A Redefinition of Self: the Design, Implementation, and Impact of a Career Exploration Course for Students on Academic Probation PDF Download
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Author: Jordan C. Bullington-Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 315
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Book Description
Students on academic probation are among the most vulnerable populations within higher education. Research indicates that following a semester of academic difficulty, students experience diminished self-efficacy and a decline in academic motivation. Evidence from a growing body of career development literature indicates that career exploration increases self-efficacy, improves decision-making, and enhances academic performance. Studies have explored the impacts of academic recovery programs and career development experiences as mutually exclusive interventions. No existing study previously explored the intersection of the two. This mixed methods case study assessed the impact of a career exploration course for students on academic probation. It examined the impact of the course on career self-efficacy and academic motivation, the value students assigned to such a course, and their experiences within it. The study explored the experiences of 15 students on or at risk of academic probation. Qualitative data suggested that career exploration contributed to increased confidence for students on probation. Quantitative data demonstrated statistically significant increases in the five competencies of career self-efficacy (occupational information, goal selection, planning, problem solving, and self-appraisal). Academic motivation declined in all three extrinsic motivation constructs and two intrinsic constructs (EM: external regulation, introjected, and identified; IM: toward accomplishment, and to know) with an increase in intrinsic motivation: to experience stimulation. However, the change in academic motivation was not statistically significant overall. Additional research is necessary to understand the predictive and mediating factors that contribute to the decline of academic motivation for students on academic probation.
Author: Jordan C. Bullington-Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 315
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Book Description
Students on academic probation are among the most vulnerable populations within higher education. Research indicates that following a semester of academic difficulty, students experience diminished self-efficacy and a decline in academic motivation. Evidence from a growing body of career development literature indicates that career exploration increases self-efficacy, improves decision-making, and enhances academic performance. Studies have explored the impacts of academic recovery programs and career development experiences as mutually exclusive interventions. No existing study previously explored the intersection of the two. This mixed methods case study assessed the impact of a career exploration course for students on academic probation. It examined the impact of the course on career self-efficacy and academic motivation, the value students assigned to such a course, and their experiences within it. The study explored the experiences of 15 students on or at risk of academic probation. Qualitative data suggested that career exploration contributed to increased confidence for students on probation. Quantitative data demonstrated statistically significant increases in the five competencies of career self-efficacy (occupational information, goal selection, planning, problem solving, and self-appraisal). Academic motivation declined in all three extrinsic motivation constructs and two intrinsic constructs (EM: external regulation, introjected, and identified; IM: toward accomplishment, and to know) with an increase in intrinsic motivation: to experience stimulation. However, the change in academic motivation was not statistically significant overall. Additional research is necessary to understand the predictive and mediating factors that contribute to the decline of academic motivation for students on academic probation.
Author: David Scott Carver
Publisher:
ISBN:
Category : Counseling in adult education
Languages : en
Pages : 252
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Author: Thurla Moore
Publisher:
ISBN:
Category : Career development
Languages : en
Pages :
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Book Description
Abstract: This study involved the effect of career development classes on traditional aged college students2 identity development and career self efficacy as well as the examination of the relationship between identity status and career self efficacy. Significant correlations were found between high identity status and high career self efficacy. Positive significant differences were also found in career self efficacy between those who had taken career development courses and those who had not. Positive, although not significant, differences were found in identity status between those students who had taken career development courses and those who had not. Instruments used in the study were the Extended Objective Measure of Ego Identity Status 2 (EOM-EIS2) and the Career Decision Making Self Efficacy Scale (CDMSES).
Author: Jeffrey A. Holzworth
Publisher:
ISBN:
Category : Self-esteem
Languages : en
Pages : 154
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Book Description
Author: James Stewart Huntington-Meath
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 642
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Book Description
Author: JoAnn E. Delaney
Publisher:
ISBN:
Category : Vocational guidance
Languages : en
Pages : 186
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Book Description
Author: Ernest L. Boyer
Publisher: John Wiley & Sons
ISBN: 1119005868
Category : Education
Languages : en
Pages : 224
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Book Description
Shifting faculty roles in a changing landscape Ernest L. Boyer's landmark book Scholarship Reconsidered: Priorities of the Professoriate challenged the publish-or-perish status quo that dominated the academic landscape for generations. His powerful and enduring argument for a new approach to faculty roles and rewards continues to play a significant part of the national conversation on scholarship in the academy. Though steeped in tradition, the role of faculty in the academic world has shifted significantly in recent decades. The rise of the non-tenure-track class of professors is well documented. If the historic rule of promotion and tenure is waning, what role can scholarship play in a fragmented, unbundled academy? Boyer offers a still much-needed approach. He calls for a broadened view of scholarship, audaciously refocusing its gaze from the tenure file and to a wider community. This expanded edition offers, in addition to the original text, a critical introduction that explores the impact of Boyer's views, a call to action for applying Boyer's message to the changing nature of faculty work, and a discussion guide to help readers start a new conversation about how Scholarship Reconsidered applies today.
Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
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Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author: Brittany Melvin Joslyn
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Book Description
