Harnessing Student Agency for Easier Transition and Success: The Role of Life Coaching

Autor/inn/en	Mogashana, Disaapele; Basitere, Moses; Ivala, Eunice Ndeto
Titel	Harnessing Student Agency for Easier Transition and Success: The Role of Life Coaching
Quelle	In: Journal of Student Affairs in Africa, 11 (2023) 1, S.49-63 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mogashana, Disaapele) ORCID (Basitere, Moses) ORCID (Ivala, Eunice Ndeto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Coaching (Performance); Personal Autonomy; Intervention; Student Adjustment; Higher Education; Time Management; Cooperative Learning; Educational Benefits; Longitudinal Studies; Student Attitudes; Failure; Goal Orientation; Metacognition; Resilience (Psychology); Self Esteem; Chemical Engineering; Engineering Education; Undergraduate Students; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zeitmanagement; Kooperatives Lernen; Bildungsertrag; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Zielorientierung; Zielvorstellung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self-esteem; Selbstaufmerksamkeit; Chemisches Prüfverfahren; Ingenieurausbildung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Research on student support in the global North indicates possible benefits of life coaching interventions in improving students' persistence and well-being. There is emerging research on life coaching interventions and their potential benefits in the South African higher education context, but empirical evidence is scarce. We report results from a longitudinal study that investigated a life coaching intervention to support students. The objective of the intervention was to harness students' agency proactively by equipping them with skills to improve their academic and non-academic lives. Data were gathered through one-on-one semi-structured interviews with ten students who had participated in the intervention. We used Archer's social realist concepts of structure and agency as our theoretical framework. The results indicate that the life coaching intervention enabled students to mediate academic and non-academic constraints. Concerning academic constraints, it helped students manage the transition from high school, including adjusting to a new workload, time management, learning to collaborate with their peers, and dealing with experiences of failure. Concerning non-academic constraints, the life coaching intervention helped students clarify their goals, increase their self-awareness, cope with negative emotions, and boosted their self-confidence and resilience. (As Provided).
Anmerkungen	University of Pretoria. Lynwood Avenue, Hatfield, Pretoria, 0002, Republic of South Africa. Tel: +27-12-420-4940; Fax: +27-12-420-4921; Web site: https://upjournals.up.ac.za/index.php/jsaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01