Is Warmer Better? Examining Counseling Student Responses to Syllabus Tone

Authors

Angela I. Sheely-Moore, Montclair State UniversityFollow
LeeAnn Cardaciotto, La Salle UniversityFollow
Krista Malott, Villanova UniversityFollow
Megan Krell, Fitchburg State UniversityFollow
Carlos A. Flores, Montclair State University

Document Type

Empirical Research Article

Keywords

evidenced-based teaching, syllabus construction, andragogy, graduate students

Subject Area

Counselor Education

Abstract

Researchers in this quantitative study explored the impact of syllabus tone on master-level counseling students (N = 124). Findings indicate statistically significant differences between students’ reactions to syllabi language, with greater student retention of the content within the warm syllabus condition and more favorable perceptions of the instructor and their grading practices. Implications for counselor educators are included.

DOI

10.70013/zkov9ycg

Recommended Citation

Sheely-Moore, A. I., Cardaciotto, L., Malott, K., Krell, M., & Flores, C. A. (2024). Is Warmer Better? Examining Counseling Student Responses to Syllabus Tone. Journal of Counselor Preparation and Supervision, 18(3). 10.70013/zkov9ycg