The Impact of thought self-leadership education on graduate students' perceptions of ethics and cognitive competencies created by Anna A. Filipova,

By:

Filipova, Anna A [author]

Material type: Text

TextSeries: Journal on excellence in college teaching ; Volume 26, number 1 ,Canada: Miami University, 2015Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1052-4800

Subject(s):

Graduate students -- Student attitudes -- Ethics

LOC classification:

LB1778 JOU

Abstract: This study examines the impact of thought self-leadership education on graduate students' perceptions of ethics and competencies in the execution of cognitive strategies (beliefs and assumptions, self-talk, and mental imagery) in a graduate public administration program's health care administration law course. The results obtained from Wilcoxon Matched-Pairs Signed-Ranks test indicated a statistically significant change between students' pre- and posttest scores. Preliminary findings support the beneficial role of a cognitive-based approach in enhancing graduate students' perceptions of ethics and cognitive competencies.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1778 JOU (Browse shelf(Opens below))	Vol. 26, no.1 (pages139-160)	Not for loan	For in house use only

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Previous	LB1778 JOU Does academic discipline moderate the relationship between student-faculty interaction and college outcomes?	LB1778 JOU Teaching on purpose: a collegium community model for supporting intentional teaching	LB1778 JOU Measuring and improving the climate for teaching: a multi-year study	LB1778 JOU The Impact of thought self-leadership education on graduate students' perceptions of ethics and cognitive competencies	LB2157 DEN A study of the challenges faced by student teachers during teaching practice:	LB 2157 MHL A study of the effectiveness of the student attachment teaching practice model :	LB2300 ACT Active learning in higher education.	Next

This study examines the impact of thought self-leadership education on graduate students' perceptions of ethics and competencies in the execution of cognitive strategies (beliefs and assumptions, self-talk, and mental imagery) in a graduate public administration program's health care administration law course. The results obtained from Wilcoxon Matched-Pairs Signed-Ranks test indicated a statistically significant change between students' pre- and posttest scores. Preliminary findings support the beneficial role of a cognitive-based approach in enhancing graduate students' perceptions of ethics and cognitive competencies.

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