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Full-Text Articles in Education
Honor College Students' Adjustment Factors And Academic Success: Advising Implications, Christina Clark, Alan Schwitzer, Tisha Paredes, Tim Grothaus
Honor College Students' Adjustment Factors And Academic Success: Advising Implications, Christina Clark, Alan Schwitzer, Tisha Paredes, Tim Grothaus
Counseling & Human Services Faculty Publications
We examined first-semester adjustment among students in and out of an honors college because honors college participants receive relatively little attention in the advising literature. As expected, honors college students earned relatively high grades and were associated with high retention rates. Two noncognitive factors predicted these differences: self-confidence and external influences on college choice. In an interesting finding, honors students expressed less self-confidence and placed greater importance on external college-choice factors than their high-achieving peers outside the honors college. Implications for the support of honors students and their peers are discussed.
Advising From A Constructive Developmental Perspective, Garrett J. Mcauliffe, Roger F. Strand
Advising From A Constructive Developmental Perspective, Garrett J. Mcauliffe, Roger F. Strand
Counseling & Human Services Faculty Publications
Advisors can enhance development by, first, identifying student's meaning-making assumptions and, second, challenging those assumptions while offering support as students struggle to increase the complexity of meaning making. Constructive developmental theory is offered as a useful framework from which to encourage greater student ownership of the educational planning process. Methods of assessing and enhancing development are suggested. Two cases that depict advising from the constructive developmental perspective are offered.