Michael A. Jenkins-Guarnieri

Career Development among First-Year College Students: College Self-Efficacy, Student Persistence, and Academic Success.

The present study investigates the career development of college student persistence decisions through the theoretical lens of social cognitive career theory (SCCT). Specifically, the authors sought to understand the potential role of college self-efficacy in first-year student persistence and academic success at a medium size university. Using a final sample of 401 undergraduates, regression analyses suggested that increased levels of college self-efficacy at the first semester’s end were associated with greater odds of persisting into the Spring semester and of being academically successful, after controlling for gender, ethnicity, first-generation status, high school grade point average (GPA), and initial level of college self-efficacy. Results suggest that college self-efficacy may be an important cognitive variable in college students’ persistence decisions and their academic success, which offers additional information about their early career development and is valuable for career counselors to consider. Implications for theory, research, and practice are discussed.

Student evaluations of teaching: combining the meta-analyses and demonstrating further evidence for effective use

There is a plethora of research on student evaluations of teaching (SETs) regarding their validity, susceptibility to bias, practical use and effective implementation. Given that there is not one study summarising all these domains of research, a comprehensive overview of SETs was conducted by combining all prior meta-analyses related to SETs. Eleven meta-analyses were identified, and nine meta-analyses covering 193 studies were included in the analysis, which yielded a small-to-medium overall weighted mean effect size (r = .26) between SETs and the variables studied. Findings suggest that SETs appear to be valid, have practical use that is largely free from gender bias and are most effective when implemented with consultation strategies. Research, teaching and policy implications are discussed.

Collegiate Athletes and Career Identity.

Given the unique experiences of collegiate athletes and the need to facilitate their transition as they complete postsecondary education and join the workforce, the present study sought to evaluate a group-administered career development program at a US university focused on preparing students for the transition into professional life upon graduation. Utilizing the quantitative portion of the Life After Sport Scale, we surveyed National Collegiate Athletic Association Division I student athletes to examine the relationship between attending the career intervention sessions and career-athlete identity. Results suggested that attending one or more program session workshops was not significantly related to career-athlete identity, while student gender had the strongest association with this potentially important construct in student athlete career development. Research and practice implications of these findings are discussed.

Development of a Self-Determination Measure for College Students Validity Evidence for the Basic Needs Satisfaction at College Scale

We adapted a work self-determination measure to create the Basic Needs Satisfaction at College Scale. Confirmatory factor analysis and item response theory analyses with data from 525 adults supported a 3-factor model with 13 items most sensitive for lower to middle range levels of the autonomy, competence, and relatedness constructs.

Development of the Social Efficacy and Social Outcome Expectations Scale.

The current study developed an 18-item scale measuring individuals’ social expectations in relationships related to their efficacy expectations (Subscale 1) and outcome expectations (Subscale 2) based on Bandura’s self-efficacy theory. Results from exploratory and confirmatory factor analyses, using an undergraduate sample (N = 486), revealed strong psychometric evidence for this scale.