Career Exploration of Academically Dismissed Students: A Developmental View

Lucas, Margaretha S.; Hunt, Patricia F.

doi:10.2190/xfal-wmwg-cdty-u6vq

Cited by 6 publications

(7 citation statements)

References 19 publications

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“…Similarly, studies found that career exploration is positively associated with career adaptability, which in turn affects an individual's self-regulation abilities/resources in career development [3]. Moreover, with the passage of time, individuals who engaged in career exploration can define themselves better and devote themselves to self-identification in the career environment [5]. Hence, it is of great significance to understand the antecedents of career exploration, and thus design the appropriate approaches to enhance students' career exploration behavior.…”

Section: Introductionmentioning

confidence: 98%

“…Career exploration is considered as a vital outcome in the majority of career development literature, and those who successfully display career-related self and environmental exploration may contribute to career decision self-efficacy [1], career-related knowledge and capabilities [2,3] and career identity development [4,5]. For example, by performing the quasi-experimental research design, researchers found that career exploration could effectively promote one's career decidedness [1].…”

Section: Introductionmentioning

confidence: 99%

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Examining Predictors and Outcomes of Decent Work Perception with Chinese Nursing College Students

Yin

You

Yuanxiong

2019

IJERPH

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Drawing on the psychology of working theory (PWT), the present study was performed to evaluate the predictor session of the PWT and career exploration behavior with a sample of Chinese nursing college students from diverse backgrounds. The research employed a cross-sectional research design and 854 nursing students were recruited from one health vocational college situated in Northwest China. Structural equation modeling was utilized to conduct the analysis; confirmatory factor analysis and structural model testing were performed accordingly. Moreover, mediation analysis that used bias-corrected percentile bootstrapping method and moderation analysis were carried out in accordance. Overall, most of the proposed direct paths were significant, but the mediation results were mixed. Proactive personality simply moderated the impact of economic constraints on career adaptability. The results suggest that PWT is applicable to nursing college students and the model is generally supported in the Chinese context. It is the first empirical work that used this model among nursing college students and future decent work perceptions contributed another important antecedent of career exploration behavior. The practical implications based on these findings are provided as well.

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Examining Predictors and Outcomes of Decent Work Perception with Chinese Nursing College Students

Yin

You

Yuanxiong

2019

IJERPH

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“…However, there must be a balance between the student's self-help and the college providing additional support services. Lucas andHunt (2001-2002) indicated that "academically dismissed students need to assess or reassess their personal resources and relate them to options in the world of work in case they cannot return to their major or the university" (p. 327).…”

Section: Discussionmentioning

confidence: 99%

“…For example, none of the non-returning seniors studied by Mohr, Eiche, and Sedlacek (1998) had been dismissed for academic problems. However, Lucas andHunt (2001-2002) studied 164 students at a large university who had been academically dismissed (AD) for reasons of low grade point average (GPA < 2.0). AD students were invited by the university to participate in several programs including a course to improve their academic and study skills.…”

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confidence: 99%

Predictors of Graduation of Readmitted “At Risk” College Students

Berkovitz

O’Quin

2006

Journal of College Student Retention: Research, Theory & Pr

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We conducted an archival study of at-risk students who had “stopped out” of college for many reasons (academic dismissal, financial problems, personal problems, etc.) and who later were accepted to return to school. Approximately 27% of the accepted students chose not to return. Those who returned had higher grade point averages, had completed more semesters and more credits before stop-out, and had transferred in more credits than non-returners. Of the final sample of 290 students who returned, approximately 47% eventually graduated, a number that compares favorably to national graduation statistics. Sixteen variables were examined to predict whether the students later graduated or did not. In a hierarchical logistic regression, the only significant demographic variable was year of birth, with younger students being more likely to graduate. Two “intervention” variables were significant: students who had been academically dismissed were less likely to graduate, and those who participated in a pre-freshman summer orientation program were more likely to graduate. GPA upon readmission was not a significant predictor after controlling for other variables, although credits earned and semesters completed upon readmission were significantly positively related to graduation.

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“…The literature is rich with examples of interventions and programs that have had a direct, profound, positive impact on students who, at one point, failed to meet the minimum requirements of academic performance as outlined by an institution's academic standing policy (Boyd at al., 1994;Brooks-Harris, Mori, & Higa, 1999;Cherry & Coleman, 2010;Cobble & Hohengarten, 1998;Dill, Gilbert, Hill, Minchew, & Sempier, 2010-2011Heiman, 2010;Humphrey, 2005Humphrey, -2006Lipsky & Ender, 1990;Lucas & Hunt, 2002;Mann, Hunt, & Alford, 2003;Sanders & Hutson, 2012;Trombley, 2000).…”

Section: Academic Support Programs and Interventionsmentioning

confidence: 99%

Exploring the experience of academic suspension and subsequent academic resilience for college students who were reinstated to the institution: A phenomenological analysis

Suchan¹

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This dissertation is dedicated to: Karen Younie-my beautiful mother. You started this journey with me, but your spirit no longer resides here on Earth. I miss you truly and deeply. You gave me your heart and passion for education. It was you who taught me to see hope and opportunity in the experiences students would much rather forget, and it was you who taught me to balance the challenge and support I provide students, so as not to overwhelm them, but to encourage and foster growth. Thank you for everything. I love you. Leland Suchan and Bella Suchan-my lovely children. May you look upon my educational journey and realize that you, too, can do whatever you choose. May you find your own passion and pursue it with all your heart. Know that I will be here to support, love, and push you. I am so proud of both of you and of the young people you are becoming. I

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Career Exploration of Academically Dismissed Students: A Developmental View

Cited by 6 publications

References 19 publications

Examining Predictors and Outcomes of Decent Work Perception with Chinese Nursing College Students

Examining Predictors and Outcomes of Decent Work Perception with Chinese Nursing College Students

Predictors of Graduation of Readmitted “At Risk” College Students

Exploring the experience of academic suspension and subsequent academic resilience for college students who were reinstated to the institution: A phenomenological analysis

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