Understanding the Career Aspirations of Diverse Community College Students

The purpose of the study was to examine the relative contributions of career predictors (self-efficacy, career barriers, and coping-efficacy for overcoming barriers) in predicting educational and achievement aspirations in a diverse sample of community college students. Data from 236 community college students were utilized. Results from hierarchical regressions suggested that career-decision self-efficacy, college self-efficacy, compromising career for partner, perceptions of barriers, and coping efficacy in overcoming barriers were unique predictors of achievement and educational aspirations. As hypothesized, coping efficacy accounted for variance above and beyond the contributions of self-efficacy and barriers in predicting aspirations. Implications of these findings for research and practice are discussed.

Women Professionals Need To Move towards Positive Health: A Review

Women professionals are the distinct category of working women with high educational achievement, aspirations, goals and career development motivation. To fulfil such desires and aspirations they have to face various demands and expectations which may cause a set of issues. Thus it is essential for them to have positive mental health. Mental Health is the determinant factor for the personal effectiveness, success happiness and effective participation. It influences the individual’s activities, behaviour, happiness and performance. The present study takes up with the objective to know the mental health status and the factors for mental health among the women professionals through research studies by various researchers.

Automatic essay assessment: Effects on students’ acceptance and on learning-related characteristics

When capacity constraints hinder university instructors? ability to give feedback, software tools might provide a remedy. We analyzed students? acceptance of automatic assessments and the development of learning-related characteristics such as motivation, achievement aspirations, and subjective learning. We randomly assigned university students to four groups that differed with regard to the real and assumed source of assessment of students? texts (i.e., teaching assistant or software tool). Data from N = 300 students were analyzed. Assessments were less accepted when presumably coming from the software tool. Students mostly preferred human graders over computers in teaching in general, but this preference was weakened for some situations when students assumed they were being assessed by the software tool. Nevertheless, students saw some general merits to assessment by computers, and the development of learning-related characteristics was not affected by the real or assumed source of assessment. Thus, combining feedback from software tools and human graders seems to be a feasible way to expand feedback capacities in higher education.

Trends Among Honors College Students: An Analysis by Year in School

This study sought to determine whether honors college students differed with regards to academic achievement, academic self-concept, general self-concept, educational aspirations, and career aspirations as a function of their class standing. Participants included 298 honors college students from a large, Midwestern university. A demographic questionnaire, the general academic subscale and the general-self subscale of the Self-Description Questionnaire III (Marsh & O'Neill, 1984), and the Leadership and Achievement Aspirations subscale of the Career Aspirations Scale (O'Brien, 1992) were used. Results indicate significant differences between juniors and seniors with regards to academic self-concept, educational aspirations, and career aspirations. Implications for honors faculty and administrators are discussed.

Family Background, Academic Achievement, and Educational Aspirations as Predictors of Australian Young Adults' Educational Attainment

Relations were examined between family background, adolescents' academic achievement, aspirations, and young adults' educational attainment. Data were analyzed from the Longitudinal Surveys of Australian Youth (4,500 men, 4,804 women; M age = 20.1 yr., SD = 0.4). Multistage regression analyses indicated that, while family background and academic achievement measures had medium associations with attainment, adolescents' educational aspirations made a large independent contribution to explaining differences in young adults' education attainment.