Creating College Advising Connections: Comparing Motivational Beliefs of Early College High School Students to Traditional First-Year University Students
Early college high schools (ECHSs) are partnerships between high schools and colleges or universities designed to enhance college readiness and completion, particularly among students traditionally underrepresented in higher education. We compared the self-reported motivational profiles of ECHS students to traditional first-year university students to explore the different college advising and support services each group may require. We found differences between the two groups in academic motivation, coping skills, and receptivity to support services. ECHS students also reported significantly higher levels of educational stress. Findings are of particular importance to advisors and support personnel who plan and program appropriate support services for incoming students. Implications of these findings are discussed.
Contributor Notes
Dr. Marvarene Oliver is assistant professor in the College of Education, Department of Counseling and Educational Psychology. Her research interests include supervision, ethics, counseling pedagogy, and transforming theory to practice. As Coordinator of Practicum and Internship, she has worked closely with master's and doctoral students who provided services at an ECHS.
Dr. Richard Ricard is professor in the College of Education, Department of Counseling and Educational Psychology. His research interests lie primarily in the application of psychology to educational settings and program evaluation. He is particularly interested in the evaluation of programming efforts that address the needs of students (in particular, adolescents) considered at risk for academic failure.
Mr. Karl Witt, a doctoral student in counselor education, works as a high school counselor affiliated with an ECHS. His research interests include aspects of human growth and development, especially pertaining to communication, career choice, and coping strategies. He is currently exploring the use of on-line counseling.
Dr. Melissa Alvarado is assistant professor in the Department of Educational Psychology and Leadership Studies at The University of Texas at Brownsville. Her research interests lie primarily in positive youth development and clinical practices in working with at-risk populations.
Dr. Patricia Hill serves as Director of the Academic Advising Transition Center at Texas A&M University-Corpus Christi. With over 20years experience in the educational field, assisting undergraduate students to pursue and achieve their dreams is her passion. Dr. Hill's dissertation, “First-Year Students' Adjustment to a University. The Role of E-Mentoring” won a 2007 NACADA Student Research Award. Dr. Hill currently serves on the NACADA Research Committee.
