost-benefit analysis to examine recent trends in local wages, tuition fees, defaults rates, poverty, and alignment with the local labor market, provides insight on the impact of local PE on the individual and the community, providing both educational and economic policy direction.
Financial Knowledge or Financial Situations? Toward Understanding Why Some College Students Use Credit Cards to Pay for College Tuition
Author: Andrews, Benjamin D.
Date: 2021-10-00
Type: Journal Articles
Subjects: College Students,Paying for College,Credit (Finance),Tuition,Longitudinal Studies,Money Management,Predictor Variables,Decision Making,Racial Differences

While the majority of college students use credit cards for educational expenses like textbooks, recent data reports that college students also use credit cards to directly fund their schooling by charging for at least some part of their tuition (Sallie Mae, 2009). Because credit cards carry a higher interest rate than student loans, and because they do not have a period of deferred payment while a student is enrolled in school, credit cards are a particularly risky method of payment that students resort to in order to attend college. Why do college students participate in such risky spending behavior to fund their education? This paper uses data from a nationally-representative data set (Education Longitudinal Study) and from a recent national study on college student finances (Study on Collegiate Financial Wellness) to investigate whether financial knowledge or financial situations are better predictors of whether a student uses a credit card to pay for at least some of their college tuition. While most research on this topic has focused on social-psychological factors that influence college student credit card use, this study includes important financial resource and situation variables that shed light on the ways in which college students make financial decisions in a broader economic environment.
Reflections on Education Groups at Basic Education Level in China
Author: Zhu, Hongqing
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Equal Education,Outcomes of Education,Job Satisfaction,Teacher Competencies,Student Development,Educational Improvement,Access to Education,Educational Cooperation

In the context of China's education reform, the education group emerges as a new form of school organization designed to equalize access to high-quality educational resources. While this increasingly popular mode of school running has achieved notable results in Beijing, Shanghai, and Hangzhou, among other cities, there are concerns about the problems it engenders, such as severe homogenization and poor group management. The purpose of this paper is to examine the causes, outcomes, and problems of education groups and to propose solutions to existing problems, as well as to provide references for future school alliance development.
Hidden Inequality: Financial Aid Information Available to College Students with Disabilities Attending Public Four-Year Institutions
Author: Perlow, Emily L.
Date: 2021-10-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Student Financial Aid,Information Dissemination,Content Analysis,Usability,Access to Information,Equal Education,Web Sites,School Policy,Barriers,Eligibility,Public Colleges

College students with disabilities often encounter systems and processes that do not serve them well. Financial aid, structured in ways that can be particularly burdensome to students with disabilities, is one such system. This study used web-based content analysis of the largest public four-year institution in each state to explore how institutions explain and provide information and resources related to financial aid and whether they are equitable, consistent, and useful for students with disabilities specifically. The findings suggest that available information most often does not assist students in understanding how their disability-related needs can be supported or hindered by financial aid policies. The authors offer recommendations for practices that can improve equitable access to financial aid information.
Who Do College Students Turn to for Financial Aid and Student Loan Advice, and Is It Advice Worth Following?
Author: Harper, Casandra E.
Date: 2021-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Financial Aid,Student Loan Programs,Information Seeking,Information Sources,Decision Making,Counseling,Student Financial Aid Officers,Parents

In this article, we examine the sources of information that college students turn to as they make decisions related to financial aid and student loans. Based on interview data from 25 undergraduate students from one public, four-year institution, our results reveal a great amount of variation in the number and nature of sources on which students rely. Across nearly all cases, students believed their access to assistance to be insufficient. This was true even for students with parents who attended college--commonly considered to be a high-quality source of support for students, when available--as students often found their advice outdated, confusing, or unhelpful.
Enhancement of Undergraduate Students&apos; Competency in Creating English Learning Innovation through Hybrid Learning with Peer Coaching
Author: Plailek, Teeraporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Majors (Students),English (Second Language),Second Language Learning,Innovation,Academic Achievement,Coaching (Performance),Student Attitudes,Preservice Teachers,Language Teachers,Knowledge Level

A high level of competency is required for everyone's progress. The ability to innovate has an impact on one's ability to learn. This research aims to 1) compare students' innovation knowledge achievement in creating English learning innovation before and after using hybrid learning with peer coaching; 2) study students' skills in creating English learning innovation after using hybrid learning with peer coaching; and 3) study students' attitude towards hybrid learning with peer coaching. Samples used in this research were selected by a simple random sampling method which included 63 second-year English major undergraduate students from one university in Thailand. The instruments used in this study include knowledge tests on innovation, innovative skills assessment form, and attitude questionnaires for innovation. The data obtained were analyzed by the applications of mean, standard deviation, and t-test. The results showed that 1) students' learning achievement in creating English learning innovation after using hybrid learning with peer coaching was higher than before with statistically significant at the level of .05; 2) students' skills in creating English learning innovation was at a high level; 3) students had the highest level of attitude towards hybrid learning with peer coaching.
Exploration of the Role of Innovation and Entrepreneurship Project in the Construction of Campus Aesthetic Education
Author: Haifeng, Cao
Date: 2022-00-00
Type: Journal Articles
Subjects: Innovation,Entrepreneurship,Foreign Countries,Aesthetic Education,Municipalities,Higher Education,Program Descriptions,Campuses,College Students,Aesthetics

Improving college students' aesthetic and humanistic quality is the goal of college aesthetic education in the new era. Under the background of innovation and entrepreneurship in China, the aesthetic education in colleges and universities should be rooted in the general environment of practice. The Beijing municipal innovation and entrepreneurship project Vision of Beauty is a case in point to show that the aesthetic project is an effective path in providing an environment for college students to get involved and experience aesthetic education, and it helps to improve the students' comprehensive aesthetic quality, promote the construction of campus ecological culture and the effective development of aesthetic education in colleges and universities.