Phyllis Schumacher

Incidence and Correlates of Pathological Internet Use among College Students.

This study surveyed 277 undergraduate Internet users, a population considered to be high risk for pathological Internet use (PIU), to assess incidence of PIU as well as characteristics of the Internet and of users associated with PIU. Pathological use was determined by responses to 13 questions which assessed evidence that Internet use was causing academic, work or interpersonal problems, distress, tolerance symptoms, and mood-altering use of the Internet. Approximately one-quarter of students (27.2%) reported no symptoms (NO) while 64.7% reported one to three symptoms (Limited Symptoms) and 8.1% reported four or more symptoms (PIU). Based on popular stereotypes as well as previous research, it was predicted that pathological Internet users would more likely be males, technologically sophisticated, use real-time interactive activities such as online games and chat lines, and feel comfortable and competent online. Further, it was hypothesized that pathological users would be more likely to be lonely and to be socially disinhibited online. Partial confirmation of this model was obtained. Pathological users were more likely to be males and to use online games as well as technologically sophisticated sites, but there was no difference in Internet Relay Chat use. Although reported comfort and competence with the Internet was in the expected direction, differences were not significant. Pathological users scored significantly higher on the UCLA Loneliness Scale, and were socially disinhibited online.

Gender, Internet and computer attitudes and experiences

Abstract It is widely assumed that participation by females on the Internet is hampered by their attitudes towards computers, which in turn is reflective of their attitudes towards new technology. Research generally supports that females have less overall experience with computers and are more likely than males to have negative attitudes towards computers. Although limited, research on Internet experiences and attitudes has found parallel gender differences, with females reporting lower levels of experience and more negative attitudes. This paper explores whether Internet and computer experiences, skills and attitudes are related, using evidence from two studies of incoming college students, in 1989/90 and 1997. There were significant gender differences in many computer experiences and attitudes of incoming students in 1989/90. Males were more experienced with computers, more likely to have taken high school courses requiring computer use, and reported higher skill levels in applications such as programming, games and graphics than females. By 1997, incoming students were more experienced with using a computer than the earlier students. However, gender differences in computer experience and skill levels had diminished in some areas. The 1997 survey also assessed Internet experiences, skills, competence and comfort. Students had more exposure to computers than to the Internet. Males were more experienced and reported higher skill levels with the Internet than females, with the exception of e-mail. The overall competency and comfort level for students in 1997 was significantly higher for computers than for the Internet; 19% of the students did not feel competent and/or comfortable with the computer compared to 36% with the Internet, with females reporting higher levels of incompetence and discomfort for both. Competence and comfort levels with the Internet and computers were highly intercorrelated, and both predicted Internet skills and experiences.

Loneliness and social uses of the Internet

Abstract Loneliness has been associated with increased Internet use. Lonely individuals may be drawn online because of the increased potential for companionship, the changed social interaction patterns online, and as a way to modulate negative moods associated with loneliness. Online, social presence and intimacy levels can be controlled; users can remain invisible as they observe others’ interactions, and can control the amount and timing of their interactions. Anonymity and lack of face-to-face communication online may decrease self-consciousness and social anxiety, which could facilitate pro-social behavior and enhance online friendship formation. Support for this model was found in a survey of 277 undergraduate Internet users that was used to assess differences between lonely and not-lonely individuals in patterns of Internet use. Loneliness was assessed on the UCLA Loneliness Scale; students in the highest 20% (Lonely) were compared with all other students (Non-lonely). Lonely individuals used the Internet and e-mail more and were more likely to use the Internet for emotional support than others. Social behavior of lonely individuals consistently was enhanced online, and lonely individuals were more likely to report making online friends and heightened satisfaction with their online friends. The lonely were more likely to use the Internet to modulate negative moods, and to report that their Internet use was causing disturbances in their daily functioning.

Internet Use Among Female and Male College Students

A review of the recent literature concerning Internet usage among Americans reveals that the once stark gender gap is closing rapidly, but disparities remain in the purposes for which males and females use the Internet. Almost all of this research, however, is based on cross sections of American adults. Much less Internet research has focused on the college student population and, in particular, on female students; the few published studies show that female college students use the Internet less than males. However, even these recent studies may already be dated. This study, based on a large survey of college students from institutions of higher learning in Georgia, Hawaii, New Jersey, Massachusetts, and Rhode Island, considers these questions: (1) Has the gender gap in Internet use narrowed among college students to the same extent as it has in the general adult population? (2) Do female students differ from males in how they spend their time on the Internet? (3) Does family income, parental education or...

Academic Attributes of College Freshmen That Lead to Success in Actuarial Studies in a Business College

The authors studied beginning undergraduate actuarial concentrators in a business college. They identified four variables (math Scholastic Aptitude Test [SAT] score, verbal SAT score, percentile rank in high school graduating class, and percentage score on a college mathematics placement exam) that were available for entering college students that distinguished freshman actuarial majors who completed the major from those who changed concentrations at some point before completing the major. In addition, the authors developed a logistic regression model using the same variables that predicted the probability of a student being a member of the actuarial graduates or the actuarial dropouts. This information is expected to improve the ability of teachers to advise prospective and beginning actuarial students as to their likelihood of completing this challenging concentration and, thereby, qualifying for an entry-level position in the actuarial field.

Attitudinal and experiential predictors of technological expertise

This study sought to clarify which computer and Internet skills and experiences differentiate technological expertise and to identify predictors of this expertise. Two hundred and fifty-eight incoming university students were surveyed on Internet and computer experiences, skills, and attitudes. Six specific Internet and computer uses that differentiate technological expertise were identified based on frequency of use. Males and those who own computers had greater technological expertise. Factor analyses identified two skill factors (Internet skills, Computer/Math skills), three experience factors (Internet, Computer, Recreational Use of Internet), five attitude factors (Importance of Internet and computer knowledge, Computer aversive, Internet and computer comfort/competency, Internet and computer overuse, Technology aversive). These factors as well as gender, computer ownership, and weekly computer and Internet use were entered as independent variables in a general linear model (GLM) which was then used to determine which factors affected technological expertise. The overall GLM was significant (R^2=.414, F=5.85, p<.001). Internet and computer skills and computer abuse were the strongest predictors of technological expertise. Weekly Internet use, Internet and computer comfort/competency also were predictors, and gender was almost significant (p=.056) as a predictor. Neither computer ownership nor other Internet and computer attitudes were significant predictors.

A Comparison of Logistic Regression, Neural Networks, and Classification Trees Predicting Success of Actuarial Students

The authors extended previous research by 2 of the authors who conducted a study designed to predict the successful completion of students enrolled in an actuarial program. They used logistic regression to determine the probability of an actuarial student graduating in the major or dropping out. They compared the results of this study with those obtained previously, by re-examining the data using neural networks and classification trees, from Enterprise Miner, the SAS data mining package, which can provide a prediction of the dependent variable for all cases in the data set including those with missing values.

Attitudes Toward Mathematics and Predictors of College Mathematics Grades: Gender Differences in a 4-Year Business College

Abstract Differences between genders in previous math experience, perceived ability, and attitudes toward math have all been suggested as explanations for male superiority on standardized tests of mathematics. This study explored gender differences in attitudes in the context of a 4-year business college, a setting in which math backgrounds and perceived ability are virtually identical for males and females. Significant gender differences were found in several areas, and attitude variables were found to be useful in predicting grades. Results support the hypothesis that females prefer rote versus autonomous learning and that they choose familiar over novel situations. They are also less confident than males about their ability to do word problems.

PLACEMENT IN FIRST-YEAR COLLEGE MATHEMATICS COURSES USING SCORES ON SAT-MATH AND A TEST OF ALGEBRA SKILLS

ABSTRACT A test of algebra skills was developed and used in conjunction with math SAT scores to place students in freshman math courses. Correlations with final grades indicated that most students would be correctly placed, far more than would be the case using SAT scores alone. The test was used during the next college year with similarly good results.

Data Mining for Health Care Professionals: MBA Course Projects Resulting in Hospital Improvements

In this paper, the authors discuss a data mining course that was offered for a cohort of health care professionals employed by a hospital consortium as an elective in a synchronous online MBA program. The students learned to use data mining to analyze data on two platforms, Enterprise Miner, SAS (2008) and XLMiner (an EXCEL add-in). The final assignment for the semester was for the students to analyze a data set from their place of employment. This paper describes the projects and resulting benefits to the companies for which the students worked.