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Author: Makita Marie White
Publisher:
ISBN:
Category : First-generation college students
Languages : en
Pages : 0
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Book Description
First-generation (FG) college students (students for whom neither parent earned a bachelor's degree) are typically less likely to interact with their professors or communicate with faculty by email or in person, compared to continuing-generation (CG) students (Kim et al., 2009; Cataldi et al., 2018). Qualitative research suggests they are less likely to seek help when they need it, and when they do seek help they are more likely to engage in passive help-seeking (e.g., waiting quietly for assistance) as opposed to proactive help-seeking (e.g., physically approaching the instructor and requesting assistance), compared to CG students (Calarco, 2018). The current study quantitatively measured general levels of help-seeking as well as proactive help-seeking in FG and CG students, and tested whether having a shared identity with a help-provider could increase proactive help-seeking behavior among FG students. Results revealed that proactive help-seeking and general help-seeking occurred at a similar rate in FG and CG students in the control condition. However, when the help-provider signaled a FG identity, FG students' proactive help-seeking was significantly increased. Furthermore, higher levels of proactive help-seeking occurred mainly among FG students seeking non-academic help. FG faculty, staff, and student workers may want to consider self-identifying as FG to increase help-seeking behaviors among FG students struggling to navigate the college environment. .
Author: Makita Marie White
Publisher:
ISBN:
Category : First-generation college students
Languages : en
Pages : 0
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Book Description
First-generation (FG) college students (students for whom neither parent earned a bachelor's degree) are typically less likely to interact with their professors or communicate with faculty by email or in person, compared to continuing-generation (CG) students (Kim et al., 2009; Cataldi et al., 2018). Qualitative research suggests they are less likely to seek help when they need it, and when they do seek help they are more likely to engage in passive help-seeking (e.g., waiting quietly for assistance) as opposed to proactive help-seeking (e.g., physically approaching the instructor and requesting assistance), compared to CG students (Calarco, 2018). The current study quantitatively measured general levels of help-seeking as well as proactive help-seeking in FG and CG students, and tested whether having a shared identity with a help-provider could increase proactive help-seeking behavior among FG students. Results revealed that proactive help-seeking and general help-seeking occurred at a similar rate in FG and CG students in the control condition. However, when the help-provider signaled a FG identity, FG students' proactive help-seeking was significantly increased. Furthermore, higher levels of proactive help-seeking occurred mainly among FG students seeking non-academic help. FG faculty, staff, and student workers may want to consider self-identifying as FG to increase help-seeking behaviors among FG students struggling to navigate the college environment. .
Author: Judith Yadira Bracamontes
Publisher:
ISBN:
Category : Developmental psychology
Languages : en
Pages : 0
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Book Description
First-generation Latino/a college students often experience unique challenges that can adversely impact their academic persistence and educational attainment. However, students' attitudes towards help-seeking and use of institutional support services can have a positive effect on college adjustment and academic success. This study examines how help-seeking attitudes (instrumental, executive, avoidance, and informal sources) and use of institutional support services are related to academic performance (self-efficacy and academic stress). Participants included college students who completed an online survey. It is hypothesized that Latino first-generation college students will be more likely to endorse avoidance of help-seeking and informal help-seeking, as compared to executive or instrumental help-seeking. It is also expected that first-generation Latino/a college students who hold positive attitudes towards help-seeking (instrumental and executive help-seeking) will utilize more institutional support services and experience higher self-efficacy and lower academic stress. These results have implications for the best optimize academic support services for this population of students.
Author: Virginia N. Gordon
Publisher: John Wiley & Sons
ISBN: 1118045513
Category : Education
Languages : en
Pages : 614
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Book Description
One of the challenges in higher education is helping students to achieve academic success while ensuring their personal and vocational needs are fulfilled. In this updated edition more than thirty experts offer their knowledge in what has become the most comprehensive, classic reference on academic advising. They explore the critical aspects of academic advising and provide insights for full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students. New chapters on advising administration and collaboration with other campus services A new section on perspectives on advising including those of CEOs, CAOs (chief academic officers), and CSAOs (chief student affairs officers) More emphasis on two-year colleges and the importance of research to the future of academic advising New case studies demonstrate how advising practices have been put to use.
Author: Fabian Aguirre
Publisher:
ISBN:
Category :
Languages : en
Pages : 268
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Book Description
This study sought to understand why college students of Mexican origin underutilize mental health services (i.e., university counseling services). Previous research has identified several potential reasons for the underutilization of mental health services by Mexican Americans. These reasons can be grouped into one of three categories: (1) negative attitudes toward mental illness and mental health services, (2) greater use of alternative, informal resources, and (3) barriers. To examine these factors in the context of help-seeking behavior, Ajzen's theory of planned behavior (TPB) was used. The TPB assumes that the best predictor of a certain behavior is an individual's intention to perform that specific behavior. This model includes three determinants of the intent to perform a certain behavior: (1) attitudes toward the behavior, (2) subjective normative beliefs about performing the behavior, and (3) perceived behavioral control of performing the behavior. The primary aim of this study was to examine the meditating effects of culture on the TPB and investigate the unique factors contributing to help-seeking behavior in college students of Mexican origin reporting anxious and/or depressive symptoms. Results showed that the TPB was effective in predicting help-seeking behavior, with attitudes and subjective normative beliefs as the strongest predictors. Acculturation and cultural values did not mediate the TPB model as originally predicted, however the TPB determinants differed in predictability between help-seekers and non help-seekers. Specifically, among help-seekers, attitudes predicted intent to seek psychological services; among non help-seekers, subjective normative beliefs predicted intent. Help-seekers also reported more ease than non help-seekers on a few of the steps toward help-seeking. Lastly, qualitative measures supported findings based on the TPB and provided additional support for the strong stigmatizing views among college students of Mexican origin. These findings suggest that non help-seekers are a complex group and other variables, such as acculturative stress, perceived social support, and screening participants on perceived symptom distress and impairment, need to be addressed. In addition, subjective normative beliefs need to be considered in the development of psychoeducational interventions which encourage seeking psychological services for individuals of Mexican origin experiencing significant anxious or depressive symptoms.
Author: Erkan Er
Publisher:
ISBN:
Category :
Languages : en
Pages : 332
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Book Description
Asking for help is a fundamental strategy that learners use to overcome barriers to learning in any context. The positive effects of help-seeking on student learning and achievement have been widely acknowledged. Help-seeking has gained further attention with the emergence of new blended instructional models that embrace student-centered approaches and place a greater responsibility on students. Among these emerging blended approaches, the flipped classroom model has been very popular in last years. The flipped classroom model requires students to independently study the instructional materials and various learning resources (e.g., video lectures) outside the classroom and develop a sufficient understanding of the concepts. While studying the assigned materials themselves, students may face various learning difficulties that can be resolved with the support of class members at any time, and in this way, they can become prepared for the upcoming in-class activities. Therefore, help-seeking is an essential activity for student learning in flipped classrooms. This dissertation research focuses on college students' help-seeking behavior in a large-enrollment flipped science classroom over several semesters and aims to expand the current understanding of online help-seeking in several directions. The first manuscript (Chapter 2) provides a detailed description of initial design and evolution of a web-based help-seeking tool (EchoLu). The second manuscript (Chapter 3) reports on an empirical study that uses a mediation structural equation model to investigate the effects of motivational and environmental factors on help-seeking. The fourth manuscript (Chapter 4) delineates the main study of this dissertation which investigates the role of instructors in help-seeking. Besides exploring the causal links between instructor-related factors and students' help-seeking perceptions and intentions, this study also examines the extent to which students' perceptions are influenced by instructor participation in students' online help-seeking. The findings suggest a substantial influence of instructors on help-seeking. In particular, their relatedness with students, their support for help-seeking, and the goal structure that they promote in the classroom are strongly associated with students' help-seeking perceptions and intentions. The findings also suggest a possible influence of instructor participation in online help-seeking environments. The implications and future research directions are discussed at the end (Chapter 5).
Author: Perry Fittrer
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 204
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Book Description
Academic help seeking is viewed as a positive and beneficial academic behavior for students. The purpose of this study was to examine group differences in the academic help seeking behaviors of first-year university students in order to better understand how demographic factors relate to help seeking behaviors. Specifically, group differences were examined for several demographic variables across five constructs of academic help seeking: Instrumental Help Seeking, Executive Help Seeking, Help Seeking Threat, Help Seeking Avoidance, and preference for Informal versus Formal Help. A sample of 394 first-year university students at a public-research university in the western United States was surveyed in the spring of 2015. Results indicated that there were no group differences among the five constructs of help seeking by gender, ethnicity, SAT Score, first-generation college student status, and socioeconomic status. However, students with lower GPA’s reported greater levels of executive help seeking and help avoidance. Use of academic support services was also analyzed across the five help seeking constructs with no differences between students who used services and those students who did not use services. Help avoidance and SAT score were predictive of the number of distinct services used. Help avoidance, being female, and SAT score were predictive of first-semester GPA. Results from the study suggest that institutions should analyze the non-psychological barriers to help seeking and consider intrusive systems that encourage help seeking and reduce avoidance for students who need help most. Further research should examine help seeking beyond the constructs used in this study and include qualitative measures in order to obtain a deeper understanding of academic help seeking behaviors.
Author: M. Dolores Cimini
Publisher: Routledge
ISBN: 1351707809
Category : Psychology
Languages : en
Pages : 331
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Book Description
Promoting Behavioral Health and Reducing Risk Among College Students synthesizes the large body of research on college students’ behavioral health and offers guidance on applying evidence-based prevention and early intervention strategies using a comprehensive public health framework. Chapters authored by leading researchers and practitioners address a broad spectrum of important behavioral health issues, interventions, and challenges. Moving beyond a theoretical discussion to strategies for implementation, this book addresses the special issues and potential barriers faced by practitioners as they translate research to practice, such as resource limitations, organizational resistance, challenges to program sustainability, and the unique needs of special populations. This cutting-edge compendium will appeal to both practitioners and researchers involved in providing prevention, early intervention, and treatment services for college students.
Author: Nayoung Kim
Publisher:
ISBN:
Category :
Languages : en
Pages : 320
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Book Description
Keywords: help-seeking attitudes, mental health stigma, first-generation college students, social support, and perceived discrimination
Author: Ashley C. Rondini
Publisher: Lexington Books
ISBN: 1498537022
Category : Education
Languages : en
Pages : 385
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Book Description
Clearing the Path for First-Generation College Students comprises a wide range of studies that explore the multidimensional social processes and meanings germane to the experiences of first-generation college students before and during their matriculation into institutions of higher education. The chapters offer timely, empirical examinations of the ways that these students negotiate experiences shaped by structural inequities in higher education institutions and the pathways that lead to them. This volume provides insight into the dilemmas that arise from the transformation of students’ class identities in pursuit of upward mobility, as well as their quest for community and a sense of “belonging” on college campuses that have not been historically designed for them. While centering first-generation status, this collection also critically engages the ways in which other dimensions of social identity intersect to inform students’ educational experiences in relation to dynamics of race, ethnicity, socioeconomic class, gender, and immigration. Additionally, this book takes a holistic approach by exploring the ways in which first-generation college students are influenced by, and engage with, their families and communities of origin as they undertake their educational careers.
Author: Jennifer Lynn Freeman
Publisher:
ISBN:
Category :
Languages : en
Pages : 424
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Book Description
Previous research has demonstrated that higher education creates distinct challenges to first-generation students’ well-being and motivation in university. Amid growing interest in psychological interventions to support first-generation students’ well-being in college, this study used the self-determination theory of basic needs as a framework to examine these students’ resources and strategies. Previous research within this framework has emphasized teaching practices to boost student engagement through support for autonomy, competence, and relatedness. However, much remains to be explored regarding students’ active role in need fulfillment and agentic efforts to reshape their learning environments. Beliefs and strategies regarding self-determination have also been linked to orientations toward autonomy satisfaction as asserted (self-reliant) or assisted (reliant on supportive environments and relationships). This study sought to extend our understanding of how inner and environmental resources intertwine in first generation students’ active pursuit of psychological well-being. First-generation students (n=212) were surveyed regarding their beliefs, perceived resources for psychological need satisfaction in college, and agentic engagement. This mixed-method study integrated findings from correlation and regression analyses, used to examine associations between student beliefs, perceived need support, and agentic engagement, with findings from the analysis of qualitative responses regarding students’ salient experiences of need satisfaction or frustration in college. Results demonstrate that first-generation students’ interdependent motives for college may coincide with either asserted or assisted orientations toward experiencing autonomy, but only an assisted orientation was linked to significantly greater overall satisfaction in college. However, alongside supportive teacher practices, the orientation toward asserted autonomy predicted increased agentic engagement in college classes. Participant narratives highlighted how environments and relationships in college life also were connected with first-generation students’ proactive efforts to fulfill their psychological needs. This research develops an understanding of how the college environment, instructors, and learners’ own agentic efforts help nurture first-generation students’ inner motivational resources
