Lessening the Anxiety of Graduate Students: Exploring the Value of the Planning Conversation

• In Event: Teaching Educational Research Methods: Student Perceptions and Faculty Reflections

Abstract

To help ease the transition of starting a new graduate program or that of conducting and writing about research, professors look for ways to support student learning as they become more independent, life-long learners. A way to do this is to use “coaching” processes to mediate student thinking and problem solving options. Cognitive Coaching (CC) is used to reduce anxiety and increase confidence in students who are conducting and/or writing about research at the graduate level (Brinkman & Hartsell-Gundy, 2012). This article examines the use of Cognitive Coaching (Costa & Garmston, 2002), specifically the use of the planning conversation, as a way to reduce feelings of anxiety in graduate students while increasing their efficacy conducting graduate research.

Authors

• Monica L HARRIS, Grand Valley State University
  Presenting Author

• Chasity Bailey-Fakhoury, Grand Valley State University
  Presenting Author