Abstract

Adult obesity has remained a key health concern globally. Theory-based social marketing interventions are considered effective for improving dietary and physical activity (PA) behaviours. However, their application in universities is not yet established. This review aimed to identify social marketing strategies targeting healthy eating and/or PA behaviours of young adult university students and outline the intervention effectiveness. Literature search, screening, and data extraction followed the Joanna Briggs Institute (JBI) methodology for scoping reviews. PubMed/Medline and Scopus databases were searched for intervention and exploratory studies published between January 1, 2000, and September 20, 2023. Twelve articles were selected based on the eligibility criteria. Although different in study design, all studies reported improved healthy eating-related outcomes, while three showed improved PA-related outcomes. One study incorporated all six of the social marketing benchmarks, but the majority identified two. Most studies focused on behavioural objective, formative research, and marketing mix in their intervention design. Four studies incorporated behaviour change theories in development of the social marketing campaigns. Social marketing using social media could be a significant approach for improving healthy eating and PA in young adult university students when behavioural change theories and all social marketing benchmarks are adopted. More generalizable longer-term investigation into the effectiveness of this approach in university young adults is needed to tackle adult obesity related health issues.

Introduction

Obesity has remained a global epidemic and represents a key risk factor for the development of many chronic diseases [1]. This epidemic is reflected by the prevalences and trends of adult obesity in Australia and the US, with females showing higher rates of becoming obese than males [2,3]. For example, approximately 12.5 million Australian aged ≥18 years were categorized as overweight or obese in 2017/2018, equivalent to 2 in 3 adults being overweight or obese [4]. The prevalence of overweight and obesity in Australian aged ≥15 years has also demonstrated a steady upward trend, with a combined incidence of 60 % over the period 2006 to 2019, particularly those living in rural and regional city urban areas [5]. This trend aligns with recent observation from five US national studies where obesity incidence increased from age 15 years into young adulthood [6]. Similarly, obesity prevalence rates among Canadian young adults (≥18 years) increased from 23.9 % in 2007/09 to 26.4 % in 2012/13 [7]. These trends highlight the need for more efficient interventions targeting key modifiable risk factors to prevent and manage obesity in young adults. Obesity in young Australians, Americans, and Canadians (aged ≥18 years) is attributed to several risk factors such as poor diet, physical inactivity, sedentary behaviours, low socioeconomic status, and stressful life events [8, 9, 10, 11, 12, 13, 14].

One such life event is the transition to university life [15]. It represents a critical period where changes in lifestyle behaviours (e.g., decrease in physical activity (PA) and fruit/vegetable intake) and weight gains are more commonly documented [15]. Starting university in Australia, Canada, and the US is influenced by several barriers perceived to healthy eating/lifestyle such as unsupportive institutional environment, availability/cost of healthy foods, neglect of PA, easy access to fast food, peer influence on unhealthy eating behaviour/physical inactivity, insufficient sleep, and stress [16, 17, 18, 19]. Students appeared to maintain those detrimental behavioural patterns such as excessive screen time and physical inactivity during the transition [20,21]. Alarmingly, a higher psychological distress risk was found in students who followed unhealthy patterns of behaviour such as physical inactivity and unhealthy diet while studying transition to university courses [22, 23, 24]. Different types of interventions have been used to improve dietary, PA, and weight-related outcomes (e.g., body fat, lean mass, waist-to-hip ratio, waist circumference) in the university setting, including strategies promoting healthy food purchases, online education and using web resources, and social media/technology devices [25].

Results

Our search identified 32,928 records for possible inclusion, with 32,571 duplicates removed. A total of 357 articles were screened by title and abstract for inclusion, and 325 articles were excluded based on Table 1. Of the 32 full-text articles that we screened as potentially relevant, 12 met the inclusion criteria (Table 1), which involved more than 52,280 university students/young adults (aged 18–35 years). A PRISMA flow diagram of articles inclusion is summarized in Fig. 1. The results were divided into two themes: university setting and young adults.

Introduction

Background and definitions of student engagement

Connecting library programming with student engagement

Connecting PA Forward with academic library programming

Basic literacy

Information literacy

Civic and social literacy

Conclusion

Notes

References

Abstract

This article explores how the academic library can help foster conditions for both academic and social engagement on the college campus, with the ultimate goal of increasing student satisfaction, success, and retention. The background and varied definitions of student engagement are reviewed and the importance of engagement for student success is discussed. Finn’s participation-identification model (1989) is adapted to show how the academic library can provide opportunities through library programming for meaningful engagement to take place. The model holds promise for documenting positive outcomes for library programming in light of already defined ways engagement is known to help with overall success and retention. Examples of successful programs are provided showing how this model can be put into practice.

Introduction

Student engagement is a multi-faceted, well-researched, and oftendiscussed topic on college campuses. Although definitions of student engagement vary, the consensus is that engagement involves both academic and social components. Hu and Kuh (2002, p. 555) view it as “the most important factor in student learning and personal development during college”. As such, it is unrealistic to expect any one group to take full responsibility for all the dimensions involved in engagement. There are numerous mindsets and strategies available for students, administrators, faculty, and staff to improve student engagement in a holistic approach. The academic library, often considered the heart of the university, could play an important role in this approach, with the ultimate goal of improving student learning and success.

Given the documented importance of engagement, it would be beneficial for institutions to focus on ways to set the stage for this engagement to take place, creating an environment in which students are motivated to seize opportunities to become involved, both in and out of the classroom. This article explores how the academic library can contribute to such an environment. By providing opportunities for students to make connections with others on campus and participate in activities that foster effective learning practices, spark curiosity, and engage them both academically and socially, the academic library can have a positive impact on student learning and personal development. The library is in a unique position to bridge the academic and social pieces of the college experience. In institutions with available resources, academic libraries could capitalize on this role by providing these opportunities through meaningful co-curricular programs that extend beyond the classroom. However, the library’s role in student engagement could be considered in many ways, depending on the size of the budget, the staff, and the institution. At the very least, the library offers a space for student-faculty interactions to take place outside of the classroom. Finding ways to encourage these interactions and to merge the academic and social components of engagement could do much to help create a culture of learning on the college campus.

1. Introduction

2. Materials and Method

3. Findings

4. Conclusion

References

The Internet has been an essential part of everyday life with the information technologies developing rapidly. It has become a common place for people where they communicate with others, do banking transactions, shop and so on. Notably, supplying all kinds of needs through online shopping has turned into an outstanding phenomenon. Electronic web based shopping systems which are growing in number day by day have took the place of traditional, face-to-face and written trade systems based on record forms. Not only the benefits has it offered for customers preferring online shopping, but also the advantages it provides for the companies make it popular for both sides. This study aims to investigate the feelings and thoughts of college students about online shopping. The study was conducted on college students studying at Trakya University, Kesan Yusuf Capraz School of Applied Disciplines. The students’ feelings and thoughts about online shopping were evaluated by analyzing the obtained data.

Introduction

The Internet has become an important part of human life with the recent developments in information technologies and the many improvements have been brought to our lives. It has become a common place for people where they communicate with others, do banking transactions, shop and so on. Especially, online marketing applications utilized by companies and the online shopping trends have gained popularity worldwide also providing many advantages for both companies and consumers. The increasing number of advantages with increasing varieties also makes online shopping much more popular. Electronic web based shopping systems which are growing in number day by day have took the place of traditional, face-to-face and written trade systems based on record forms. Consumers explore a brand-new shopping experience on electronic and web-based media. So, the online shopping options meet the consumers’ all kinds of needs and wishes which affects the feelings and attitudes. The internet has become a vital concept which removes the boundaries and helps people communicate worldwide. People can get goods and marketing services without coming face to face with others and thus helping the formation of new online consumption trends (Cankorkmaz, 2010). As a result, electronic commerce has come forward including consumers and marketers both. The concept broad in scope has many definitions regarding different institutions and persons. Electronic commerce has a wide range of definitions, such as any electronic communication that has a commercial end (Anbar, 2001), any online shopping activity in which all the payments including the sales and purchase of all kinds of goods and services are done using computer technologies, electronic communication media and related technologies (Sarısakal & Aydın, 2003), a process that enables people to use webbased technologies to make commercial transactions easier (Bulut et al.., 2006) or an umbrella term that is inclusive of service, online communication, cooperation and society (Arpacı & Ulucay, 2012).

Sleep plays an important role in mental and physical recovery for athletes training hard on a daily basis [1]. Multiple recent systematic reviews have suggested that athletes’ insufficient quality and quantity of sleep leads to potential decline in physical performance (e.g., sudden power and 5 endurance), decline in cognitive performance (e.g., attention and memory), and increase the risk of illness or injury [2,3]. It has also been reported that 30.6% of top athletes have sleep disorders [4]. Therefore, prevention and improvement of sleep disorders are essential for improving competitive abilities and maintaining athletic conditioning. Lifestyle habits are serious risk factors for sleep disorders. Research on adolescents and adults has reported that smoking [5], drinking [6], regularity of mealtimes [7], skipping breakfast [8], late night part-time jobs [9], and use of electronics such as smartphones/cellphones after lights out [10] are all related to sleep disorders. However, the relation between these lifestyle habits and sleep disorders among athletes has not yet been studied. In general, exercise is considered to contribute to improved sleep quality and longer sleep duration [11]; however, over-exercising can possibly increase arousal levels and inhibit sleep [12]. Thus far, research has reported that an increase in practices causes sleep disorders among athletes [13], and those with early morning practices have shorter sleep duration [14]. Yet these studies are insufficient. Furthermore, empirical studies on sleep and psychological stressors have been conducted mainly in the work field, reporting that high occupational stressors related to poor sleep quality [15], long sleep latency [15], and insomnia [16]. Therefore, presumably, competition stress becomes a risk factor in sleep disorders for athletes. However it has only been reported that feeling stagnated with respect to competition results is related to sleep disturbances [17], and such studies are insufficient. It is also well known that the impact of psychological factors such as depressive symptoms and psychological distress negatively affect sleep [18]. Previous studies found that depressive symptoms were strong risk factors of sleep disorders among university students [19,20]. Although a few study reported that depressive symptoms related sleep disorders among adolescent athletes [21], there is no study investigating these relationships considering the effect of lifestyle habits and competition activities.

مقاله سال 2017

هدف از این مطالعه مقایسه انگیزه های کارآفرینی، برنامه ریزی کسب و کار و مدیریت ریسک بین دو گروه از دانشجویان بود: آنهایی که به تازگی یک کسب و کار داشتند (کارآفرینان مجرب) و آنهایی که قصد داشتند یک کسب و کار را شروع کنند (کارآفرینان بالقوه). تعداد کل 242 دانشجوی محصل و فارغ التحصیل در این مطالعه پیمایشی شرکت کردند. تحلیل های توصیفی و استنباطی برای مقایسه دو گروه به کار برده شدند. نتایج نشان می دهند که انگیزه های کارافرینی  برای کارافرینان بالقوه دانشجو بزرگتر از کارآفرینان مجرب دانشجو است. در فرایند تولید شغل، نشان داده شد که هر دو گروه از دانشجویان در مورد مدیریت ریسک های کسب و کار محتاط هستند اما گروه کارآفرینان مجرب دانشجو دغدغه بیشتری برای برنامه ریزی کسب و کار نسبت به گروه مجرب داشتند.

مقاله سال 2016

 مجله بین المللی آموزش مدیریت – The International Journal of Management Education

As this study specifically examines student-faculty personality congruence with regard to the personality dimension of narcissism, a description of narcissism is in order. Narcissists possess an inflated, yet vulnerable, self-view, but are unable to regulate this fragile self-esteem, and must rely on others for affirmation (Campbell, Rudich, & Sedikides, 2002; Morf & Rhodewalt, 2001). Thus, despite a lack of empathy and difficulty forming close relationships, narcissists have a strong desire for social contact, as such contacts are their key source of attention and admiration. Narcissists, then, in order to maintain their inflated egos, engage in a variety of social behaviors designed to garner attention and praise, which manifest as displays of self-importance and self-focus. Common examples include expectations of special treatment with explicit beliefs of owing little or nothing in return (American Psychiatric Association, 2000; Millon, 1996), exhibitionism and other types of attention-seeking behavior (Buss & Chiodo, 1991), hyper-competitiveness (Emmons, 1984; Raskin & Terry, 1988), anger and self-enhancing attributions in response to criticism (Farwell & Wohlwend-Lloyd, 1998), and derogation of those who provide threatening feedback (Kernis & Sun, 1994). Narcissism represents one of three personality dimensions of the Dark Triad (with Machiavellianism and psychopathy), which has been linked in a meta-analysis by O’Boyle, Forsyth, Banks, and McDaniel (2012) to counterproductive work behaviors and decreased performance in organizations.

Although there currently exists a gap in the literature in regards to research on the specific personality dimension of narcissism and its effects on classroom outcomes, the more holistic importance of personality and personality congruence to academic outcomes has been well-established. A review of the literature on personality and personality congruence in higher education provides a foundation for the influence of narcissism on student academic outcomes. Research that spans five decades has shown that personalities relate systematically and predictably to a range of educational outcomes (Furnham, Christopher, Garwood, & Martin, 2008). For example, personality has been generally related to academic performance (Caspi, Chajut, Saporta, & Beyth-Marom, 2006), and personality traits are among the individual-difference characteristics that have been predictive of college attrition and dropout rates (Lounsbury, Saudargas, Gibson, & Leong, 2005). Personality traits have also been related to classroom behaviors including amount of participation, oral expression, written expression, motivation, work habits, and grasp of subject matter (Furnham et al., 2008). Personality has been found to be predictive of learning styles across multiple studies (Zhang, 2006), and has been related to student preference for grading or evaluation method in educational settings (Furnham et al., 2008). Students’ personality traits have also been related to residence hall placement, orientation, leadership development, and advising (Lounsbury et al., 2005). Essentially, personality information may be influential in nearly every college situation where a student has to make a choice concerning commitment, involvement, membership, and/or participation (Lounsbury et al., 2005).

The research on person-organization (PeO) fit has further refined our understanding and measurement of the implications of individual/environment interaction, and provides the potential for a more nuanced understanding of the student/ faculty narcissism fit relationship. The roots of the PeO fit approach stem from Murray’s (1938) need-press theory, which described the interaction between an individual’s needs and the demands of an environment in determining individual attitudes and outcomes. Pace and Stern (1958) suggested that the “congruence between personal needs and environmental press will be more predictive of (student) achievement, growth and change than any single aspect of either the person or the environment” (p. 277). One approach to PeO fit is to examine the degree to which a person “supplements, embellishes, or possesses characteristics which are similar to other individuals” in an environment (Muchinsky & Monahan, 1987: 269). The implication of this approach to fit is that individuals possess cognitive prototypes of successful personalities in organizations, and congruence with such perceptions can reduce cognitive dissonance, out-group effects, and enhance attitudes and performance. Research has generally supported the congruence hypothesis in predicting student satisfaction and performance in educational settings (e.g., Bay, 1962; Fisher & Fraser, 1983; Funkenstein, 1962; Moos, 1979). Moreover, the widely documented tendency of individuals to prefer others who are similar to themselves (e.g., Brewer & Miller, 1984; Kramer, 1991; Messick & Mackie, 1989; Tajfel & Turner, 1986) indicates the potential for students to prefer and thrive in classrooms in which the instructor’s personality is similar to their own. Furthermore, it may even be possible that student divergence from the instructor’s personality increases out-group effects directed toward that individual. Such effects may decrease the attractiveness of the class for the group member, negatively influencing thoughts regarding the class.