Impact of a Constructivist Career Course on Academic Performance and Graduation Outcomes

Autor/inn/en	Grier-Reed, Tabitha; Chahla, Rose
Titel	Impact of a Constructivist Career Course on Academic Performance and Graduation Outcomes
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 17 (2015) 1, S.105-118 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025115571254
Schlagwörter	Academic Persistence; Career Development; Career Education; Constructivism (Learning); Undergraduate Students; Undergraduate Study; Longitudinal Studies; Career Choice; College Credits; Time to Degree; Grade Point Average; Control Groups; Experimental Groups; Comparative Analysis; Racial Differences; Predictor Variables; College Entrance Examinations; Self Efficacy; Correlation; Academic Achievement; Outcomes of Education; Statistical Distributions; Statistical Analysis; ACT Assessment + Suchen Sie Ihr Suchwort? Berufsentwicklung; Arbeitslehre; Grundstudium; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Rassenunterschied; Prädiktor; Aufnahmeprüfung; Self-efficacy; Selbstwirksamkeit; Korrelation; Schulleistung; Lernleistung; Schulerfolg; Wahrscheinlichkeitsverteilung; Statistische Analyse; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Career planning courses are one of the most effective ways to improve career development, and the benefits to career decision-making are well documented. The research base regarding whether career courses contribute to academic outcomes is less well-developed. Although recent findings suggest that career courses may improve retention in the first- and second-year of college, it is not clear that these gains extend to graduation. Hence, we explored years to graduation, credit completion, and cumulative grade point average for 103 university students enrolled in a constructivist career course and 107 students in a comparison group. We also included race or ethnicity as an independent variable. Using composite ACT score and high school rank as covariates, we found no effect for the career course on cumulative grade point average, years to graduation, or credit completion. Additionally, there was no effect for race or ethnicity. Implications for the need to develop more upper division career courses are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01