Academic Self‐Concept of University Students: Implications for Counseling

Harrison, Thomas C.; Maples, Mary Finn; Testa, Alec M.; Jones, Pru

doi:10.1002/j.2164-4683.1993.tb00132.x

Cited by 2 publications

(4 citation statements)

References 10 publications

(7 reference statements)

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“…ABS profile development is now overtly considered to be part of the academic staff role (Harrison et al . 1993).…”

Section: Discussionmentioning

confidence: 99%

“…ABS profile development is now overtly considered to be part of the academic staff role (Harrison et al 1993). While heeding Wankowski's (1991) warning that a student's perception of themselves as a learner may be threatened 'by the very system of tuition which was designed to make them independent learners' (p. 63), the use of self-and peer-evaluation formats must be considered together with the feasibility and means for offering assessment choice (Baird & White 1982;Cassidy & Eachus 2000).…”

Section: Possible Curriculum Developmentmentioning

confidence: 99%

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Curricular influences on academic belief systems

Kell

Deursen

2002

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This study aimed to evaluate the effectiveness of an undergraduate curriculum in developing its students into competent healthcare professionals, for whom professionalism demands a commitment to ongoing enquiry and lifelong learning (LLL). One factor influencing students’ confidence to undertake LLL is their belief in themselves as academic learners. An academic belief system (ABS) profile describes a learner's psychological approach to learning and may be compiled from the academic locus of control, academic self‐concept (ASC) and academic self‐esteem variables. Curricula have the potential to influence ABS development (both positively and negatively). Therefore, this study investigated the extent to which an undergraduate curriculum influenced the development of student academic belief systems over time. The study sample of 52 first‐year undergraduate students responded to a battery of ABS inventories on admission (take 1), 5 weeks prior to their first‐year progression examinations (take 2) and on return into year two (take 3). With the exception of academic locus of control and the anxiety dimension of ASC, all variable mean scores reduced over time. The fall in mean scores for the ASC dimensions of satisfaction and identification were significant. With higher education charged with preparing undergraduates for their lifelong learning needs, the inability of the first‐year curriculum to facilitate student ABS growth is discussed with respect to the need for future curriculum development.

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“…ABS profile development is now overtly considered to be part of the academic staff role (Harrison et al . 1993).…”

Section: Discussionmentioning

confidence: 99%

Section: Possible Curriculum Developmentmentioning

confidence: 99%

Curricular influences on academic belief systems

Kell

Deursen

2002

Learn Health Soc Care

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“…An ABS profiles a learner's psychological approach to learning (Cassidy & Eachus 2000), their beliefs about their place and role within the academic environment. Harrison et al . (1993) suggested that academic beliefs can affect learners’ lives as deeply as their actual capabilities because beliefs influence the choices students make when formulating and accomplishing their learning objectives for example (p. 70).…”

Section: Introductionmentioning

confidence: 99%

“…ABS profiles commonly describe the following variables that reflect different aspects of the learner's perceptions. Academic self‐concept (ASC) refers to the learner's perceptions of their general academic ability (Harrison et al . 1993, p. 70) and is strongly influenced by past education and the student's perception and interpretation of it.…”

Section: Introductionmentioning

confidence: 99%

The influence of an undergraduate curriculum on development of students’ academic belief systems

Kell

2007

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In a world of innovation and change, healthcare graduates are expected to be capable of independent decision making, take responsibility, assume leadership and demonstrate confidence and commitment to lifelong learning in their respective professions. The academic belief systems (ABS) of 52 BSc (Hons) Physiotherapy students were measured during the course of their 3 years of undergraduate education. The patterns of ABS profile change in relation to the curriculum the students were experiencing revealed that these undergraduates’ ABS are susceptible to change over time with contact time (the academic terms) having a negative impact on all ABS variables associated with positive aspects of learning and personal development. Non‐contact time (vacations) saw a ‘recovery’ in most variable mean scores. All ABS variable mean scores were lower on graduation than on admission. How the study results informed curriculum review is described and the specific changes implemented to help facilitate students’ perspectives as lifelong learners outlined.

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Academic Self‐Concept of University Students: Implications for Counseling

Cited by 2 publications

References 10 publications

Curricular influences on academic belief systems

Curricular influences on academic belief systems

The influence of an undergraduate curriculum on development of students’ academic belief systems

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