On Student Development in College: Evidence from the National Study of Student Learning
1996; Volume: 15; Issue: 1 Linguagem: Inglês
10.1002/j.2334-4822.1996.tb00300.x
ISSN2334-4822
Autores Tópico(s)Innovations in Educational Methods
ResumoTo Improve the AcademyVolume 15, Issue 1 p. 17-29 Section I: Instructional Development On Student Development in College: Evidence from the National Study of Student Learning Ernest T. Pascarella, Corresponding Author Ernest T. Pascarella UI2639@UICVM University of Illinois Contact: Ernest T. Pascarella College of Education (M/C 147) University of Illinois 1040 West Harrison Street Chicago, IL 60607-7133 USA (312) 996-8181 UI2639@UICVM (Bitnet)Search for more papers by this author Ernest T. Pascarella, Corresponding Author Ernest T. Pascarella UI2639@UICVM University of Illinois Contact: Ernest T. Pascarella College of Education (M/C 147) University of Illinois 1040 West Harrison Street Chicago, IL 60607-7133 USA (312) 996-8181 UI2639@UICVM (Bitnet)Search for more papers by this author First published: June 1996 https://doi.org/10.1002/j.2334-4822.1996.tb00300.xCitations: 5AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract This paper summarizes some of the major findings of the National Study of Student Learning, a longitudinal investigation of the factors influencing student intellectual development at 23 diverse colleges and universities in 16 states. Findings from the following analyses are presented: effects of perceived teacher behaviors on general cognitive skills and internal locus of attribution; influences on critical thinking; cognitive effects of two- and four-year colleges; cognitive effects of historically Black and predominantly White colleges; and cognitive effects of Greek affiliation. Citing Literature Volume15, Issue1June 1996Pages 17-29 RelatedInformation
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