Deeply Affecting First-Year Students' Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development

Thomas F. Nelson Laird, Tricia A. Seifert, Ernest T. Pascarella, Matthew J. Mayhew and Charles F. Blaich

The Journal of Higher Education, 2014, vol. 85, issue 3, 402-432

Abstract: This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students' critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes.

Date: 2014
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DOI: 10.1080/00221546.2014.11777333

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