University Smart Guidance Counselling

Smart Education and e-Learning 2016 - Smart Innovation, Systems and Technologies ◽

10.1007/978-3-319-39690-3_4 ◽

2016 ◽

pp. 39-49 ◽

Cited By ~ 4

Author(s):

Elena Belskaya ◽

Evgeniia Moldovanova ◽

Svetlana Rozhkova ◽

Olga Tsvetkova ◽

Mariya Chervach

Keyword(s):

Guidance Counselling

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Introduction: occupational standards for advice, guidance, counselling and psychotherapy: a critical review

British Journal of Guidance and Counselling ◽

10.1080/03069889600760011 ◽

1996 ◽

Vol 24 (1) ◽

pp. 5-8

Author(s):

Vivienne Rivis

Keyword(s):

Critical Review ◽

Guidance Counselling ◽

Occupational Standards

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GUIDANCE, COUNSELLING AND SPECIAL EDUCATIONAL NEEDS: MANAGEMENT AND CURRICULUM ISSUES

The Management of Special Needs in Ordinary Schools ◽

10.4324/9780203409770-4 ◽

2002 ◽

pp. 62-75a

Author(s):

David Galloway

Keyword(s):

Educational Needs ◽

Special Educational Needs ◽

Guidance Counselling ◽

Curriculum Issues

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Motivations for Going to University: A Qualitative Study and Class Project

Collected Essays on Learning and Teaching ◽

10.22329/celt.v7i2.3996 ◽

2014 ◽

Vol 7 (2) ◽

pp. 106 ◽

Cited By ~ 1

Author(s):

Heather Schmidt

Keyword(s):

High School ◽

Qualitative Study ◽

Structured Interviews ◽

Theory Analysis ◽

Class Project ◽

Guidance Counselling ◽

Extrinsic Motivators ◽

School Guidance ◽

Student Motivations ◽

Intrinsic Motivators

We explored student motivations for attending university, including how motivations may change over the course of one’s postsecondary career, by conducting semi-structured interviews with 8 upper-year undergraduates. Participants were also asked to reflect back on their own experiences and provide advice for new university students. We conducted a grounded theory analysis to identify common themes running across the 8 interviews. What emerged was a pattern of transition from a predominance of external/extrinsic motivators at the beginning of one’s university career, into increasingly internal/intrinsic motivators as students discovered their passions and interests. Two unexpected external/extrinsic themes to emerge included: ‘Unhelpful high-school guidance-counselling’ and a ‘Motivation to disprove people who underestimate you’. The strongest internal/intrinsic motivation was the ‘Desire to help others’. Students can apply these findings to their own lives and universities can gain a better understanding of the supports that are needed to retain students through to graduation.

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