This study estimated separately the unique effects of three dimensions of good practice and the global effects of a composite measure of good practices on the cognitive development, orientations to learning, and educational aspirations of students during their first year of college. Analyses of longitudinal data from a representative sample of colleges and universities were conducted, and net of a battery of confounding influences, measures of good practices were positively related to a number of first-year outcomes. The magnitude of the effects of these good practices differed by the pre-college characteristics of the students and by the type of institution attended.
Research on the academic performance of Black students has focused on low-achievers, framing their academic motivation as maladaptive and driven by externally (e.g., competition or compliance) rather than internally (e.g., love of learning) generated forces. This qualitative study challenges this mono-dimensional deficit framework, examining the motivation of nine Black high-achievers attending a large public university. Findings show that self-determination theory, socio-cognitive theory, and attribution theory cannot individually explain the motivation of these Black high-achievers. Instead, a multidimensional framework that incorporates all three models and that highlights internal and external sources of motivation best accounts for these students' experiences.
Komives, Susan R., 1946-
Longerbeam, Susan D.
Owen, Julie E.
Mainella, Felicia C.
This article describes a stage-based model of leadership identity development (LID) that resulted from a grounded theory study on developing a leadership identity (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005). The LID model expands on the leadership identity stages, integrates the categories of the grounded theory into the LID model, and develops how the categories of the theory change across stages of the model. The model has implications for working with individuals as they develop their leadership identity and for facilitating groups as they develop empowering environments for shared leadership. Connections to related scholarship and stage-based implications for practice are explored.
Hargrove, David S.
Deal, William P.
College students -- Mental health services -- United States.
College students -- United States -- Attitudes.
The current study assessed the impact of a brief psychoeducational intervention on participants' attitudes toward seeking professional psychological help. The 40-minute intervention focused on dispelling myths and stigmas associated with mental illness, modifying expectations about psychotherapy effectiveness, and providing students with information regarding treatment options. Compared to the control condition, participants in the classroom group showed significant improvements in attitudes toward seeking professional psychological help, as well as in some of their opinions about mental illness, for up to one month following the intervention. These finding suggest that the use of a brief, classroom-based mental health education program is a promising method to modify help-seeking attitudes and negative opinions of the mentally ill.
College student development programs -- United States.
To understand factors affecting the academic and social integration of community college transfer students, we interviewed 19 students who transferred to one state's large Research-Extensive university. We inquired about the transfer process, efforts of the university to orient and assist them, and perceptions of the university versus the community college. Findings indicate that community college transfer students may need more assistance initially than they are given, partly because of the large size of the university. In addition, transfers from community colleges need to understand how a research institution's institutional mission affects faculty and student behavior. Student affairs staff may need to lead the way in fulfilling four-year institutions' responsibility for integrating community college transfers into the fabric of the institution.
Research in Brief
Mignano, Alexa C.
Brewer, Britton W.
Winter, Christa R., 1950-
Van Raalte, Judy L.