Impacts of Good Practices on Cognitive Development, Learning Orientations, and Graduate Degree Plans during the First Year of College

Autor/inn/en	Cruce, Ty M.; Wolniak, Gregory C.; Seifert, Tricia A.; Pascarella, Ernest T.
Titel	Impacts of Good Practices on Cognitive Development, Learning Orientations, and Graduate Degree Plans during the First Year of College
Quelle	In: Journal of College Student Development, 47 (2006) 4, S.365-383 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Cognitive Development; Academic Aspiration; Orientation; College Freshmen; Learning Processes; Predictive Validity; Undergraduate Study; Universities; Multidimensional Scaling; Student Surveys; Educational Practices; Educational Research; Longitudinal Studies + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Orientierung; Studienanfänger; Learning process; Lernprozess; Grundstudium; University; Universität; Mehrdimensionale Analysis; Schülerbefragung; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This study estimated separately the unique effects of three dimensions of good practice and the global effects of a composite measure of good practices on the cognitive development, orientations to learning, and educational aspirations of students during their first year of college. Analyses of longitudinal data from a representative sample of colleges and universities were conducted, and net of a battery of confounding influences, measures of good practices were positively related to a number of first-year outcomes. The magnitude of the effects of these good practices differed by the pre-college characteristics of the students and by the type of institution attended. (Contains 3 tables.) (Author).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10