Validity of College Self-Reported Gains at Diverse Institutions
Bibliographic Data
| ID | 9732013 |
|---|---|
| Authors | Nicholas A Bowman (0000-0001-8899-7383, corresponding author) |
| Year | 2011 |
| Volume | 40 |
| Issue | 1 |
| Pages | 22-24 |
| Publication date | 2011-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x10397630 |
| OpenAlex | W2090443070 |
| Language | EN |
| Citations received | 11 |
| References cited | 5 |
Despite the widespread use of self-reported gains to assess college student learning and development, these measures may not be valid indicators of student growth in most circumstances. However, some evidence suggests that self-reported gains may assess student outcomes more accurately at certain types of colleges and universities. This study used a large, multi-institutional sample of first-year college students to examine the correspondence between self-reported gains and longitudinal growth on the same constructs. Although some significant differences by institutional type were identified, the findings do not support the use of self-reported gains as a proxy for longitudinal growth at any institution
Developmental psychology · Institution · Longitudinal sample · Longitudinal study · Proxy (statistics · Sample (material · Social science · Sociology · Statistics · Evaluation of Teaching Practices · Higher Education Research Studies · Innovations in Educational Methods · Psychology · Social Psychology
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| Citations per year | 0.79 |
|---|---|
| Citation span | 2012 - 2024 (13) |
| Highly cited | No |