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- All Subjects: Satisfaction
- Creators: Alvarado Hernandez, Ruby Rebecca
Description
The purpose of this study was to research the effects of a student-staff mentoring relationship on high school students’ locus of control, life/school satisfaction and ultimately their academics as determined by their grades. Participants consisted of a small cohort of 10th grade high school students at a public charter, college preparatory high school in inner city Phoenix, Arizona. Frederickson’s broaden-and-build theory of positive emotions and Bandura’s social cognitive theory provide the models of behavior to improve school satisfaction, motivation and overall well being. A mixed method, action research design was used to study how a 9-week mentoring program facilitated by the dean of students impacted the students’ locus of control, satisfaction, and academic achievement. Participants completed pre and post test measures using a modified Trice College Success Survey that measured external-internal locus of control and the Multidimensional Students’ Life Satisfaction Scale (MSLSS) used to measure life satisfaction and sub-constructs of satisfaction including family, friends, school, living environment and self. Post intervention a smaller sample of students were interviewed, field notes were also compiled and analyzed using a social constructionist point of view to gather insight on how students create their own knowledge and how that connects to their behaviors and attitudes that affect their success. Among the key findings was that students indicated a preference for the type of individualized attention that the mentoring program introduced to support them academically. Quantitative analyses of the survey data did not indicate a significant shift from external to internal locus of control or an improvement in life or school satisfaction, however further research should be conducted to implement a longer intervention period with similar intervention components.
ContributorsAlvarado Hernandez, Ruby Rebecca (Author) / Ott, Molly (Thesis advisor) / Hartley, Adam (Committee member) / Schauer, David (Committee member) / Arizona State University (Publisher)
Created2019
Description
This paper discusses the levels of job satisfaction amongst practicing lawyers, with a distinction between government-employed lawyers (public) and those in the private sector. The purpose of this report is to provide insight into the joys and sorrows of practicing law and provide those who are curious about becoming a lawyer with the tools to be the happiest lawyer that they can be throughout their career. The paper includes analysis of a primary research survey, comparisons with existing research, and a brief overview of happiness based research. It concludes with personal applications of the knowledge gained. Findings of the project conclude that publicly employed lawyers are, on average, slightly happier than lawyers in the private sector. On a scale from 1-7 public lawyers held an average happiness rating of 6.8, while private lawyers came in at a 6.06. Both factions were found to be satisfied in their work, which can dispel the myth that lawyers in general are unhappy with their job or field. Research into happiness shows that only 40% of an individual's overall happiness can be directly affected by their mindset and actins. The other 60% is comprised of genetic and circumstantial factors. Steps and advice to increase happiness derived from a profession or life are offered. The key to finding satisfaction in the workplace lies in aligning one's strengths with one's values. This paper concludes by imploring those who seek a job in the legal field to spend time understanding what their values are, and pursuing satisfaction in the workplace instead of prestige or pay.
ContributorsGattenio, Scott Robert (Author) / Koretz, Lora (Thesis director) / Dietrich, John (Committee member) / Department of Marketing (Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12