College Experiences and Student Inputs: Factors That Promote the Development of Skills and Attributes that Enhance Learning among College Students

Autor/in	Chemosit, Caroline Chepkurui
Titel	College Experiences and Student Inputs: Factors That Promote the Development of Skills and Attributes that Enhance Learning among College Students
Quelle	(2012), (263 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Illinois State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2676-4364-3
Schlagwörter	Hochschulschrift; Dissertation; College Students; Student Experience; Student Attitudes; Skill Development; Academic Achievement; Active Learning; Teacher Student Relationship; Time on Task; Teacher Expectations of Students; Qualitative Research; Correlation; Values; Enrollment Influences; Gender Differences; Colleges; Interviews; Predictor Variables; Leadership + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; Studienerfahrung; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Schulleistung; Aktives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Zeitaufwand; Qualitative Forschung; Korrelation; Wertbegriff; Geschlechterkonflikt; College; Hochschule; Fachhochschule; Interviewing; Interviewtechnik; Prädiktor; Führung; Führungsposition
Abstract	The study involved an exploration of factors that promoted the development of skills and attributes that enhanced learning among college students. The factors explored in this study were, active learning, student-teacher interaction, time on tasks, institutional expectations, student inputs, and skills and attributes that enhance learning. This study was exploratory in nature and pertinent quantitative and qualitative data analysis to establish the relationships was performed. Major findings of the study showed that there are positive and significant intercorrelations between student-teacher interaction, active learning, time on task, institutional expectations, student values, and skills and attributes that enhance learning. Moreover, active learning, student-teacher interaction, institution expectations, and student values were found to be significant predictors of skills and attribute that enhanced learning whereas, time on task, gender, enrollment status, and first institution to be enrolled in were not significant predictors of skills and attributes that enhanced learning. Skills and attributes explored in the study, as noted by the interview results enhanced learning among college students. In addition, the results of the study indicated that factors such as leadership roles, programs of study, student educational values, parent's educational values, and prior experiences promote the development of skills and attributes that enhance learning. The results of the study were synthesized in terms of major findings and conclusions and a discussion of the findings and implication of the results followed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10