Academic motivation in post-secondary students: Effects of career outcome expectations and type of aspiration

Using a social cognitive theory framework, we examined the effects of career outcome expectations (COE) and aspiration to enter a science, technology or math (STM) career on post-secondary academic motivation.  Data were collected online from a sample of 380 post-secondary students in Canada and the United States. Analysis of covariance revealed high COE and STM students to be more intrinsically and extrinsically motivated in terms of their academics. Overall, the results suggested that expanding students' expectations of a successful career outcome and promoting interest in STM occupations may benefit their academic motivation. Limitations and implications are discussed.Keywords: Post-secondary education; academic motivation; career development; occupational aspirationsÀ partir d'une théorie sociocognitive, nous avons étudié les effets de l'espérance de résultats de carrière (ERC) et de l'aspiration à une carrière en science, technologie ou mathématique (STM) sur la motivation scolaire postsecondaire. Les données ont été collectées en ligne à partir d'un échantillon de 380 étudiants de niveau postsecondaire au Canada et aux États-Unis. Des analyses de covariance ont révélé que, comparativement aux autres étudiants de niveau postsecondaire, ceux qui avaient un niveau élevé d'ERC et de STM étaient plus motivés intrinsèquement et extrinsèquement par leur cheminement académique. Dans l'ensemble, les résultats suggèrent qu'une augmentation des attentes au regard d'une carrière satisfaisante et qu'une promotion des STM pourraient être bénéfiques à la motivation scolaire. Des limites et implications sont présentées

Exploring Human Action in Counseling Psychology: The Action-Project Research Method

Qualitative research in counseling psychology in the last 2 decades has been characterized by the introduction and use of a range of methods and corresponding paradigms and conceptual frameworks. The action-project research method, described and updated in this article, is based on an understanding of human action as goal-directed and enacted in context: contextual action theory. We summarize this framework, prior to describing the method’s procedures for conceptualizing research problems and questions, collecting and analyzing data from dyads of participants, and presenting research findings. We also discuss recent adaptations to the procedures and how the method addresses core issues in counseling psychology; that is, methodological integrity, culture, ethics, and power. We proceed to describe how the method relates to other qualitative methods and the kinds of research questions asked by the discipline and how the action-project method connects to professional practice issues

Understanding weight restoration in adolescent anorexia as a parent project

Parent-led weight restoration is a key intervention of family-based treatment, an empirically-supported approach for the treatment of adolescent anorexia. Little is known about the processes by which parents implement weight restoration, and current understandings of this intervention are primarily informed by professional perspectives. The aim of this study was to increase knowledge and understanding of parent-led weight restoration by examining parents’ actions while engaged in efforts to help their adolescent recover weight. The guiding research question was, “How do parents participate in the weight restoration of their adolescent as he or she recovers from anorexia?” This multicase study (Stake, 2006) used the action project method (Young, Valach, & Domene, 2005) and conceptual framework of contextual action theory (Valach, Young & Lynam, 2002) to examine five cases of parents engaged in actions intended to help their adolescent recover weight and to alter eating disorder behaviours. Data were collected using multi-part interviews, and analyzed according to the action project method and the multicase approach. Qualitative analysis revealed parents’ treatment-related goals of adolescent weight recovery were situated in a larger system of projects and careers in the parents’ personal and family lives. Conceptualizing the parents’ actions within this system revealed personally and socially meaningful weight restoration projects, and the relational and social meaning of these projects was found to motivate and steer parents’ day-to-day weight restoration actions. Some common joint projects emerged across the cases, such as seeking support and partnership and managing burden and distress associated with tension between weight restoration and other personal and parenting projects, especially adolescent development and parent identity processes. Implications for counselling practice with parents implementing weight restoration treatments are drawn.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat

Weight restoration in adolescent anorexia : parents’ goal-directed processes

Background: Parent-led weight restoration is a key intervention of family-based treatment, an empirically supported treatment for adolescent anorexia. Successful outcomes in family-based treatment depend almost entirely on parental action, yet current understandings of this intervention are primarily informed by professional theory and expert perspectives. Comparatively little is known about parents’ goals and actions while implementing the treatment, despite goal-directed action being an explicit framework of family-based treatment. This study seeks to investigate parents’ involvement in weight restoration from the perspective of the goal-directed actions they construct and engage in themselves and with others. This study focuses on the phenomenon of parent-led weight restoration as a project and addresses the following research question: “How do parents participate in the weight restoration of their adolescent as the adolescent recovers from anorexia nervosa?”. Method: This multicase study used the action project method and conceptual framework of contextual action theory to examine four cases of fve parents engaged in actions to help their adolescent regain weight and recover from anorexia. Data were collected using multi-part interviews and analyzed according to the action project method and the multicase approach. Results: Parents’ weight restoration projects were identifed and grouped based on three common a themes. The primary theme, progressing toward health and well-being, was supported by three key processes: maintaining a holistic focus, trusting, and monitoring progress. Two secondary themes captured actions that were integral to the parents’ projects, but with less prominence. Secondary themes were creating capacity, which was supported by three processes (managing emotions to maintain a helpful focus, personal work, and resourcing time and fnances), and coordinating and negotiating partnerships. The socio-cultural valuing of the thin ideal emerged as a unique process salient in one case. This study presents a goal-directed and contextual perspective on how parents translated the principles of family-based treatment into their daily lives. It joins a small but growing body of work concerned with generating new understandings and frameworks for practitioners and researchers to enhance the efectiveness of family-based treatment in community settings.Education, Faculty ofNon UBCEducational and Counselling Psychology, and Special Education (ECPS), Department ofReviewedFacult