Date of Conferral

2020

Degree

Ph.D.

School

Education

Advisor

Cheryl Keen

Abstract

Honors college students experience stress and anxiety, which has the potential to affect their psychological well-being. The advice of honors academic advisors may influence the psychological well-being of honors students through recommendations of college engagement that can assist in the development of autonomy and self-authorship. Baxter Magolda’s concepts of autonomy and self-authorship and Ryff’s scales of psychological well-being were the conceptual framework used to examine the perceptions of honors college advisors regarding how cocurricular opportunities influence the reduction of student stress and anxiety and the increase of student autonomy and self-authorship. Using a basic qualitative approach, interviews were conducted with 9 honors college advisors from 8 different institutions in the United States. Transcripts were analyzed using open coding to determine emerging themes. Participants perceived cocurricular opportunities had a positive effect on students’ psychological well-being and helped students to develop autonomy and self-authorship. Advisors also reported that reflective practices assist in the development of autonomy and self-authorship of honors college students and positively impact students’ psychological well-being. Positive social change may result by further defining the role honors college advisors play, including helping students make choices that can reduce stress and anxiety. Higher education leaders may also gain guidance in adding value to higher education by giving honors college students more access to experiential and cocurricular learning opportunities to reduce stress and anxiety. Lastly, the findings have the potential to help bring awareness to and reduce the stigma surrounding student mental health concerns.

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