This volume is intended for professional philosophers and laymen with an interest in East-West studies and comparative philosophy and religion. The central focus is the concept of comparing perspectives from both the Eastern and the Western philosophical traditions on harmony and strife. The unique and happy result is an East-West anthology which is directed at analyzing a single philosophical problem which is of importance to both traditions. Unlike many anthologies which tend to be collections of isolated and unrelated essays, the (...) Editors' focus on a single theme has resulted in a unified volume which maintains a high continuity of interest throughout. The Editors have carefully culled and organized essays from a select group of philosophers from the United States, West Germany, Japan, Australia, Beijing, Taipei and Hong Kong. Harmony and strife are analyzed as systematic concepts in Western philosophy, as parts of classical Chinese thought, as central concepts in Buddhism, as metaphysical concepts, as dialectical concepts and even as null concepts. The Editors have taken great care so that a continuity and a coherence of presentation is achieved despite the striking variety of perspectives from which harmony and strife are analyzed. It is both unusual and important to have such a systematic and thorough investigation of a topic of paramount social and philosophical significance by some of the leading minds of the day. Besides, the essays included are eminently readable. The volume is likely to become a standard work in this area for some years to come. (shrink)

To address growing concerns about academic integrity, college students (n?=?758) at honor system and non-honor system institutions were presented with eight scenarios to determine the influence of an honor system on their perceptions of and responses to academic dishonesty. Main effects for honor code status emerged. Students from traditional honor system schools considered the behaviors to be more dishonest, and were more likely to respond that they would report the incident when compared to students attending modified and non-honor system institutions. (...) Findings suggest traditional honor systems, with specific rules and regulations in place, are more effective at cultivating academic integrity among students; modified honor systems may not be as effective as previous research suggests. (shrink)

"I have been using the book in a freshman seminar in which we are exploring college. Most of the texts we are using are academic satire novels, but we are using Delbanco's book to help us talk about the place of college in American culture.

What happens at college parties? Why do students dress and behave the way they do? Who has power, and what kind? And are college students happy overall with party and hookup culture? In response to undergraduates' skepticism of researchers' accounts of hookup culture, the author engaged 126 college students as ethnographers to observe and analyze this complex social reality at parties.

THE TRANSITION FROM SCHOOL TO COLLEGE College life is the supreme privilege of youth. Rich men's sons from private schools may take it carelessly, ...

The purpose of this paper is to analyze the relationship between positive psychological quality and college students’ sense of responsibility for innovation and entrepreneurship from the perspective of positive psychology, explore the cultivation model that can effectively improve college students’ sense of responsibility for innovation and entrepreneurship, and promote their success in entrepreneurship. In this study, a total of 1,500 college students were selected for questionnaire survey. ANOVA was used to analyze the differences of innovation and entrepreneurship responsibilities in demographic (...) variables; factor analysis models were used to explore the factors that influence college students’ sense of responsibility for innovation and entrepreneurship; and Spearsman correlation and linear regression were used to analyze the relationship between college students’ positive quality and innovation and entrepreneurship. The results showed that the average scores of individual responsibility, team responsibility and social responsibility were 3.290, 3.624 and 3.720, respectively; individual responsibility differed significantly at the grade level; group responsibilities and social responsibilities were significantly different at the grade and gender levels; the linear fitting between benevolence, super-excellence, bravery, restraint, and wisdom with team responsibilities all reached significant levels, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty and wisdom with social responsibility reached a significant level, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty and wisdom with personal responsibility reached a significant level, among which the coefficient of excellence was the highest. This indicated that positive psychological qualities such as syngroup, excellence, modesty, benevolence, super-excellence, bravery, restraint, and wisdom were the influencing factors of college students’ sense of responsibility for innovation and entrepreneurship. Among them, the role of wisdom is the most noteworthy in predicting social and group responsibilities, and super-excellent is the most significant predictor for individual responsibility. (shrink)

The COVID-19 pandemic has caused tremendous loss starting from early this year. This article aims to investigate the change of anxiety severity and prevalence among non-graduating undergraduate students in the new semester of online learning during COVID-19 in China and also to evaluate a machine learning model based on the XGBoost model. A total of 1172 non-graduating undergraduate students aged between 18 and 22 from 34 provincial-level administrative units and 260 cities in China were enrolled onto this study and asked (...) to fill in a sociodemographic questionnaire and the Self-Rating Anxiety Scale twice, respectively, during February 15 to 17, 2020, before the new semester started, and March 15 to 17, 2020, 1 month after the new semester based on online learning had started. SPSS 22.0 was used to conduct t-test and single factor analysis. XGBoost models were implemented to predict the anxiety level of students 1 month after the start of the new semester. There were 184 and 221 students who met the cut-off of 50 and were screened as positive for anxiety, respectively, in the two investigations. The mean SAS scores in the second test was significantly higher than those in the first test. Significant differences were also found among all males, females, and students majoring in arts and sciences between the two studies. The results also showed students from Hubei province, where most cases of COVID-19 were confirmed, had a higher percentage of participants meeting the cut-off of being anxious. This article applied machine learning to establish XGBoost models to successfully predict the anxiety level and changes of anxiety levels 4 weeks later based on the SAS scores of the students in the first test. It was concluded that, during COVID-19, Chinese non-graduating undergraduate students showed higher anxiety in the new semester based on online learning than before the new semester started. More students from Hubei province had a different level of anxiety than other provinces. Families, universities, and society as a whole should pay attention to the psychological health of non-graduating undergraduate students and take measures accordingly. It also confirmed that the XGBoost model had better prediction accuracy compared to the traditional multiple stepwise regression model on the anxiety status of university students. (shrink)

College Ethics: A Reader on Moral Issues That Affect You is a collection of brief, engaging, and accessible readings on issues that directly affect—and matter to—today's college students. Ideal for courses in college ethics or introductory ethics, College Ethics can be used as either a main text or a supplementary reader.

The purpose of this study is to analyze the relationship between psychology and modern art design education in colleges, and to provide the basis for improving the quality of art education in colleges. Based on the relevant theory, the characteristics of educational psychology and art psychology and the correlation between them were analyzed from the angle of art education. According to the characteristics of college students' psychological development, the significance of art psychology-related courses was analyzed. Through the form of questionnaire, (...) a total of 200 students were randomly selected from Xi'an Academy of Fine Arts and Xi'an University of Science and Technology, respectively. A total of 400 questionnaires were issued, and 382 valid questionnaires were recovered. The results show that almost all students in two colleges think pedagogy and educational psychology are the theoretical basis for art teachers, while less than one-third of students in Xi'an University of Science and Technology think that art psychology is the theoretical basis for art teachers. The difference between the students' aesthetic and life values in the two colleges is significant. In the 15 directions of life values, there are significant differences in five directions: spirit—material, enrichment—emptiness, enthusiasm—apathy, hope—despair, and dedication—acceptance. It shows that the psychological and values of college students are changeable, and the educators should pay attention to the education in the related fields of psychology. This exploration was conducted based on educational psychology, which is of great significance for improving the educational level of art psychology in colleges and enable students to form correct aesthetic standards and life values. (shrink)

Cheaters and noncheaters were assessed on 2 types of motivation, on perceived social norms regarding cheating, on attitudes about cheating, and on knowledge of institutional policy regarding cheating behavior. All 5 factors were significant predictors of cheating rates. In addition, cheaters were found lower in mastery motivation and higher in extrinsic motivation in courses in which they cheated than in courses in which they did not cheat. Cheaters, in courses in which they cheated, were also lower in mastery motivation and (...) higher in extrinsic motivation than were noncheaters. Finally, cheaters differed from noncheaters on perceived social norms regarding cheating, on their knowledge of institutional policy regarding cheating, and on their attitudes toward cheating. Implications of these findings for institutional interventions are discussed. (shrink)

College students implicitly judge interracial sex and gay sex to be morally wrong Some moral intuitions arise from psychological processes that are not fully accessible to consciousness. For instance, most people disapprove of consensual adult incest between siblings, but are unable to articulate why—they just feel that it is wrong (Haidt, 2001). More generally, there is evidence for at least two sources of moral judgment: explicit conscious reasoning and tacit intuitions, which are motivated by emotional responses (Greene et al., 2001) (...) and learned associations (Greenwald & Banaji, 1995). (shrink)

In order to highlight the role of music teaching in the teaching of ideological and political courses, this study puts forward research on the integration of music teaching and ideological and political teaching. This study analyzes the promotion and necessity of college music teaching to ideological and political work, constructs a fusion model of college music teaching and ideological and political work, introduces deep learning methods, and weakens the influence of errors in the data of college music teaching and ideological (...) and political work. This study also optimized the integration mode of college music teaching and ideological and political work and realized the model research of college music teaching and ideological and political work. The experimental results show that the resource output amplitude controlled by the deep learning method has the best stability, and there is no large amplitude fluctuation during the experiment. The output amplitude and control time of the fusion resource are guaranteed and the fusion path of music teaching and ideological and political education is clearer. The maximum control time of the fusion resource of this method is 23.55 ms. (shrink)

The present study investigates Taiwanese college students’ perceptions of plagiarism. Specifically, this study seeks to explore how perceptive students pursuing higher education in Taiwan are in recognizing plagiaristic writing, in what terms they perceive source use in writing as appropriate and inappropriate, and view why plagiarism occurs. The study included 30 high- and 30 low-achieving students selected out of 396 students in English writing classes at a university in Taiwan. Drawing upon evidence from a writing exercise and individual interviews with (...) these 60 Taiwanese college students, the present study identified a variety of reasons why students may plagiarize. Most of the students participating in the study had some basic understanding of plagiarism. They had some familiarity with the Western notion of plagiarism, but based on the writing exercise, more often than not they were not able to recognize plagiarism when it actually occurred. Students’ understanding was generally, but not entirely, consistent with their source use behavior. More than half of the students considered that plagiarism is a cultural issue. However, there are also other factors that may lead to plagiarism. Finally, recommendations in terms of writing pedagogy are made. (shrink)

College students from small, medium, and large institutions with either a modified or no honor code were presented with cheating scenarios and asked to rate how dishonest they perceived the behavior to be and the likelihood that they would report it. No main effects were found for institution size or type of honor code. Student–faculty ratio was not correlated with responses to the cheating scenarios. Students from modified honor code schools perceived more severe punishments for cheating and understood the reporting (...) process better than students from non–honor code schools. Implications for modified honor code systems are discussed. (shrink)

Written with insight and humor, _College Sex - Philosophy for Everyone_ investigates a broad array of philosophical issues relating to student sex. Examines the ethical issues of dating, cheating, courtship, homosexual experimentation, and drug and alcohol use Considers student-teacher relationships, sexual experimentation, the meaning of sex in a college setting and includes two essays based on influential research projects on ‘friends with benefits’ Many of the authors teach classes that explore the philosophy of love and sex, and most are scholars (...) from the Society of the Philosophy of Sex and Love. (shrink)

The nature and legitimacy of commitments. Objectivity vs. commitment, by H. Smith. Institutional commitment: a social scientist's view, by H. R. Davis. The sectarian nature of liberal education, by L. J. Averill. The identity of the Christian college, by W. W. Jellema.--Commitments and the dimensions of learning. Discursive truth and evangelical truth, by A. C. Outler. Natural order and transcendent order, by W. G. Pollard. Limited cognition and ultimate cognition, by R. W. Friedrichs. Academic teaching and human experience, by M. (...) Novak. Academic excellence and moral value, by W. W. Jellema.--Norms and models of commitment. Biblical realism as a norm, by W. Herberg. Christian ethical community as a norm, by W. Beach. A pluralistic model, by W. B. Martin. A singular model, by L. J. Averill. (shrink)

Cornell College in Mount Vernon, Iowa, has established a new interdisciplinary program in science and religion. One of the features of this program is an undergraduate major in science and religion that requires substantial course work in at least one of the natural sciences as well as course work in philosophy, religion, and history. As a result of a grant from the John Templeton Foundation, Cornell College will offer a special course, God and Physics: From Aquinas to Quantum Mechanics (April (...) 1998), and will sponsor an international symposium on creation and contemporary cosmology (April 1999). Opportunities exist for interested scholars to come to Cornell as Templeton Visiting Fellows in order to participate in these activities. (shrink)

Discussions of college faculty professionalism most often address the ethical responsibilities or failures of "professors." Yet the majority of college faculty are not "professors," and work in conditions that preclude or prevent acting in accordance with high-minded statements like the AAUP's Statement on Professional Ethics, In addition, ignorance of the actual working conditions of both tenure-track and tenuous-track faculty has induced a crisis of ethical responsibility for all college faculty. Because official statements about college faculty professionalism neglect the reality of (...) college faculty work, the ethical responsibility of faculty requires a new basis. (shrink)

Little research has focused on college students'' attitudes toward advertising''s ethical, economic, and social consequences over the last two decades. Exploring and tracking the attitudes of college students toward advertising is important, however, for several reasons. College students represent an important segment of consumers for many marketers, negative attitudes toward advertising on the part of college students could lead to their support for restrictive regulation in the future, and there are potentially negative consequences concerning the effects of advertising that college (...) students uniquely share with other youth markets. The results of this study – a differentiated replication of an earlier study of college students in the late 1970s – indicate the salience of various beliefs that help determine attitudes toward advertising and provide a useful benchmark for future studies. The implications of the study''s findings for advertising practice and future regulation are discussed. (shrink)

Carl Gillett Department of Philosophy Northern Illinois University Suppose that scientists discover a high level property G that is prima facie multiply realized by two sets of lower level properties, F1, F2, …, Fn, and F*1, F*2, …, F*m. One response would be to take this situation at face value and conclude that G is in fact so multiply realized. A second response, however, would be to eliminate the property G and instead hypothesize subtypes of G, G1 and G2, and (...) say that G1 is uniquely realized by F1, F2, …, Fn, and that G2 is uniquely realized by F*1, F*2, …, F*m. This second response would eliminate a multiply realized property in favor of two uniquely realized properties.[1] Clearly these are two logically possible responses to this type of situation, so when faced with it how do scientists respond in real cases? This is a matter of providing a descriptively adequate account of actual scientific practice. In support of the view that scientists opt for the “eliminate-and-split” strategy, one might propose that it is illustrated by the way scientists responded in the case of memory. Once upon a time, it was thought that there existed a single kind of memory. With the advance of science, however, it was discovered that it is possible to perform certain sorts of brain lesions that would lead to the selective loss of certain memory functions, while certain other sorts of brain lesions would lead to selective loss of certain other memory functions. These neurobiological dissociation experiments, one might say, support the view that, instead of a single overarching type of memory, there are distinct subtypes of memory, procedural memory and declarative memory. Thus, generalizing from this example, it might be suggested that the eliminate-and-split strategy is always the approach of scientists in such cases. We believe that this argument is based upon serious oversimplifications. To begin with, note that there is the assumption that scientists treat all discoveries about differences in realizers in the same way.. (shrink)

The ArgumentVisible colleges, in contrast to the “invisible colleges” familiar to historians of science, are the collective places of science, the places where the “creation of phenomena” and theoretical speculation proceed side by side. To understand their spatial form, we must understand first how buildings can structure space to both conserve and generate social forms, depending on how they relate structure in space to randomness. Randomness is shown to play a crucial role in morphogenetic models of many kinds, especially in (...) spatial forms and in social networks. We argue here that it can also play a crucial role in the advance of science. (shrink)

In this installment of the Faculty Authors Series, Vance Morgan (Philosophy, Providence College) discusses his newest book, "Freelance Christianity: Philosophy, Faith, and the Real World.".

Written with insight and humor, College Sex - Philosophy for Everyone investigates a broad array of philosophical issues relating to student sex. Examines the ethical issues of dating, cheating, courtship, homosexual experimentation, and drug and alcohol use Considers student-teacher relationships, sexual experimentation, the meaning of sex in a college setting and includes two essays based on influential research projects on ‘friends with benefits’ Many of the authors teach classes that explore the philosophy of love and sex, and most are scholars (...) from the Society of the Philosophy of Sex and Love. (shrink)

Student-instructor relationships outside of the classroom have existed for hundreds of years and remain an important topic in the literature. Universities are increasingly concerned with legislating student-instructor relationships. Few empirical investigations of undergraduate student-instructor relationships are reported in the literature, and such relationships are often considered only in the context of sexual harassment or ethics policies. Most of the writings are opinion based or seated in anecdotal evidence, and seldom are students' opinions considered. In this study, 480 undergraduate students attending (...) a medium-sized Western university were surveyed for their opinions about a variety student-instructor relationships. Factor analysis revealed 5 types of student-faculty relationships: sexual, group activities, doing favors, spending time alone with a faculty member, and business relationships. The students' opinions about these relationships varied, with sexual relationships considered inappropriate, whereas group activities were considered very appropriate. These data suggest that university officials who are building policy regarding faculty-student relationships need to consider different types of relationships along with students' developing autonomy. (shrink)

Over the years, American colleges and universities have made various efforts to provide prisoners with access to education. However, few of these outreach programs presume that incarcerated men and women can rise to the challenge of a truly rigorous college curriculum. The Bard Prison Initiative is different. _College in Prison_ chronicles how, since 2001, Bard College has provided hundreds of incarcerated men and women across the country access to a high-quality liberal arts education. Earning degrees in subjects ranging from Mandarin (...) to advanced mathematics, graduates have, upon release, gone on to rewarding careers and elite graduate and professional programs. Yet this is more than just a story of exceptional individuals triumphing against the odds. It is a study in how the liberal arts can alter the landscape of some of our most important public institutions giving people from all walks of life a chance to enrich their minds and expand their opportunities. Drawing on fifteen years of experience as a director of and teacher within the Bard Prison Initiative, Daniel Karpowitz tells the story of BPI’s development from a small pilot project to a nationwide network. At the same time, he recounts dramatic scenes from in and around college-in-prison classrooms pinpointing the contested meanings that emerge in moments of highly-charged reading, writing, and public speaking. Through examining the transformative encounter between two characteristically American institutions—the undergraduate college and the modern penitentiary—_College in Prison_ makes a powerful case for why liberal arts education is still vital to the future of democracy in the United States. (shrink)

Professional responsibility -- Social justice -- Professional development -- Actionable knowledge -- Expert knowledge and skills -- Strategy and artistry -- Professional effectiveness -- Critical social challenges -- Transformational practice -- Conclusions.

Contient le résumé du cours publié dans l'"Annuaire du Collège de France", 76e année, Histoire des systèmes de pensée, année 1974-1975.

This study examined the disability support offices websites of twelve US higher education institutions anchored in multimodal discourse analysis and genre analysis to examine how semiotic resources are deployed to describe DSO services on their websites and to determine the discursive functions of advertisement they perform. The DSO websites were within four clicks from HEI homepages but had inconsistent navigation paths, making it difficult to reach DSO websites. DSO websites were foregrounding promoting and branding the institutions rather than presenting the (...) information about the services offered. This is achieved by using multimodal promotional rhetoric such as: situating accessibility as central commodifiable attribute, promoting the value of accessibility, establishing the superiority of the institution, constructing images of students with disabilities as empowered but dependent upon the DSO, and situating students within a college community. Implications for DSO websites functioning as advertisements are also discussed. (shrink)

BackgroundMental health problems have emerged as a significant health complication in United States colleges during COVID-19, and as a result, they have been extensively investigated in the United States and internationally. In contrast, research on coping among the college population during the pandemic is scant. Hence, this study investigated coping strategies proposed by undergraduate students attending a Midwestern university.ObjectivesThe purpose of this preliminary study was to obtain college students’ feedback/opinions about coping strategies for mental health problems, suicide ideation, and self-harm (...) during COVID-19.MethodsIn December 2021, one-hundred and four undergraduate students completed an online survey on coping strategies using Qualtrics. Major topics included: Types of coping strategies/styles expressed by students for general mental health problems, Types of coping strategies for suicide ideation and self-harm behaviors, Preferred platforms for receiving coping therapy, and Reasons for accepting or refusing parent involvement with mental health problems.ResultsThe most beneficial coping strategies for mental health were ranked by college students as follows: a skills training development program, meditation, and mindfulness exercises, and physical education. The respondents’ best coping strategies for preventing self-harm and suicide ideation/behaviors during COVID-19 were ranked as: improving support from friends, building self-esteem, and addressing anger, depression, stress, and loneliness. Finally, a total of 50% of participants felt that parents should be involved in college student interventions. Students stated that the most important type of support that they received from their parents were: emotional support, direction and/or assistance with solutions, and problem-solving.ConclusionThis study identified potential avenues which could be implemented into action during future outbreaks. Specifically, employing interventions that: train undergraduate students to employ more effective skills training coping strategies or practicing mindfulness or meditation; integrate mental health, suicide, and self-harm prevention into the curriculum; offer more in-person campus services targeted toward the psychological and emotional effects of a pandemic, and involve support persons in students’ lives to enhance their well-being during and after COVID-19. (shrink)

"Teaching College Students How to Solve Real-Life Moral Dilemmas" will speak to the sometimes confounding, real-life, moral challenges that quarterlife students actually face each and every day of their lives. It will spell out an original, all-inclusive approach to thinking about, and applying, ethical problem-solving that takes into consideration people's acts, intentions, circumstances, principles, background beliefs, religio-spiritualities, consequences, virtues and vices, narratives, communities, and the relevant institutional and political structures. This approach doesn't tell students exactly what to do as much (...) as it evokes important information in order to help them think more deeply and expansively about ethical issues in order to resolve actual ethical dilemmas. There is no text like it on the market today. "Teaching College Students How to Solve Real-Life Moral Dilemmas" can be used in a variety of ethics courses. (shrink)

A survey of 138 college students reveals an undergraduate major has a greater influence on corporate social responsibility than business ethics. Business students are no less ethical than nonbusiness students. Females are more ethical and socially responsible than males. Age is negatively related to one's Machiavellian orientation and positively related to negative attitudes about corporate efforts at social responsibility. The results suggest a greater need to focus busines ethics instruction based on student characteristics.

1. General. Explain briefly why the question, Do you believe in God? is ambiguous. (6) 2. The premodern period: (i) Set out as clearly as possible the cosmological argument for the existence of God. (ii) Explain why this does not entail infinite regress. (5) 3. The early modern period: Has the argument from the orderliness of nature (design) something new to add to the approach of the cosmological argument, by focussing on “natural” religion? Explain briefly. (5) 4. The later modern (...) period: (i) What is the name of Kant’s book in which it is argued that religion is unacceptable if not based on reason? (ii) What is it in our normal experience that, according to Kant, indicates the need for the postulate of God (even if the existence of God can’t be proved)? (iii) What two other postulates are required, in this respect? (4) ` Total: 20.. (shrink)

Considered an institution mainly devoted to astrology and medicine by Simon de Phares and by some historians who believe that he was reliable, the college founded in 1371 by Charles V’s first physician, Gervais Chrétien, was in fact primarily dedicated to theological students. It was not before 1377 that there were created there two bursaries for scholares regis, specialising in ‘licit mathematical sciences’, and two medical fellowships. Yet the influence of the activity of these fellows seems to have been rather (...) moderate and—as far as we can learn from the material still extant, notably from manuscripts that belonged to Maître Gervais’ College and to some of its members—this institution was devoted much more to theological studies than to medicine and the quadrivium. (shrink)

Many studies assume a significant relationship between intention and behavior. However, the data do not always support this assumption. This study used a modified version of social cognitive theory with self-evaluations as an intermediate variable to explore and resolve the problems associated with applying the theory of planned behavior to explain students’ adoption of technology for self-directed learning. We surveyed 285 college students who enrolled in an e-book publishing course using multifaceted technological learning tools. We found that, as an intermediate (...) variable, self-evaluation enhanced the influence of intentions on behavior and improved the accuracy of predictions of college students’ adoption of technology for self-directed learning. Students’ attitudes and perceived behavioral control were important factors influencing their adoption of technology for self-directed learning through their effects on intention; subjective norms were not important in this respect. (shrink)

We are printing in its entirety the discussion document which sets out a code of professional conduct for nurses published by the Royal College of Nursing in November 1976 together with commentaries by the Assistant Secretary of the British Medical Association, a professor of nursing studies, student nurses and a lawyer. The image of the nurse is still that of one of Florence Nightingale's young ladies or of a member of a religious order who is wholly dedicated to caring for (...) the sick. Today, as this document and the comments upon it show, 'dedication' is still part of the motive which leads a man or woman to become a nurse but in addition, and this is where the public may be ignorant or choose to be ignorant, nursing offers a career where intellectual achievement and the satisfaction of a demanding job bring their proper financial reward and place in the professional community. We are grateful to the Royal College of Nursing for permission to publish this document. (shrink)

Anxiety is one of the most important affective factors affecting college students' foreign language learning. Especially in the Internet age, new teaching ideas and methods bring new load and anxiety to students' psychology. Taking students who attend a college English online course learning as the research object, this paper analyzes the general situation and professional skills of the students' psychological anxiety under the network environment by using the method of investigation and data analysis. It conceives six methods to reduce the (...) students' psychological anxiety according to the reason analysis and summarizes the more effective ways with data mining of another questionnaire. It points out that teachers can advocate the mode of group learning and peer cooperation, strengthen the timeliness and diversity of tests, increase the richness of extracurricular activities, and increase teachers' and students' quality of online teaching and learning to reduce the anxiety of students' foreign language learning in an online teaching environment. (shrink)