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dc.contributor.authorHanson, Jill
dc.contributor.authorBurke, Ciaran
dc.date.accessioned2020-09-01T11:29:25Z
dc.date.available2020-09-01T11:29:25Z
dc.date.issued2020-09-01
dc.identifier.citationHanson, J. and Burke, C. (2020). 'Addressing unrealistic optimism with counterfactual reasoning in an employability module in higher education'. Journal of Applied Research in Higher Education, pp. 1-35.en_US
dc.identifier.issn2050-7003
dc.identifier.doi10.1108/jarhe-02-2019-0047
dc.identifier.urihttp://hdl.handle.net/10545/625142
dc.description.abstractThe study aimed to explore the effect of second year business students engaging in counterfactual reasoning on their unrealistic optimism regarding attainment on an employability module. Using an experimental design, the study compared the module performance of those who generated reasons why they would and would not achieve a series of specific grades. A control group who did not generate any reasons also took part. Students who generated reasons why they would not achieve a good grade were less likely to be unrealistically optimistic and more likely to attain a good grade on their assessment. This is a small sample of students from one form of programme, so replication with a greater sample drawn from other programmes would increase reliability. The results suggest an easily applied and practical way of engaging students in employability modules to support their development of a range of capitals. The findings are considered in relation to the theory of possible selves, the value for students, particularly widening participation of students, of improved engagement with employability modules and the possibility of applying this technique in wider educational settings. This paper extends Hoch’s (1985) original study by considering the use of counterfactual reasoning for assessment performance and offering a an easy-to-apply tool for module leaders to support student attainment in employability development modulesen_US
dc.description.sponsorshipN/Aen_US
dc.language.isoenen_US
dc.publisherEmeralden_US
dc.relation.urlhttps://www.emerald.com/insight/content/doi/10.1108/JARHE-02-2019-0047/full/htmlen_US
dc.rightsAttribution-NoDerivatives 4.0 International*
dc.rights.urihttps://www.emerald.com/insight/site-policies
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/*
dc.subjectEducationen_US
dc.subjectEmployabilityen_US
dc.subjectCounterfactual reasoningen_US
dc.subjectUnrealistic optimismen_US
dc.titleAddressing unrealistic optimism with counterfactual reasoning in an employability module in higher educationen_US
dc.typeArticleen_US
dc.contributor.departmentUniverity of West Englanden_US
dc.contributor.departmentUniversity of Derbyen_US
dc.identifier.journalJournal of Applied Research in higher Educationen_US
dc.source.journaltitleJournal of Applied Research in Higher Education
dc.source.volumeahead-of-print
dc.source.issueahead-of-print
dcterms.dateAccepted2020-07-27
refterms.dateFOA2020-09-01T00:00:00Z
dc.author.detail778437en_US


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