The Impact of First-Year Seminars on College Students' Life-Long Learning Orientations

Autor/inn/en	Padgett, Ryan D.; Keup, Jennifer R.; Pascarella, Ernest T.
Titel	The Impact of First-Year Seminars on College Students' Life-Long Learning Orientations
Quelle	In: Journal of Student Affairs Research and Practice, 50 (2013) 2, S.133-151 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6605
Schlagwörter	Seminars; College Freshmen; Lifelong Learning; Program Effectiveness; Cognitive Development; Student Characteristics; Pretests Posttests; Liberal Arts; Student Participation; Inquiry; Student Development; Longitudinal Studies; Regression (Statistics); ACT Assessment; National Survey of Student Engagement; Need for Cognition Scale + Suchen Sie Ihr Suchwort? Seminar; Studienanfänger; Life-long learning; Lebenslanges Lernen; Kognitive Entwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Using longitudinal data from the Wabash National Study of Liberal Arts Education, this study measured the impact of first-year seminars on college students' life-long learning orientations. The findings suggest that first-year seminars enhance students' life-long learning orientations and that the effect of first-year seminars is mediated through vetted good practices. These findings provide empirical evidence that first-year seminars can positively impact complex learning in ways that were previously untested. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10