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Faculty’s Motivation to Interact with Students Outside of Class
In essence, personal agency beliefs refer to whether or not a person believes that s/he has the skills and a sufficiently supportive environment to achieve a particular goal. Ford categorized capability beliefs into three gradations of beliefs about one’s skill: strong, moderate/variable, and weak beliefs. He also classified context beliefs into three categories of beliefs about the environment: positive, neutral/variable, or negative. These categories represent varied beliefs about the responsiveness and support of the environment in which one works.
Based on these two sets of gradations and categories, Ford (1992) developed a taxonomy of 10 personal agency belief patterns that predict whether or not a person would be motivated to start, continue, or stop a behavior. For example, people who have strong beliefs about their skill levels and also believe they have a positive environment would fall into the robust category. Alternatively, people who have weak beliefs about their skill levels and also believe they work in a negative environment would fall into the hopeless category. Table 1 shows Ford’s 10 different personal agency belief patterns.
Table 1
The MST Taxonomy of Personal Agency Belief Patterns
Capability beliefs Context beliefs
Positive
Strong
Robust pattern Is strong and firm in purpose or outlook Tenacious pattern Suggests strength in dealing with challenges and obstacles
Moderate or variable
Modest pattern Places a moderate estimate on one’s abilities Vulnerable pattern Functions adequately, but may be at risk under conditions of stress Discouraged pattern Is deprived of but potentially maintains some confidence or hope
Weak
Fragile pattern Is intact, but easily broken or damaged Self-doubting pattern Has a lack of faith in one’s chances for success
Neutral or variable
Negative
Accepting pattern Endures difficulties quietly and with courage OR Antagonistic pattern Tends toward actively expressed annoyance or hostility
Hopeless pattern Has no expectation of success
Adapted from Motivating Humans: Goals, Emotions, and Personal Agency Beliefs by M. Ford, 1992, Thousand Oaks, CA: Sage.
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The Journal of College and University Student Housing - Volume 38, No. 1
Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 38, No. 1
The Journal of College and University Student Housing - Volume 38, No. 1
Contents
Introduction – Stories of Faculty Residence Hall Involvement
Understanding Faculty’s Motivation to Interact with Students Outside of Class
Faculty Perspectives on Creating Community in Residence Halls
Students As Teachers: What Faculty Learn by Living on Campus
Enhancing Undergraduate Education: Examining Faculty Experiences During Their First Year in a Residential College and Exploring the Implications for Student Affairs Professionals
Swimming in Unchartered Waters: Understanding and Developing the Faculty Role in Residential Education
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The Journal of College and University Student Housing - Volume 38, No. 1 - Faculty Perspectives on Creating Community in Residence Halls
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The Journal of College and University Student Housing - Volume 38, No. 1 - Students As Teachers: What Faculty Learn by Living on Campus
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The Journal of College and University Student Housing - Volume 38, No. 1 - Enhancing Undergraduate Education: Examining Faculty Experiences During Their First Year in a Residential College and Exploring the Implications for Student Affairs Professionals
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The Journal of College and University Student Housing - Volume 38, No. 1 - Swimming in Unchartered Waters: Understanding and Developing the Faculty Role in Residential Education
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