Supporting transition to law school and student well-being: The role of professional legal identity

Rachael M Field, James Duffy, Anna Huggins

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The empirically established decline in law student well-being during the first year of law school is a red-flagged imprimatur for first year curriculum change. This article suggests that by engaging law students with the concept of a positive professional identity, student engagement and intrinsic motivation will increase because they are working towards a career goal that has meaning and purpose. Law school is a time of professional transformation and the legal academy can take steps to ensure that this transformation is inculcated with positive messages. Literature from the fields of law and psychology is analysed in this article, to explain how a positive conception of the legal profession (and a student’s future role within it) can increase a student’s psychological well-being –at law school and beyond.
Original languageEnglish
Pages (from-to)15-25
Number of pages11
JournalInternational Journal of the First Year in Higher Education
Volume4
Issue number2
DOIs
Publication statusPublished - 2013
Externally publishedYes

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school law
well-being
student
Law
legal profession
intrinsic motivation
academy
psychology
career
curriculum

Cite this

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Supporting transition to law school and student well-being : The role of professional legal identity. / Field, Rachael M; Duffy, James; Huggins, Anna.

In: International Journal of the First Year in Higher Education, Vol. 4, No. 2, 2013, p. 15-25.

Research output: Contribution to journalArticleResearchpeer-review

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