ERIC Number: ED368266
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Influences on College Students' Orientations toward Learning for Self-Understanding.
Springer, Leonard; And Others
This study examined the relative importance of curricular, classroom, and out-of-class experiences on learning related attitudes and values of freshman college students after taking into account certain precollege characteristics of new students, including initial levels of interest in learning. Specifically, the study looked at students' formal instructional experiences and classroom-related contacts with faculty members and their out-of-class experiences with faculty, peers, and the formal co-curriculum. The 210 students were given the Collegiate Assessment of Academic Proficiency and Likert-type attitude tests in the autumn and spring of their first year. Analysis showed that both students' class-related experiences and their out-of-class experiences made statistically significant and unique contributions to the explanation of variations in learning orientation above and beyond students' precollege traits and their experiences in other areas of college life. A modest joint effect was also observed. This study supports the theory that effects of college on student learning are holistic, that learning is shaped both by students' formal, classroom experiences and by their out-of-class experiences. The data also suggest that administrators, faculty members, and student peers all have important roles in shaping the interests students have in learning. (Contains 24 references.) (GLR)
Descriptors: College Freshmen, College Students, Educational Experience, Educational Research, Higher Education, Learning Experience, Learning Motivation, Learning Theories, Peer Influence, Self Concept, Self Evaluation (Individuals), Social Influences, Student Attitudes, Student Development, Student Motivation, Teacher Influence, Values
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).