Application To Academic Achievement
Cassandra B. Whyte researched the impact of modes of counseling and educational programming on the achievement of high-risk, intellectually able, low-achieving college students. Since academic achievers tend toward internal locus of control on a continuum, efforts to help students recognize their reference point, per Julian Rotter, coupled with counseling to think and behave in more positive ways, resulted in a much higher level of academic success. Whyte found that student assumption of greater individual responsibility, though obvious external control factors impact success, resulted in a higher level of student academic achievement. Encouraging students to proactively seek academic assistance, model success behaviors, think positively, and use pragmatic-entrepreneural problem solving to achieve academic goals proved effective in regard to improved academic performance. This focus upon positive thought processing, as espoused by Aaron Beck to replace dysfunctional thinking, and including other academic assistance has been applied successfully in colleges, high schools, and corrections facilities, indicating that intelligent individuals can be taught to be successful in academic settings.
Read more about this topic: Cognitive Therapy
Famous quotes containing the words application to, application, academic and/or achievement:
“It would be disingenuous, however, not to point out that some things are considered as morally certain, that is, as having sufficient certainty for application to ordinary life, even though they may be uncertain in relation to the absolute power of God.”
—René Descartes (1596–1650)
“We will not be imposed upon by this vast application of forces. We believe that most things will have to be accomplished still by the application called Industry. We are rather pleased, after all, to consider the small private, but both constant and accumulated, force which stands behind every spade in the field. This it is that makes the valleys shine, and the deserts really bloom.”
—Henry David Thoreau (1817–1862)
“If twins are believed to be less intelligent as a class than single-born children, it is not surprising that many times they are also seen as ripe for social and academic problems in school. No one knows the extent to which these kind of attitudes affect the behavior of multiples in school, and virtually nothing is known from a research point of view about social behavior of twins over the age of six or seven, because this hasn’t been studied either.”
—Pamela Patrick Novotny (20th century)
“The quality of the will to power is, precisely, growth. Achievement is its cancellation. To be, the will to power must increase with each fulfillment, making the fulfillment only a step to a further one. The vaster the power gained the vaster the appetite for more.”
—Ursula K. Le Guin (b. 1929)