Karl N. Kelley

Idealism, Relativism, and the Ethic of Caring

Abstract In this study, we investigated Gilligans (1982) theory of moral thought. Two hundred sixteen American college students (73% women and 20.5% black) completed two questionnaires designed to measure individual differences in personal moral philosophies. Analyses indicated that individuals who endorsed an ethic of caring also tended to have higher scores on the idealism scale of the Ethics Position Questionnaire, r = .53. Caring was also slightly correlated with the rejection of moral relativism, r = - .13. Individuals who espoused highly idealistic but nonrelativistic personal moral philosophies most strongly endorsed an ethic of caring. Sex differences among these students were conspicuously absent.

Causes, Reactions, and Consequences of Academic Probation: A Theoretical Model.

This paper presents a three-stage model of academic probation that addresses cognitive, affective (emotional), behavioral, and environmental factors. The first stage examines the precursors to probation—factors that inhibit student performance. The second stage focuses on student reactions to being placed on probation. The various strategies students use to cope with probation are then used to predict the third stage or long-term consequences of probation. The key assumption behind this model is that student causal ascriptions for probation are an important predictor of future performance and self-concept. Intervention strategies are proposed that focus on attributional retraining in addition to traditional programs. Finally, it is hoped that this model will promote heuristic research concerning at-risk students as well as those on academic probation.

Factors Students Use When Evaluating Advisors

The current research examined student perceptions of advisors in an effort to more fully understand the dimensions that students use when evaluating advisors. Factor analysis of a 63-item structured questionnaire from a sample of 224 traditional-age college students revealed four primary factors and three secondary factors. The primary factors consisted of Socio-emotional Orientation, Meeting Dynamics, Knowledge, and global Problem dimensions. A secondary factor analysis of the Socio-emotional factor yielded three subfactors: Academic Caring, Personal Caring, and Good Person. Advisors and students who are aware of this structure can discuss these dimensions and emphasize behaviors that are closely related to advising performance. Finally, the authors suggest that this schematic structure be taken into account when developing advising assessment instruments.

Using the Myers-Briggs Type Indicator.

The Leadership Practices Inventory ® (LPI) is a 360-degree leadership assessment tool designed to help individuals measure their leadership competencies, while guiding them through the process of applying The Five Practices of Exemplary Leadership model to real-life organizational challenges. After completing the LPI assessment, participants receive a Feedback Report that focuses on behaviors related to The Five Practices and compares their view of themselves to that of raters (observers) who have been given the opportunity to evaluate and comment on their observable behaviors.