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Direct linkRobinson, Kristy A.; Perez, Tony; Nuttall, Amy K.; Roseth, Cary J.; Linnenbrink-Garcia, Lisa – Developmental Psychology, 2018
This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science…
Descriptors: Undergraduate Students, Student Development, Professional Identity, Science Careers
Download full textGhorbani, Somayyeh; Jafari, Seyed Ebrahim Mirshah; Sharifian, Fereydoon – Journal of Teacher Education for Sustainability, 2018
The purpose of the present study is to determine teachers' professional competences in "learning to be" and provide practical solutions for its realization. The research employed a mixed-methods sequential explanatory design and was conducted through two qualitative and quantitative methods. The population of the qualitative research…
Descriptors: Teacher Competencies, Sustainable Development, High School Teachers, Foreign Countries
Houman, Katie M.; Stapley, Janice C. – NACADA Journal, 2013
A purposive sample (2 males, 3 females) of students (aged 18-29 years) with chronic illness completed standardized measures and a semi-structured interview. Content analysis of the interview data revealed two themes: stress exacerbating symptoms of illness and a desire for a support group on campus. Viewed through the theory of emerging adulthood,…
Descriptors: Chronic Illness, Educational Experience, Student Experience, College Students
