The present research study investigates a sample (n = 38) of emerging adults who participated in a postsecondary academic support program in a mid-sized, elite, private university during the 2006-2007 academic year. The students attended Time Management Consulting (TMC), which intends to help students manage their academic demands and reach their academic potential. As a skills-based intervention, TMC utilizes a metacognitive approach and focuses on executive skills sets. The study considers the characteristics of this particular sample and how they interact with the support program. The research documents both the general and conditional responses of the sample. In general, students report positive responses to TMC across a variety of domains, including program satisfaction, emotional, general and specific self-worth, social, and educational. Some types of students show more vulnerability in that they need and engage in TMC in larger proportions, specifically, students in transition, students with engineering and dual majors, and students with disabilities. Analyses reveal that some types of students have differential, or conditional, responses to TMC. Females and students with disabilities make more positive gains in socioemotional domains. Students with concomitant psychological difficulties report a lack of positive responses, implicating the need for different types of support. At the program level, TMC appears to influence a multitude of positive responses, likely stemming from the skills focus, consultant-consultee relationship, and time spent in the program. Students report a lack of progress in basic academic skills like reading, note-taking, and study strategies. The discussion speaks to theory-building of risk and resilience in emerging adulthood, applications from theory to practice, and recommendations at the program and university levels to better support students similar to the current sample.Against this backdrop, Tufts University, the setting for the current study, is not unique in its efforts to welcome student diversity ... Specifically, Tufts recently offered alternative admissions essays to identify future leaders who possess differentanbsp;...
|Title||:||Emerging Adults in a Postsecondary Academic Support Program: Charting Student Engagement with and Responses to Time Management Consulting|
|Publisher||:||ProQuest - 2008|