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 language | English (US) |
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Pages (from-to) | 337-356 |
Number of pages | 20 |
Journal | Research in Higher Education |
Volume | 49 |
Issue number | 4 |
DOIs | |
State | Published - Jun 2008 |
Keywords
- Diverse peer interactions
- Motivation
- Outcome
- Practice
ASJC Scopus subject areas
- Education