Positive reframing/rethinking: the simple, effective strategy for tutorials
DOI:
https://doi.org/10.47408/jldhe.vi30.1066Keywords:
academic development, learning development, confidence building, positive reframing, academic anxietyAbstract
This opinion piece discusses the importance of positive reframing as a tool for Learning Development (LD) tutors to use in one-to-one tutorials. The piece emphasises the impact of positive reframing on students’ confidence with their academic skills. The piece will explore the theoretical background of positive reframing, deriving from cognitive restructuring. Connecting positive reframing to the PERMA model highlights its potential in enhancing academic focus. It will then introduce two approaches for using positive reframing in tutorials, emphasising the importance of authenticity in communication. The opinion piece concludes by encouraging LD tutors to consider incorporating positive reframing into their session to benefit both students and LD tutors.
References
Babicka-Wirkus, A., Wirkus, L., Stasiak, K. and Kozłowski, P. (2021) ‘University students’ strategies of coping with stress during the coronavirus pandemic: data from Poland’, PLOS ONE, 16(7), e0255041. https://doi.org/10.1371/journal.pone.0255041.
Beck, A. T. (1967) Depression: causes and treatment. Philadelphia: University of Pennsylvania Press.
Caldwell, E., Stapleford, K. and Tinker, A. (2018) ‘Talking academic writing: a conversation analysis of one-to-one learning development tutorials’, Journal of Academic Writing, 8(2), pp.124-136.
Coulson, K., Loddick, A. and Rice, P. (2021) ‘Exploring the impact of learning development on student engagement, experience, and learning’, in Huijser, H., Kek, M., Padró, F.F. (eds.) Student support services: university development and administration. Singapore: Springer, pp.567-582. https://doi.org/10.1007/978-981-13-3364-4_19-1.
Denial, C. (2019) ‘A pedagogy of kindness’, Hybrid Pedagogy. Available at: https://hybridpedagogy.org/pedagogy-of-kindness/ (Accessed: 1 August 2023).
Denial, C. (2020) ‘A pedagogy of kindness’, in Stommel, J., Friend, C .and Morris, S. M. (eds.) Critical digital pedagogy: a collection. Washington. D.C.: Hybrid Pedagogy Inc., pp.212-218.
Gilmour, A. (2021) ‘Adopting a pedagogy of kindness’, Journal of Learning Development in Higher Education, October, Issue 22, pp.1-6. https://doi.org/10.47408/jldhe.vi22.798.
Kern, M., Waters, L., Alder, A. and White, M. (2014) ‘Assessing employee wellbeing in schools using a multifaceted approach: associations with physical health, life satisfaction and professional thriving’, Psychology, 5(6), pp.500-513.
Seligman, M. E. P. (2011) Flourish. New York: Simon & Schuster.
Soares, A. E. and Lopes, M. P. (2020) ‘Are your students safe to learn? The role of lecturer’s authentic leadership in the creation of psychologically safe environments and their impact on academic performance’, Active Learning in Higher Education, 21(1), pp.65-78. https://doi.org/10.1177/1469787417742023.
Teixeira, R.J., Brandão, T. and Dores, A. R. (2022) ‘Academic stress, coping, emotion regulation, affect and psychosomatic symptoms in higher education’, Current Psychology, 41, pp.7618-7627.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Journal of Learning Development in Higher Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
