Browsing by Author "Sellon, Addison"

Now showing 1 - 4 of 4
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    Applying methodological innovation to explore generativity development among collegiate leadership mentors
    Hastings, Lindsay; Sunderman, Hannah M.; Sellon, Addison (2023)
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    Measuring Generativity among Emerging Adults: Advancements and Applications
    Sunderman, Hannah M.; Hastings, Lindsay J.; Sellon, Addison (Wiley, 2024-05-15)
    Despite being seen as a midlife construct, generativity (i.e., care and concern for the next generation) has significant utilization among emerging adults. However, the measures developed and recommended by seminal scholars to research generativity have had challenges when applied to the emerging adult population. Therefore, the current article outlines the history of generativity measurement, generativity measurement among emerging adults, recommendations for utilizing generativity measures in practice, and future research directions for generativity measurement among emerging adults.
  • “Mindset of Generativity”: An Exploration of Generativity among College Students Who Mentor
    Sunderman, Hannah M.; Hastings, Lindsay J.; Sellon, Addison (Taylor & Francis, 2022-01-01)
    The current study explored the development of generativity, care for the next generation, among college students who mentor K–12 youth. Interviews and degree-of-change graphs were conducted with 10 mentors using a phenomenological design. The findings revealed that mentoring positively influenced generativity. Additionally, antecedents and outcomes of generativity development emerged. The results argue for the role of being a mentor in psychosocial development, specifically generativity, which has implications for social responsibility, a goal of higher education.
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    Transforming leadership education undergraduate advising: Incorporating growth mindset and design thinking
    Sellon, Addison; Sunderman, Hannah M.; McElravy, L. J. (2023)
    Academic advisors are an invaluable and steadfast component of leadership students’ higher education experience (Hunter & White, 2004; Mann, 2020; Museus, 2021; Spratley, 2020). Yet, given the myriad student paths and preferences, advising calls for flexibility, commitment, and personalization. Applying growth mindset and design thinking to the academic advising process in leadership education may help advisors meet the diverse needs of their students, integrating theory and practice. Notably, growth mindset and design thinking are linked to overall motivation, confidence, and problem-solving (Dweck, 2015; Hochanadel & Finamore, 2015; Mann, 2020), allowing students to take ownership over and actively engage with their academic advising experience. Therefore, two advising manuals (i.e., a student manual and a faculty manual) were generated to incorporate growth mindset and design thinking-based approaches to the advising experience within leadership education. The manuals were implemented into various advising situations for data collection and feedback. Findings revealed an overall favorable opinion of the manual and guidance for further implementation within the advising process. The two manuals presented in the current paper provide leadership education students, academic advisors, and departments with various tools to enhance and guide their undergraduate student experience.