Is differential exposure to college linked to the development of critical thinking?

Autor/inn/en	Pascarella, Ernest T.; Bohr, Louise; Nora, Amaury; Terenzini, Patrick T.
Titel	Is differential exposure to college linked to the development of critical thinking?
Quelle	In: Research in higher education, (1996) 2, S.159-174Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/BF01730114
Schlagwörter	Critical Thinking; Significant Positive Effect; Postsecondary Education; Thinking Skill; Academic Motivation
Abstract	Abstract This study investigated the influence on critical thinking of differential exposure to postsecondary education. The sample was 2,076 first-year students attending 13 four-year and 4 two-year institutions from around the country. First-year students attending college full-time developed a higher level of critical thinking skills than those attending part-time. In the presence of controls for precollege critical thinking and academic motivation, the average critical thinking of first-year students at the institution attended, gender, race, age, and kinds of courses taken, the number of semester hours for which the student was enrolled had modest but significant positive effects on end-of-first-year critical thinking for both the two- and four-year college samples. In the two-year, but not the four-year, sample the relationship between semester hours and critical thinking deviated significantly from linearity. Students attending a two-year college full-time still derived the largest critical thinking benefits. However, the lowest levels of critical thinking accrued to those enrolled between 7 and 20 semester hours. Students enrolled for 6 or less hours actually had somewhat higher end-of-first-year critical thinking.
Erfasst von	OLC
Update	2023/2/05