Search

Purpose: Interprofessional practice within early intervention is underscored by policy, research, and recommended practices. The purpose of this study was to explore the impact of a brief interprofessional training on preservice speech-language pathology, early intervention/early childhood special education, physical therapy, and occupational therapy students' knowledge, beliefs, and attitudes about teaming and collaboration. Students' satisfaction with and perspectives of the training were also examined. Method: A one-group, pretest-posttest design was used to examine differences in 36 students' knowledge, attitudes, and beliefs around interprofessional practice after the training. Descriptive approaches were used to analyze student satisfaction data and focus group data in order to evaluate student perceptions of the interprofessional training. Results: A paired-samples t test showed preservice students demonstrated increased scores in self-perceived ability, value, and comfort in working with others after the training institute. Descriptive analyses illustrated students gained a richer knowledge and appreciation for other disciplines and perceived the practice of interprofessional collaboration as a valuable learning experience. Conclusion: The interprofessional training procedures, evaluation of impacts, and future directions are discussed.

Background: Modern engineering culture is rooted in assumptions of intellectual superiority. Scholars have demonstrated that smartness functions as an oppressive cultural practice in educational settings. However, the shared ways in which undergraduate engineering students understand what it means to be smart remain largely implicit and unexamined. Purpose/Hypothesis: We investigated the beliefs held by students about what it means to be smart and the role of smartness in their undergraduate education. Design/Method: We conducted one-on-one, semi-structured interviews with 20 students at a predominately White institution. Our team utilized open, descriptive coding to iteratively condense our data into categories, codes, and subcodes, followed by analysis to identify and characterize the participants' commonly held beliefs. Results: Students believed that being smart is working efficiently or maximizing outcomes while minimizing effort. Determining smartness as efficiency included social comparison and assumptions about effort, which introduced ambiguity into students' judgments of smartness. The resulting social hierarchy (relative positioning as smart) was commonly believed to enable or restrict access to necessary resources. Conclusions: Students' belief that smartness is an individual capacity to work more efficiently than others obfuscates the reality of smartness as a cultural practice that is baked into our systems and perpetuates inequity. Without action to reveal and disrupt smartness as a structural and oppressive practice, the status quo of inequitable participation in engineering will persist.

The family and consumer sciences (FCS) discipline focuses on developing knowledge and skills that help individuals make informed decisions about their well-being and relationships (American Association of Family & Consumer Sciences, n.d.). FCS content areas include consumer affairs (e.g., personal and family finance), nutrition, hospitality management, and child development among others. These content areas are the focus of many undergraduate degree programs. This article describes students' relationships with instructors and peers in hybrid undergraduate consumer affairs courses in Fall 2020 during the COVID-19 pandemic at South Dakota State University.

Objective: Assess physical activity (PA) and nutrition recommendation knowledge in college students. Participants: 71 students (n = 41 females; 18 to 22 years) measured in May of 2014. METHODS: Knowledge of existence and accuracy of PA and nutrition recommendations were assessed via a verbal survey. Results: Most (67.6%) were aware PA recommendations exist, but only 26.8% could accurately report them. Almost all (91.5%) were aware nutrition guidelines exist, but no higher than 23.9% answered any specific recommendation correctly. There were no significant associations between sex or body mass index (BMI) and either awareness or accuracy of PA or nutrition recommendations. Non-Kinesiology majors were 3.3 times more likely to answer that they were not aware of the existence of PA recommendations, compared to Kinesiology majors. Conclusions: Accurate knowledge of the PA and nutrition recommendations are very low and given that the majority of participants were categorized as overweight or obese, teaching these guidelines needs to be the priority.

Researchers have identified patterns of intuitive thinking that are commonly used to understand and reason about the biological world. These "cognitive construals" (anthropic, teleological, and essentialist thinking), while useful in everyday life, have also been associated with misconceptions about biological science. Although construal-based thinking is pervasive among students, we know little about the prevalence of construal-consistent language in the university science classroom. In the current research, we characterized the degree to which construal-consistent language is present in biology students' learning environments. To do so, we coded transcripts of instructor's speech in 90 undergraduate biology classes for the presence of construal-consistent language. Classes were drawn from two universities with very different student demographic profiles and represented 18 different courses aimed at nonmajors and lower- and upper-division biology majors. Results revealed construal-consistent language in all 90 sampled classes. Anthropic language was more frequent than teleological or essentialist language, and frequency of construal-consistent language was surprisingly consistent across instructor and course level. Moreover, results were surprisingly consistent across the two universities. These findings suggest that construal-consistent language is pervasive in the undergraduate classroom and highlight the need to understand how such language may facilitate and/or interfere with students learning biological science.

This study examined variables that are within and beyond the control of students in explaining variations in performance in an introductory finance course. Regression models were utilized to consider whether the variables within the student's control have a greater impact on course performance relative to the variables beyond the student's control. Among the particular variables within the student's control were the student's inclination to procrastinate as evidenced by the relative delay the students exhibited in commencing online homework assignments. Also, separate measures were constructed to examine the effect of the accuracy of the homework submitted and the student's actual completion of those assignments. Class attendance was also considered. The variables largely beyond the control of the student examined in this study were a measure of how far along in the undergraduate program the student had progressed when he/she enrolled in the introductory finance course, a measure of the credit load of the student in the semester when the student took the course, the student's gender, the student's overall academic ability and the relative strength of the student in comprehending quantitative versus verbal concepts. For the three measures of student performance studied, average homework grade, the mid-term exam grade and the final exam grade, all of the relevant variables within the student's control demonstrated some impact on the various measures of performance. There was persuasive evidence that the variables within the student's control were more influential in explaining differences in student performance than the variables beyond the student's control.

Co-teaching during the student teaching experience has been given increased attention among researchers and teacher educators. Co-teaching facilitates an apprenticeship arrangement that encourages modeling of classroom practice for the candidate and provides a chance to implement directly what is being learned. This qualitative study explored teacher candidates' learning gains using the co-teaching model for student teaching. Teacher candidates were able to see more clearly the dynamics of how a classroom works and the process by which teachers plan lessons, implement curriculum, and manage the many duties of a classroom teacher.

This paper examines student-faculty communication by email and the lack of clear guidelines that leads to misuse of email in student-faculty interaction, whereby status-incongruent pragmatic markers are employed, resulting in impoliteness and inappropriateness. The main objective is to bridge the gap in research on other than requestive speech acts in this particular type of e-interaction, taking into account various pragmatic markers and cultural determinants of the subjects' email communication styles. The main purpose of the study was to determine whether and to what degree the use of pragmatic markers by students is congruent with the English netiquette in this specific domain. Moreover, the aim was to investigate the relation of the usage of speech acts and pragmatic markers by students to politeness, as well as to cross-culturally compare the data obtained. The research questions were as follows: Which pragmatic markers distinguish students of different nationalities and in different university settings? What are other than requestive purposes for which students deploy email communication? Which pragmatic markers, in general, are associated with student-faculty email? Is there a correlation between the three countries represented in the corpus and (im)politeness based on the data found in all the emails? What are the implications of the study for computer-mediated language learning? The corpus consisted of 1,200 student-faculty emails written in an academic domain by university students from a German university, a Saudi Arabian university, and two Japanese universities (400 emails per country). The research method employed was of mixed qualitative-quantitative nature, with the focus on pragmatic analysis of speech acts with their illocutionary force and functions, as well as on their impact on the receiver (perlocution). It was determined that the impolite acts occurred most frequently in the corpus. This shows that students appear not to be aware of the role their email messages play in creating an impression on faculty and that structured instruction in email writing is required to improve the situation. The lack of pragmatic competence was found in all three groups of students, independent of the proficiency level and seniority; whereby explicit course guidance in email writing and its netiquette had a clear positive effect on the student-faculty interaction in terms of appropriateness and the level of politeness.

This article seeks to theorize the pedagogical work disabled instructors navigate to create accessible writing classrooms. Through retroactive analysis, I introduce the concept of Access Negotiation Moments (ANMs) as limited, low-stakes contexts where disabled instructors define the limits of their own access needs. Ultimately, I theorize a framework for planned access negotiation, so instructors can build this necessary labor into the course-planning process. Disabled instructors are already doing this work on a daily basis, but we are only beginning to give it the meta-analytical space it deserves.

As Extension faculty and staff work to meet the requirements for increased scholarship activities through multiple outlets, a collaborative writing activity can be an important instrument in one's academic toolbox. Writing collaboratively allows colleagues to support one another's individual strengths and work through concerns together. This shared endeavor can help Extension professionals translate and disseminate the impacts of and findings from Extension programming for academic and practitioner audiences.

Academic environments can feel unwelcoming for women in science, technology, engineering, and math (STEM) fields. Two studies examined academic environments of female undergraduates majoring in STEM fields at a university in the United States. In Study 1, we compared women in STEM who are in a welcoming environment to those in a traditional STEM environment in order to identify factors that may make environments seem welcoming to women. Women in the welcoming environment received more messages about women in STEM, were more likely to wear or carry markers of their major, and had more peer role models in STEM. In Study 2, we developed an intervention based on these factors to improve women's implicit beliefs about their participation in STEM. In a sample of women in traditional STEM environments, we manipulated exposure to the intervention and the self-relevance of the intervention. The intervention decreased stereotyping concerns and indirect STEM stereotyping, and it increased implicit STEM identification when the intervention was made self-relevant. This research demonstrates the importance of a welcoming academic environment for women in STEM, and it also provides a model for how key elements of intensive university programs targeting women can be translated into a more general approach that reaches a wider audience.

Career assessment has advanced on several fronts, enabling a CAPA integrative online system for exploring college majors with unprecedented precision and utility. The key inventories in the system are the CAPA Confidence Inventory (CCI), with its 6 general and 27 specific scales, and the CAPA Interest Inventory, with its 6 general and 35 specific scales. Results for these inventories are displayed online when they are completed, enhanced with extensive interpretive materials. With regression models, college major clusters with best fit are displayed based on high scores on the specific confidence and interest scores. Several studies of the inventories and the CAPA assessment system with several thousand college students have demonstrated their validity and utility. (Contains 4 figures.)

The psychometric properties of measures of self-efficacy for the six themes of Holland's theory were examined using item response theory. Item and scale quality were compared across levels of the trait continuum; all the scales were highly reliable but differentiated better at some levels of the continuum than others. Applications for adaptive testing methods in educational and career assessment are discussed. (Contains 1 table and 4 figure.)

The psychometric properties of Super's Work Values Inventory-Revised (SWVI-R) were examined in a sample of 213 African American college students. Results indicated that the 12-values scales were as reliable and as valid in a sample of African Americans as has been demonstrated within a predominantly White college student sample. Values of coefficient [alpha] were similar to those found in White and normative samples, with a median [alpha] of 0.82 herein and medians of 0.82 and 0.84 in the normative and White college student samples. A three-factor higher order structure of the SWVI-R was found herein; the three factors were named secure work environment, motivation, and style of engagement. African Americans reported higher mean values scores than did White students but their rank ordering of values was very similar--lifestyle, work environment, and supervision were most highly valued, and creativity was the least valued. Values scores were significantly and consistently correlated with ethnic identity achievement. (Contains 4 tables.)

This study indicates that the social self-efficacy of 203 Chinese and Taiwanese international students was significantly higher when they were asked to consider their interactions among fellow native language speakers than when they were asked to imagine themselves interacting in English-speaking settings. And in fact, the social self-efficacy of these students in native language settings was as high as the highest levels of social self-efficacy found in African American students in a previous sample of college students. Other findings show that social self-efficacy in the English setting was significantly and positively related to English proficiency, length of residence in the United States, and unconditional self-regard and was negatively related to acculturation stress. Regression analyses indicate that social self-efficacy in English settings and unconditional self-regard were related to acculturation stress, accounting for 38% of the variance in stress. Implications for the adjustment and counseling of international students studying in the United States are discussed. (Contains 4 tables.)

The present study compared the effectiveness of two online career exploration systems in increasing the career decision self-efficacy and decidedness of 960 students enrolled in a program for undecided freshmen students at a large public university. Results indicated that both systems led to significant increases in career decision self-efficacy and college major decidedness in these students. The CAPA system, based on an integration of Bandura's self-efficacy theory and traditional trait factor theory, led to proportionately greater increases in Career Decision Self-Efficacy Scale scores in comparison to FOCUS for the total group and for women. The systems were comparably effective with African American, Asian American, and White students. (Contains 4 figures and 4 tables.)

This article extends recent work on the relationship between personality and career self-efficacy by examining relationships across two new inventories with scales for identifying human strengths. The Healthy Personality Inventory (HPI) has 17 content scales tapping an array of positive personality measures. The CAPA Confidence Inventory (CCI) has 6 broad, 27 basic, and 6 engagement styles measures of career self-efficacy. In a sample of college students, hypothesized correlations between personality and self-efficacy were generally confirmed. A number of unexpected relationships also were found, such as the HPI Creative scale predicting social and enterprising confidence. These inventories show promise for continued research, theory development, and assessment practice. (Contains 6 tables.)

To determine how early "the stuttering stereotype" is assigned, 160 university students rated a hypothetical vignette depicting either a 3-, 4-, 5-, or 6-year-old with or without the statement "He stutters". A factor analysis of the semantic differential scale showed a three-factor solution comprised of 17 of the 25 bi-polar adjective pairs. The factor labeled personality showed significantly more negative ratings for 2-, 4-, 5-, or 6-year-old children based on the inclusion of the "He stutters" sentence. There were no differences between male and female raters. A significant difference was found between raters who were knew someone who stuttered and raters who did not know someone who stuttered on the personality factor. Raters who were knew someone who stuttered were significantly more likely to assign more positive ratings to the children. Learning outcomes: Readers should be able to learn and understand: (1) the research describing the negative stereotypes associated with stuttering; (2) the vignette method used to evaluate stereotypes in children and youth; (3) the negative perceptions of the sentence "He stutters" on raters' perception of personality, sociability and speech for children as young as 3-, 4-, 5-, or 6-year-olds; and (4) the familiarity with a person who stutters and raters' perceptions of children who stutter.

Between 1980 and 1993, only 19% of medical school graduates chose faculty appointments with research responsibilities. Women and minorities represent only a small fraction of these, despite their growing numbers. The authors' goal is to study the effects of human agency, particularly self-efficacy, on the career development of physician researchers, especially women and people of color; therefore, we developed a reliable and valid inventory for assessing clinical research self-efficacy in a population of physicians training for clinical research careers. Scale items were pooled from expert knowledge, relevant literature, and existing inventories to create a 92-item Clinical Research Appraisal Inventory that was factor analyzed and refined to include 88 items. Although instruments have been developed to successfully assess research self-efficacy, this is the first instrument designed to assess self-efficacy in the clinical research domain using a population of academic physicians. (Contains 6 tables and 1 note.)

The present study, based on a sample of 220 African American college students, sought to examine the utility of the Career Decision Self-Efficacy Scale (CDSE) for African Americans. Values of coefficient alpha indicated reliability similar to that found in predominantly White samples. A four-factor structure best represented the data, with a large first factor emphasizing information gathering and decision making. However, the factor structure could also be interpreted relative to time orientation, from most immediate tasks ("choose a major") to those further away temporally ("choosing a career," "interviewing for a job," and "changing jobs if needed"). The students studied herein reported higher levels of career decision self-efficacy than found in previous samples, but cautions in interpreting this finding are suggested. Overall, more research on both measuring career decision self-efficacy and providing career decision interventions within African American samples is recommended. (Contains 2 tables and 1 note.)

The present study, based on three samples of college students totaling 1,832 participants, resulted in the conclusion that a 5-level response continuum for the short form of the Career Decision Self-Efficacy Scale (CDSE) proved at least as reliable and valid as the 10-level continua used in normative studies. Values of coefficient alpha ranged from .78 to .87 for the 5-level continuum, in contrast to .69 to .83 for the 10-level continuum. Criterion-related validity correlations with career indecision and vocational identity were comparable for the two response continua. Validity with respect to the scales of the Career Decision Profile was examined, as was construct validity with respect to measures of hope, goal stability, and positive and negative affect. Overall, the study suggests the psychometric quality of the CDSE when 5-level response continua are used and adds to knowledge of the nomological network of the construct.

The present study indicated that both attachment bonds and self-rated attachment style were significantly related to fear of commitment and, to a lesser extent, career decision-making self-efficacy. Given previous research showing that fear of commitment is related to career indecisiveness and "floundering," the possible importance of attention to attachment bonds and styles in career counseling is suggested. (Contains 2 tables.)

The extent to which Basic Confidence Scales predicted career decision-making self-efficacy was studied in a sample of 627 undergraduate students. Six confidence variables accounted for 49% of the variance in career decision-making self-efficacy. Leadership confidence was the most important, but confidence in science, mathematics, writing, using technology, and cultural sensitivity all contributed significant incremental variance. There were some differences as a function of race and gender, but leadership confidence was the most significant predictor in all subgroups. Implications for educational and career counseling are discussed in this article. (Contains 2 tables.)

Examines models of self-efficacy and self-esteem pathways to depression in 405 college students. Both models showed excellent fit to the data. The more parsimonious model indicated that efficacy and esteem variables were related to depressive symptoms indirectly through their relationships to the intermediate adjustment variables of career indecision and shyness. The strongest predictor of depressive symptoms was global self- esteem. (Contains 68 references and 4 tables.) (GCP)

The Skills Confidence Inventory and the Task Specific Self Efficacy Scale were completed by 324 college students. Construct validity of both measures was upheld, and the relationship between similarly named subscales was high. A significant relationship was found between self-efficacy and interpersonal and social dimensions of career indecision. (SK)

Investigated the relationships of self-efficacy (via the Holland themes) to dimensions of personal style and personality. Examined correlations (1) Skills Confidence Inventory (SCI); (2) Myers-Briggs Type Indicator; and (3) Strong Interest Inventory. Findings support the validity of the SCI and, therefore, of all three instruments. (Author/EMK)

One group of 113 college students took the Skills Confidence Inventory twice in three weeks; 218 took it once. Test-retest reliability and content validity were supported by the results. Confirmatory factor analyses suggested the inventory's fit with Holland's six-factor structure. (SK)

Examines the extent to which career decision-making efficacy and outcome expectations relate to career indecision and exploration intentions. Results, based on a multiple regression model and 350 participants, indicate that self-efficacy beliefs are the best predictor of career indecision, whereas outcome expectations are the best predictor of exploration intentions. (RJM)

Reviews the Kahn and Gelso (1997) and Kahn and Scott (1997) articles (both in this issue). Presents the author's opinion of the shortcomings of the articles and offers ideas to encourage more students to consider scientific and academic careers. (KW)

Examined relationships of emotional self-disclosure, self-esteem, and relationship satisfaction and the role of gender as moderator of those relationships in college students (n=200) involved in serious dating relationships. Found that emotional self-disclosure was related to relationship satisfaction in male and female college students. Self-regard was related to relationship satisfaction among females. (Author/NB)

Examined degree to which gender moderates relationship of stress and social support to strain among 115 college students. Found that stress, social support, and their interaction accounted for 18-29 percent of variance in physical symptomatology in women but nonsignificant amounts in men and that there were differences in the predictive utility of different kinds of social support. (Author/PVV)

Responds to previous four articles on counseling lesbians and gay men. Focuses remarks on issues pertaining to training of counseling psychologists. Asserts that integration of gay and lesbian affirmative material into courses requires that instructors themselves possess requisite knowledge and belief that such material is legitimate and important. Discusses the belief changes necessary to underlie real change. (NB)

Examined utility of fear of commitment in understanding differences between career undecidedness versus more complicated and chronic career indecisiveness in three studies targeting undecided and decided college students (N=707). Found fear of commitment related to state and trait anxiety, self-esteem, and was significantly higher in undecided versus decided college students. Discusses implications for understanding career indecisiveness. (Author/PVV)

Examined student (N=188) responses to measures of Expectancy and Valence to six male- and six female-dominated careers. Found that Expectancy X Valence interaction for occupation accounted for variance in choosing occupation; gender differences were marked and consistent across expectancy, valence, and likelihood of choosing occupation, varying with traditionality of occupation. (Author/PVV)

Examined utility of gender, traditionality of choice, and gender role identification as moderators of interest-field congruence and ability-level realism of academic major and occupational preferences in college students (N=592). Found traditionality of choice and gender role unrelated to interest-field congruence. (Author/NB)