Developing a Process Model of Academic Success Using the American School Counselors Association (ASCA) Academic Standards
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Keywords
academic success, ASCA Academic Standards, financially-challenged, Process Model, education
Abstract
Using the grounded theory method, this study described what academic success is in terms of the American School Counselors Association (ASCA) Academic Development Standards and how it was achieved by 30 financially challenged college students studying in a Philippine university that offers teacher education courses. Results indicated that the combination of knowledge, skills, and attitudes was significant in the academic achievement of the students through three factors responsible for their success in college: physical survival skills amidst poverty, illnesses, fatigue, and personal as well as family challenges; mental determination to improve their lives; and emotional control to mediate physical and emotional suffering. These three factors, despite financial challenges, accounted for the students' choice of an academic track after secondary education and the application of such choice to their life roles. The process of academic success that was created is cyclical, with outcomes enhancing students' knowledge, skills, and attitudes. The results can be utilized by counselors as a guide in understanding similarly situated students and in creating more relevant programs.Further, the findings implied that the ASCA Standards are achievable not only through the school counseling program, but also through the participation of significant persons such as parents, relatives, teachers, and peers. It is suggested, though, that more research be undertaken towards the participation.
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