ERIC ED464087: A Model Of Influences On Students' Self-Rating Of Change In Problem Solving And Critical Thinking Abilities After Four Years Of College. - Info and Reading Options
By ERIC
"ERIC ED464087: A Model Of Influences On Students' Self-Rating Of Change In Problem Solving And Critical Thinking Abilities After Four Years Of College." and the language of the book is English.
“ERIC ED464087: A Model Of Influences On Students' Self-Rating Of Change In Problem Solving And Critical Thinking Abilities After Four Years Of College.” Metadata:
- Title: ➤ ERIC ED464087: A Model Of Influences On Students' Self-Rating Of Change In Problem Solving And Critical Thinking Abilities After Four Years Of College.
- Author: ERIC
- Language: English
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- Internet Archive ID: ERIC_ED464087
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"ERIC ED464087: A Model Of Influences On Students' Self-Rating Of Change In Problem Solving And Critical Thinking Abilities After Four Years Of College." Description:
The Internet Archive:
The purpose of this study was to examine the influence of 6 factors that affect college students' self-rating of change in problem solving and critical thinking abilities after 4 years of college. Based on the available literature, these six factors were selected for investigation: (1) Scholastic Assessment Test (SAT) scores; (2) a socioeconomic indicator; (3) sex; (4) academic self-concept; (5) academic major; and (6) activities in the last year of college. Data were from the 1986-1990 Cooperative Institutional Research Project surveys of first-time, full-time students who enrolled as first-year students in 1986. A sample of 1,056 students provided complete information on all variables, and path analysis was used to test the proposed model. Data were analyzed using multiple regression procedures, and causal effects suggested by the model were estimated with ordinary least squares procedures. The results support five of the hypothesized seven paths and identify four additional significant paths. In the estimated model, the activities in which the student participated in the last year of college had the greatest significant direct effect. Academic self-concept was found to have both significant indirect and direct effects. The indirect effects were mediated only through activities, as academic major had no influence on ratings of self-change. As expected, prior achievement was found to have only an indirect effect on ratings of self-change. (Contains 4 tables, 2 figures, and 20 references.) (Author/SLD)
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