How educational practices affect the development of life-long learning orientations in traditionally-aged undergraduate students

Matthew J. Mayhew, Gregory C. Wolniak, Ernest T. Pascarella

Research output: Contribution to journalArticle

Abstract

We investigated curricular conditions and educational practices that influenced the development of life-long learning orientations among 405 undergraduate students. Results suggest that growth in life-long learning orientations was facilitated by instruction that included opportunities for reflection, active learning, and perspective-taking and that provided students with opportunities for positively interacting with diverse peers. Negative diverse peer interactions were found to stifle development. Implications for researchers and practitioners are discussed.

Original languageEnglish (US)
Pages (from-to)337-356
Number of pages20
JournalResearch in Higher Education
Volume49
Issue number4
DOIs
StatePublished - Jun 2008

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educational practice
learning
student
instruction
interaction

Keywords

  • Diverse peer interactions
  • Motivation
  • Outcome
  • Practice

ASJC Scopus subject areas

  • Education

Cite this

How educational practices affect the development of life-long learning orientations in traditionally-aged undergraduate students. / Mayhew, Matthew J.; Wolniak, Gregory C.; Pascarella, Ernest T.

In: Research in Higher Education, Vol. 49, No. 4, 06.2008, p. 337-356.

Research output: Contribution to journalArticle

Mayhew, Matthew J. ; Wolniak, Gregory C. ; Pascarella, Ernest T. / How educational practices affect the development of life-long learning orientations in traditionally-aged undergraduate students. In: Research in Higher Education. 2008 ; Vol. 49, No. 4. pp. 337-356.
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