Addressing unrealistic optimism with counterfactual reasoning in an employability module in higher education

Abstract

PurposeThe study aimed to explore the effect of second year business students engaging in counterfactual reasoning on their unrealistic optimism regarding attainment on an employability module.Design/methodology/approachUsing an experimental design, the study compared the module performance of those who generated reasons why they would and would not achieve a series of specific grades. A control group who did not generate any reasons also took part.FindingsStudents who generated reasons why they would not achieve a good grade were less likely to be unrealistically optimistic and more likely to attain a good grade on their assessment.Research limitations/implicationsThis is a small sample of students from one form of programme, so replication with a greater sample drawn from other programmes would increase reliability.Practical implicationsThe results suggest an easily applied and practical way of engaging students in employability modules to support their development of a range of capitals.Social implicationsThe findings are considered in relation to the theory of possible selves, the value for students, particularly widening participation of students, of improved engagement with employability modules and the possibility of applying this technique in wider educational settings.Originality/valueThis paper extends Hoch’s (1985) original study by considering the use of counterfactual reasoning for assessment performance and offering a an easy-to-apply tool for module leaders to support student attainment in employability development modules.

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

“…Specifically, the teaching profession is one of the professions with the greatest emotional burnout, since members are exposed to high levels of stress as a result of trying to cope with the growing demands they have to face in their professional lives [43][44][45]. A good way to prevent these situations is to find out the emotional profile of aspiring teachers in order to make an assessment that can act as the basis for the development of actions designed to improve certain social and emotional skills and achieve greater employability in the world of work [46].…”