Peer reviewed
Direct linkERIC Number: EJ1033965
Record Type: Journal
Publication Date: 2014
Pages: 31
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-0022-1546
Deeply Affecting First-Year Students' Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development
Laird, Thomas F. Nelson; Seifert, Tricia A.; Pascarella, Ernest T.; Mayhew, Matthew J.; Blaich, Charles F.
Journal of Higher Education, v85 n3 p402-432 May-Jun 2014
This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students' critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes.
Descriptors: College Freshmen, Cognitive Development, Thinking Skills, Critical Thinking, Cognitive Style, Measures (Individuals), Literacy, Positive Attitudes, Scores, Student Attitudes, Outcomes of Education, Regression (Statistics), Statistical Analysis
Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: National Survey of Student Engagement; Collegiate Assessment of Academic Proficiency; Need for Cognition Scale; Critical Thinking Test (Dressel); United States (Northeast); United States (Southeast); United States (Midwest); United States (Pacific States); Student Experience Questionnaire; ACT Assessment; SAT (College Admission Test)
