Catálogo de publicaciones - libros

Early career faculty, defined as those within the first seven years of appointment to a faculty position or those who have not yet received tenure, contribute to the present and create the future of universities and colleges. This chapter contributes to deeper understanding of new faculty by addressing these issues: 1) the demographics of early career faculty; 2) the preparation they receive and the gaps in their graduate and post-doctoral backgrounds; 3) the abilities and skills early career faculty need to succeed in higher education; 4) the expectations early career faculty have for their careers and the challenges they experience in their new roles; 5) the strategies individual early career faculty and institutions can employ to enhance their professional growth; and 6) directions for future research

This Introduction provides an overview of the book in terms of an historical framework underpinning the content of the book, the relevance of the content to stakeholders, and the structure of the chapters

Emotions are of critical importance for college students’ academic performance, personality development, and health. With few exceptions such as research on test anxiety, however, students’ emotions have been neglected by higher education research. In this chapter, the available evidence is reviewed, and theoretical considerations on the relevance of emotions for students’ scholastic development are presented. The chapter features occurrence and base rates of student emotions in academic settings; the development of instruments assessing these emotions; their impact on academic learning and performance; their individual and social antecedents; as well as implications for emotion regulation, therapy, and educational classroom practices at college and university. In closing, directions for future research are outlined

This chapter reviews the extant literature on college students’ help seeking and motivation to learn. Specific attention is paid to how classroom contextual factors (e.g., instructional climate, teacher support and caring) are believed to influence college students’ patterns of motivation and willingness to seek help. In terms of help seeking, a distinction is made between proactive (e.g., instrumental) and generally maladaptive forms of help seeking (e.g., executive). Emphasis is placed on the importance of developing learners who learn to seek help when needed. Motivation in this chapter is defined primarily in terms of achievement goal theory. To this end, discussions focus on college students’ endorsement of multiple achievement goals and which goals (i.e., mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) have been found to be related to course achievement. The chapter concludes with implications for practice and a discussion of future research in the areas of motivation and self-regulated learning

This Introduction provides an overview of the book in terms of an historical framework underpinning the content of the book, the relevance of the content to stakeholders, and the structure of the chapters

This Introduction provides an overview of the book in terms of an historical framework underpinning the content of the book, the relevance of the content to stakeholders, and the structure of the chapters