An Examination of Pace's Model of Student Development and College Impress

Autor/inn/en	Ethington, Corinna A.; Horn, Robert A.
Titel	An Examination of Pace's Model of Student Development and College Impress
Quelle	In: Community College Journal of Research and Practice, 31 (2007) 3, S.183-198 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
Schlagwörter	Outcomes of Education; Student Development; Social Development; Community Colleges; College Students; Student Experience; Models; Student Attitudes; Questionnaires; Time Factors (Learning); Educational Environment; Student Characteristics; Age Differences; Employment Level; Family Influence; Student Participation; Interaction; Peer Relationship; Teacher Student Relationship; Family Relationship; United States; College Student Experiences Questionnaire + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Soziale Entwicklung; Community college; Community College; Collegestudent; Studienerfahrung; Analogiemodell; Schülerverhalten; Fragebogen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Age; Difference; Age difference; Altersunterschied; Beschäftigungsgrad; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interaktion; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; USA
Abstract	Pace (1979b) delineates a model for the study of student development and college impress. That model was the basis for his development of the College Student Experiences Questionnaire (CSEQ) and the Community College Student Experiences Questionnaire (CCSEQ). His perspective is similar to Astin (1970, 1984) and Tinto (1975, 1986) in that each posit student time and effort to be the key constructs associated with outcomes of the college experience. These authors also postulate that the extent to which students' exert their time and efforts in the educational opportunities and activities provided by institutions directly impacts their growth and development. This study tests Pace's model using a sample of community college students in 40 community colleges across the United States with the student outcome being perceived gains in personal and social development. Results strongly support Pace's proposition relative to student effort in that effort is the most important determinant of perceived gains. Recommendations suggest that the best application of the model would involve merging institutional data with CCSEQ data. This would provide a more rich and complete set of measures of background and status in college. Definitions of Variables and Scales are appended. (Contains 1 figure and 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10