Where Freshmen Aspirations Meet Reality: Factors Influencing the Learning Outcomes of a Living-and-Learning Program in an Asian University

Autor/inn/en	Mukhopadhyay, Kankana; Tambyah, Siok Kuan
Titel	Where Freshmen Aspirations Meet Reality: Factors Influencing the Learning Outcomes of a Living-and-Learning Program in an Asian University
Quelle	In: Higher Education Research and Development, 38 (2019) 5, S.1015-1030 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mukhopadhyay, Kankana) ORCID (Tambyah, Siok Kuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1598337
Schlagwörter	Foreign Countries; College Freshmen; Academic Aspiration; Intention; Student Attitudes; Dormitories; On Campus Students; Student Development; Self Esteem; Student Characteristics; Student Participation; Outcomes of Education; Academic Achievement; Singapore + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Schülerverhalten; Student housing; Studentenwohnheim; Self-esteem; Selbstaufmerksamkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lernleistung; Schulerfolg; Schulleistung; Singapur
Abstract	This study explored the impact of a living-and-learning program (LLP) in a residential college of an Asian university on a freshmen cohort. It utilized a theoretical framework based on Astin's input-intermediate outcome-environment-outcome model. We examined survey data collected at two time points a year apart to understand how the freshmen's learning outcomes were influenced by their pre-college intentions and beliefs, their involvement and leadership in the LLP, and the LLP's environment. We found that pre-college perceived self-confidence had no impact on the learning outcomes. However, pre-college perceived competence in personal and intellectual growth was a significant contributing factor for involvement and post-college self-confidence. The freshmen's involvement in turn positively predicted their personal and intellectual growth and post-college self-confidence. The academic aspects of the LLP's environment also contributed to this growth. The findings have ramifications for the design of LLPs, in particular, the definition and measurement of learning outcomes, the criteria for admissions, and the facilitation of student involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01