This study explores the association of students' self-perceived critical thinking ability with participation in Residential Honors living-learning programs versus Civic/Social Leadership living-learning programs and non-participation in living-learning programs. The study analyzes data from the 2004 National Study of Living-Learning Programs survey using Multiple Linear Regression. The sample consists of 637 First-Year students from 8 institutions of higher education from across the United States. Findings reveal that self-perceived critical thinking ability is more related to participating in Residential Honors programs than to living in the residence halls and that living-learning program participation serves as an important conduit for college experiences associated with critical thinking ability such as peer interaction, faculty interaction and residence hall climate. The results also show that less than 1% of the variance in self-perceived critical thinking for is attributable to institutional characteristics supporting the finding of Pascarella and Terenzini (2005) that between-college influences have less of an effect on student developmental outcomes during college than within-college influences. Based on the results, possible explanations for different relationships of self-perceived critical thinking ability among living-learning programs are posed, implications for practice are identified, and suggestions for future research are made.
|Commitee:||Briggs, Sue, Fries-Britt, Sharon, Inkelas, Karen, O'Meara, KeryAnn|
|School:||University of Maryland, College Park|
|Department:||Education Policy, and Leadership|
|School Location:||United States -- Maryland|
|Source:||DAI-A 71/03, Dissertation Abstracts International|
|Keywords:||Civic/Social Leadership, College, Critical thinking, Faculty interaction, Living-learning programs, Peer interaction, Residence halls, Residential Honors|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be