Literaturnachweis - Detailanzeige
| Autor/inn/en | Taylor, Kari B.; Baker, Amanda R. |
|---|---|
| Titel | Examining the Role of Discomfort in Collegiate Learning and Development |
| Quelle | In: Journal of College Student Development, 60 (2019) 2, S.173-188 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0897-5264 |
| Schlagwörter | College Students; Student Development; Psychological Patterns; Role; Student Diversity; College Faculty; Educational Practices; Social Justice; Transformative Learning; Self Concept; Learning Processes; Student Reaction; Attitude Change; Minority Group Students; Trauma; Reflection; College Environment; Student Experience; Cognitive Development; Student Welfare |
| Abstract | Scholars and practitioners alike often assume that discomfort is a necessary and productive aspect of the college experience. We used a range of theories grounded in the concept of dissonance to question these assumptions and critically analyze the role of discomfort in collegiate learning and development for today's diverse college student population. Based on this theoretical review, we provide recommendations for how collegiate educators can ensure that discomfort leads to learning and development. (As Provided). |
| Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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