Interpreting Students' Experiences with Academic Disappointments Using Resourcefulness Scores as a Lens
| Autor: | Deborah J. Kennett, Rebecca D Martin |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Coping (psychology)
Lived experience media_common.quotation_subject academic disappointments Self-control perceived control lcsh:Education (General) Education Developmental psychology Perception Explanatory style explanatory style Perceived control lcsh:L7-991 Psychology learned resourcefulness media_common |
| Zdroj: | Teaching & Learning Inquiry: The ISSOTL Journal, Vol 7, Iss 2 (2019) |
| ISSN: | 2167-4787 2167-4779 |
| DOI: | 10.20343/teachlearninqu.7.2.9 |
| Popis: | Most postsecondary students have to deal with academic disappointments at some point in time, with many of them succumbing to their anxieties and failing to learn from these lived experiences. Our study aimed to understand why and how disappointments unfolded in a sample of 20 undergraduate students, using a design whereby interview text was concurrently analyzed across the continuum of learned resourcefulness measured using Rosenbaum’s Self-Control Schedule in conjunction with an inductive, data-driven coding and theme-generation perspective. Reasons for attending university, attributional style, coping and learning, and perceptions of others markedly differed for high- and low- resourcefulness scorers. Whereas high-resourceful scorers used academic disappointments as a motivator to engage in more effort and problem-solving strategies, low scorers ruminated and tried to forget about them. Suggestions are provided on ways to effectively help students become more resourceful and in control of their studies. |
| Databáze: | OpenAIRE |
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