endnotes

Chapter 1

¹See, for example, Betsy O. Barefoot, Carrie L. Warnock, Michael P. Dickinson, Sharon E. Richardson, and Melissa R. Roberts, eds., Exploring the Evidence: Reporting Outcomes of First-Year Seminars: The First-Year Experience, vol. 2, Monograph Series, no. 25 (1998), http://eric.ed.gov/?id=ED433742.

²https://www.census.gov/hhes/socdemo/education/data/census/half-century/graphs.html.

³http://www.census.gov/hhes/socdemo/education/data/cps/2013/tables.html.

⁴https://trends.collegeboard.org/education-pays.

⁵http://cew.georgetown.edu/recovery2020.

⁶Edward M. Glaser, An Experiment in the Development of Critical Thinking (New York: Teachers College, Columbia University, 1941).

⁷http://www.heri.ucla.edu/briefs/TheAmericanFreshman2012-Brief.pdf.

⁸For more on positive psychology, see C. R. Snyder and Shane J. Lopez, eds., Oxford Handbook of Positive Psychology, 2nd ed. (New York: Oxford University Press, 2009); C. R. Snyder, Shane J. Lopez, and Jennifer Teramoto Pedrotti, Positive Psychology: The Scientific and Practical Explorations of Human Strengths, 2nd ed. (Thousand Oaks, CA: Sage, 2011).

⁹For more on resilience, see Jacqueline Aundree Baxter, “Who Am I and What Keeps Me Going? Profiling the Distance Learning Student in Higher Education,” International Review of Research in Open and Distance Learning 13, no. 4 (2012): 107–29, http://www.irrodl.org/index.php/irrodl/article/view/1283; Robert Holloway, “From School to University: A Senior College Model,” Independence 39, no. 1 (2014): 10–12; Steven M. Southwick and Dennis S. Charney, Resilience: The Science of Mastering Life’s Greatest Challenges (Cambridge: Cambridge University Press, 2012); John W. Reich, Alex Zautra, and John Stuart Hall, eds., Handbook of Adult Resilience (New York: Guilford Press, 2010).

¹⁰C. R. Snyder, K. L. Rand, and D. R. Sigmon, “Hope Theory: A Member of the Positive Psychology Family,” in Handbook of Positive Psychology, ed. C. R. Snyder and S. J. Lopez (New York: Oxford University Press, 2002), pp. 257–76.

¹¹A. M. Wood, P. A. Linley, J. Maltby, T. B. Kashdan, and R. Hurling, “Using Personal and Psychological Strengths Leads to Increases in Well-being over Time: A Longitudinal Study and the Development of the Strengths Use Questionnaire,” Personality and Individual Differences 50 (2011): 15–19; C. Proctor, J. Maltby, and P. A. Linley, “Strengths Use as a Predictor of Well-being and Health-Related Quality of Life,” Journal of Happiness Studies 12 (2011): 153–69.

¹²S. A. Karabenick and R. S. Newman, Help-Seeking in Academic Settings: Goals, Groups, and Contexts (Mahwah, NJ: Erlbaum, 2006).

¹³http://www.aacu.org/leap/students/employerstopten.cfm; http://www.youtube.com/watch?v=ItL01G3Kovs.

¹⁴For example: Job Outlook 2015, National Association of Colleges and Employers. See more at https://www.naceweb.org/about-us/press/class-2015-skills-qualities-employers-want.aspx.

Chapter 2

¹http://www.bls.gov/ooh/life-physical-and-social-science/forensic-science-technicians.htm#tab-6.

²Edward M. Glaser, An Experiment in the Development of Critical Thinking (New York: Teachers College, Columbia University, 1941).

³http://www.cdc.gov/flu/protect/keyfacts.htm. See the Vaccine Benefits section: “Flu vaccination can reduce the risk of more serious flu outcomes, like hospitalizations and deaths.”

⁴For more on cognitive development in an educational setting, see Julie Dockrell, Leslie Smith, and Peter Tomlinson, eds., Piaget, Vygotsky, and Beyond: Central Issues in Developmental Psychology and Education (London: Taylor & Francis, 1997).

⁵For example:

B. S. Bloom, M. D. Engelhart, E. J. Furst, W. H. Hill, D. R. Krathwohl (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.

Bloom, B. S. (1994). “Reflections on the development and use of the taxonomy.” In Rehage, Kenneth J.; Anderson, Lorin W.; Sosniak, Lauren A. “Bloom’s taxonomy: A forty-year retrospective.” Yearbook of the National Society for the Study of Education (Chicago: National Society for the Study of Education) 93 (2).

⁶http://www.dominican.edu/dominicannews/study-highlights-strategies-for-achieving-goals.

Chapter 3

¹See Albert Bandura, Self-Efficacy: The Exercise of Control (New York: W. H. Freeman, 1997), p. 382.

²S. G. Rogelberg et al., “The Executive Mind: Leader Self-Talk, Effectiveness, and Strain,” Journal of Managerial Psychology 28 (2013): 183–201; Christopher A. Wolters, “Self-Regulated Learning and College Students’ Regulation of Motivation,” Journal of Educational Psychology 90, no. 2 (1998): 224–35.

³N. A. Vasquez and R. Buehler, “Seeing Future Success: Does Imagery Perspective Influence Achievement Motivation?,” Personality and Social Psychology Bulletin 33, no. 10 (2007): 1392–1405.

⁴C. S. Dweck, Mindset: The New Psychology of Success (New York: Random House, 2006).

⁵H. S. Waters and W. Schneider, Metacognition, Strategy Use, and Instruction (New York: Guilford Press, 2010).

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⁶For example, see Marylène Gagné, ed., The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory (Oxford: Oxford University Press, 2014).

⁷Douglas J. Swanson, Ed.D., “Narratives of Job Satisfaction Offered by the ‘100 Best Companies to Work for in America,’” Annual Meeting of the Western Social Science Association, Denver, CO, April 2013, http://works.bepress.com/dswanson/69.

⁸http://www.linkedin.com/today/post/article/20130315141647-128811924-harnessing-career-power-the-beauty-of-personal-responsibility.

Chapter 4

¹For more about the dimensions identified in the MBTI, see Isabel Briggs Myers and Peter B. Myers, Gifts Differing: Understanding Personality Type (Mountain View: CPP, 1995).

²N. D. Fleming and C. Mills, “Not Another Inventory, Rather a Catalyst for Reflection,” To Improve the Academy 11 (1992): 137–55.

³National Survey of Student Engagement Report, Engaged Learning: Fostering Success for All Students, Annual Report (Bloomington: Center for Postsecondary Research, School of Education, Indiana University Bloomington, 2006).

⁴Job Outlook 2015, National Association of Colleges and Employers, https://www.naceweb.org/about-us/press/class-2015-skills-qualities-employers-want.aspx.

Chapter 5

¹T. Yu, “E-portfolio: A Valuable Job Search Tool for College Students,” Campus-wide Information Systems 29 (2012): 70–76.

²A. C. McCormick, “It’s about Time: What to Make of Reported Declines in How Much College Students Study,” Liberal Education 97 (2011): 30–39.

³N. J. Cepeda, N. Coburn, D. Rohrer, J. T. Wixted, M. C. Mozer, and H. Pashler, “Optimizing Distributed Practice: Theoretical Analysis and Practical Implications,” Experimental Psychology 56 (2009): 236–46.

⁴Tony Schwartz, The Way We’re Working Isn’t Working (New York: Free Press, 2010).

Chapter 6

¹R. Emanuel et al., “How College Students Spend Their Time Communicating,” International Journal of Listening 22 (2008): 13–28.

²N. K. Duke and P. D. Pearson, “Effective Practices for Developing Reading Comprehension,” What Research Has to Say about Reading Instruction, ed. A. E. Farstrup and S. J. Samuels (Newark, DE: International Reading Association, 2002).

³V. S. Gier, D. Herring, J. Hudnell, J. Montoya, and D. S. Kreiner, “Active Reading Procedures for Moderating the Effects of Poor Highlighting,” Reading Psychology 31 (2010): 69–81.

⁴Act, Inc., Workplace Essential Skills: Resources Related to the SCANS Competencies and Foundational Skills (Iowa City, IA: Act, 2000).

Chapter 7

¹N. D. Rahim and H. Meon, “Relationship between Study Skills and Academic Performance,” AIP Conference Proceedings 1522 (2013): 1176–78.

²V. Slotte and K. Lonka, “Review and Process Effects of Spontaneous Note-Taking on Text Comprehension,” Contemporary Educational Psychology 24 (1999): 1–20.

³D. Cohen, E. Kim, J. Tan, and M. Winkelmes, “A Note Re-structuring Intervention Increases Students’ Exam Scores,” College Teaching 61 (2013): 95–99.

⁴B. Christe, “The Importance of Faculty-Student Connections in STEM Disciplines: A Literature Review,” Journal of STEM Education: Innovations and Research 14 (2013): 22–26.

Chapter 8

¹R. C. Atkinson and R. M. Shiffrin, “Human Memory: A Proposed System and Its Control Processes,” in The Psychology of Learning and Motivation: Advances in Research and Theory, vol. 2, ed. K. W. Spence and J. T. Spence (Waltham, MA: Academic Press, 1968).

²I. Winkler and N. Cowan, “From Sensory to Long-Term Memory: Evidence from Auditory Memory Reactivation Studies,” Experimental Psychology 52 (2005): 3–20.

³N. Cowan, “The Magical Number 4 in Short-Term Memory: A Reconsideration of Mental Storage Capacity,” Behavioral and Brain Sciences 24 (2000): 87–105; Y. Kareev, “Seven (Indeed, Plus or Minus Two) and the Detection of Correlations,” Psychological Review 107 (2000): 397–402.

⁴Y. Hu, K. A. Ericsson, D. Yang, and C. Lu, “Superior Self-Paced Memorization of Digits in Spite of a Normal Digit Span: The Structure of a Memorist’s Skill,” Journal of Experimental Psychology 35 (2009): 1426–42.

⁵W. Klimesch, The Structure of Long-Term Memory: A Connectivity Model of Semantic Processing (Hoboken: Taylor and Francis, 2013).

⁶S. D. Gronlund and D. R. Kimball, “Remembering and Forgetting: From the Laboratory Looking Out,” in Individual and Team Skill Decay: The Science and Implications for Practice, ed. W. Arthur Jr., E. Day, W. Bennett Jr., and A. M. Portrey (New York: Routledge/Taylor and Francis, 2013), pp. 14–52.

⁷N. J. Cepeda, N. Coburn, D. Rohrer, J. T. Wixted, M. C. Mozer, and H. Pashler, “Optimizing Distributed Practice: Theoretical Analysis and Practical Implications,” Experimental Psychology 56 (2009): 236–46.

⁸C. Gillen-O’Neel, V. W. Huynh, and A. J. Fuligni, “To Study or to Sleep? The Academic Costs of Extra Studying at the Expense of Sleep,” Child Development 84 (2013): 133–42.

⁹L. E. Levine, B. M. Waite, and L. L. Bowman, “Electronic Media Use, Reading, and Academic Distractibility in College Youth,” CyberPsychology and Behavior 10 (2007): 560–66.

¹⁰G. D. Hendry, S. J. Hyde, and P. Davy, “Independent Student Study Groups,” Medical Education 39 (2005): 672–79; D. S. Shaw, “Promoting Professional Student Learning through Study Groups: A Case Study,” College Teaching 59(2), 85–92.

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Chapter 9

¹K. A. Rawson, J. Dunlosky, and S. M. Sciartelli, “The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention,” 2013 Educational Psychology Review 25, 523–548.

²P. Baghaei and J. Cassady, “Validation of the Persian Translation of the Cognitive Test Anxiety Scale,” Sage Open 4 (2014): 1–11.

³M. Mavilidi, V. Hoogerheide, and F. Paas, “A Quick and Easy Strategy to Reduce Test Anxiety and Enhance Test Performance.” 2014 Applied Cognitive Psychology 28, 5, 720–726.

⁴J. C. Cassady, “The Influence of Cognitive Test Anxiety across the Learning-Testing Cycle,” Learning and Instruction 14 (2004): 569–92.

Chapter 10

¹“Michael Gorman vs. Web 2.0,” Chronicle of Higher Education 53 (2007): B4.

²D. L. McCabe, L. K. Trevino, and K. D. Butterfield, “Cheating in Academic Institutions: A Decade of Research,” Ethics and Behavior 11 (2001): 219–32.

³Hart Research Associates, “It Takes More Than a Major: Employer Priorities for College Learning and Student Success,” Liberal Education 99, 22–29 (2013).

⁴C. B. Pull, “Current Status of Knowledge on Public-Speaking Anxiety,” Current Opinion in Psychiatry 25 (2012): 32–38.

⁵Hart Research Associates, “It Takes More Than a Major.”

Chapter 11

¹National Education Association, “Build Better Listening Skills,” last modified 2015, http://www.nea.org/tools/build-better-listening-skills.html.

²Emotional intelligence has been defined in various ways by different people. Our definition and model of emotional intelligence is a synthesis of the following works by Mayer and Salovey: J. D. Mayer and P. Salovey, “Emotional Intelligence: New Ability or Eclectic Traits?,” American Psychologist 63, no. 6 (2008): 503–17; and J. D. Mayer and P. Salovey, “What Is Emotional Intelligence?,” in Emotional Development and Emotional Intelligence: Educational Implications, ed. P. Salovey and D. Sluyter (New York: Basic Books, 1997), pp. 3–31.

³Mayer and Salovey, “Emotional Intelligence,” pp. 503–17.

⁴M. Bayrami, “Effect of Assertiveness Training on General Health in the First Year of Students of Tabriz University,” Psychological Research 14, no. 1 (2011): 47–64.

⁵J. Darrington and N. Brower, “Effective Communication Skills: ‘I’ Messages and Beyond,” Families and Communities, April 2012, Utah State University Cooperative Extension.

⁶S. Miller and P. A. Miller, Core Communication: Skills and Processes (Evergreen, CO: Interpersonal Communication Programs, 1997).

⁷A. W. Astin, Achieving Educational Excellence: A Critical Assessment of Priorities and Practices in Higher Education (San Francisco: Jossey-Bass, 1985).

⁸Ibid.

⁹S. Uusiautti and K. Maatta, “I Am No Longer Alone — How Do University Students Perceive the Possibilities of Social Media?,” International Journal of Adolescence and Youth 19, no. 3 (2014): 293–305.

¹⁰S. R. Ennis, M. Rios-Vargas, N. G. Albert, “The Hispanic Population: 2010,” 2010 Census Briefs, U.S. Census Bureau (May 2011). http://www.census.gov/prod/cen2010/briefs/c2010br-04.pdf.

¹¹World Health Organization, “What Do We Mean by ‘Sex’ and ‘Gender’?” (2015). http://www.who.int/gender/whatisgender/en/.

¹²American Psychologist, “Guidelines for Psychological Practice with Lesbian, Gay, and Bisexual Clients,” 67 (January 2012), 10–42.

¹³Ibid.

¹⁴American Psychological Association, Task Force on Socioeconomic Status, Report of the APA Task Force on Socioeconomic Status (Washington, DC: American Psychological Association, 2007).

Chapter 12

¹Mayo Clinic Staff, “Chronic Stress Puts Your Health at Risk,” accessed February 11, 2015, http://www.mayoclinic.org/healthy-living/stress-management/in-depth/stress/art-20046037.

²Ibid.

³F. J. He, C. A. Nowson, M. Lucas, and G. A. MacGregor, “Increased Consumption of Fruit and Vegetables Is Related to a Reduced Risk of Coronary Heart Disease: Meta-analysis of Cohort Studies,” Journal of Human Hypertension 21 (2007): 717–28.

⁴http://www.choosemyplate.gov/healthy-eating-tips/ten-tips.html.

⁵http://www.anad.org/get-information/about-eating-disorders/eating-disorders-statistics/.

⁶H. W. Bland, B. F. Melton, L. E. Bigham, and P. D. Welle, “Quantifying the Impact of Physical Activity on Stress Tolerance in College Students,” College Student Journal 48 (2014): 559–568.

⁷World Health Organization, Global Recommendations on Physical Activity for Health (Geneva: WHO Press, 2010).

⁸D. C. Lee, R. R. Pate, C. J. Lavie, X. Sui, T. S. Church, and S. N. Blair, “Leisure-Time Running Reduces All-Cause and Cardiovascular Mortality Risk,” Journal of the American College of Cardiology 64 (2014): 472–81.

⁹O. Pikovsky, M. Oron, A. Shiyovich, Z. Perry, and L. Nesher, “The Impact of Sleep Deprivation on Sleepiness, Risk Factors, and Professional Performance in Medical Residents,” Israel Medical Association Journal 15 (2013): 739–44.

¹⁰National Alliance on Mental Illness, College Students Speak: A Survey Report on Mental Health (Arlington, VA: National Alliance on Mental Illness, 2012).

¹¹http://core.siu.edu/results.

¹²http://www.cdc.gov/reproductivehealth/unintendedpregnancy/contraception.htm.

372

¹³American Psychological Association, Stress in America: Paying with Our Health (Washington, DC: American Psychological Association, 2014).

¹⁴http://nces.ed.gov/programs/coe/indicator_csb.asp.

¹⁵National Center for Education Statistics, Undergraduates Who Work While Enrolled in Postsecondary Education, 1989–1990 (Washington, DC: National Center for Education Statistics, 1994).

¹⁶http://nces.ed.gov/fastfacts/display.asp?id=31.

¹⁷R. Crawford, “Financial Stress Impacts Work Productivity,” Employee Benefits (2014): 3, http://www.employeebenefits.co.uk/.

Chapter 13

¹J. L. Holland, Making Vocational Choices: A Theory of Vocational Personalities and Work, 3rd ed. (Odessa, FL: Psychological Assessment Resources, 1997).

²Based on O*NET Work Values, last modified 2014, http://www.onetonline.org/find/descriptor/browse/Work_Values/.

³http://completecollege.org/the-game-changers/#clickBoxGreen.

⁴J. Gault, E. Leach, and M. Dewey, “Effects of Business Internships on Job Marketability: An Employer’s Perspective,” Education + Training 52, no. 1 (2010): 76–88.

⁵Alan M. Saks, “Multiple Predictors and Criteria of Job Search Success,” Journal of Vocational Behavior, 68 (2005), 400–12.

⁶http://www.bls.gov/nls/nlsfaqs.htm#anch41.

Chapter 14

¹M. Shircore, K. Galloway, N. Corbett-Jarvis, and R. Daniel, “From the First Year to the Final Year Experience: Embedding Reflection for Work Integrated Learning in a Holistic Curriculum Framework — A Practice Report,” International Journal of the First Year in Higher Education 4, no. 1 (2013): 125–33; S. Qinton and T. Smallbone, “Feeding Forward: Using Feedback to Promote Reflection and Learning — A Teaching Model,” Innovations in Education and Teaching International 47, no. 1 (2010): 125–35.

²For more information on the importance of networking and how to do it effectively, see Ivan Misner and Michelle R. Donovan, The 29% Solution: 52 Weekly Networking Success Strategies (Austin, TX: Greenleaf Book Group Press, 2008).

Appendix

¹For more information on the STAR approach to behavioral interviewing, go to http://www.igrad.com/articles/behavioral-interviewing-and-the-star-approach.