Fostering Students' Autonomy within Higher Education: The Relational Roots of Student Adviser Supports
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| Title: | Fostering Students' Autonomy within Higher Education: The Relational Roots of Student Adviser Supports |
|---|---|
| Language: | English |
| Authors: | Maurice Kinsella, John Wyatt, Niamh Nestor, Jason Last, Sue Rackard |
| Source: | Irish Educational Studies. 2024 43(4):1189-1208. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Personal Autonomy, College Students, Academic Advising, Interpersonal Relationship, Student Empowerment, Student Needs, Educational Practices, Self Control, College Environment, Self Concept |
| DOI: | 10.1080/03323315.2023.2201229 |
| ISSN: | 0332-3315 1747-4965 |
| Abstract: | As 'self-law', autonomy contributes to people's psychological health and helps secure meaning in one's life. Within higher education, it enables students to navigate this environment and prepare for professional life, empowering them to take ownership of their learning and development goals. Autonomy is multidimensional, encompassing the local ability to regulate thoughts and behaviours, and the global ability to establish a sense of existential agency; therefore, it is vital to students' holistic progression and attainment. Within a relational context, interpersonal relationships influence people's ability to recognise and exercise their autonomous capacities across local and global contexts. Therefore, fostering students' autonomy is at the heart of support services within Higher Education Institutions. Student Advisers are well placed to undertake this mission, given the range of academic, administrative, and pastoral responsibilities their role entails. In this paper we provide a taxonomy of student autonomy, arguing it is 'becoming oneself amongst others'. Given autonomy's relational foundations, a healthy student-adviser connection can provide an environment for students to operate in a co-directive and self-determined manner. Drawing on University College Dublin's Student Advisory Services, we offer guidance to Student Advisers, proposing two autonomy enhancement strategies: fostering students' self-governance through facilitating intrapersonal ownership and fostering their self-direction by promoting interpersonal embeddedness. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447709 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGDACbfZT102o986uIBMGIIAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDGEW3hl_KSNKknTYVAIBEICBm7ZY-I1rEy6e21U2yTO4CxHd5IrQoxcMYowtygSKFY4pnrUDOTv36TdbK8ITBMeabzdFm4XWf5oPq6QcV6KpTY-wbmFKeo8Wj03cgvns00caCZQnz0_fS-N8UKJFj50lMNVO7LCDGUzX9s1cmLm5HrPQ8fx_uJcJO3fWL9JyABxIN7LNLq0drn-6lVaTJw0IMEqCLhfFlfscbwL- Text: Availability: 1 Value: <anid>AN0180733126;u1001dec.24;2024Nov11.04:24;v2.2.500</anid> <title id="AN0180733126-1">Fostering students' autonomy within higher education: the relational roots of student adviser supports </title> <p>As 'self-law', autonomy contributes to people's psychological health and helps secure meaning in one's life. Within higher education, it enables students to navigate this environment and prepare for professional life, empowering them to take ownership of their learning and development goals. Autonomy is multidimensional, encompassing the local ability to regulate thoughts and behaviours, and the global ability to establish a sense of existential agency; therefore, it is vital to students' holistic progression and attainment. Within a relational context, interpersonal relationships influence people's ability to recognise and exercise their autonomous capacities across local and global contexts. Therefore, fostering students' autonomy is at the heart of support services within Higher Education Institutions. Student Advisers are well placed to undertake this mission, given the range of academic, administrative, and pastoral responsibilities their role entails. In this paper we provide a taxonomy of student autonomy, arguing it is 'becoming oneself amongst others'. Given autonomy's relational foundations, a healthy student-adviser connection can provide an environment for students to operate in a co-directive and self-determined manner. Drawing on University College Dublin's Student Advisory Services, we offer guidance to Student Advisers, proposing two autonomy enhancement strategies: fostering students' self-governance through facilitating intrapersonal ownership and fostering their self-direction by promoting interpersonal embeddedness.</p> <p>Keywords: Relational autonomy; engagement; student advisor; student supports</p> <hd id="AN0180733126-2">1. Introduction</hd> <p>The merits of higher education (HE) are often considered solely through a destination-centric lens of acquiring qualifications (O'Connell [<reflink idref="bib58" id="ref1">58</reflink>]). However, journeying through HE is itself vital to students' personal and professional development. In terms of personal growth, HE engagement can enable students to expand and enhance their psychosocial skills (Kahu and Nelson [<reflink idref="bib41" id="ref2">41</reflink>]; Trowler and Trowler [<reflink idref="bib83" id="ref3">83</reflink>]), as well as promote their wellbeing and a sense of purpose (Deci and Ryan [<reflink idref="bib16" id="ref4">16</reflink>]; Miller and Rollnick [<reflink idref="bib56" id="ref5">56</reflink>]; Rollnick, Miller, and Butler [<reflink idref="bib69" id="ref6">69</reflink>]). From a professional standpoint, engagement can promote the competencies necessary for career readiness, maintaining employment and contributing to social goods (Danilenko et al. [<reflink idref="bib13" id="ref7">13</reflink>]; ESRC [<reflink idref="bib23" id="ref8">23</reflink>]; Kahu [<reflink idref="bib40" id="ref9">40</reflink>]; Kahu and Nelson [<reflink idref="bib41" id="ref10">41</reflink>]; Knight and Yorke [<reflink idref="bib42" id="ref11">42</reflink>]; Sheridan, REAP, and Linehan [<reflink idref="bib79" id="ref12">79</reflink>]). To maximise students' willingness and ability to engage with life in HE, they need to develop a strong sense of personal autonomy. Autonomy, or 'self-law' (auto-nomos), refers to students' capacity to think and act for themselves, continuously fulfilling their potential for self-determination and becoming their own source of authority in their HE pursuits (Reeve et al. [<reflink idref="bib67" id="ref13">67</reflink>]). It follows that to cultivate students' readiness and capacity to healthily engage with the complexities of HE, they need to develop a robust sense of personal autonomy.</p> <p>The development of autonomy is central to personal growth, but paradoxically, it is a relational capacity that is best cultivated dialogically, i.e. within interpersonal communications and relationships. As a vital component in enhancing academic engagement and accomplishment (Ryan and Deci [<reflink idref="bib74" id="ref14">74</reflink>]), promoting autonomy within HE should not compel students to seek independence from their educational community. Instead, meaningful engagement within one's social context can enhance agency, enabling decisional and volitional capacities to develop and express themselves in one's life; <emph>becoming oneself among others</emph>. Consequently, a crucial facet of higher education institutions' (HEIs') mission is enabling students to discover and nurture a socially-grounded sense of self.[<reflink idref="bib1" id="ref15">1</reflink>] As evidenced by the proliferation of support services within HEIs, becoming oneself can be multifaceted and demanding, often requiring HE participants to seek autonomy-enhancing assistance and resources.</p> <p>In this paper, we examine the relational foundations of student autonomy. Contextualising our discussion within University College Dublin's (UCD) Student Advisory Service, three questions frame our analysis. Firstly, how should Student Advisers (SAs) understand autonomy, including its conceptual and experiential components? Secondly, what role does this capacity play in enabling student engagement and success? Thirdly, what autonomy-enhancement strategies can be integrated into support relationships? We contend that students' autonomy can be enhanced by developing their interconnected capacities for self-governance through intrapersonal ownership and self-direction through interpersonal embeddedness. Healthy support dialogue enables the metacognitive understanding, i.e. reflexive insights into oneself and education, that precedes authentic behaviours and deepens autonomy (Efklides [<reflink idref="bib21" id="ref16">21</reflink>]; Flavell [<reflink idref="bib26" id="ref17">26</reflink>]). SAs can aid agentic growth by establishing a collaborative alliance and inviting students to employ these autonomous capacities in their HE engagements. Drawing primarily on contemporary relational autonomy and Self-Determination Theory (SDT), we recommend practical guidance to support staff in HEIs, grounded in recognsing the role of healthy support relationships in helping students recognise and realise their autonomy.</p> <hd id="AN0180733126-3">2. A Relational approach to student autonomy</hd> <p>Autonomy is the ability to govern one's life according to authentic motivations and reasonings, rather than from drives rooted in manipulation or deception (Christman [<reflink idref="bib10" id="ref18">10</reflink>]). According to the psychosocial development model SDT, it is the 'self-endorsement of one's behaviour and the accompanying sense of volition or willingness' (Ryan and Deci [<reflink idref="bib73" id="ref19">73</reflink>], 186–187). Autonomy encompasses several interrelated components, reflexive, decisional, and volitional, that enable individuals to initiate actions aligned with their values and interests rather than being directed by external factors: <emph>choosing</emph> what one thinks and does.[<reflink idref="bib2" id="ref20">2</reflink>] Reflexivity encompasses the ability to engage in introspection and self-reflection, with the accompanying heightened sense of self-awareness facilitating informed and congruent decision-making. Decisional abilities involve the capacity to make rational and deliberate choices based on factors such as personal values, beliefs, and goals, while considering available options and potential outcomes. Volitional abilities refer to the capacity to take actions based on one's decisions and to take responsibility for their outcomes, as an expression of one's internal locus of agency and control.</p> <p>The emphasis, in this context, is on the importance of being able to reflect on one's own beliefs and experiences, make decisions based on personal values, and take responsibility for the outcomes of those decisions (Deci, Ryan, and Guay [<reflink idref="bib17" id="ref21">17</reflink>]; Deci and Vansteenkiste [<reflink idref="bib18" id="ref22">18</reflink>]; Sheldon and Kasser [<reflink idref="bib78" id="ref23">78</reflink>]). Together, the components of reflexivity, decisional abilities, and volitional abilities empower individuals to construct a distinct trajectory in life by thoughtfully cultivating motivational clarity and integrity, and aligning their actions with their goals within the bounds of given possibilities. This ability goes beyond making choices in specific scenarios or circumstances, i.e. locally in completing assignments or attending class. It encompasses assuming responsibility for broader areas of one's life, i.e. a holistic sense of establishing and managing comprehensive personal, academic and professional goals. When cultivated over time through psychosocial maturation, agency can, therefore, be an existential expression of people's capacity to determine who they are and how they want to live (Rössler [<reflink idref="bib70" id="ref24">70</reflink>]).</p> <p>The link between personal identity and interpersonal engagement is one of the central themes of relational accounts. Within HE, autonomy should thus not be considered synonymous with social detachment or complete independence. Instead, building healthy and constructive relationships within one's 'educational interface' (Kahu and Nelson [<reflink idref="bib41" id="ref25">41</reflink>]), is fundamental to students' transition and integration into HE (Kuh [<reflink idref="bib44" id="ref26">44</reflink>]). The relational perspective emerged in response to an overt, antagonistic binary propagated between 'social and relational ties, and our ability to decide our own course of action' (Dryden [<reflink idref="bib19" id="ref27">19</reflink>]). In contrast, it is argued that as we socialise, interacting and learning formally and informally, we develop the skills and characteristics necessary to discern and pursue our own, authentic direction in life.</p> <p>Hence, identity and agency are dialogical; internalised socialisations shape the characteristics and capabilities underlying not just what we do, but who we are (Benson [<reflink idref="bib6" id="ref28">6</reflink>]; Christman [<reflink idref="bib9" id="ref29">9</reflink>]; Schwartz et al. [<reflink idref="bib76" id="ref30">76</reflink>]; Shahar et al. [<reflink idref="bib77" id="ref31">77</reflink>]; Taylor [<reflink idref="bib82" id="ref32">82</reflink>]). When students commit to their programme, embracing engagement in its different forms, e.g. cognitive, behavioural, social, emotional and agentic, these are illustrations of an ongoing, implicit commitment to agency enhancement. A full understanding of agency cannot be achieved without recognising how it emerges from, and manifests itself in, social ontology (Taylor [<reflink idref="bib82" id="ref33">82</reflink>]), i.e. the social structures, practices, and institutions shaping one's life and relationships.</p> <p>As relational learners, students encounter numerous psychosocial and environmental challenges (Chipchase et al. [<reflink idref="bib8" id="ref34">8</reflink>]; Kahu and Nelson [<reflink idref="bib41" id="ref35">41</reflink>]), necessitating different supports.[<reflink idref="bib3" id="ref36">3</reflink>] While psychologically healthy people possess an inherent propensity toward growth, this is not expressed spontaneously and requires environmental nurturing to be catalysed (Deci and Vansteenkiste [<reflink idref="bib18" id="ref37">18</reflink>]; Deci [<reflink idref="bib14" id="ref38">14</reflink>]; Ryan and Deci [<reflink idref="bib71" id="ref39">71</reflink>]). Within SDT, people possess three foundational needs, autonomy, relatedness, and competence, which involve healthy intrapersonal and interpersonal functioning to be fostered (Deci and Ryan [<reflink idref="bib15" id="ref40">15</reflink>]; Ryan and Deci [<reflink idref="bib71" id="ref41">71</reflink>], [<reflink idref="bib74" id="ref42">74</reflink>]). As a result, attendant to its goal of supporting autonomy, SDT highlights the importance of promoting people's experiences of relatedness and competency, seen as the need to feel secure in one's connections and abilities (Baumeister and Leary [<reflink idref="bib3" id="ref43">3</reflink>]).[<reflink idref="bib4" id="ref44">4</reflink>] If a student requires guidance, explicit directions are more likely to be internalised when provided in a healthy dynamic that emphasises their ability to make meaningful and consequential choices, draw on their inherent strengths and resources to act on those choices, and engage in a collaborative process to arrive at decisions (Ryan, Stiller, and Lynch [<reflink idref="bib75" id="ref45">75</reflink>]), i.e. their capacity for self-determination.</p> <p>Learner autonomy, which enables HE participants to share responsibility for their learning process (Little [<reflink idref="bib49" id="ref46">49</reflink>]), is pivotal to framing the roles played by students and staff within HE relationships. As a central education objective (Benson [<reflink idref="bib7" id="ref47">7</reflink>]; Marantika [<reflink idref="bib52" id="ref48">52</reflink>]; Raya and Vieira [<reflink idref="bib65" id="ref49">65</reflink>]), students should encounter opportunities for choice and control as they exercise their responsibility for planning, initiating, maintaining, and evaluating learning activities (Duong and Seepho [<reflink idref="bib20" id="ref50">20</reflink>]; Gamble et al. [<reflink idref="bib29" id="ref51">29</reflink>]; Merriam and Baumgartner [<reflink idref="bib55" id="ref52">55</reflink>]; Wilcox [<reflink idref="bib86" id="ref53">86</reflink>]; Zakime [<reflink idref="bib91" id="ref54">91</reflink>]). This process can include shaping objectives and selecting academic resources, materials, and methods (Knowles [<reflink idref="bib43" id="ref55">43</reflink>]; Olivier and Wentworth ([<reflink idref="bib61" id="ref56">61</reflink>])). Notably, according to Yan ([<reflink idref="bib89" id="ref57">89</reflink>]), while autonomy frames the imperative of responsibility over one's educational development, educator supervision and advice are still crucial to maintain order and efficiency. To this end, there is a balance between students' need to be given direction upon entering a new and unfamiliar environment and their need to be self-directive in their efforts to participate in this environment.</p> <p>By recognising their role in achieving success and progression, students are more likely to take responsibility for and develop a proactive approach to their learning (Hardy-Gould [<reflink idref="bib33" id="ref58">33</reflink>]; McCombs [<reflink idref="bib54" id="ref59">54</reflink>]). A recurrent theme within learner autonomy centres around this ability to not only take ownership over one's learning process but also to be encouraged, motivated and guided in doing so, and iteratively discover one's abilities for oneself. This process pertains to more than the capacities students possess or the nature of their learning environment <emph>in themselves</emph>. Autonomy support is about upholding the healthy interface between these – where their attitudes and motivations, learning capacity, and a supportive context come together to advance their development (Han [<reflink idref="bib31" id="ref60">31</reflink>]).[<reflink idref="bib5" id="ref61">5</reflink>]</p> <hd id="AN0180733126-4">3. The place of autonomy within student supports</hd> <p></p> <hd id="AN0180733126-5">3.1 Addressing student needs</hd> <p>Resource discrepancies can create significant variations in student needs and challenges, resulting in some students struggling to engage in their academic pursuits or facing barriers to achieving their goals. To ensure that all students can adequately invest in their academic progression, HEIs must provide an appropriate support infrastructure attending to the range of needs they encounter. As a result, academic advising has emerged to identify and provide the resources that best align with students' unique experience. Initially, this role supplemented educational needs, adopting a primarily paternalistic and prescriptive stance (Crookston [<reflink idref="bib12" id="ref62">12</reflink>]; Finnie et al. [<reflink idref="bib25" id="ref63">25</reflink>]; Lowenstein [<reflink idref="bib51" id="ref64">51</reflink>]) to identifying and intervening in student needs. However, academic advisers are increasingly required to provide insight and direction on a range of 'academic, social, or personal' matters (Kuhn [<reflink idref="bib46" id="ref65">46</reflink>]). This role thus occupies different domains, necessitating advisers to understand institution-centric issues, e.g. curriculum content and academic policies, and student-centric issues, e.g. psychosocial development (Coll [<reflink idref="bib11" id="ref66">11</reflink>]; Grites and Gordon [<reflink idref="bib30" id="ref67">30</reflink>]). While academic advisers help address students' specific programme/module issues, matters beyond the HEI arena can affect students' ability and willingness to engage. In light of this, and given the link between heteronomy and psychological distress (Ryan and Deci [<reflink idref="bib72" id="ref68">72</reflink>]; Ryan and Deci [<reflink idref="bib71" id="ref69">71</reflink>]), the necessity for autonomy supports that go beyond the information-centrism of the lecturer-learner dyad, and encompass students' psychosocial needs and preferences is an ongoing concern (Fox [<reflink idref="bib27" id="ref70">27</reflink>]).</p> <p>Academic advising is a form of social support, i.e. communication that enhances a sense of personal control in one's experience, involving reducing uncertainty about the situation, oneself, the other, or the relationship in which one is participating (Albrecht and Adelman [<reflink idref="bib2" id="ref71">2</reflink>]). In light of autonomy's relational status, a goal of student advisory and support professionals is to foster a secure, supportive alliance and social learning environment (Pershukova, Nikolska, and Vasiukovych [<reflink idref="bib64" id="ref72">64</reflink>]). By availing of this support mechanism, students are more likely to identify with and embed themselves within their HEI (Eldegwy, Elsharnouby, and Kortam [<reflink idref="bib22" id="ref73">22</reflink>]; Fredricks, Blumenfeld, and Paris [<reflink idref="bib28" id="ref74">28</reflink>]; Kahu [<reflink idref="bib40" id="ref75">40</reflink>]; Wentzel [<reflink idref="bib85" id="ref76">85</reflink>]). Therefore, while SAs' knowledge and skills contribute substantially to the support process, the effectiveness with which these are applied (Han [<reflink idref="bib32" id="ref77">32</reflink>]) often depends on the strength of this relationship and the student's aligned receptivity to their guidance.</p> <p>Frequently, students who find themselves needing support do so because they are experiencing decreased autonomy. They may feel lost in their educational programme, lack motivation, and deprived of a sense of ownership or direction – struggling to see the relevance of their course to their goals and feeling like they are simply going through the motions. However, this does not mean they cannot act autonomously and take charge of their HE journey. Benson ([<reflink idref="bib5" id="ref78">5</reflink>]) argues that autonomy impairment does not imply the destruction of autonomous potential or the respect-worthy status that comes with it. SAs are not responsible for imparting autonomy to students <emph>per se</emph> but rather for creating a support infrastructure in which students can discover and develop their powers of self-determination: to catalyse rather than create. As Jennings ([<reflink idref="bib38" id="ref79">38</reflink>]) notes, in addition to assisting with navigating programme structures, making course-related decisions, and fostering a sense of HEI belonging, the advising relationship can help students to develop a better understanding of their agency in co-authoring their HE narrative.</p> <hd id="AN0180733126-6">3.2 Ucd student advisory services: fostering autonomy in practice</hd> <p>Our analysis is situated within, and draws on insights from, UCD's Student Advisory Services. This is UCD's dedicated student engagement and development support resource, playing a distinctive role in students' lives and the broader UCD community. The SA services model posits that students' programme pursuit may be influenced by various strengths and limitations, be they internal, e.g. study skills and motivation, or external, e.g. financial resources and access to educational technology. As a result, a fundamental aim of this model is to detect instances where students are unable to effectively navigate or fully participate in HE, and subsequently intervene to address such challenges. Each UCD School has a dedicated SA creating a secure and supportive environment for students to discuss challenges and explore potential solutions. In recognising the centrality of interpersonal engagement to healthy HE experiences, they are helped to address personal, academic and social obstacles, with SAs collaborating with a range of HEI personnel to achieve this goal. SAs, therefore, serve as a pivotal nexus of communication, aid, and direction by offering an array of specialised services.</p> <p>Through their school-specific missions, SAs assist students in identifying and attaining their objectives, shaped by the distinctiveness of their academic setting. By leveraging their knowledge of their local context, SAs are, thus, instrumental in offering tailored support and ensuring engagement remains experientially central within and beyond academic settings. SAs also advocate for policy and structural developments at an institutional level, helping to meet issues such as evolving and multifaceted requirements of UCD's growing and heterogenous population (Last et al. [<reflink idref="bib47" id="ref80">47</reflink>]).[<reflink idref="bib6" id="ref81">6</reflink>] This model is distinctive in its approach to engagement, among which three features are notable:</p> <p></p> <ulist> <item> Multidimensional: SAs offer a diverse range of related support services within a broader framework of university resources.</item> <p></p> <item> Developmental: SAs view students holistically and approach issues from a person-centred rather than problem-centred perspective.</item> <p></p> <item> Proactive: SAs provide services such as orientation and group-building that seek to anticipate and pre-empt engagement issues.</item> </ulist> <p>Across these elements is the implicit recognition of engagement as a complex, ongoing, and relational process in which students are empowered to discover and demonstrate their agency.</p> <p>Through pastoral and practical services across multiple domains, SAs strive to provide holistic solutions to these engagement needs. Their pastoral role entails providing non-judgemental services sensitive to students' broad psychosocial needs. Practically, they assist them in navigating university policies, procedures, and codes of conduct, and facilitate initiatives such as orientation and advocacy. By helping students steer through and utilise these resources, SAs enable social and academic integration, contributing to retention (Fergy et al. [<reflink idref="bib24" id="ref82">24</reflink>]). Some of the core services they provide include academic support through personalised oversight, referrals and assistance, social support through mentoring and peer-to-peer integration initiatives, personal support through motivation and strengths-based advising, and referrals for when students require services beyond the SA's role, e.g. health, counselling, chaplaincy, and careers services.</p> <p>The UCD SA model also integrates developmental principles into its support philosophy (Crookston [<reflink idref="bib12" id="ref83">12</reflink>]; Lema and Agrusa [<reflink idref="bib48" id="ref84">48</reflink>]), viewing the HE experience as a holistic endeavour undertaken across formal and informal settings. This approach requires support systems that facilitate internal growth, such as introspection and decision-making, and interpersonal development, such as communication and cooperation. Getting a sense of students' perspectives and experiences requires collaboration. In this regard, developmental advising facilitates staff-student engagement via conversations where both parties are expected to make reciprocal contributions, thereby promoting competencies like critical thinking, goal setting, collaborative performance, and practical decision-making (Crookston [<reflink idref="bib12" id="ref85">12</reflink>]; Hessenauer and Guthrie [<reflink idref="bib37" id="ref86">37</reflink>]; Molina and Abelman [<reflink idref="bib57" id="ref87">57</reflink>]).</p> <p>It is common for students to require social support during their transition into HE to help meet demands such as independent learning and living, and navigating unfamiliar social settings (Maymon, Hall, and Harley [<reflink idref="bib53" id="ref88">53</reflink>]). Consequently, UCD SAs proactively identify and intervene in disengagement with activities and strategies designed to enhance motivation and participation from an early stage of their HE experience. Proactive supports are inherently anticipatory, i.e. recognising needs and attempting to address them before they advance to threaten retention. Effective strategies to ensure students remain socially engaged involve providing them with social integration and participation resources, e.g. peer mentoring programmes and campus socialising activities. In this way, UCD can create a community for students to build meaningful relationships with their peers and staff that can enhance their growth, both in terms of their personal and academic pursuits. By providing a comprehensive social safety net, UCD can foster a supportive environment that can help mitigate the impact of any unforeseen challenges, ensuring students remain connected to the campus community despite difficulties they may face.</p> <hd id="AN0180733126-7">4. A model of student autonomy</hd> <p>We have examined how HE experiences can serve as catalysts for enabling students' autonomy, motivating and challenging them to examine, develop, and affirm their agency through healthy social interactions. Participating in this journey of becoming oneself among others has practical and existential benefits. A practical illustration is students determining their learning needs, goals, and strategies, thereby affirming their capacity to be co-directive in their educational development. Students demonstrate these benefits existentially by critiquing and articulating their deeper motivations for participating in their HE experience and how it connects with broader life goals. Cultivating relational autonomy invites them to journey through their environment rather than avoid or evade HE participation. In this context, a prominent role of SAs is to help facilitate programme integration. Through meaningfully interacting with their peers and staff, students are in the best position to participate and internalise HE's potential contributions to their sense of self. Given the variety of personal and environmental factors that continuously shape autonomy, this endeavour is not achievable in absolute terms. Instead, it is best regarded as an ongoing process of agency accrual through psychosocial maturation within the HEI environment.</p> <p>Against this background, autonomy is underpinned by fostering two capacities: Self-governance, engendering intrapersonal ownership, and self-direction, engendering interpersonal embeddedness. To develop these capacities, it is necessary to overcome psychosocial and environmental obstacles that may impede this process, and employ resources to enhance it.[<reflink idref="bib7" id="ref89">7</reflink>]</p> <p>Self-governance involves recognising and regulating one's thoughts and actions, i.e. intrapersonal ownership over decisions and volitions. Self-discovery is a prerequisite for authentic self-expression, reflexively turning one's gaze inwards and cultivating metacognitive insights into oneself and one's environment. This process engenders the ability to determine the direction of one's educational journey with clarity, coherence, and congruence. Broadly, this entails identifying a range of educational imperatives, including needs and wants, strengths and weaknesses, goals and strategies. These insights encompass propositional considerations into what education attainment entails and how to achieve it, as well as existential insights into the underlying motivations shaping one's experience and how one's programme can contribute to agentic growth. A further aspect of self-governance is controlling the purposefulness of behaviour, reflecting on the consequences of one's actions and acting accordingly to maintain authenticity. This lays the foundation for students to acquire, comprehend, and apply the skills and knowledge they need to engage with and overcome the demands of HE. A self-governing individual does not necessarily mean that there are no internal discrepancies or uncertainties within them, but rather that their actions are, so far as possible, authentically aligned with their sense of self, following their healthy motivations.</p> <p>Self-direction involves meaningfully engaging with one's environment, and responding constructively and creatively to the challenges and opportunities it presents. Demonstrating this ability requires freedom not necessarily from external conditions and forces, but responding to one's surroundings guided by personal principles and perspectives. Students can exercise self-direction through environmental participation within their HEI community across formal and informal scenarios. This stance better enables the student to face socialisation critically and reflectively. Exercising psychosocial engagement demands the ability to negotiate scenarios with the competence and confidence to self-direct; asserting oneself amidst the multitude rather than being sublimated by it. Nevertheless, critical responsiveness to interpersonal interactions entails recognising the intrinsic value of social interactions as a resource to develop one's identity and sense of self iteratively. This can be expressed by using the various resources at one's disposal to optimise maturation at successive stages of development and collaborating with peers and staff to make the education experience more meaningful and rewarding. Thus, self-direction does not require that a person is always capable of instigating change in or transforming their environment. Rather, it indicates that students can bring about change within themselves to facilitate and enrich their progress by understanding how interpersonal encounters can be cultivated and internalised to create distinct and enriching experiences.</p> <p>In much the same way autonomy is a dialogical process, student support relationships should also be rooted in a collaboration promoting self-determination rather than restricting it within paternalistic prescriptivism. This is apparent whether in the autonomy of choosing and endorsing one's behaviours, the competence of feeling confident and effective in one's pursuits, or the relatedness of feeling involved in collaborative goals. Self-governance and self-direction are valuable components of student support frameworks that recognise the reciprocal relationship between interpersonal and intrapersonal wellbeing and how it contributes to self-determined learning. More generally, empowering students to exercise these capacities can enable them to take ownership of their educational journey, leading to a more meaningful and transformative HE experience.</p> <hd id="AN0180733126-8">5. Fostering student autonomy: relational strategies</hd> <p>Pedagogical and pastoral support to enhance engagement is a strategic imperative for HEIs (HEA [<reflink idref="bib36" id="ref90">36</reflink>]). Defined by (Kuh [<reflink idref="bib44" id="ref91">44</reflink>]) as 'participating in educational practices strongly associated with high levels of learning and personal development', engagement underpins students' skills development and institutional adjustment (Harper and Quaye [<reflink idref="bib34" id="ref92">34</reflink>]). As education researchers increasingly recognise engagement as a dynamic psychosocial endeavour (Kahu and Nelson [<reflink idref="bib41" id="ref93">41</reflink>]; Kuh [<reflink idref="bib44" id="ref94">44</reflink>]; Yazzie-Mintz and McCormick [<reflink idref="bib90" id="ref95">90</reflink>]), participation is evolving to encompass different settings and strategies, e.g. flipped classrooms, practice placements, informal social pursuits, and self-reflective activities. We argue that autonomy-enhancement strategies are crucial for students to take ownership of engagement strategies and practices in various forms across their HE journey. We outline two approaches which SAs can apply:</p> <p></p> <ulist> <item> Fostering self-governance by collaboratively identifying and critiquing internal obstacles impeding students' intrapersonal ownership, and identifying strengthening measures that can be employed.</item> <p></p> <item> Fostering self-direction by collaboratively identifying and addressing barriers impeding environmental embeddedness, and resources that can be applied to foster this process.</item> </ulist> <p>Fostering autonomy through such strategies is crucial to promoting academic success and enabling attainment in contemporary workplaces via skills such as critical thinking, problem-solving, and communication (World Economic Forum [<reflink idref="bib88" id="ref96">88</reflink>]). To achieve this goal within a broader academic context, education approaches focusing on information provision may not sufficiently empower students to develop profession-orientated agency. Instead, a person-centric approach is needed, recognising the multitude of factors influencing the cultivation of autonomy – personal and environmental, e.g. cultural background, socio-economic status, and institutional policies and practices (Rienties et al. [<reflink idref="bib68" id="ref97">68</reflink>]). For example, students from socio-economically disadvantaged backgrounds may face additional challenges in developing autonomy due to limited access to resources and support (OECD [<reflink idref="bib59" id="ref98">59</reflink>]). Cultural differences may also significantly impact how students interpret and demonstrate their autonomy, for example arising from variations in understanding and prioritising autonomy as either closely linked to relationships and interdependence, or closely aligned to independence and self-reliance.</p> <p>In addition to cultural and socio-economic factors, institutional policies and practices are also influential. Panadero and Alonso-Tapia ([<reflink idref="bib62" id="ref99">62</reflink>]) highlight that students who perceive their learning environment as autonomy-supportive are more likely to engage in academic tasks, take greater responsibility for their learning, and achieve superior academic outcomes. Here, different strategies can be employed to nurture autonomy across interrelated dimensions. For example, Lizzio and Wilson ([<reflink idref="bib50" id="ref100">50</reflink>]) argue that enabling engagement in learning activities, generating opportunities for input and involvement, and fostering constructive staff-student relationships are central for HEIs to promote autonomy. Similarly, Reeve and Jang ([<reflink idref="bib66" id="ref101">66</reflink>]) contend that when students are given opportunities to make choices and their perspectives are acknowledged, it fuels their sense of autonomy. Against this background, the OECD ([<reflink idref="bib60" id="ref102">60</reflink>]) has determined student agency as a critical component of successful learning, stressing the importance of advocating for student voices in shaping the HE landscape. From a social perspective, opportunities for peer interaction and engagement with the broader university community can also augment autonomy by cultivating a sense of belonging and enabling collaboration (Johnson, Johnson, and Smith [<reflink idref="bib39" id="ref103">39</reflink>]).</p> <hd id="AN0180733126-9">5.1 Fostering self-Governance: intrapersonal ownership</hd> <p>Self-governance involves understanding and controlling one's thoughts and actions, imbuing a sense of intrapersonal ownership integral to overcoming educational dependency and moving toward a stronger sense of agency. The ability to regulate oneself is crucial in controlling one's education journey, seen by Baumeister, Vohs, and Tice ([<reflink idref="bib4" id="ref104">4</reflink>]) as entailing responsibility across four domains: establishing desirable behavioural standards, motivating oneself to adhere to benchmarks, monitoring potentially problematic activities, and exerting sufficient self-control. Although 'sleepwalking' through one's HE experience is possible, such as limiting oneself to a narrow range of non-participatory activities, this is generally not the most effective way for students to attain a meaningful and rewarding educational experience. Instead, they should be enabled to challenge themselves to understand <emph>why</emph> they are participating in HE, including their own role in achieving academic success.</p> <p>HE success requires students to adeptly navigate and integrate various forms of guidance from staff into their academic goals and strategies. To accomplish this, they must not only internalise direction, but also take an active role in shaping their own learning experiences. This involves striking a balance between the feedback provided by academic/advisory staff and their own personal initiative. As such, students must take ownership of their learning process and actively seek out the resources and support needed to achieve their goals, alongside reviewing their progress. As students anchor and adjust their engagement benchmarks in response to ongoing social feedback, this process can be seen as dialogical and diachronic, i.e characterised by exchanges of information and viewpoints, and an evolution in goals and strategies over time. Therefore, SAs' role often involves providing directive feedback on ways to enhance engagement, with clear guidelines and standards that assist students in determining their engagement goals. Underpinning this process, and integral to a strong sense of intrapersonal ownership, support professionals must offer feedback and appraisal tools that encourage reflection and self-monitoring, as well as meaningful choices in how learning objectives are formulated.</p> <p>To foster self-governance, it is important to encourage students' decision-making abilities by exploring, reflecting on, and deliberating on the changes they may need to make to enhance their educational experience and attainment. This will enable them to start understanding HE as a personal endeavour, including their strengths and needs, the features of their academic programme and its aligned demands, and the nuances of their circumstances. Based on this, the objective is to help them connect their past experiences, current actions, and future goals – emphasising the importance of fostering a change-oriented mindset and taking ownership of their approach to HE if aspirations are to be achieved. SAs' role here is to promote a positive shift in students' metacognitive abilities, enabling them to decipher better and direct their agency toward identifying and achieving objectives. In this context, two possible exercises may be helpful: Decisional Balance and Goal Articulation.</p> <p></p> <ulist> <item> Decisional Balance: This tool is designed to assist students in reflecting on and identifying how they are currently shaping their education experience, and what they can do to improve it. Specifically, it can take the form of:</item> <p></p> <item> Exploring the potentially constructive and detrimental aspects of current mindsets and behaviours, for example, 'The positive things about my current behaviours, e.g. not attending my lectures are ... ', and 'The negative things about my current behaviours, e.g. not attending my lectures are ... '.</item> <p></p> <item> Exploring the potentially constructive consequences of adopting different approaches to HE and the challenges it may bring. For example, 'The possible benefits of my newly adopted behaviour, e.g. attending my lectures are ... ', and 'The possible challenges of my revised behaviour, e.g. attending my lectures are ... '</item> <p></p> <item> Strategy Mobilisation: Using this tool, students are asked to identify a specific change they intend to make in their lives that will enhance their HE experience and examine the why and how of the change. Applying the 'DARN' model, (Miller and Rollnick [<reflink idref="bib56" id="ref105">56</reflink>]; Williams and Deci [<reflink idref="bib87" id="ref106">87</reflink>]), the initial exploratory phase of strategy mobilisation subdivides into four key self-statements.</item> <p></p> <item> Desire: A statement explaining why a student wishes to change, e.g. 'I want to undertake this change because I want to feel more involved with my year group'.</item> <p></p> <item> Ability: An assessment of their present and potential abilities for enacting change, e.g. 'To undertake this change, I can attend my live lectures'.</item> <p></p> <item> Reasons: An argument for making this change, e.g. 'If I undertake this change I will be able to interact more regularly with my peers ... '.</item> <p></p> <item> Need: A statement about why they need to change, e.g. 'I need to undertake this change because I am feeling disconnected from my year personally and academically ... '.</item> </ulist> <p>Ultimately, these tools catalyse student self-exploration and self-ownership, identifying and articulating current engagement patterns, whether they represent authentic agency, and what corrective approaches they might use to ensure a healthier approach to HE.</p> <hd id="AN0180733126-10">5.2 Fostering self-Direction: interpersonal embeddedness</hd> <p>Self-direction is the capacity to engage with, and respond critically and effectively to, one's environment. In terms of creating an atmosphere conducive to this, SAs can be instrumental in assisting students in establishing and maintaining meaningful relationships with peers and faculty (Fergy et al. [<reflink idref="bib24" id="ref107">24</reflink>]). Moreover, SAs strive to create an education setting where students can feel comfortable and confident enough to express themselves through numerous social initiatives, e.g. group building events, peer mentoring, and academic mediation. As part of this approach, advisors and students collaborate to critique the educational experience and identify how engagement practices are conducive to healthy embeddedness.</p> <p>Increasingly, adviser-student relationships emphasise the importance of establishing an egalitarian dialogue. Egalitarianism is a value that underpins SAs' confidence in their students' decision-making abilities, inviting each person to contribute to the exchange's success. In this dynamic, students are encouraged to participate actively in their HE journey rather than being passive recipients of support. A collaborative environment can be fostered by offering opportunities for students to control the content and tone of the interaction (Reeve and Jang [<reflink idref="bib66" id="ref108">66</reflink>]; Williams and Deci [<reflink idref="bib87" id="ref109">87</reflink>]). This means that the working alliance forms a cooperative relationship in which both parties actively participate, in different but complementary ways. A key aspect of this approach is that both parties collaborate to critique the educational experience and determine how the student's engagement practices are conducive to healthy embedding in their environment.</p> <p>Students should be guided in exploring and reaching out to resources within their educational environment that can enhance engagement – growing within, and as part of, this setting. For SAs, this may involve directive approaches to advising such as recommendations and referrals. In tandem with this, student insights can be used to develop targets and strategies that extend beyond the support alliance through goals strategising, which focuses on formulating, implementing, and maintaining a plan of action using formal and informal environmental resources. Students can form a more coherent plan and process for addressing autonomous growth, including specific tasks, by emphasising the practical identification and implementation of such strategic goals. This process can encompass the following areas:</p> <p></p> <ulist> <item> Determine a Goal: Collaborate on identifying a specific goal the student would like to achieve, rooted in an awareness of their current needs. It can be useful to discuss how it can facilitate greater embeddedness, identifying whether the proposal is relevant to their current needs, feasible to achieve, and sustainable as an ongoing component of their life.</item> <p></p> <item> Decipher Motivation: Goals should be set in the context of healthy motivations, with consideration given to the rationales underpinning them. Students should explain why this goal is significant and how it will enhance their engagement or contribute to their wellbeing.</item> <p></p> <item> Identify Resources: To navigate their environment effectively, students should be aware of the resources available to them within the HEI to achieve their goals. Several issues can be addressed here, including:</item> <p></p> <item> Information: 'What do I need to know to help me achieve this goal?'</item> <p></p> <item> Interactions: 'Who can help me with accomplishing this goal?'</item> <p></p> <item> Initiative: 'What do I need to do to make this goal a reality?'</item> <p></p> <item> Maintain: 'How will I keep track of this goal and measure my progress?'</item> <p></p> <item> Engage with Resources: Actively connect with resources within their environment, both formal and informational, recognising that HE is a tapestry of interacting experiences and that efforts in one area can have positive consequences in another.</item> </ulist> <p>Students can use this process to identify aspects of their engagement that may need adjustment, and engage with relevant resources, thereby embedding themselves within their HEI and helping ensure a healthier approach to HE participation.</p> <hd id="AN0180733126-11">5.3 Critical considerations</hd> <p>Autonomous learning models, such as that which is developed in this paper, emphasise the contributions harnessing internally emanating capacities like self-governance and self-direction can make to successful engagement within and beyond HE. Nevertheless, this model has a cohort of potential conceptual and practical limitations that warrant mention, particularly if strategies for students requiring additional structure and guidance are developed and implemented.</p> <p>A critical assumption of autonomous learning models is that students can regulate their learning, with educators facilitating this process. However, this approach presupposes a degree of homogeneity in learner agency, such as in identifying learning goals and strategies, which may not adequately reflect dynamics within and across learner cohorts. While self-regulated learning (SRL) theory posits that students can control their learning, how they do so can vary significantly. Therefore, it is imperative to recognise that these models may not be appropriate for all individuals, particularly those with limited self-regulation abilities, metacognitive capacities, or lacking in HE experience. To cultivate autonomous learning, academic and advisory staff should consider students' individual needs and circumstances and provide appropriate assistance aligned with applicable direction and guidance. One such approach is providing specific and actionable feedback on learning progress and performance, articulating and exploring areas of strength and areas for enhancement. Relatedly, facilitating supplementary resources or support, such as tutoring or study groups, to help students understand demanding material can help maintain academic involvement and attentiveness. A further approach is providing opportunities for self-directed learning, such as independent study projects or research assignments, to help develop skills like problem solving, accessing and navigating information, and critical thinking and appraisal.</p> <p>Additionally, as discussed, while this model emphasises intrinsic motivation and self-direction, learners are not isolated from external and interpersonal influences. For example, the nature of one's learning environment and staff support can greatly affect the development of autonomous learning skills, e.g. people's motivation can be affected by how much they feel supported and valued (Ryan and Deci [<reflink idref="bib72" id="ref110">72</reflink>]; Ryan and Deci [<reflink idref="bib73" id="ref111">73</reflink>]). In this regard, it is crucial to consider how social and cultural factors, such as the norms and expectations of one's learning community, may contribute to the efficacy of autonomy-enhancing strategies. For example, a module that prioritises agency may inspire participants to take more ownership of their learning, e.g. if a lecturer encourages them to pursue independent research projects or provides them with opportunities to exercise choice in assessment methods. Whereas a module that emphasises conformity and rigidity may discourage participants from exploring their creativity and pursuing independent ideas, e.g. if a lecturer follows a strict lecture format and discourages <emph>ad hoc</emph> questions or discussion, it may hinder class engagement and exploration of different perspectives. Therefore, when discussing with a student their learning, it becomes imperative to consider the context within which this experience, including its challenges and opportunities, is occurring, and to tailor supports accordingly.</p> <p>As a lifelong process, autonomous learning extends beyond formal learning environments and into one's personal and professional growth. Developing autonomous learning skills may be the primary focus of many academic autonomy-enhancing strategies, however it is also essential to consider how these skills can be applied within the broader ambit of one's life, such as career, personal pursuits and relationships. As a pastoral support service, SAs are therefore responsible for not only guiding students in developing their autonomous learning skills, but can take into consideration the transfer of these skills to other life domains. For example, students who learn effective communication strategies may be better able to collaborate and articulate ideas clearly within professional teams. Likewise, students who learn effective time management strategies can better manage competing priorities and meet deadlines, resulting in enhanced productivity. By recognising the transferability of these skills and guiding students to develop them, SAs can help create a bridge between academic and professional attainment. As discussed, to achieve this, SAs can implement initiatives such as opportunities for self-reflection, offering resources for academic self-management, and guiding individuals in identifying and seeking additional learning resources.</p> <hd id="AN0180733126-12">6. Conclusion</hd> <p>The HE experience is essential in establishing students' sense of self, expressed among other ways in taking ownership of their academic and personal pursuits at an inflection point in their lives. Student autonomy is critical to this process, denoting taking responsibility progressively for their educational journey, thinking and acting for themselves, and <emph>becoming oneself among others</emph>. People's ability to exercise autonomy is profoundly affected by the quality of their interpersonal relationships. Given the broad range of academic, administrative, and pastoral responsibilities tasked to SAs, they are ideally positioned to provide relational support where students can discover their autonomy and a sense of educational direction. A healthy relationship between advisor and student can provide an environment through which students may more fully recognise and exercise their autonomous resources in a co-directive manner. This relational perspective offers a rationale for building a collaborative alliance and a framework for developing, and delivering, autonomy-centred supports.</p> <p>To be autonomously engaged, students must have the opportunity to critique and challenge aspects of their HE experience, and devise solutions supported by skilled feedback from support staff. By collaborating with advisory services, students can become co-directional forces in tackling the challenges and the opportunities of HE. In this context, we offer practical guidance to SAs looking to catalyse students' autonomy, identifying specific autonomy enhancement strategies. Firstly, foster self-governance by assisting them in gaining a sense of intrapersonal ownership from which they can decipher and deliver on their learning goals and objectives. Secondly, foster self-direction by helping them to achieve a sense of interpersonal embeddedness enabling them to identify and apply resources within their environment to facilitate ongoing psychosocial development and maturation. Providing these supports can enable SAs to contribute to the ongoing, complex, and inherently relational process in which students become more fully themselves, expressng this sense of self in healthy and productive engagement with their academic programme.</p> <hd id="AN0180733126-13">Acknowledgements</hd> <p>This project is funded by the Higher Education Authority (HEA), as part of a cross-institutional project with Dublin City University (DCU) entitled 'Supporting Student Success: A Collaborative Approach to Enhancing Engagement, Employability and Life Skills'.</p> <hd id="AN0180733126-14">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0180733126-15"> <title> Notes </title> <blist> <bibl id="bib1" idref="ref15" type="bt">1</bibl> <bibtext> For example, UCD ([84]) notes that its mission is to empower students by creating an environment that promotes their emerging sense of self, through which they can critique, create, collaborate, and contribute to society.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref20" type="bt">2</bibl> <bibtext> It can be noted here that choice may not always necessitate conscious reflection and active consideration in each instance of action. Instead, it may arise subconsciously, as an expression of inner coherence and congruence, where decisional and volitional processes seamlessly flow into one another, obviating the need for intentional contemplation and reflecting an intuitive interplay between one's identity and choices.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref36" type="bt">3</bibl> <bibtext> Difficult encounters and experiences are not, in themselves, detrimental to autonomous growth. For example, the experience of being optimally challenged, where students' ability level is in line with how challenging an activity is, can be a spark for igniting learning and competence enhancement (Ahmed [1]; Deci and Ryan [15]).</bibtext> </blist> <blist> <bibl id="bib4" idref="ref44" type="bt">4</bibl> <bibtext> Within the context of language learning, Shi and Han ([80]) note how cooperative group learning can promote and improve learner autonomy.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref61" type="bt">5</bibl> <bibtext> Self-Regulated Learning (SRL) emphasizes the importance of students being responsible for setting, guiding, and achieving their learning objectives. In an academic context, self-regulation is the process through which learners transform their capacities into actionable academic skills (Zimmerman [92]; Zimmerman and Schunk [93]). Alongside volition, a crucial component of SRL is metacognition, defined as monitoring and controlling cognition, learning outcomes and reflection (Hayat et al.[35]; Kuhl [45]; Sungur and Kahraman [81]; Zimmerman [92]).</bibtext> </blist> <blist> <bibl id="bib6" idref="ref28" type="bt">6</bibl> <bibtext> Moreover, the significance of digital mediation techniques, such as Learning Management Systems (LMSs) and Virtual Learning Environments (VLEs), in promoting engagement has transformed the student experience, particularly in remote and blended learning models. However, while these platforms streamline and enhance the learning process, they may also restrict in-person interactions, posing challenges to building a sense of community and promoting socialisation skills. 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| Items | – Name: Title Label: Title Group: Ti Data: Fostering Students' Autonomy within Higher Education: The Relational Roots of Student Adviser Supports – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Maurice+Kinsella%22">Maurice Kinsella</searchLink><br /><searchLink fieldCode="AR" term="%22John+Wyatt%22">John Wyatt</searchLink><br /><searchLink fieldCode="AR" term="%22Niamh+Nestor%22">Niamh Nestor</searchLink><br /><searchLink fieldCode="AR" term="%22Jason+Last%22">Jason Last</searchLink><br /><searchLink fieldCode="AR" term="%22Sue+Rackard%22">Sue Rackard</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Irish+Educational+Studies%22"><i>Irish Educational Studies</i></searchLink>. 2024 43(4):1189-1208. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Advising%22">Academic Advising</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22College+Environment%22">College Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/03323315.2023.2201229 – Name: ISSN Label: ISSN Group: ISSN Data: 0332-3315<br />1747-4965 – Name: Abstract Label: Abstract Group: Ab Data: As 'self-law', autonomy contributes to people's psychological health and helps secure meaning in one's life. Within higher education, it enables students to navigate this environment and prepare for professional life, empowering them to take ownership of their learning and development goals. Autonomy is multidimensional, encompassing the local ability to regulate thoughts and behaviours, and the global ability to establish a sense of existential agency; therefore, it is vital to students' holistic progression and attainment. Within a relational context, interpersonal relationships influence people's ability to recognise and exercise their autonomous capacities across local and global contexts. Therefore, fostering students' autonomy is at the heart of support services within Higher Education Institutions. Student Advisers are well placed to undertake this mission, given the range of academic, administrative, and pastoral responsibilities their role entails. In this paper we provide a taxonomy of student autonomy, arguing it is 'becoming oneself amongst others'. Given autonomy's relational foundations, a healthy student-adviser connection can provide an environment for students to operate in a co-directive and self-determined manner. Drawing on University College Dublin's Student Advisory Services, we offer guidance to Student Advisers, proposing two autonomy enhancement strategies: fostering students' self-governance through facilitating intrapersonal ownership and fostering their self-direction by promoting interpersonal embeddedness. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1447709 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03323315.2023.2201229 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1189 Subjects: – SubjectFull: Personal Autonomy Type: general – SubjectFull: College Students Type: general – SubjectFull: Academic Advising Type: general – SubjectFull: Interpersonal Relationship Type: general – SubjectFull: Student Empowerment Type: general – SubjectFull: Student Needs Type: general – SubjectFull: Educational Practices Type: general – SubjectFull: Self Control Type: general – SubjectFull: College Environment Type: general – SubjectFull: Self Concept Type: general Titles: – TitleFull: Fostering Students' Autonomy within Higher Education: The Relational Roots of Student Adviser Supports Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Maurice Kinsella – PersonEntity: Name: NameFull: John Wyatt – PersonEntity: Name: NameFull: Niamh Nestor – PersonEntity: Name: NameFull: Jason Last – PersonEntity: Name: NameFull: Sue Rackard IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0332-3315 – Type: issn-electronic Value: 1747-4965 Numbering: – Type: volume Value: 43 – Type: issue Value: 4 Titles: – TitleFull: Irish Educational Studies Type: main |
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