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Preaching the Letters of John, Part 1
No full textThis presentation was a session from the 2025 Preachers conference held by the Center for Ministry at Harding University
Living in Grit
No full textThis presentation was a session from the 2025 Bloom Conference held by the Center for Ministry at Harding University
Unmasking First-Generation Graduate Students’ Strengths: An Exploratory Literature Review
No full textFirst-generation graduate students encounter unique challenges in higher education, navigating systemic barriers and the hidden curriculum of graduate studies. These students rely on their strengths, such as resilience, adaptability, and cultural capital, to overcome inequitable access to resources and feelings of marginalization. This exploratory literature review examines the intersectionality of identities among first-generation graduate students and their implications for navigating academic and social barriers. The authors highlight research and practices that foster a sense of belonging and cultivate community support for the sake of deconstructing the hidden curriculum. Recommendations for policy, policy, and theorical application are provided for administrators and faculty to better advocate and plan for opportunities that maximize first-generation graduate students’ potential while reshaping the world of graduate studies
Academic Dispositions of Undergraduate Students: A Comparison of Students With and Without Learning Disabilities
No full textStudents with learning disabilities face complex emotional, psychological, and academic challenges, though prior research presents mixed findings. Some studies highlight negative outcomes, such as heightened shame, emotional distress, and diminished self-efficacy. In contrast, others identify positive traits, including resilience, higher achievement drive, and reduced stress compared to peers without learning disabilities (LDs). The present study aimed to clarify these inconsistencies by employing a mixed methods design to examine differences between undergraduate students with and without learning disabilities. Specifically, the study assessed shame-proneness, self-efficacy, hope, motivation style, and attribution style, while also exploring linguistic patterns through narrative analysis using the Linguistic Inquiry and Word Count software. Quantitative measures included the Test of Self-Conscious Affect 3, General Self-Efficacy Scale, Adult Hope Scale, Academic Motivation Scale, and Causal Dimension Scale II. Narratives were incorporated to provide deeper insight into subjective causality and lived experiences of students with learning disabilities. This study addressed two central research questions: (1) Do undergraduate students with LDs differ from their non-learning-disabled peers in shame-proneness, motivation style, attribution style, self-efficacy, and hope? and (2) Do learning disabilities influence linguistic style? By integrating qualitative methods with participant narratives, this study aims to enhance the understanding of the psychosocial and motivational profiles of college students with learning disabilities and contribute to a more nuanced perspective in the literature
Pornography, Problematic Use and Academic Outcomes in College Students: A Cross-sectional Analysis
Full text linkBackground: The prevalence of pornography consumption among college students has raised concerns about its potential impact on academic performance. This study aims to examine the relationships between pornography use, academic outcomes, and problematic pornography use among university students.
Methods: A cross-sectional study was conducted with 739 students from a Midwestern U.S. state university. Participants completed an online survey assessing demographics, grade point average (GPA), pornography consumption frequency, Academic Success Inventory (ASI) scores, and Problematic Pornography Use (PPU) scale scores. Logistic and linear regression analyses were used to examine associations between variables.
Results: Pornography consumers had 41% lower odds of achieving a high GPA (3.7 to 4.0) compared to non-consumers (OR=0.59, 95% CI [0.34, 1.01], p = 0.05). Porn consumers scored 2.49 points lower on the ASI than non-consumers (p \u3c 0.001). Among porn consumers, daily users scored 2.93 points lower on the ASI compared to those using pornography once every six months (p \u3c 0.001). Daily porn use was associated with higher PPU scores (β = 0.42, p \u3c 0.001). Male gender, non-White race, and younger age (18 to 25) were consistently associated with lower academic performance measures.
Conclusions: Pornography consumption, especially frequent use, is associated with poorer academic performance and higher levels of problematic use among college students. These findings highlight the need for targeted interventions and support services to address the potential negative impacts of pornography use on academic success in higher education settings
B. Chris Simpson
No full texthttps://scholarworks.harding.edu/lectureship-presenters/1533/thumbnail.jp
