Motivational Interviewing to Support the Goals of College Students

Authors

DOI:

https://doi.org/10.5204/ssj.2931

Keywords:

School-Based Motivational Interviewing, self-determination theory, goal attainment, pilot study

Abstract

This practice report describes a higher education practice to support the aspiration of students while supporting their well-being. The use of Motivational Interviewing (MI), an evidence-based conversational style, in faculty-student conversations can meet the psychological needs of students in consideration of their self-determination. This approach is gaining interest in higher education practice and emerging within published literature. This report suggests goal attainment is a worthy outcome that aligns with MI, and provides a report of a small-scale pilot study. The advancement of school-based MI practices for college student development is encouraged. Implications, helpful and formative literature, and future research opportunities are provided.

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Author Biography

Benjamin Buck Blankenship, Northern Arizona University

Buck Blankenship is a dad, spouse, and an Associate Teaching Professor in the College of Education’s First Year Seminar program at Northern Arizona University. He is also a member of a newly formed MI in Higher Education International Think Tank - please contact for more information. His interests include pedagogical practices centered in student self-determination and supporting student success through individualized education.

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Published

2024-02-27

How to Cite

Blankenship, B. B. (2024). Motivational Interviewing to Support the Goals of College Students. Student Success, 15(1), 99–104. https://doi.org/10.5204/ssj.2931

Issue

Vol. 15 No. 1 (2024)

Section

Practice Reports

License

Copyright (c) 2022 Benjamin Buck Blankenship

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.