The article introduces the At-Promise College Student Major and Career Self-Efficacy Ecology Model, highlighting how coordinated academic, social, and career experiences across multiple contexts can enhance students’ major and career self-efficacy. It shows that students who experience career support that is developmental, coordinated, tailored, and affirming are more likely to be confident in their career pathways – with implications for their motivation, persistence, and success.
Archives: Articles/Briefs
Promoting college students’ major and career self-efficacy through validating support.
Developing major and career self-efficacy among at-promise students: The role of a comprehensive college transition Program.
The tensions of teaching low-income students to perform professionalism.
Balancing time in college: Examining time-use and academic outcomes of students in a comprehensive college transition program.
Program staff as facilitators of academic self–efficacy, academic behavioral change, and achievement among low–income, first–generation, and minoritized students.
The possibilities and precautions of using the designation “at-promise” in higher education research.
Proactive advising practice guide: How advisors can support at-promise student success with proactive advising strategies.
This guide provides academic advisors with an evidence-based proactive advising model informed by a major study of at-promise college students’ success. Proactive advising can be an instrumental tool educators can leverage to better support the major and career development of today’s college students and ensure needs are met, goals are identified, and students are connected to necessary resources to achieve success early on.
Expanding student success: An experimental evaluation of a comprehensive college transition program.
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Examining the relationship between psychosocial and academic outcomes in higher education: A descriptive analyses.
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