Students' experiences of academic coaching in Norway: a pilot study

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mentoring and Coaching in Education Pub Date : 2022-06-24 DOI:10.1108/ijmce-07-2021-0077

Beate Brevik Saethern, Anne Margrethe Glømmen, Ricardo Lugo, P. Ellingsen

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引用次数: 1

Abstract

PurposeThe purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway.Design/methodology/approachThe study employed a descriptive and exploratory qualitative design where semi-structured interviews formed the basis for data collection. Thematic analysis was used as an analytic strategy to identify, organise and find patterns or themes that emerged from the data.FindingsThe findings showed that academic coaching positively influenced the respondents' ability to identify the necessary and efficient cognitive processes and metacognitive skills needed to cope with everyday scholastic challenges. Academic coaching affected the respondents' metacognitive skills and cognitive processes in terms of evolving their self-efficacy, self-awareness, self-regulation, motivation, stress identification, goal identification, goal setting and development of new strategies.Research limitations/implicationsThe findings in this study reflect the respondents' subjective opinions and further research is needed to validate these findings.Originality/valueThis article addresses a gap in the field of research by offering a descriptive pilot study and thematic analysis of students' experiences with academic coaching in Norway.

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挪威学生的学术辅导经历：一项试点研究

目的本研究的目的是确定和描述挪威学生在高等教育中如何经历学术指导。设计/方法/方法本研究采用描述性和探索性定性设计，其中半结构化访谈构成了数据收集的基础。主题分析是一种分析策略，用于识别、组织和发现从数据中出现的模式或主题。研究结果表明，学术辅导对受访者识别应对日常学术挑战所需的必要和有效的认知过程和元认知技能的能力产生了积极的影响。学业辅导在自我效能感、自我意识、自我调节、动机、压力识别、目标识别、目标设定和新策略发展等方面影响了被调查者的元认知技能和认知过程。研究的局限性/启示本研究的发现反映了受访者的主观意见，需要进一步的研究来验证这些发现。原创性/价值本文通过对挪威学生在学术指导方面的经历进行描述性试点研究和专题分析，解决了研究领域的空白。

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来源期刊

International Journal of Mentoring and Coaching in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

33.30%

发文量

期刊介绍： The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.