How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students

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.

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Acknowledgements

This research was supported by the Wabash Center of Inquiry in the Liberal Arts.

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Correspondence to Matthew J. Mayhew.

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Mayhew, M.J., Wolniak, G.C. & Pascarella, E.T. How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Res High Educ 49, 337–356 (2008). https://doi.org/10.1007/s11162-007-9081-4

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Keywords

  • Motivation
  • Practice
  • Diverse peer interactions
  • Outcome