In- and Out-of-Class Influences Affecting the Development of Students' Intellectual Orientations. ASHE Annual Meeting Paper.

Autor/inn/en	Terenzini, Patrick T.; und weitere
Institution	National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.
Titel	In- and Out-of-Class Influences Affecting the Development of Students' Intellectual Orientations. ASHE Annual Meeting Paper.
Quelle	(1993), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classroom Environment; Cognitive Development; College Students; Extracurricular Activities; Higher Education; Learning Motivation; Learning Theories; Student Development; Teacher Student Relationship; Undergraduate Students; Undergraduate Study + Suchen Sie Ihr Suchwort? Schulleistung; Klassenklima; Unterrichtsklima; Kognitive Entwicklung; Collegestudent; Außerunterrichtliche Aktivität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Motivation for studies; Lernmotivation; Learning theory; Lerntheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Grundstudium
Abstract	This paper estimates the relative importance of three, theoretically interrelated sets of variables on changes in students' intellectual curiosity and interest in learning for its own sake. Variables being analyzed are: (1) students' curricular experiences; (2) students' formal instructional experiences and classroom-related contacts with faculty members; and (3) students' out-of-class experiences with faculty, peers, and the formal co-curriculum. The major purpose was to assess the extent to which student interest in learning is shaped by both formal academic activities and by their out-of-class experiences. Data from a group of 210 students who participated in a Spring 1992 survey and followup surveys show that what happens to students after they matriculate has a substantially greater influence on what and how much they learn than their precollege personal and academic development. Study analysis also revealed that both students' class-related experiences and their out-of-class experiences made statistically significant and unique contributions to the explanation of variations in intellectual orientations above and beyond students' precollege traits and their experiences in other areas of college life. (Contains 44 references.) (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC