TY - JOUR
T1 - Impacts of two-year and four-year college attendance on learning orientations
AU - Pierson, Christopher T.
AU - Wolniak, Gregory C.
AU - Pascarella, Ernest T.
AU - Flowers, Lamont A.
PY - 2003
Y1 - 2003
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=0037360054&partnerID=8YFLogxK
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U2 - 10.1353/rhe.2003.0002
DO - 10.1353/rhe.2003.0002
M3 - Article
AN - SCOPUS:0037360054
SN - 0162-5748
VL - 26
SP - 299-321+i
JO - Review of Higher Education
JF - Review of Higher Education
IS - 3
ER -