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Apr 15, 2021 · A psychological contract is an individual’s perceived expectation that remains in their mindset and thought process. The purpose of this study is to discover the psychological contract of the student in a blended learning setting by exploring his/her expectations of blended learning.
- Roberta Fenech
- 2021
Jul 21, 2021 · The meaning is that these explanations can help students adopt more realistic expectations, namely the components of students’ psychological contracts regarding their overall learning process. These explanations increase students’ emotional engagement in the learning process, which is also part of their expectations ( Gretzky and Lerner, 2021 ).
Apr 9, 2019 · In the current business environment, the new psychological contract is viewed as a more “adult” contract rather than the paternalist traditional psychological contract (Eisenberger et al., 2001; Lessner & Akdere, 2008). In the new psychological contract, both employee and organization move into an “adult” contract where mutual beneficial work is a priority.
- Romona Sewpersad, Shaun Ruggunan, Jamila K. Adam, Suresh Babu Naidu Krishna
- 2019
Nov 1, 2021 · Student expectations of required workload, behaviour, resource use, role and relationship profoundly shape success in higher education and inform satisfaction with their learning experience.
Student Satisfaction with Online Learning: Is It a Psychological Contract? Online Learning, 19(2), n2. Kandiko, C., & Mawer, M. (2013). Student expectations and perceptions of higher education. London: King’s Learning Institute. Koskina, A. (2011). What does the student psychological contract mean? Evidence from a UK business school.
learning outcomes. A psychological contract is therefore a schema for achieving attain-ment, intrinsic, and utility value through the relationship, alongside certain expected costs. It is important to note psychological contracts are founded in beliefs about reciprocal obligations, rather than reciprocal obligations per se.
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Mar 23, 2022 · In a sample of senior undergraduate students, for example, Pietersen found that it is possible to renegotiate psychological contracts at critical junctures (e.g., beginning of the academic term via syllabus explication) with students by purposefully and explicitly clarifying course content, including delivery and the reasons, therefore, as well as expectations of both students and instructor.
