A Comparison of Correspondence Between Planned and Actual Study Time and Between Actual and Reported Study Time and the Effects of a Classed-Based Point System on Each for College Freshman

20 leaves. Advisor: Kenneth E. LloydThe problem. The effect of a class-based point system on planned, actual, and reported study time was evaluated in this study. Procedure. Thirteen provisionally admitted university freshmen were required to earn 12,000 points to pass Education 12. Students could earn points at different times by one of the following means: planning to study a minimum of 15 minutes, reporting study a minimum of 15 minutes, increasing the level of actual study to correspond to the level of planning or to the level of reporting. A study area was established in the library and a monitoring system was used to check to see if students were actually studying according to their plans or reports. Findings. The results of this study demonstrated that a higher degree of correspondence exists between actual and reported study time than between planned and actual study time. The data showed that a classed-based point system was effective in increasing actual study time to better correspond with planned and reported study time. Conclusions. Actual study can better be monitored and controlled through reported study than planned study. Recommendations. College counselors should attend more closely to their students' reported study time rather than to their planned study time

Enhancing the Career Planning Self-Determination of Young Adults with Mental Health Challenges

The impact of an intervention on the self-determination and career planning engagement of young adults with mental health challenges was studied. Sixty-seven young adults, 20 to 30 years of age, with mental health diagnoses (e.g., depression, bipolar disorder) were randomly assigned to intervention and control groups. Statistically significant greater increases were made by the intervention group versus the control group for self-determination and career planning engagement, and self-determination at least partially mediated increases in career planning engagement. With career planning self-determination interventions, young adults with mental health challenges might be able to achieve better career and life outcomes than is typical for this population

What Do You Want To Be When You Grow Up?

What do you want to be when you grown up? This is a question most of us heard more than once when we were kids and even more when we were in high school. When we got to be in our 20s the question may have changed to something like, “What are you going to do when you finish college?” or “Now that you are an adult what kind of job or career do you want to do?” After working as a barista, receptionist, and other minimum wage jobs, one young woman in the Career Visions project said, “I am now trying to figure out my “Big Girl” job.” There is a lot of pressure from families and others on most youth and young adults to figure out their career path. Many young adults also put pressure on themselves – especially as they move toward the age of 30, which many perceive as when “real” adulthood begins. A few people are very clear about what they want to do for a living. However, for most of us it is not so obvious

A Randomized Trial of a Science, Technology, Engineering, and Mathematics Mentoring Program

Individuals with disabilities are underrepresented in science, technology, engineering, and math (STEM) fields. The purpose of this study was to experimentally evaluate the impact of a STEM mentor intervention and differences between students matched with mentors with or without disabilities on career planning outcomes. An independent groups × repeated measures design was used. Significant differences were found between mentored and nonmentored students for measures of STEM-related knowledge, engagement, confidence, and general career planning confidence, but not for STEM-related and disability-related self-efficacy. Significant differences were not found between students assigned to mentors with or without disabilities. This study contributes to research that demonstrates the positive impact of mentoring on career planning for students with disabilities, including those related to STEM