Psychology Students’ Understanding of the Skill-Based Learning Fostered Through University Assignments

Martini, Tanya S.; Rail, Ashley; Norton, Cole

doi:10.1177/0098628315603182

Cited by 11 publications

(14 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is possible that students find it easier to see the relevance of co-curricular activities to the "real world" in which they will have to live and work, and consequently believe that such experiences are more meaningful. Indeed, past research has suggested that students evaluate course-based assignments as being only moderately relevant, and this finding may reflect the fact that they often do not spontaneously recognize how those assignments foster skills that are transferable to their personal and professional lives (Martini, Rail, & Norton, 2015). Universities should develop ways to increase the actual and perceived relevance of course work.…”

Section: Student Perceptions Of Significant Learning Experiencesmentioning

confidence: 99%

“…Universities should develop ways to increase the actual and perceived relevance of course work. Suggestions include having faculty explicitly state the career-related skills that their course-based work is intended to foster and to emphasize the skills that are in demand by employers (Martini et al, 2015). Other strategies include increasing the relatedness felt by students; that is, increasing their sense of "what does this have to do with me?"…”

Section: Student Perceptions Of Significant Learning Experiencesmentioning

confidence: 99%

See 1 more Smart Citation

Helping University Students Succeed at Employment Interviews: The Role of Self-Reflection in e-Portfolios

Lackner

Martini

2017

TLI

View full text Add to dashboard Cite

In the context of a Transition to Work course for fourth-year psychology majors, we had students use an e-portfolio to self-reflect on the learning experiences they deemed most significant during their degree. Such significant learning experiences can be drawn upon when answering behavioral job interview questions. We examined whether students would show improvement in mock behavioral interview performance over time, and whether any potential improvement was related to performance on self-reflective course assignments. Students indicated that the majority of their significant learning experiences had taken place outside of the classroom (e.g., paid and unpaid work, extracurricular activities). Across the duration of the course, students improved on all metrics of interview performance, and final interview performance was predicted by student grades on a self-reflective e-portfolio, but not other course assignments.

show abstract

Section: Student Perceptions Of Significant Learning Experiencesmentioning

confidence: 99%

Section: Student Perceptions Of Significant Learning Experiencesmentioning

confidence: 99%

Helping University Students Succeed at Employment Interviews: The Role of Self-Reflection in e-Portfolios

Lackner

Martini

2017

TLI

View full text Add to dashboard Cite

show abstract

“…In fact, the returns that students report achieving from their degree appear to be constrained by their prior expectations of these gains. Second, students often appear to lack the language and awareness that are needed to talk about the benefits of their degree, particularly those associated with career-related skill development (Martini, Rail, & Norton, 2015). It would be useful to know if this is indeed the case, as it would suggest that more needs to be done to help students to articulate the full range of advantages associated with their degree.…”

Section: The Present Studymentioning

confidence: 99%

“…If this is the case, then it may be important for instructors to make the career-related transferable skills explicit in the activities and assignments put forward in their courses. This may be particularly important given past research suggesting that students aren't always aware of the skills developed through coursework, or how those skills might transfer to the work environment (Martini et al, 2015).…”

Section: Implications and Conclusionmentioning

confidence: 99%

Perceived Benefits of an Undergraduate Degree

Norton

Martini

2017

cjsotl-rcacea

Self Cite

View full text Add to dashboard Cite

Canadian university students tend to endorse employment-related reasons for attending university ahead of other reasons such as personal satisfaction or intellectual growth. In the present study, first- and fourth-year students from a mid-sized Canadian university reported on the benefits they expected to receive from their degree and rated their relative importance. These open-ended responses suggested that both groups of students placed a greater emphasis on benefits related to career preparation and economic advancement than those associated with learning and self-improvement. However, when asked to evaluate the importance of a comprehensive list of degree-related benefits both groups of students endorsed the value of many of them, including those related to learning and self-improvement. Our results suggest the importance of methodology in gathering data about this issue, and we consider them in light of current concerns with helping students to understand the full value of their degree. Les étudiants des universités canadiennes ont tendance à accepter les raisons qui se rapportent à l’emploi pour justifier les études universitaires avant d’autres raisons telles que la satisfaction personnelle ou la croissance intellectuelle. Dans la présente étude, des étudiants de première année et de quatrième année d’une université canadienne de taille moyenne ont indiqué les avantages qu’ils s’attendaient à obtenir avec leur diplôme et les ont classés par ordre d’importance. Ces réponses ouvertes suggèrent que les deux groupes d’étudiants ont attribué une plus grande importance aux avantages liés à la préparation de leur carrière et à l’avancement économique qu’à ceux liés à l’apprentissage et à l’amélioration personnelle. Toutefois, quand on leur a demandé d’évaluer l’importance d’une liste complète d’avantages liés à l’obtention d’un diplôme, les deux groupes d’étudiants ont reconnu la valeur de plusieurs d’entre eux, y compris ceux qui se rapportent à l’apprentissage et à l’amélioration personnelle. Nos résultats suggèrent que la méthodologie employée pour recueillir les données sur cette question est importante et nous les prenons en considération à la lumière des préoccupations actuelles pour aider les étudiants à comprendre la valeur globale de leur diplôme.

show abstract

Section: Importance Of Co-curricular Experiences and Feelings Of Prepmentioning

confidence: 99%

Canadian Undergraduates' Reports of Co-curricular Involvement Across the Degree

Martini¹,

Verby-Verutis

Grose³

et al. 2019

T&LI

View full text Add to dashboard Cite

The study discussed in this article investigated university student beliefs and behaviours with respect to co-curricular activities among incoming (n=983), mid-degree (n=173), and graduating (n=1006) students. When asked about their most significant learning experiences during their time at university, graduating students were more likely to report on co-curricular activities than those related to coursework. However, participation in co-curricular activities was not related to graduating students' feelings of preparedness to undertake a job search or apply for postgraduate education. Incoming students reported clear intentions to participate in some types of co-curricular activities (e.g., volunteering, intramural sports, clubs) but were more uncertain about others (e.g., events or activities related to global awareness, or diversity and inclusion). Parallel findings were observed with respect to actual co-curricular involvement among mid-degree and graduating students. This research is discussed in the context of university efforts to promote co-curricular activities to students in order to develop career ready transferrable skills, and the relevance of particular patterns of involvement to the current job market. KEYWORDS co-curricular, undergraduates, experiential, career preparation, transferrable skills CO-CURRICULAR INVOLVEMENT Research concerning the postsecondary experience has provided considerable evidence to support the importance of student engagement while completing an undergraduate diploma or degree (Bonet & Walters, 2016; Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008). While much of this literature is focused on engagement within the formal curriculum (i.e., in the context of for-credit courses), more recently researchers have also noted that student engagement in activities outside of courses may also be important or potentially more important than what is studied within courses or programs (Bass, 2012). Some institutions have dedicated resources to developing these out of the classroom experiences in a more formalized integrated way, referring to them as a co-curriculum. Elias (2014, p. viii) has defined the co-curriculum as consisting of

show abstract

Psychology Students’ Understanding of the Skill-Based Learning Fostered Through University Assignments

Cited by 11 publications

References 4 publications

Helping University Students Succeed at Employment Interviews: The Role of Self-Reflection in e-Portfolios

Helping University Students Succeed at Employment Interviews: The Role of Self-Reflection in e-Portfolios

Perceived Benefits of an Undergraduate Degree

Canadian Undergraduates' Reports of Co-curricular Involvement Across the Degree

Contact Info

Product

Resources

About