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Direct linkMayhew, Matthew J.; Seifert, Tricia A.; Pascarella, Ernest T.; Nelson Laird, Thomas F.; Blaich, Charles F. – Research in Higher Education, 2012
The purpose of this paper was to determine the effects of deep approaches to learning on the moral reasoning development of 1,457 first-year students across 19 institutions. Results showed a modest positive relationship between our measures of deep approaches to learning and moral reasoning at the end of the first year of college even after…
Descriptors: Student Characteristics, Moral Development, College Freshmen, Student Participation
Laird, Thomas F. Nelson; Seifert, Tricia A.; Pascarella, Ernest T.; Mayhew, Matthew J.; Blaich, Charles F. – Journal of Higher Education, 2014
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.
Descriptors: College Freshmen, Cognitive Development, Thinking Skills, Critical Thinking
Seifert, Tricia A.; Pascarella, Ernest T.; Goodman, Kathleen M.; Salisbury, Mark H.; Blaich, Charles F. – Journal of College Student Development, 2010
Liberal arts colleges have prided themselves on providing students with a quality undergraduate education among a scholarly community who are interested in their holistic development. Past research has found students who attended liberal arts colleges more frequently experienced Chickering and Gamson's (1987, 1991) good practices in undergraduate…
Descriptors: Undergraduate Study, Liberal Arts, Evidence, Best Practices
