Examining the Career Self-Management Model Among Native American Students With STEM Career Goals

Native Americans are highly underrepresented in science, technology, engineering, and math (STEM) careers; however, little research exists concerning how to promote Native Americans’ participation in STEM. In this study, we address this gap by examining variables hypothesized to promote participation using the career self-management (CSM) model among Native American college students with STEM career goals. Results of stepwise regressions demonstrated that academic achievement along with the problem-solving aspects of career self-management (CSM) self-efficacy and instrumental assistance from parents, peers, and others in students’ schools and communities predicts clearer, more specific, and more personally congruent goals; and that these goals along with self-efficacy and instrumental assistance predict career exploration. Contrary to hypotheses, neither STEM outcome expectations nor gender was related to goals or exploration. These findings suggest that CSM can be used to guide research regarding the STEM career development of Native American college students.

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Native Americans in Higher Education: An Ecological Systems Perspective

10.31234/osf.io/asrde ◽

2018 ◽

Author(s):

Jillian Fish ◽

Moin Syed

Keyword(s):

Higher Education ◽

College Students ◽

Native American ◽

Native Americans ◽

Ecological Systems ◽

Education Professionals ◽

Native American Students ◽

Systems Perspective ◽

Systems Model ◽

Higher Education Professionals

As a result of the U.S. government’s involvement in Native American education, the current experiences of Native American college students are characterized by educational disparities. Higher education professionals are in an ideal position to meet the needs and interests of Native American students; however, most of the literature concerning this population takes a deficit approach. The present paper offers a reconceptualization of Bronfenbrenner’s ecological systems model as an alternative framework for the experiences of Native American college students. In privileging historical and cultural factors, this reconceptualization demonstrates how transforming educational institutions could influence the experiences of Native American college students.

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Development of a Genetics Education Workshop Curriculum for Native American College and University Students

Genetics ◽

10.1093/genetics/158.3.941 ◽

2001 ◽

Vol 158 (3) ◽

pp. 941-948

Author(s):

Linda Burhansstipanov ◽

Lynne Bemis ◽

Mark Dignan ◽

Frank Dukepoo

Keyword(s):

Native American ◽

Native Americans ◽

University Students ◽

Health Care Professionals ◽

Genetic Research ◽

Native American Students ◽

College And University ◽

Career Opportunities ◽

National Human ◽

Education Workshop

Abstract The long-term goal of Genetic Education for Native Americans (GENA), a project funded by the National Human Genome Research Institute (NHGRI), is to provide a balance of scientific and cultural information about genetics and genetic research to Native Americans and thereby to improve informed decision making. The project provides culturally sensitive education about genetic research to Native American medical students and college and university students. Curriculum development included focus groups, extensive review of available curricula, and collection of information about career opportunities in genetics. Special attention was focused on genetic research to identify key concepts, instructional methods, and issues that are potentially troublesome or sensitive for Native Americans. Content on genetic research and careers in genetics was adapted from a wide variety of sources for use in the curriculum. The resulting GENA curriculum is based on 24 objectives arranged into modules customized for selected science-related conference participants. The curriculum was pretested with Native American students, medical and general university, health care professionals, and basic scientists. Implementation of the curriculum is ongoing. This article describes the development and pretesting of the genetics curriculum for the project with the expectation that the curriculum will be useful for genetics educators working in diverse settings.

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Antecedents and consequences of college students' satisfaction with online learning

Social Behavior and Personality An International Journal ◽

10.2224/sbp.10397 ◽

2021 ◽

Vol 49 (8) ◽

pp. 1-11

Author(s):

Nam-Hyun Um ◽

Ahnlee Jang

Keyword(s):

College Students ◽

Online Learning ◽

Student Satisfaction ◽

Self Efficacy ◽

Teaching Presence ◽

Self Management ◽

Antecedents And Consequences ◽

Intention To Continue ◽

Academic Self Efficacy ◽

Students Satisfaction

We delved into the antecedents and consequences of college students' satisfaction with online learning. We proposed the antecedents would be interactions, teaching presence, self-management of learning, and academic self-efficacy, and that the consequence would be intention to continue to use online learning. Participants were 236 college students in South Korea who completed an online survey. Our findings suggest that students' satisfaction with online learning was positively related to the interactions between students and instructor, teaching presence, self-management of learning, and academic self-efficacy. We also found that student satisfaction with online learning positively predicted their intention to continue to use online learning. Thus, our findings in this study provide educators with ways to increase student satisfaction, and add to knowledge about the relationship between students' satisfaction and their intention to take online courses.

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Intervention Mediators in a Randomized Controlled Trial to Increase Physical Activity and Fatigue Self-management Behaviors Among Adults With Multiple Sclerosis

Annals of Behavioral Medicine ◽

10.1093/abm/kaz033 ◽

2019 ◽

Author(s):

Matthew Plow ◽

Robert W Motl ◽

Marcia Finlayson ◽

Francois Bethoux

Keyword(s):

Physical Activity ◽

Multiple Sclerosis ◽

Goal Setting ◽

Self Efficacy ◽

Outcome Expectations ◽

Step Count ◽

Self Management ◽

Post Test ◽

The Impact

Abstract Background People with multiple sclerosis (MS) often experience fatigue, which is aggravated by inactivity. Identifying mediators of changes in physical activity (PA) and fatigue self-management (FSM) behaviors could optimize future interventions that reduce the impact of MS fatigue. Purpose To examine the effects of telephone-delivered interventions on Social Cognitive Theory constructs and test whether these constructs mediated secondary outcomes of PA and FSM behaviors. Methods Participants with MS (n = 208; Mean age = 52.1; Female = 84.6%) were randomized into contact–control intervention (CC), PA-only intervention, and PA+FSM intervention. Step count (Actigraphy) and FSM behaviors as well as self-efficacy, outcome expectations, and goal setting for PA and FSM were measured at baseline, post-test (12 weeks), and follow-up (24 weeks). Path analyses using bias-corrected bootstrapped 95% confidence intervals (CI) determined whether constructs at post-test mediated behaviors at follow-up when adjusting for baseline measures. Results Path analysis indicated that PA-only (β = 0.50, p < .001) and PA+FSM interventions (β = 0.42, p < .010) had an effect on goal setting for PA, and that PA + FSM intervention had an effect on self-efficacy for FSM (β = 0.48, p = .011) and outcome expectations for FSM (β = 0.42, p = .029). Goal setting for PA at post-test mediated the effects of PA-only (β = 159.45, CI = 5.399, 371.996) and PA + FSM interventions (β = 133.17, CI = 3.104, 355.349) on step count at follow-up. Outcome expectations for FSM at post-test mediated the effects of PA + FSM intervention on FSM behaviors at follow-up (β = 0.02, CI = 0.001, 0.058). Conclusions Goal setting for PA and outcome expectations for FSM may be important constructs to target in telephone-delivered interventions designed to reduce the impact of MS fatigue. Trial registration Clinicaltrials.gov (NCT01572714)

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Object Lessons in Race and Citizenship

10.1093/oso/9780190225032.003.0005 ◽

2018 ◽

Author(s):

Sarah Anne Carter

Keyword(s):

Native American ◽

Native Americans ◽

Civil Rights ◽

Young Children ◽

Historical Sources ◽

Native American Students ◽

Political Citizenship ◽

Object Based ◽

American Students ◽

Object Lessons

This chapter considers the racial implications of object-based pedagogy at the Hampton Normal and Agricultural Institute in Virginia. At Hampton, African American and Native American students were taught via a variation of object lessons and were referred to as living object lessons. At Hampton, this metaphor was employed to argue for the economic and political citizenship of its graduates and other educated African Americans and Native Americans, based on their appearances rather than their inherent civil rights. Object lessons were closely related to the school’s manual labor philosophy. This allowed the approach to be adapted for young children attending Hampton’s practice schools as well as for its own students. For example, the Kitchen Garden, a variation of object lessons organized around manual training and modeled on kindergarten, trained young children to become domestics. This chapter employs the photographs of Frances Benjamin Johnston, among other historical sources, to explore these topics.

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Anticipated Multiple Role Management in Emerging Adults

Journal of Career Assessment ◽

10.1177/1069072716658654 ◽

2016 ◽

Vol 25 (1) ◽

pp. 121-134 ◽

Cited By ~ 14

Author(s):

Meghan K. Roche ◽

Plamena Daskalova ◽

Steven D. Brown

Keyword(s):

Self Efficacy ◽

Process Model ◽

Outcome Expectations ◽

Efficacy Beliefs ◽

Self Management ◽

Multiple Role ◽

Role Balance ◽

Life Roles ◽

Multiple Role Management ◽

Role Management

Lent and Brown presented a social cognitive career theory (SCCT) self-management process model aimed at understanding how and under what conditions individuals will navigate adaptive career behaviors. The current study tested the self-management model as applied to young peoples’ anticipated multiple role balance intentions, hypothesizing that self-efficacy beliefs and outcome expectations for balancing multiple life roles would predict intentions to balance multiple life roles. Given that multiple role balancing behaviors require good self-organization capacities, trait conscientiousness was incorporated into the model as a potential person input variable. Gender was also included as a person input. The best fitting model suggested that, consistent with SCCT hypotheses, self-efficacy beliefs related to role balance intentions. Outcome expectation’s relationship to intentions was smaller and did not reach statistical significance. The relation of conscientiousness to intentions was fully mediated by self-efficacy. Gender showed only a direct relation to intentions, suggesting that women have stronger intentions to balance multiple roles than do men, apart from their feelings of confidence and expected outcomes. These results suggest that interventions designed to aid multiple role balance in young women and men may usefully target their self-efficacy beliefs and outcome expectations for multiple role management.

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Self-Management of Cystic Fibrosis: Short-Term Outcomes of the Cystic Fibrosis Family Education Program

Health Education & Behavior ◽

10.1177/109019819702400511 ◽

1997 ◽

Vol 24 (5) ◽

pp. 652-666 ◽

Cited By ~ 40

Author(s):

L. Kay Bartholomew ◽

Danita I. Czyzewski ◽

Guy S. Parcel ◽

Paul R. Swank ◽

Marianna M. Sockrider ◽

...

Keyword(s):

Cystic Fibrosis ◽

Middle Childhood ◽

Education Program ◽

Self Efficacy ◽

Child Behavior Checklist ◽

Cognitive Theory ◽

Outcome Expectations ◽

Management Program ◽

Family Education ◽

Self Management

This study tested the efficacy of the Cystic Fibrosis Family Education Program, a cystic fibrosis self-management program, on improving participants' knowledge, self-efficacy, self-management behavior, health, and quality of life. A quasi-experimental pretest-posttest nonequivalent comparison group design was employed. Participants made up 104 patient-primary caregiver dyads from the intervention site cystic fibrosis center and 95 from the usual care comparison center. The intervention, a self-paced print curriculum based on social cognitive theory, targeted behavioral capability, self-efficacy, and outcome expectations and was implemented as an integral part of medical care. Parents, early childhood, middle childhood, and adolescents received separate materials on respiratory, nutrition and malabsorption, communication, and coping issues. Significant intervention effects were found on the knowledge scores for caregivers, adolescents, and children; caregiver and adolescent total self-management scores; Child Behavior Checklist total score; one parent coping scale score; the modified NIH score; NIH pulmonary factor 1; and the Brasfield total score. Significant interaction effects were evident in the self-efficacy scores for caregivers and children.

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