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1.
Carola Grunschel Justine Patrzek Stefan Fries 《European Journal of Psychology of Education - EJPE》2013,28(3):841-861
In the present study, we broadly investigated reasons and consequences of academic procrastination. Additionally, we explored whether students seeking help from student counselling services to overcome academic procrastination (counselling group) report more serious reasons and consequences of academic procrastination than students who procrastinate but seek no counselling support (non-counselling group). We conducted standardized interviews with university students (N?=?36, of which 16 belonged to the counselling group) and analysed these using qualitative content analysis and frequency analysis. The reasons and consequences of academic procrastination, each summarized in a separate category system, were manifold. The category systems consisted of 20 main categories in total, subsuming 81 subcategories, of which 32 were inductively developed. The counselling group reported more serious reasons and consequences of academic procrastination than the non-counselling group. Our results suggest considering academic procrastination as a self-regulation failure and contribute to constructing interventions tailored to students’ specific needs. 相似文献
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3.
Samuel Long 《Higher Education》1982,11(2):221-235
In contrast to much of the research on contemporary university students of the post-activist generation, the study reported here rests on a model of the student as a quasi-citizen within the university political system. As a major political socialization environment for students, the university engenders feelings of academic disaffection among students. This study, based on a survey of 2,122 students enrolled at three mid-western universities in 1974, attempts to investigate the antecedents and consequences of felt academic disaffection for students. Five major findings emerge from this research. First, feelings of academic disaffection are relatively high among the students interviewed. Second, when the dimensionality of academic disaffection is investigated, these students typically express disaffection concerning the university and university administrators, with the latter group fostering most of the disaffection. Third, the students at the three universities surveyed generally differ regarding their evaluations of university functioning, their feelings of academic disaffection, and their desires for university reform, in each case with Southern Illinois University-Carbondale (SIU-C) students being significantly distinct from students at Northern Illinois University (NIU) and University of Kentucky (UK). Fourth, students' perceptions of authoritarian governance and an unsatisfactory academic environment at their universities tend to generate both university and administrative disaffection. Last, university and administrative disaffection result in a predilection among students for reform in the university, preferably devoid of administrative intervention. 相似文献
4.
Alexa Kambouropoulos 《The Australian Educational Researcher》2014,41(3):349-363
This study examined at two Australian university campuses the types of problems that prompt international students to seek counselling services. The concerns reported by ninety students fell within three broad categories; adjustment issues, academic concerns and psychosocial problems. Follow-up interviews with a subset of these students (21) were used to gain more detailed information about their personal adjustment issues and also their experience of counselling services. Counsellors were also interviewed to obtain their perspective on the adjustment and counselling experience of students. Most problems for students occurred within the first 12 months of commencing studies and for many tended to reduce in incidence thereafter, but for some students the issues and problems remained ongoing. While the findings are limited to international students at only two Australian campuses, and furthermore the sample sizes are not large, the results suggest that these students often face extreme adjustment difficulties. Moreover, it is suggested that such students tended to only access counselling services when near the point of collapse, or following academic referral. The importance of pre-departure orientation packages for prospective students, while still in their home country, might reduce the incidence of such adjustment issues. 相似文献
5.
Ronnel B. King Marianne Jennifer M. Gaerlan 《European Journal of Psychology of Education - EJPE》2014,29(1):81-100
The control-value theory of academic emotions has emerged as a useful framework for studying the antecedents and consequences of different emotions in school. This framework focuses on the role of control-related and value-related appraisals as proximal antecedents of emotions. In this study, we take an individual differences approach to examine academic emotions and investigate how trait self-control is related to students’ experience of academic emotions. We posited a model wherein trait self-control predicted academic emotions which in turn predicted engagement and perceived academic achievement. Filipino university students answered relevant questionnaires. Results indicated that self-control positively predicted positive academic emotions (enjoyment, hope, and pride) and negatively predicted negative emotions (anger, anxiety, shame, hopelessness, and boredom). Academic emotions, in turn, had a significant impact on engagement, disaffection, and perceived achievement. Implications for exploring synergies between research on trait self-control and the control-value theory of academic emotions are discussed. 相似文献
6.
Nicholas L 《International journal for the advancement of counseling》1993,16(4):291-300
Conclusion At the university serving as a site for this study, there is approximately one counsellor per 3,000 students with the counsellors performing a variety of roles. An intervention strategy that contextualises the contraceptive problems of students systemically and harnesses the resources of the whole university, not only those of the counselling centre, will be necessary as there are too few counsellors to assist students individually. A systemic model that includes peer helping, research, policy setting and empowerment of students through their involvement in setting agendas on sexuality for the university, may begin to address the problems of sexuality on campus. 相似文献
7.
In the present study, the current status of international students and counselling services provided at Turkish universities
is addressed. Firstly, a brief history of counselling and counselling services in Turkish universities is examined, leading
to a consideration of the current status of international students and counselling services. Finally, key elements for working
effectively with international students are presented and a long-term orientation model that might be applicable for Turkish
university counselling centers is proposed. 相似文献
8.
Assessment and examination stress in Key Stage 4 总被引：1，自引：0，他引：1
David William Putwain 《British Educational Research Journal》2009,35(3):391-411
Survey research has identified, using questionnaire approaches, that important assessments are a significant source of stress and worry for students in secondary school. In particular, failing important examinations and the consequences of failing these examinations are rated as more important than a range of other personal and social worries. Qualitative approaches have gone further in exploring the meaning of these stressful events for students concerned, highlighting themes such as an over‐identification with academic success and the perception of GCSE examinations as constituting a crucial moment in determining the future life trajectory of a student. However, this area has been neglected by researchers working on the education–psychology disciplinary boundaries, and a number of important features have yet to be specified regarding the development, antecedents and educational consequences of assessment/examination stress in Key Stage 4 (KS4). The aim of this article is to build on previous work to explore some basic questions surrounding KS4 assessments from a student‐centred perspective: (a) what factors lead to the development of assessments in KS4 to be perceived as stressful; and (b) what are the effects for the students concerned? Thirty‐four students were interviewed from six secondary schools in the North of England, identified as being likely to experience examinations as anxiety‐provoking events and analysed using the principles of grounded theory. Twelve themes emerge structured around a central narrative of ‘stress, achievement and esteem’, which highlighted three key findings. First, stress was linked to the motivation to achieve and the fear of failure through esteem judgements and conditions of acceptance from important others. Second, the experience of stress was linked to a wider educational context including practices and policies pursued by teachers and schools. Third, a more specific state, examination anxiety, was associated with facilitating effects prior to examinations and debilitating effects during examinations. These findings have furthered insights into the developmental antecedents and effects of assessment/examination stress in KS4, and highlighted the need to investigate school/teacher practices and policies and to ascertain the mechanism by which examination anxiety might produce debilitating effects. 相似文献
9.
The current study utilized constant comparative thematic analysis to uncover antecedents of student misbehavior from the perspective of collegiate instructors. Results indicated nine distinct antecedents of student misbehavior that were classified into three distinct categories: deficiency antecedents, belief antecedents, and external antecedents. These findings extend previous research on antecedents of student misbehavior by forwarding a more nuanced classification structure that centers on attribution theory as an explanatory mechanism. Overall, by understanding the potential reasons that underlie student misbehavior, educators can create more meaningful and enriching experiences for students by thoughtfully addressing these problematic behaviors and the underlying conditions that promote them. 相似文献
10.
《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):705-720
This study is concerned with online learners’‘flow’ experiences. On the basis of Csikszentmihalyi’s theory of flow, flow was conceptualised as a complex, multimentional, reflective construct composing of ‘enjoyment’, ‘telepresence’, ‘focused attention’, ‘engagement’ and ‘time distortion’ on the part of learners. A flow model was put forward with regard to virtual class environment in a traditional university context, comprised with flow antecedents, flow and flow consequences. Based on the model, a virtual‐course flow measure was developed and administered to 525 undergraduate students engaged in virtual classes in order to examine the empirical relationships between measured flow antecedents, flow experiences and flow consequence‐course satisfaction in this case. The analysis of the data showed that: (1) students’ perceptions of their level of ‘skill’ and ‘challenge’ specific to each course are critical to determining the level of flow, (2) flow is a significant predictor of course satisfaction and (3) other than flow, individual differences such as ‘gender’ and ‘having a clear goal’ can make a significant difference in the level of flow in a virtual course. These findings are discussed along with the implications for bringing up a computer‐mediated environment more conducive to flow and learning. 相似文献
11.
The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic. 相似文献
12.
Ian Brailsford 《History of education》2013,42(3):357-370
Student counselling is a generally accepted service offered by most institutes of higher education. This was not always the case. This paper uses the original reports and documents from the early years of the Counselling Service at the University of Auckland, New Zealand to explore what the educational problems were to which counselling was understood to be the solution, what exactly counselling was meant to achieve and then how the new service went about its mission of supporting vulnerable students. The historic legacy is that once a university accepted responsibility for students’ learning problems it was difficult to draw a line between emotional and academic support. Moreover, once established, counselling expanded from helping individual students who came looking for assistance and branched out into other therapeutic activities across the campus. 相似文献
13.
Judy L. Lupart Michael C. Pyryt Shelley L. Watson Krista Pierce 《International journal for the advancement of counseling》2005,27(2):173-190
Education in Canada is determined at the provincial level of jurisdiction. Each province and territory has a unique system of legislation and policy, although most provinces view the education of gifted students as a category of service provision under special education. The first section of this paper provides a brief, general overview of key themes that emerge from an analysis of the relevant Education Ministry documents and literature concerning gifted education and counselling within the Canadian context. Where appropriate, the particular province(s) and/or territory(s) associated with the themes is noted. The second section highlights the work of Canadian scholars most relevant to counsellors working with gifted students. A brief review of recommended counselling needs, goals, and practices for the gifted is presented in the conclusion. 相似文献
14.
Janne Malfroy 《The Australian Educational Researcher》2004,31(2):63-79
Professional doctorates are frequently described as research degrees that combine workplace and professional engagement with
the scholarly rigour of the university. This paper draws on findings from an empirical study of a professional doctorate program
in nursing. During this study, a curriculum model that focuses on the intersecting spheres of university, profession and workplace
was used as a prompt in interviews. Although this curriculum model has become a reference point for any discussion about the
framework for professional doctorates in Australia, it became clear during the study that the predominant themes in the nursing
program were different to those in the model. The disparity between the accepted model and the findings from the nursing program
are discussed and an alternative model is offered. In this alternative model, the university retains its central role, combined
with the themes of professional practice and change. These themes provide a curriculum framework that reflects the knowledge,
experiences and intentions of both the students and the staff. The broader implications of the alternative model are also
discussed. 相似文献
15.
Candace Hansford Gretchen E. Ely Chris Flaherty Nancy Meyer-Adams 《Journal of Teaching in Social Work》2017,37(3):199-217
The purpose of this article is to describe student perceptions of their experiences around social justice discussions in the social work classroom through a qualitative, grounded theory framework. Student responses from a qualitative section of a survey were analyzed and sorted into three categories: perceived discrimination, heightened self-awareness/self-assessment, and future social work practice. Each of these categories was derived from comparable multiple themes stemming from the student responses. A conceptual model resulting from the analysis suggests that students who shared experiences of perceived discrimination during classroom discussions could develop an enhanced self-awareness, which would result in an added empathy for clients in their future social work practice. Suggestions for teaching strategies and directions for future research are also discussed. 相似文献
16.
Moshe Israelashvili Peretz Socher 《International journal for the advancement of counseling》2007,29(1):1-9
This study explored the reliability and validity of a counsellor self-efficacy scale (the COSE) with an Israeli sample of
candidates seeking entry into a university graduate program in school counselling. The COSE measures were compared to measures
of self-monitoring and evaluation of adaptability to counselling studies that were determined before admission to the program.
Findings question the reliability of the COSE for Israeli counselling students, suggesting that the construct of counsellor
self-efficacy might be culturally dependent. This has major implications for counsellor education and the measurement of counsellor
efficacy. 相似文献
17.
Isabella Meneghel Isabel M. Martínez Marisa Salanova Hans de Witte 《Psychology in the schools》2019,56(6):875-890
The aim of this article is twofold: (a) to validate the psychometric properties of the Academic Resilience Scale (AR‐S) in a Spanish university context; and (b) to test a model where different coping strategies are antecedents of AR, and where academic satisfaction and performance are its consequences. The studies were conducted with 185 (study 1) and 780 (study 2) students. In study 1, the construct validity, reliability, and convergent and divergent validity of the AR‐S were analyzed. The hypothesized model (study 2) was tested using structural equation modeling. The results confirmed the good psychometric properties of the AR‐S in the Spanish context, providing evidence of its validity. Furthermore, the distinctive role of different coping strategies in resilience was confirmed, as well as the relationship between resilience and academic satisfaction. No direct relationship between resilience and performance was found, highlighting the full mediation of satisfaction. 相似文献
18.
First-year university student attrition has been widely explored. However, there is a gap in our understanding when it comes to later years. Why do students who successfully navigate the hurdles of transition into university become at risk of exclusion in the middle years of study because of poor academic progress? This qualitative project develops a student-centred understanding of the problem of attrition through academic failure. It investigates the reasons given by students wishing to avoid involuntary exclusion from their course. Specifically, we address why middle-year students say they fail when they wish to succeed by examining self-reports. We find six main self-reported themes in three categories. The problems faced by mid-degree undergraduates are broader and more complex than those encountered in the first year. Our findings contrast with previous work on first-year attrition, which found that negative expectations of their own ability to succeed were a major factor in students’ decisions to drop out, although our study is constructed differently in that we analyse people wishing to continue their studies. The results expand our understanding of student involuntary attrition in the middle years. The overarching major issues in the themes we identified were financial, family/personal issues and health problems. In particular, mental health issues were remarkably apparent. This has significant implications for future student support. We find that there are commonly multiple reasons underlying each student’s at-risk status and provide suggestions for managers of programs that help students succeed. 相似文献
19.
Sarah Lam Susan Tracz Christopher Lucey 《International journal for the advancement of counseling》2013,35(3):172-187
This study explored the counselling self-efficacy of students in a counsellor education programme, in regard to age, gender, and ethnicity characteristics. To assess counselling self-efficacy, the Counselling Self-Estimate Inventory (COSE) of Larson et al. (Counsellor Education & Supervision 41: 120–130, 1992) was administered at the end of a semester to counselling students engaged in different stages of a counsellor training program. No significant differences were found in regard to gender and age-group categories, but significant differences were found among ethnic groups. It was found that Asian and White students generally had similar and also lower counselling self-efficacy means than the other ethnic groups in the sample in regard to several counselling-specific categories. Implications for counsellor educators in training counselling students of diverse characteristics are discussed. 相似文献
20.
Theodoros Giovazolias Sophia Leontopoulou Sophia Triliva 《International journal for the advancement of counseling》2010,32(2):101-116
The present study is concerned with an exploration of counselling needs of students at two Greek universities as well as their
attitudes to utilizing a university counselling centre. The sample consisted of 312 students who completed a Greek version
of the Rutgers Needs Assessment Questionnaire as well as a subscale on Attitudes towards the Counselling Centre. The analysis
of the data indicated that issues about relationships, goal setting and problem-solving were the main concerns of the participants.
It was also found that students, especially those who faced some kind of psychological difficulties, held a negative attitude
towards visiting a university counselling centre. 相似文献