Download full text
Download full text
ERIC Number: EJ1135548
Record Type: Journal
Publication Date: 2012-Jul
Abstractor: As Provided
The Effects of Teacher Behaviors on Students' Inclination to Inquire and Lifelong Learning
Loes, Chad N.; Saichaie, Kem; Padget, Ryan D.; Pascarella, Ernest T.
International Journal for the Scholarship of Teaching and Learning, v6 n2 Article 7 Jul 2012
This study estimated the effects of teacher organization, clarity, classroom challenge and faculty expectations, support, and prompt feedback on students' inclination to inquire and lifelong learning during the first year of college. Controlling for a battery of potential confounding influences, teacher organization was positively associated with gains in students' Need for Cognition, while instructor clarity, classroom challenge/high expectations, and prompt feedback resulted in gains in both Need for Cognition and Positive Attitudes Toward Literacy. Lastly, it appears that the influence of teacher support on students' Need for Cognition is conditional by level of tested academic preparation.
Descriptors: Lifelong Learning, Teacher Behavior, Inquiry, Intention, College Freshmen, Teacher Effectiveness, Student Characteristics, Institutional Characteristics, Behavior Rating Scales, Predictor Variables, Teacher Expectations of Students, Classroom Techniques, Course Organization, Feedback (Response), Student Evaluation of Teacher Performance, Student Surveys, Statistical Analysis
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: email@example.com; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A