Age and Academic Advising in Community Colleges: Examining the Assumption of Self-Directed Learning

Roessger, Kevin M.; Eisentrout, Kjirsten; Hevel, Michael S.

doi:10.1080/10668926.2018.1490669

Cited by 16 publications

(12 citation statements)

References 54 publications

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“…The results showed significant differences according to sex on some scales. Specifically, girls presented higher scores in the perceived emotional cost of help seeking and avoidance of help seeking, which is consistent with previous studies that show that girls are more likely to have negative attitudes towards seeking help [13,14]. However, these differences are not entirely clear because some studies have found contradictory results [12].…”

Section: Discussionsupporting

confidence: 90%

“…Academic help-seeking behavior has been related to sociodemographic variables such as gender, although results are by no means conclusive [12]. Some studies report that men are more likely to seek help than women (Amarasuriya et al [13] and Roessger et al [14]). In contrast, other studies report that women are more likely than men to seek help and have better attitudes towards seeking help [15,16].…”

Section: Introductionmentioning

confidence: 99%

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Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables

2021

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Academic help seeking is a self-regulatory strategy that is closely related to students’ school functioning and successful school outcomes. The aim of the present study is to gain greater insight into the associations between help-seeking behavior and attitudes (i.e., emotional costs, perception of benefits, threats and avoidance of academic help seeking), and socio-emotional factors (i.e., functional social support, satisfaction with life, happiness, academic and social self-concept, emotional loneliness and social network). Two hundred and thirty-two students from three public secondary schools (53.9% girls; mean age = 16.61, SD = 2.85) participated in this study by completing the assessment form during school hours. As expected, the results showed significant associations between attitudes toward academic help seeking and socioemotional factors except for (1) perceived emotional cost of academic help seeking and happiness, academic self-concept and social network, (2) threat of academic help seeking and satisfaction with life and social network and (3) avoidance of academic help seeking and social network, in which cases the correlations were not significant. Finally, (1) emotional loneliness was found to be a significant predictor of the perceived emotional cost of academic help seeking, (2) functional social support, academic self-concept, social self-concept and subjective evaluation of the social network were found to be significant predictors of the perceived benefits of academic help seeking, (3) emotional loneliness and academic self-concept were found to be significant predictors of both threat of academic help seeking and avoidance of academic help seeking. The results of this study suggest that psycho-emotional variables play an important role in academic help-seeking strategies and can affect students’ final behavior in help seeking.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables

2021

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“…Studies show that the educational centres that work best are those that offer resources, opportunities, and support for the wellbeing and the social and emotional growth of all their members. Moreover, these centres should be capable of combining discipline and the transmission of social norms with acceptance, appreciation of the individual, respect for diversity, and inclusion [62][63][64]. In this context, students have the opportunity to know their potential and their areas for improvement and the way in which they can articulate this to their peers to achieve optimised academic performance and wellbeing inside and outside of the classroom.…”

Section: Learning Communities: a Commitment To Favouring The Feeling Of Belonging And Cultivating The Psychosocial Dimensions Of The Studmentioning

confidence: 99%

Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century

Vilà

Corbí

2021

IJERPH

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In recent decades, efforts have been made to achieve a positive coexistence among adolescents in secondary schools and create a healthy environment to prepare them to face the present-day challenges. Therefore, this study highlights the educational purpose of improving emotional management and social skills as well as decreasing antisocial and criminal behaviour among secondary education students through an educational training programme. Accordingly, to verify the effectiveness of the project, a quasi-experimental design with a pre-test/post-test structure and a control group was adopted. To achieve this, a total of 141 Spanish secondary school students participated in this study and were randomly assigned to one of two experimental conditions. The first (experimental) group (n = 55) participated in the training programme; correspondingly, the second group (control) (n = 57) followed the usual mentoring activities planned for the entire educational centre. Of the total number of participants, 52.7% of the sample were men and 47.3% were women. The mean age of the participants was 13.01 years old (SD = 0.935). The results showed improvements in the environment with adequate training and the correct application of a programme involving emotional intelligence (EI) among secondary education students. Furthermore, a decrease in conflicts and enhanced relations between the members of the educational community was evidenced. Finally, the practical implications for improving coexistence in secondary schools are discussed.

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“…Namun, terdapat perbedaan persepsi bimbingan akademik untuk angkatan 2015 dan 2016. Sesuai dengan penelitian Roessger et al (2019) yang menemukan bahwa siswa yang lebih tua menggunakan layanan bimbingan akademik hanya pada tahun pertama, sama sepeti siswa yang lebih muda dalam rangka mengikuti prosedur akademik yang ditentukan oleh perguruan tinggi. Seiring bertambahnya usia siswa, mereka cenderung tidak berpartisipasi dalam pembinaan akademik.…”

Section: Test Of Homogeneity Of Variances Persepsiunclassified

“…Seiring bertambahnya usia siswa, mereka cenderung tidak berpartisipasi dalam pembinaan akademik. Temuan Roessger et al (2019) ini mendukung asumsi teori belajar mandiri dan menyoroti bahwa tidak semua siswa berpartisipasi secara sama dalam pembimbingan akademik. Secara khusus, pendidik perlu merancang pengalaman menasihati akademik yang lebih mandiri daripada diarahkan secara administratif untuk memastikan keberhasilan akademik.…”

Section: Test Of Homogeneity Of Variances Persepsiunclassified

Perbedaan persepsi bimbingan akademik mahasiswa pada sebuah perguruan tinggi swasta di Indonesia

Sherlywati¹,

Junita²,

Kristine³

et al. 2021

JMM

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This research is about academic advising in bachelor degree of management department in a private university in Bandung City. There are two style of academic advising, prescriptive and developmental academic advising. The result showed developmental academic advising is covered in that department. In this research, the differences in perceptions of academic advising were tested based on gender, origin area of residence, age, year of study, intensity, and frequency of academic advising. The main objective of this research is to provide an evaluation of academic advising process based on academic demographic of respondents. The tests of differences were carried out by using Anova Test and U Mann Whitney Test on 302 samples of respondents. The results showed that there are differences in perceptions of academic advising based on ages, year of study, and frequency of academic advising. Meanwhile, some of variable such as gender, origin area of residence, and time intensity of academic advising, there were no differences in their perceptions. From the research results, the department can redesign the academic advising system which is suited to students to make academic advising becomes one of excellent academic achievement tool.

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Age and Academic Advising in Community Colleges: Examining the Assumption of Self-Directed Learning

Cited by 16 publications

References 54 publications

Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables

Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables

Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century

Perbedaan persepsi bimbingan akademik mahasiswa pada sebuah perguruan tinggi swasta di Indonesia

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