Cognitive Effects of Two-Year and Four-Year Institutions: A Preliminary Study

Bohr, Louise; Pascarella, Ernest T.; Nora, Amaury; Zusman, Barbara J.; Jacobs, Mitchell; Desler, Mary; Bulakowski, Carole

doi:10.1177/009155219402200102

Cited by 10 publications

(2 citation statements)

References 5 publications

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“…An institution's faculty and staff typically conduct these efforts on their own students, although some institutions have collaborated in using the same measures to assess learning outcomes. The latter strategy allows institutions and policy makers to compare institutions (Obler, Slark and Umbdenstock, 1993;Bohr et al, 1994;and Pascarella et al, 1996). A few states have required that all institutions use the same standardized multiple-choice tests to assess student knowledge, skills, and abilities (Cole, Nettles and Sharp, 1997;Naughton, Suen and Shavelson, 2003;NCHEMS, 1996;Steele and Lutz, 1995).…”

Section: Direct Assessments Of Student Learningmentioning

confidence: 99%

An Approach to Measuring Cognitive Outcomes Across Higher Education Institutions

Klein

Kuh

Chun³

et al. 2005

Res High Educ

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Section: Direct Assessments Of Student Learningmentioning

confidence: 99%

An Approach to Measuring Cognitive Outcomes Across Higher Education Institutions

Klein

Kuh

Chun³

et al. 2005

Res High Educ

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“…While this work has advanced the general understanding of religious life during college, institutional‐level influences have largely gone unexamined. Research has established that institutional differences in sector, religious affiliation, and status as a liberal arts or research university shape student change in diverse areas such as cognitive growth (Bohr and Pascarella 1994; Bohr et al 1995), moral development (Good and Cartwright 1998; McNeel 1994), and economic earnings (Monks 2000). Nevertheless, these institutional effects have received little attention in the realm of religious outcomes (but see Uecker (2008) for institutional effects of secondary schooling on religiosity), despite the commitment of many religious colleges and universities to impact the religious lives of students.…”

mentioning

confidence: 99%

Higher Education as Moral Community: Institutional Influences on Religious Participation During College

Hill¹

2009

Scientific Study of Religion

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Borrowing from the literature on religion and deviance, the concept of moral communities is applied to religious and secular postsecondary education to explain institutional influences on student religious participation. Results from nationally representative panel data indicate that students attending Catholic and mainline Protestant affiliated institutions decline in religious participation at a faster rate than students attending evangelical institutions or students attending nonreligious public colleges and universities. This finding is consistent with Catholic and mainline Protestant institutions less successfully providing a shared moral order that legitimates religious language, motive, and behavior when compared to conservative Protestant colleges. At the same time, the religious and ethnic pluralism that activates minority religious identity at nonreligious public institutions is also less likely to be present on Catholic and mainline Protestant college campuses. Additional results indicate that evangelical students' religious participation declines while attending Catholic colleges and universities, while Catholic students increase their participation while attending evangelical institutions. The religious composition of students may act to alter friendship networks, and thus participation rates, on these campuses, although further research is necessary to validate the proposed institutional mechanisms.

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Influences on students' internal locus of attribution for academic success in the first year of college

Pascarella

Edison²,

Hagedorn³

et al. 1996

Res High Educ

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This study sought to determine the extent to which students' development of internal locus of attribution for academic success during the first year of college was influenced by institutional characteristics, students' academic experiences, and their social/nonacademic experiences. The sample was 2,392 first-year students attending 23 diverse two-and four-year institutions located in 16 states throughout the country. Controlling for precollege internal attribution, academic ability, and other potentially confounding influences, a number of variables had significant, net, positive associations with end-of-first-year internal attribution. These included attending a two-year (versus a four-year) college, level of exposure to postsecondary education, work responsibilities, the extent of course organization, instructional clarity, and instructor support in the teaching received, and participation in intercollegiate athletics. Additional analyses indicated that many of the associations with internal attribution were conditional rather than general, differing in magnitude for different kinds of students.Unique and innovative minds grow among those who can come to perceive differences between others and themselves, and who continue to hold the assumption that they are free agents, the makers of their own fate (Lefcourt, 1982, p. 2).Independence of thought and action has long been considered not only an important element in conceptions of adulthood and psychosocial health (e.g.,

show abstract

Cognitive Effects of Two-Year and Four-Year Institutions: A Preliminary Study

Cited by 10 publications

References 5 publications

An Approach to Measuring Cognitive Outcomes Across Higher Education Institutions

An Approach to Measuring Cognitive Outcomes Across Higher Education Institutions

Higher Education as Moral Community: Institutional Influences on Religious Participation During College

Influences on students' internal locus of attribution for academic success in the first year of college

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