ACE辅导奖学金:设计一种激励，使大学生能够有效地参与学术支持

Q4 Social Sciences Educational Practice & Theory Pub Date : 2020-06-01 DOI:10.7459/ept/42.1.05

V. Heidemann

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引用次数: 0

摘要

研究表明，鼓励选择、行为的自我启动和个人责任会带来认知灵活性和自尊（McGraw&McCullers，1979；Deci、Schwartz等人，1981年）。由于认识到同伴辅导对学生成长、信心和学业成绩的积极影响，再加上许多学生对寻求帮助犹豫不决的意识，印第安纳大学南本德分校设立了辅导奖学金。自决理论为奖学金论文要求的制定提供了依据，辅导评估指南和学业进步指标为服务使用和学业成绩提供了基线。

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ACE Tutoring Scholarship: Designing an Incentive to Empower College Students to Effectively Engage with Academic Support

Research has shown that encouraging choice, self-initiation of behavior, and personal responsibility leads to both cognitive flexibility and self-esteem (McGraw & McCullers, 1979; Deci, Schwartz, et al., 1981). An appreciation for the positive impacts that peer tutoring can have on students’ growth, confidence, and academic achievement, coupled with an awareness that many students hesitate to ask for help, led to the creation of a tutoring scholarship at Indiana University South Bend. Self-Determination Theory informed the formulation of the scholarship’s essay requirements, with tutoring assessment guidelines and indicators of academic progress providing the baselines for service usage and academic outcomes.

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来源期刊

Educational Practice & Theory Social Sciences-Education

CiteScore

0.40

自引率

0.00%

发文量

期刊介绍： Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.