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:
“Preaching is the expression of the moral sentiment in application to the duties of life.”
—Ralph Waldo Emerson (1803–1882)
“My business is stanching blood and feeding fainting men; my post the open field between the bullet and the hospital. I sometimes discuss the application of a compress or a wisp of hay under a broken limb, but not the bearing and merits of a political movement. I make gruel—not speeches; I write letters home for wounded soldiers, not political addresses.”
—Clara Barton (1821–1912)
“An academic dialect is perfected when its terms are hard to understand and refer only to one another.”
—Mason Cooley (b. 1927)
“A two-year-old can be taught to curb his aggressions completely if the parents employ strong enough methods, but the achievement of such control at an early age may be bought at a price which few parents today would be willing to pay. The slow education for control demands much more parental time and patience at the beginning, but the child who learns control in this way will be the child who acquires healthy self-discipline later.”
—Selma H. Fraiberg (20th century)