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ERIC Number: EJ897640
Record Type: Journal
Publication Date: 2010
Pages: 21
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0039-3541
Teaching the Whole Student: Perceived Academic Control in College Art Instruction
Lavender, Randall; Nguyen-Rodriguez, Selena T.; Spruijt-Metz, Donna
Studies in Art Education: A Journal of Issues and Research in Art Education, v51 n3 p198-218 Spr 2010
While college art instructors strive to respond to the current generation of students, educational psychologists stress the importance of teachers' focusing on students' cognitive-affective makeup in addition to conveying course content. Attribution theory--and more specifically, student perceptions of control over academic outcomes--can serve to enhance teaching effectiveness and raise instructor empathy for students' diverse educational competencies. This study examines the impact of academic control-enhancing teaching methods on first-year college art student success and defines best-practice recommendations based on quantitative and qualitative findings. Results suggest that understanding perceived academic control and incorporating that insight into classroom instruction can help college art faculty to more effectively support first-year students' adaptation to college, academic performance, mid-year retention, and matriculation to a second year. (Contains 6 tables and 2 figures.)
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California