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:
“If you would be a favourite of your king, address yourself to his weaknesses. An application to his reason will seldom prove very successful.”
—Philip Dormer Stanhope, 4th Earl Chesterfield (1694–1773)
“There are very few things impossible in themselves; and we do not want means to conquer difficulties so much as application and resolution in the use of means.”
—François, Duc De La Rochefoucauld (1613–1680)
“The academic expectations for a child just beginning school are minimal. You want your child to come to preschool feeling happy, reasonably secure, and eager to explore and learn.”
—Bettye M. Caldwell (20th century)
“Parents can fail to cheer your successes as wildly as you expected, pointing out that you are sharing your Nobel Prize with a couple of other people, or that your Oscar was for supporting actress, not really for a starring role. More subtly, they can cheer your successes too wildly, forcing you into the awkward realization that your achievement of merely graduating or getting the promotion did not warrant the fireworks and brass band.”
—Frank Pittman (20th century)