Annotated Bibliography
Barr, A., Bird, K. A., & Castleman, B. L. (2021). The effect of reduced student loan borrowing on academic performance and default: Evidence from a loan counseling experiment. Journal of Public Economics, 202(1), 104493. Web.
The authors evaluate the effect of an outreach campaign that prompted student loan applicants at a big community college to make informed and active borrowing resolutions using an experimental research design. The study results showed that the intervention contributed to students decreasing their unsubsidized loan borrowing by 7%. It worsened academic performance and escalated the possibility of loan default after the intervention. The authors fully addressed the study purpose of the outreach campaign’s effect on student loan.
Brady, S., Miller, J., Balmuth, A., D’Ambrosio, L. A., & Coughlin, J. F. (2021). Factors contributing to the financial self-efficacy of student loan borrowers. Journal of Financial Counseling and Planning, 32(3), 493-506. Web.
The authors examined aspects related to financial self-efficacy among student loan borrowers using survey data under quantitative research design. Findings showed that perceived student loan education before accruing higher education debt was significantly related to existing financial self-efficacy, and general financial education during repayment was not associated with financial self-efficacy. The study underscores the importance of early mentoring and learning from financial experts on student loan borrowing. They explicitly addressed the study purposes in their analysis and discussion.
Deller, S., & Parr, J. (2021). Does student loan debt hinder community well-being? International Journal of Community Well-Being, 4(2), 263-285. Web.
The study examines how the increase in student debt affects the larger community’s well-being using quantitative data from the United States county level. The results showed that higher student debt levels appear to be related to lower community well-being levels. Local communities can assist students in making informed decisions on taking student loans and repayment alternatives. The authors have fully explained their study purpose in their research.
Stranahan, H., Borg, M. O., & Mary Beal, M. (2019). The Onus of Student Debt: Who is Most Impacted by the Rising Cost of Higher Education? International Research Journal of Applied Finance, 5(8), 219-231.
This study investigated educational debt for professional and graduate students in US learning institutions and determined whether significant debt predictors change over time using quantitative data from NPSAS. The results revealed that students with the undergraduate loan were more likely to take on debts for graduate school. Further, results demonstrated that African American students borrowed more than other ethnic/racial groups. Nevertheless, the growing graduate level loan can restrain other life preferences and discourage the student from persisting and enrolling. The findings have fully addressed the study’s purpose with relevance to its quest on facts.
Webber, K. L., & Burns, R. (2020). Increases in graduate student debt in the US: 2000 to 2016. Research in Higher Education, 62(5), 709-732. Web.
Webber and Burns (2020) investigated the individual aspects that lead to some students taking more loans than others taking using a quantitative research design. The results showed that the resolution to take on the student loan and the loan amount accrued does differ according to the demographic features and study major. The study has model reveals a strong effect of FBF on student loan burdens. The authors strived to cover significant aspects of the study purpose.
A Reflect on the Idea of Feeling like an Imposter
During my immersion events, I felt anxious because of a lack of knowledge of what was expected at the school. I opted to review the eight fundamentals of DNP to have more information on the course. After arrival, the university organizers welcomed me and they appeared friendly and approachable. They hand me a name badge after signing in to make me feel confident and comfortable with the new atmosphere. When I stepped into the classroom, I met other students and professors who were anxious and eager to lime me through their books. For a while, the long-awaited event began and there was an introduction from the students and professors. Further, we were guided on where we may go for help making me contented with the information.
However, with how much I used to joke and smile around and engaged myself, one would never believe that negativity runs through my head repeatedly daily. I live on the campus under anxiety and fear that one day those voices in my head may be disclosed for everybody to see. At any time, people will discover what I have been telling myself for a period: that I am not good at anything in life. Besides, I take on many activities and things to carry out, and when I cannot accomplish them, I feel self-doubt and crippling shame. In most cases, I declined to ask for assistance, as I feared people could see that I have no idea what I was doing and they will lose their faith in my capabilities. Generally, I felt like I do not belong at that school or in the leadership position, as I did not see myself to deserve of such an opportunity. If anybody ever appreciated or praised me for doing something good, I typically respond with, “Well, anybody else could have done it.”
Nonetheless, it was not until recently that I realized that what I used to struggle with is referred to as imposter syndrome. In addition, after joining The Youths’ Network where I learned that I am not alone in struggling with the burden. I came to realize that all along I have been doubting my capabilities and feeling like a fraud in each circumstance. I learned that being an imposter motivated me to work hardest daily in school; although it led to general tension and anxious feelings even at times when I must be enjoying.
I always had to think one step ahead and double-checked the work that I needed to do, in an attempt to avert somebody discovering that I had no idea of what I am doing. I have learned that I always feel like am performing in a theatre daily, faking that I am not struggling with my life or work. I usually tell myself that is cannot allow others to see me struggling and that I cannot request assistance. Further, I am horrible at getting compliments, as I genuinely never believe I deserve the appreciations I am receiving now. In my mind, I have considered myself incompetent and lazy; hence, that is when I inevitably fail; there is no failure because I was not anticipating achievement for myself. Regardless of what I have achieved, I never feel proud of what I did was a good performance. Thus, I feel like a fraud in my life despite showing my loved ones and friends support and compliments.