The Influence of the CAS Standards on Academic Advisors and Advising Programs

Keeling, Sarah

doi:10.12930/0271-9517-30.2.9

Cited by 6 publications

(2 citation statements)

References 3 publications

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“…Educational Psychology research literature has identified many aspects of successful retention of the students inside the educational system, focusing among others, on building students' cognitive and motivational skills [3,4], improving and measuring of student-advisor relationship [5], uncovering psychological factors that lead to academic success [6,7] and improving the academic advising system [8]. Particularly, with respect to self-concept, research has identified the fact that believes of self-efficacy differs in college population and they are always linked with positive consequences in academic settings [6,7,[9][10][11].…”

Section: Self Concept Change As a Tool For Academic Advisingmentioning

confidence: 99%

The Self Concept Change as a Tool for Developmental Academic Advising

Ugur¹

2015

ujer

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The main goals of academic advising are not only to improving social and academic success of students during academic year, but to improve the retention of the students with the successful interventions inside the educational system. Many areas of practice and research are mentioned in the scientific literature. One of them is improving students' self-concept in order to make them more successful at their academic concerns. However, except for self-efficacy, few researchers took other important aspects of self-concept into consideration. Self-perceived values are the target in our research. The present research is inspired from a practical work of students' developmental advising and shows how self-perceptions of the students regarding certain characteristics could be positively altered not only by using an intervention derived from Festinger's social comparison theory [1] but also application of positive psychology [2]. It has been found that students' self-perception is altered when students learned and improved their consciousness about how other peers perceive them regarding certain characteristics. Besides confirming once again the reality of social comparison theory in academic context, practical implications of the findings for developmental academic advising are concluded.

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Section: Self Concept Change As a Tool For Academic Advisingmentioning

confidence: 99%

The Self Concept Change as a Tool for Developmental Academic Advising

Ugur¹

2015

ujer

View full text Add to dashboard Cite

show abstract

“…Standards for advising and student services (standards) Donnelly, 2004;Hurt, 2004;Keeling, 2010a Storytelling ( Student anxiety (anxiety) Hagstrom, Skovholt, & Rivers, 1997;Kinoshita & Bowman, 1998;McClellan, 2005;Davidson & Beck, 2006;Maher, 2006 Student-athletes (athletes) Ridinger & Pastore, 2000;Gaston-Gayles, 2003;Gruber, 2003 attitudes toward (attitudes) Gruber, 2003 graduation rates (graduation rates) Gaston-Gayles, 2003 Student attitudes (*) Demetriou, 2005;Hurt & Barro, 2006 Student attrition (*) Severy & Slinger, 1996;Robbins, 1998;Rugsaken, Robertson, & Jones, 1998;Oliver, Ricard, Witt, Alvarado, & Hill, 2010 predictors of (*) Rugsaken, Robertson, & Jones, 1998reasons for Arbuckle & Gale, 1996 Student characteristics (*) O' Banion, 1972Banion, /1994Banion, /2009Gordon, 1998Gordon, /2009Kinoshita & Bowman, 1998;Keeling, 2003;Miller & Woycheck, 2003;Rear-don & Bullock, 2004;Davidson & Beck, 2006;Kem & Navan, 2006;Smith & Allen, 2006;Tokpah, Padak, Baycich, Trehan, & Turnidge, 2006;Joslin, 2009;Thelin & Hirschy, 2009;…”

Section: Stakeholders (*)mentioning

confidence: 99%