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Lifelong Learning
BibTeX
@MISC{Loes_lifelonglearning,
author = {Chad N. Loes and Kem Saichaie and Ryan D. Padgett and Ernest T. Pascarella and Chad N. Loes Mount and Kem Saichaie and Ryan D. Padgett Northern and Ernest T. Pascarella},
title = {Lifelong Learning},
year = {}
}
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Abstract
This study estimated the effects of teacher organization, clarity, classroom challenge and faculty expectations, support, and prompt feedback on students ’ inclination to inquire and lifelong learning during the first year of college. Controlling for a battery of potential confounding influences, teacher organization was positively associated with gains in students ’ Need for Cognition, while instructor clarity, classroom challenge/high expectations, and prompt feedback resulted in gains in both Need for Cognition and Positive Attitudes Toward Literacy. Lastly, it appears that the influence of teacher support on students ’ Need for Cognition is conditional by level of tested academic preparation.
Keyphrases
lifelong learning prompt feedback potential confounding influence classroom challenge student inclination first year instructor clarity teacher support classroom challenge high expectation tested academic preparation positive attitude toward literacy teacher organization faculty expectation
