Parental Identification and Educational Dissatisfaction in Troubled College Students

Summary

The hypothesis was tested that the greater development of career interests associated with a masculine-parent identification would contribute to the educational problems of the troubled liberal arts college student. This was ased upon the anticipated frustrative effects of low career relevance of liberal arts curricula upon students with clearer career interests. Eighty liberal arts students (45 males and 35 females), clients at a college counseling agency, were subdivided into groups based upon primary parental identification (father versus mother) and masculinity-femininity of the identification model. Masculine-identified males (but not females) more frequently demonstrated less satisfaction with their majors relative to their feminineidentified counterparts when subjective ratings of certainty, relevance, and general satisfaction were considered. A higher incidence of choice problems (no chosen major or one or more changes of major) was found for masculineparent identified Ss of both sexes.     

Career Experiences of Bachelor's Degree Recipients: Comparison of Psychology and Other Majors

A study was conducted to compare career experiences of psychology majors with persons majoring in other fields. Questionnaires were mailed to bachelor's degree recipients with majors in psychology, liberal arts, the sciences, and business. Psychology majors were employed in a wide variety of occupations and were generally in jobs that seemed appropriate for college graduates. In terms of salary, relationship between college major and work, and relevance of college major to job experiences, psychology majors were fairly similar to liberal arts majors. However, the work experiences of psychology majors were not as positive as the work experiences of business and science majors. Sex differences were observed in career experiences for all categories of college majors.     

Examining Career Readiness in a Liberal Arts Undergraduate Career Planning Course

This study explored a career planning course at the University of Minnesota–Twin Cities’ College of Liberal Arts. The course aimed to improve students’ career readiness through reflections about their liberal arts education. Individual interviews explored how the course affected students’ ability to articulate the value of their education to potential employers. The authors found that students learned how to articulate career competencies and developed an understanding of what a liberal arts education entails and how it aligns with career readiness. Implications for career development practice are highlighted.     

Applications of self-efficacy theory to the understanding and treatment of career indecision

The present study was designed to investigate the utility of Bandura's self-efficacy theory to the understanding and treatment of career indecision. More specifically, the study involved the development of a measure of self-efficacy expectations with regard to 50 tasks or behaviors required in career decision making and the examination of the relationships of career decision-making self-efficacy to several components of vocational indecision. A total of 346 subjects, 154 students attending a private liberal arts college and 193 students attending a large state university, were administered the measure of career decision-making self-efficacy expectations and the Career Decision Scale (Osipow, Carney, Winer, Yanico, & Koschier, Columbus, Ohio: Marathon Consulting and Press, 1980). In addition, Scholastic Aptitude Test verbal and math scores were obtained for the liberal arts students, and American College Test math and English subtest scores were obtained for the state university students. Results indicated first that college students in general express considerable confidence in their ability to complete the tasks necessary to make career decisions. In addition, however, the strength of students' career decision-making self-efficacy expectations was strongly and negatively related to overall levels of career indecision and was, in particular, related to the component of indecision described as a lack of structure and confidence with respect to career decisions. Relationships of career decision-making self-efficacy expectations to ability level were negligible. Based on the findings of this study it is suggested that the concept of career-related self-efficacy expectations provides a useful framework for the understanding, assessment, and treatment of at least some of the antecedents to vocational indecision.     

高校教师知识共享态度的相关研究

以151名高校教师为测查对象,采用“高校教师知识共享问卷”等研究工具,考察工作态度、组织特征等因素与高校教师知识共享态度之间的关系.结果发现:(1)文、理科教师之间在避损性共享和人际性共享上存在显著差异;(2)组织认同、工作满意度、知识特性和学科与避损性共享存在显著相关;(3)组织认同、工作满意度、工作意义、工作奉献、组织特性和学科与人际性共享存在显著相关.研究表明,理科教师的共享态度较文科教师更为积极;知识共享除了与工作态度有关之外,也与软硬件环境有关.     

Self-esteem,personal traits,and college women's life goals

Questionnaires that assessed self-esteem, life goals, and selected personal characteristics were completed by 118 women enrolled at a selective liberal arts college. The women were remarkably nontraditional in terms of their educational goals and career goals, and relatively traditional in terms of plans for marriage and motherhood. Using stepwise multiple regression analyses to determine the traits that predict nontraditional goals, the data indicate that age, grade, religious upbringing and affiliation, college major, enrollment in Women's Studies courses, and mothers' educational attainment are all significant predictors. Fathers' educational attainment, parents' occupations, and women's birth order and self-esteem are not related to the goals assessed.     

The Teacher's Career and Life

Abstract. Participants in a Wabash Center consultation on vocation discussed the variety of expectations, opportunities, and challenges that create contexts for teaching as they move through careers. These essays emerge from the experiences and reflections of four participants about different stages of careers in diverse contexts. Tom Massaro writes from the perspective of one who recently navigated the challenges leading up to the tenure review in a Jesuit theological school and notes common patterns amidst the diversity of challenges. Phyllis Airhart ponders vocational fidelity in the transitions to new roles and responsibilities at mid‐career in a Canadian university. Barbara Brown Zikmund deals with what she calls the ‘mature years’ and traces a major shift in her career from administration in an American school to teaching in Japan. Raymond Williams reflects on vocation during the process of preparing for retirement from teaching in a liberal arts college, attempting to respond faithfully to the inevitable question, ‘What are you going to do when you retire?’ Vocation is a thread that runs through each essay as reflection on the integrity and continuity of careers. The authors raise issues and make suggestions that may help others reflect on their vocation as teacher.     

The role of social class in the formation of identity: a study of public and elite private college students

The authors explored the influence of social class on identity formation in an interview study of 15 lower income students and 15 affluent students from a highly selective liberal arts school and 15 lower income students from a state college. Students ranked occupational goals as 1st in importance to identity and social class as 2nd. The affluent students regarded social class as significantly more important to identity than did the lower income students, were more aware of structural factors contributing to their success, and had higher occupational aspirations. Social class was an area of exploration for half the students, with higher levels of exploration shown by the lower income private school students than by the state college students. Lower income students developed an ideology that rationalized their social class position.     

Relationship Between a Feminist Approach to Career Counseling and Career Self-Efficacy Beliefs

To determine whether liberal feminist and conventional approaches to career counseling might differentially affect women's career self-efficacy beliefs, 40 college women heard audiotapes of career counseling and provided ratings of their own career self-efficacy. Analysis supported the suggestion that a feminist approach to career counseling can have a significantly more positive effect on career self-efficacy than a conventional approach. This was true for ratings on the category of nontraditional careers as well as for overall career self-efficacy ratings.     

No sex difference in perceived competence of computer use among male and female college students in 2002

The present research examined sex differences in general computer knowledge and computer anxiety. Survey data about computer knowledge, comfort, and interest were collected from 697 students, 579 from a previous study in 2001 at three types of colleges (a four-year liberal arts college, a business college, or a community college). With few exceptions, no differences associated with sex were detected. Implications for the present findings are discussed.     

Sexual behavior, drugs, and relationship patterns on a college campus over thirteen years

Three samples of college students at a small New England liberal arts college received questionnaires regarding their sexual philosophies, behavior, relationship with most recent partner, self-perceived attractiveness, relationship with parents, use of drugs and alcohol, attitudes toward marriage and abortion, and other subjects. The college was sampled in 1974, 1979, and 1986. Sexual behavior increased dramatically from 1974 to 1979 and then decreased in 1986 to approximately where it was in 1974. The reason for this change, and findings regarding the relationships between sexual behavior and many of the variables cited above are discussed.     

Academic Advising: An Approach From Learning Disabilities Research

This article describes a program designed to improve academic performance of academically at-risk students at a small liberal arts college. Developed from research on successful adults with learning disabilities, the program emphasizes strategic goal planning and incorporates approaches often found in support services for college students with learning disabilities. Preliminary results indicate that a relation exists between the program and increased grade point average of at-risk students.     

Environmental and Family Associations With Racism1

Environmental and family factors related to racism in college students were investigated. Students (N=114) at a southern liberal‐arts college filled out an extensive survey about childhood activities and family of origin, and 40 of their mothers completed a similar survey. The Attitudes Toward Blacks ( Brigham, 1993 ) scale measured racism. Several hypotheses were supported. Students who exhibited less racism also reported that they made more diverse friends in school, came from a more diverse hometown, had diverse encounters and friendships at an earlier age, and had more positive foreign travel experiences. In addition, more racist students perceived their mothers as being more prejudiced while they were growing up, and they perceived their fathers as being more prejudiced currently. Finally, students judged their mothers as less racist than their fathers, and also reported that their mothers exhibited less racist behaviors than did their fathers. The importance of racially diverse experiences and friendships early in life are discussed as means to decrease racism.     

Where's the House Party? Hazardous Drinking Behaviors and Related Risk Factors

The authors examined differences in drinking behaviors and related risk factors across campus housing at a women's liberal arts college. Participants (N = 362) living in residence-style housing or house-style residences completed self-report questionnaires. Results showed that students in residence hall-style houses reported higher levels of hazardous alcohol use and perceived that their college, housemates or roommates, and close peers are more permissive of alcohol use than did students living in house-style residences. Findings highlight the role of the environmental structure of a college campus on students' perceptions of alcohol use and their drinking behaviors. The authors discuss implications for college housing and programming.     

Motivation to manage among women: Studies of college students

Studies were conducted with samples of students from four different universities to determine if male-female differences in motivation to manage existed. Although differences were not found among students majoring in the field of education, females in business administration and the liberal arts did prove to have lower managerial motivation scores than the comparable male samples. These findings are discussed in terms of their relationships to sex discrimination, prospective managerial talent shortages and the vocational guidance of female college students.     

Attrition and the Student Who is Certain

A study of 89 male students at a small liberal arts college tested the hypothesis that a student whose statement about vocational and/or academic goals expressed certainty and whose grade-point average was below a 2.00 at the end of one year would probably not graduate. The hypothesis had both statistical and practical significance since loss from this group was 75 per cent compared to an average loss of 37.1 per cent (Test of Proportions, z = 2.766, P = .0028).     

高校教师教学水平评价的概化理论分析

以概化理论为基础,探究影响高校教师教学水平评价结果的因素。采用《高校教师教学水平评价量表（学生用）》收集评价数据,用mGENOVA对数据进行分析。结果发现：（1）与在第一学期末进行教学水平评价相比,在第二学期初进行教学水平评价的结果可靠性更高;（2）评价每位教师的教学水平仅需抽查20名学生即可保证评价结果的可靠性;（3）不同专业类型的学生对评价指标的侧重点不同,继而影响评价结果的可靠性;（4）学生对理科课程的评价可靠性较高,对文科课程的评价可靠性较低。     

Articulating a Freshman Orientation Program with a Social Science Course

The method and outcomes of an experimental linkage of the freshman orientation program to a required freshman liberal arts course is described. The counselor and faculty member teamed in a coordinated effort to enhance total student development. Outcomes included application of academic concepts to student's everyday life, especially career concerns, greater student participation in the orientation sessions, increased counselor awareness of individual student problems ranging from study skills difficulties to personal crises, and greater understanding of the counselor role by the faculty member.     

A Comparative Analysis of Social Learning and Social Control Theories in the Prediction of College Crime

This research examines the comparative ability of social control and social learning theories to predict crime on a college campus. Data were obtained from self-report surveys from the first wave of a longitudinal study at a liberal arts college in the Mid-Atlantic region. Results from correlation and regression analyses indicate that both social control and social learning components are related to crime and drug use, with the greatest amount of variance explained by models that include elements of both theories. Issues such as the temporal ordering of peer and individual delinquency and the similarity between belief and definitions are discussed.     

A developmental cross-sectioning of women's careers and marriage attitudes and life plans

A new cultural imperative, “marriage and a career,” is probably emerging. This conclusion is based on study of a random sample of 180 women (60 each) in junior high, high school, and college. Amazing consistency appeared in this cross-sectioning of women's attitudes toward Education, Occupation, Marriage, and life Plans. The cultural imperative “to marry” was present at age 12, but by adulthood, the biological surge for early marriage had been passed and/or fulfilled, and career emerged as part of a life pattern. As young women develop they become more liberal in their attitudes and desires about work, which can now be fulfilled because of the relaxing cultural interdiction against married women working.