Facilitating College Supports to Ensure Student Success

Fowler, Catherine; Getzel, Elizabeth Evans; Lombardi, Allison

doi:10.1002/ace.20303

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…A similar view to Ref. [3] comes out in Mezirow's theory. According to Mezirow's theory, every individual has a worldview that is tied to a set of paradigmatic assumptions that derive from the individual's upbringing, life experiences, culture, and level of education [4][5][6][7].…”

Section: Introductionsupporting

confidence: 70%

“…According to Ref. [3], self-determined behaviors such as choice-making, problemsolving, self-advocacy, internal locus of control, self-awareness, and self-knowledge are component skills critical to student learning. It is the formative social structures and belief systems in the life of a student that dictate the self-determined behaviors students bring to the learning environment.…”

Section: Introductionmentioning

confidence: 99%

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Self-efficacy and Cognitive Distortion in the Learning Environment

Bradshaw

2023

Education and Human Development

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Increasing demands for educational institutions to provide reliable measures of student success and student satisfaction have accelerated the way education systems worldwide have transformed their educational missions and mandates regarding the learning environment. However, guaranteeing such measures of assurance of learning is still a challenge since there is no clear-cut definition that fully articulates the wide range of expected academic outcomes associated with the learning environment. Despite this, various studies have shown that faculty perceptions and beliefs about the learning environment can influence learners extracting meaning from their learning experiences. Although these studies have provided vital information for carving a path to the best possible education for learners, they focus only on faculty and the innate characteristics that affect student learning. They place little emphasis on the ability of students to define and achieve goals based on knowing that their own choice-making, problem-solving, self-advocacy, internal locus of control, self-awareness, and self-knowledge as dispositions to them actively learning. Consequently, this chapter explores, via an analytic literature review, the psychological and psychosocial elements underpinning the Inputs-Environment-Outcomes model of the learning environment. Particularly, it explores character education and academic performance in terms of the concepts of social competence, social perception, self-efficacy, and cognition.

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Section: Introductionsupporting

confidence: 70%

Section: Introductionmentioning

confidence: 99%

Self-efficacy and Cognitive Distortion in the Learning Environment

Bradshaw

2023

Education and Human Development

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“…Fowler et al (2018) believe that to be able to request facilities and endorsements, students need to self-identify with their university. They mention that students may be hesitant with new beginnings and may not yet be ready for the transition from adolescence to adulthood.…”

Section: Definition Of Self-advocacy and The Importance Of Its Componentsmentioning

confidence: 99%

Self-advocacy for first-year students in interior architecture design studios

Rauf

Günçe

Özersay³

2020

OHI

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Purpose The study aims to identify the issues that restrict students to show their real performance in the design due to lacking of self-advocacy skills and suggesting a new concept to overcome these difficulties. Design/methodology/approach The current literature was surveyed to form a comprehensive understanding of the issue. A case study has been taken for three years and two groups of students were taken. Results achieved and discussed. Findings The result of the study showed that those students who undergo an environment equipped with knowledge about self-advocacy can perform better and the success level is relatively higher amongst these students. Originality/value This study contributes to the current literature an original knowledge that has not been previously written about (empowering self-advocacy amongst students of interior architecture). The profession of interior architecture is a relatively new profession and faces challenges in fixing its feet on the ground that is why the subject can add a real value to it to alleviate the challenge.

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Transition-Age Youth: Who Are They? What Are Their Unique Developmental Needs? How Can Mental Health Practitioners Support Them?

Martel

2021

Transition-Age Youth Mental Health Care

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Facilitating College Supports to Ensure Student Success

Cited by 3 publications

References 11 publications

Self-efficacy and Cognitive Distortion in the Learning Environment

Self-efficacy and Cognitive Distortion in the Learning Environment

Self-advocacy for first-year students in interior architecture design studios

Transition-Age Youth: Who Are They? What Are Their Unique Developmental Needs? How Can Mental Health Practitioners Support Them?

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