Impacts of two-year and four-year college attendance on learning orientations

Christopher T. Pierson, Gregory C. Wolniak, Ernest T. Pascarella, Lamont A. Flowers

Research output: Contribution to journalArticlepeer-review

Abstract

With statistical controls for an extensive array of confounding influences, including precollege learning orientations, attendance at a two-year versus a four-year college had modest but statistically significant positive effects on student growth in first and second-year Openness to Diversity, second-year Learning for Self-Understanding, and first-year Internal Locus of Attribution for Academic Success. The generally positive impacts of two-year college attendance, however, varied for such characteristics as race, sex, socioeconomic background, academic ability, and English fluency.

Original languageEnglish (US)
Pages (from-to)299-321+i
JournalReview of Higher Education
Volume26
Issue number3
DOIs
StatePublished - 2003

ASJC Scopus subject areas

  • Education

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