In this study, we explored the career variables of goal instability, vocational identity, and career decidedness levels in two groups of student-athletes. We compared scholarship student-athletes who had been selected to participate in a summer academic-support program designed for at-risk students to scholarship athletes who were not included in the summer-support program. Both groups consisted of student-athletes from various sports with football and basketball the primary sports for the summer program participants and swimming and cross country the primary sports for student-athletes not included in the summer-support program. Results of the study indicated that no significant differences were found between the two groups of college student-athletes with regard to their goal instability, vocational identity, or career decidedness. Implications for academic and career advising as well as future research are discussed.
{"title":"Comparing Two Groups of Student-Athletes: Implications for Academic and Career Advising.","authors":"Mary E. Buzzetta, J. Lenz, E. Kennelly","doi":"10.12930/NACADA-15-041","DOIUrl":"https://doi.org/10.12930/NACADA-15-041","url":null,"abstract":"In this study, we explored the career variables of goal instability, vocational identity, and career decidedness levels in two groups of student-athletes. We compared scholarship student-athletes who had been selected to participate in a summer academic-support program designed for at-risk students to scholarship athletes who were not included in the summer-support program. Both groups consisted of student-athletes from various sports with football and basketball the primary sports for the summer program participants and swimming and cross country the primary sports for student-athletes not included in the summer-support program. Results of the study indicated that no significant differences were found between the two groups of college student-athletes with regard to their goal instability, vocational identity, or career decidedness. Implications for academic and career advising as well as future research are discussed.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121849239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Longwell-Grice, N. Z. Adsitt, K. Mullins., W. Serrata
The findings from 3 qualitative research studies related to first-generation college students show themes of strains in family relationships and lack of practical familial support. One study reveals sources of resiliency and persistence of graduate students; another explores sense of belonging for undergraduates attending 3 types of private institutions; the final study features concerns of Latinos at a 2-year college. Together these studies show that creation of a student identity creates unique challenges for those transitioning into bicultural persons. Advisors who understand students coping with changing family status while attending college can proactively guide them toward the degrees they seek. Furthermore, administrators should provide programs and professional development that help advisors address the complex issues facing first-generation students.
{"title":"The First Ones: Three Studies on First-Generation College Students","authors":"R. Longwell-Grice, N. Z. Adsitt, K. Mullins., W. Serrata","doi":"10.12930/NACADA-13-028","DOIUrl":"https://doi.org/10.12930/NACADA-13-028","url":null,"abstract":"The findings from 3 qualitative research studies related to first-generation college students show themes of strains in family relationships and lack of practical familial support. One study reveals sources of resiliency and persistence of graduate students; another explores sense of belonging for undergraduates attending 3 types of private institutions; the final study features concerns of Latinos at a 2-year college. Together these studies show that creation of a student identity creates unique challenges for those transitioning into bicultural persons. Advisors who understand students coping with changing family status while attending college can proactively guide them toward the degrees they seek. Furthermore, administrators should provide programs and professional development that help advisors address the complex issues facing first-generation students.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"17 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133203614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Advising is not a politically neutral activity. It requires pedagogical grounding that promotes critical reflection and action consistent with praxis. Advisors can turn to literature citing Brazili...
{"title":"Critical Advising: A Freirian-Inspired Approach","authors":"Andrew W. Puroway","doi":"10.12930/NACADA-15-015","DOIUrl":"https://doi.org/10.12930/NACADA-15-015","url":null,"abstract":"Advising is not a politically neutral activity. It requires pedagogical grounding that promotes critical reflection and action consistent with praxis. Advisors can turn to literature citing Brazili...","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117072366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reynol Junco, Jeanna Mastrodicasa, A. V. Aguiar, Elizabeth Mae Longnecker, J. Rokkum
The field of academic advising lags behind other similar fields in the use of technologically mediated communication modalities shown to improve academic outcomes. We investigated student satisfaction with undergraduate advising by examining the ways communication methods, such as social media, between student and advisor relate to student satisfaction. Results showed that although advisors rarely communicated with students via social media, text messaging, or instant messaging, the number of face-to-face advising meetings was positively predicted by advisor use of instant messaging and text messaging and negatively predicted by their use of Facebook. Furthermore, e-mail communication positively predicted a student's positive view of the advising experience, but communicating through Twitter predicted negative views of advising.
{"title":"Impact of Technology-Mediated Communication on Student Evaluations of Advising","authors":"Reynol Junco, Jeanna Mastrodicasa, A. V. Aguiar, Elizabeth Mae Longnecker, J. Rokkum","doi":"10.12930/NACADA-16-014","DOIUrl":"https://doi.org/10.12930/NACADA-16-014","url":null,"abstract":"The field of academic advising lags behind other similar fields in the use of technologically mediated communication modalities shown to improve academic outcomes. We investigated student satisfaction with undergraduate advising by examining the ways communication methods, such as social media, between student and advisor relate to student satisfaction. Results showed that although advisors rarely communicated with students via social media, text messaging, or instant messaging, the number of face-to-face advising meetings was positively predicted by advisor use of instant messaging and text messaging and negatively predicted by their use of Facebook. Furthermore, e-mail communication positively predicted a student's positive view of the advising experience, but communicating through Twitter predicted negative views of advising.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131360469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Women from the Appalachian region complete undergraduate degrees at a lower rate than other students across the United States. The low postsecondary completion rate correlates to the high levels of...
来自阿巴拉契亚地区的女性完成本科学位的比例低于美国其他地区的学生。较低的中学毕业率与高水平的……
{"title":"Appreciative Advising to Promote Degree Completion by Appalachian Women","authors":"Brad Pulcini","doi":"10.12930/NACADA-15-016","DOIUrl":"https://doi.org/10.12930/NACADA-15-016","url":null,"abstract":"Women from the Appalachian region complete undergraduate degrees at a lower rate than other students across the United States. The low postsecondary completion rate correlates to the high levels of...","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131807188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To explore the relationship between need-supportive advising and students' decision making on academic majors, we conducted a longitudinal study of 145 students based on their reports of basic psychological need satisfaction and their decision-making processes. We hypothesized that need-supportive advising would positively contribute to autonomous and competent decision making. Results suggest that students who receive need-supportive advising at the beginning of the academic year report increased feelings of autonomy and competence about choosing a major toward the end of the year, implying that advising satisfies students' basic psychological needs throughout the year. Implications and future directions are discussed.
{"title":"Need-Supportive Advising for Undecided Students.","authors":"J. Leach, Erika A. Patall","doi":"10.12930/NACADA-15-035","DOIUrl":"https://doi.org/10.12930/NACADA-15-035","url":null,"abstract":"To explore the relationship between need-supportive advising and students' decision making on academic majors, we conducted a longitudinal study of 145 students based on their reports of basic psychological need satisfaction and their decision-making processes. We hypothesized that need-supportive advising would positively contribute to autonomous and competent decision making. Results suggest that students who receive need-supportive advising at the beginning of the academic year report increased feelings of autonomy and competence about choosing a major toward the end of the year, implying that advising satisfies students' basic psychological needs throughout the year. Implications and future directions are discussed.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129329477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many published scholars argue for constructivism as a basis for academic advising theory. However, few have discussed the commensurate ontological assumptions of constructivist thinking. Potential problems with the metaphysical view of the student in contemporary academic advising may be attributable to constructivism. John Dewey's critique of dualism suggests that although constructivism proves fruitful for practice, academic advisors may need to reexamine the use of it to avoid creation of educationally harmful conditions for students. They can begin this investigation by looking at the work of John Dewey and by reconsidering their own assumptions about knowing and learning.
{"title":"Constructivism, Dewey, and Academic Advising.","authors":"Kurt Xyst","doi":"10.12930/NACADA-14-027","DOIUrl":"https://doi.org/10.12930/NACADA-14-027","url":null,"abstract":"Many published scholars argue for constructivism as a basis for academic advising theory. However, few have discussed the commensurate ontological assumptions of constructivist thinking. Potential problems with the metaphysical view of the student in contemporary academic advising may be attributable to constructivism. John Dewey's critique of dualism suggests that although constructivism proves fruitful for practice, academic advisors may need to reexamine the use of it to avoid creation of educationally harmful conditions for students. They can begin this investigation by looking at the work of John Dewey and by reconsidering their own assumptions about knowing and learning.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124315355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bringing their personalities and experiences to their relationships with students, academic advisors engage with a diverse population of students every semester. However, they meet with many studen...
{"title":"When Music Goes Up in Flames: The Impact of Advising on Music Major Burnout","authors":"Marilee L. Teasley, E. Buchanan","doi":"10.12930/NACADA-15-002","DOIUrl":"https://doi.org/10.12930/NACADA-15-002","url":null,"abstract":"Bringing their personalities and experiences to their relationships with students, academic advisors engage with a diverse population of students every semester. However, they meet with many studen...","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128978434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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