Deeply Affecting First-Year Students' Thinking
Deep Approaches to Learning and Three Dimensions of Cognitive Development
Dados Bibliográficos
| ID | 9019798 |
|---|---|
| Autores | Thomas F Nelson Laird (0000-0002-5065-258X, autor correspondente), Tricia A Seifert (0000-0002-5231-5827), Ernest T Pascarella, Matthew J Mayhew (0000-0002-1720-1162), Charles Blaich, Charles F Blaich |
| Ano | 2014 |
| Volume | 85 |
| Fascículo | 3 |
| Páginas | 402-432 |
| Data de publicação | 2014-05-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | The Journal of Higher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.2014.11777333 |
| OpenAlex | W4238762825 |
| Idioma | EN |
| Citações recebidas | 19 |
| Referências citadas | 29 |
This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students' critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes
Cognition · Cognitive psychology · Critical thinking · Developmental psychology · Literacy · Mathematics education · Pedagogy · Scale (ratio · Education and Critical Thinking Development · Evaluation of Teaching Practices · Innovative Teaching Methods · Psychology
Strengthening dialogic peer feedback aiming for deep learning in SPOCs
Una metamorfosis educativa para alcanzar el desarrollo humano sostenible
Learning profiles and their relation to the experiences of learning generic skills at the end of the first year of university study
Study Abroad Enhances Cognitive Development
The profiles of Chinese university students’ learning experience in flipped classrooms
The effects of online peer-facilitated learning and distributed pair programming on students’ learning
Patterns of students' collaborations by variations in their learning orientations in blended course designs
Students' self‐report and observed learning orientations in blended university course design
Reflective and integrative learning and the role of instructors and institutions—evidence from Malaysia
Social motivation and deep approaches to learning
The role of academic competences and learning processes in predicting Bachelor’s and Master’s thesis grades
Building bridges to student learning
Combining self-reported and observational measures to assess university student academic performance in blended course designs
Nexus of Faculty Feedback Quality and Students’ Deep Approaches to Learning in General Education
Understanding student success in higher education in Azerbaijan
Adaptation and validation of the revised two-factor study process questionnaire (R-SPQ-2F) for tertiary physical education contexts in China
Personalised learning networks in the university blended learning context
Exploring Integrative Learning in Service-Based Alternative Breaks
What We Talk about When We Talk about Rigor
Defining Reflection
Approaches to the Enhancement of Tertiary Teaching
Who Succeeds at University? Factors predicting academic performance in first year Australian university students
The Conceptual Bases of Study Strategy Inventories
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes
Patterns in Student Learning
Postsecondary education and some dimensions of literacy development
What Matters in College? Four Critical Years Revisited
Understanding Student Learning
Approaches to learning, need for cognition, and strategic flexibility among university students
On Qualitative Differences in Learning
The revised two-factor Study Process Questionnaire
Effects of Academic Departments on Students' Approaches to Studying
Dispositional differences in cognitive motivation
| Obras citantes distintas | 19 |
|---|---|
| Citações por ano | 2,11 |
| Intervalo de citações | 2017 - 2025 (9) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 19 |