The relationship between self reports of college experiences and achievement test scores

Pike, Gary R.

doi:10.1007/bf02207764

Cited by 209 publications

(130 citation statements)

References 16 publications

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“…Chickering (1974) and Tinto (1987Tinto ( , 1993 argued that college students' learning and development is a function of both involvement in educationally purposeful college experiences and integration of these experiences. Several empirical studies in higher education also support their argument, highlighting the importance of integration in the relationship with college experience and outcomes (Davis and Murrell 1993, Pike 1995, 1999, 2000Pike and Killian 2001;Pike et al 2003). Likewise, our findings indicate that students' experience of assisting faculty with research produces greater effects on their cognitive skills development when their academic majors encourage critical thinking and reasoning in their courses.…”

Section: Implications For Research and Practicementioning

confidence: 95%

Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling

Kim

Sax

2011

Res High Educ

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Using multilevel models, this study examined whether and why the strength of association between student-faculty interaction and student cognitive skills development varies across academic majors. The study utilized data from the 2008 University of California Undergraduate Experience Survey (UCUES) and a sample of 43,014 students from 119 academic majors across nine campuses. The results indicate that the impact of interaction with faculty on students' cognitive skills development significantly varies by academic major. Findings also suggest that some aspects of departmental climate can potentially magnify the effects produced by student-faculty interaction.

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Section: Implications For Research and Practicementioning

confidence: 95%

Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling

Kim

Sax

2011

Res High Educ

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“…Originally developed due to political pressure on colleges and universities for increased accountability and productivity , process indicators are now commonly and confidently used as proxies for achievement test results (Pike, 1995), as they are easy and cheap to administer and they have been shown to correlate with good practice indicators known to improve the student learning experience, such as student-student interaction and active learning (Pike, 1996;. Well-formulated process indicators that show high correspondence between the content of the criterion variable and the proxy indicator, reveal correlations with good practice that are positive, significant educationally and statistically, as well as dependent and consistent across disciplines and institution types (Laing et al, 1987;Pike, 1995;.…”

Section: Pedagogical Applicationmentioning

confidence: 99%

Lexical access, knowledge transfer and meaningful learning of scientific terminology via an etymological approach

Brown

2014

IJOBED

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This study aims to illustrate whether or not students of a second-year introductory Zoology course who were taught their course terminology using an etymological approach would show improved learning on a number of metrics of student performance. Undergraduate students of any academic discipline are challenged by the learning of its specialized language, especially in the terminology rich fields of scientific study. A common approach among students towards learning the terminology is via rote memorization, often with little success. Studies in language learning have shown that learning scaffolds that involve a morphological breakdown of new words into their morpheme units allows for improved lexical access, as well as greater knowledge retention and transfer abilities to other words in the same morpheme families. The scientific lexicon is mostly made up of root morphemes and is auto-descriptive, therefore, by using an etymological approach while learning new scientific terminology, there are two advantages over rote techniques: firstly to have a learning scaffold that may allow students to integrate unfamiliar terminology into their personal lexical repertoires and secondly, to have the ability to infer meaning of the terms' properties with respect to their scientific contexts. These contributions may constitute a more meaningful student learning experience than factual intake and regurgitation and also they are allowing for metacognitive processing and conceptual linkage to the structure and/or function properties of terminology in their specialized scientific disciplines. This study adds to the growing body of teacher-led instructional learning resources for specialized vocabulary components of effective specialized scientific language learning at the University undergraduate level.

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“…For example, "Have conversations with faculty members outside of the classroom," moderately correlated (.62) with, "Have significant outofclass conversations with faculty members." Controversy surrounds the validity of self report data (Gonyea, 2005;Pace, 1985;Pike, 1995). However, selfreport data are valid when five criteria are met: the requested information is known to the respondents, the questions are phrased clearly and unambiguously, the questions refer to recent activities, the questions merit a serious response by the respondents, and answering the questions do not embarrass or threaten the respondents (Bradburn & Sudman, 1988;Converse & Presser, 1989;Gonyea, 2005;Pace;Pike, 1995).…”

Section: First-time Freshman Survey (Ftf)mentioning

confidence: 99%

From Expectations to Experiences: Using a Structural Typology to Understand First-Year Student Outcomes in Academically Based Living-Learning Communities

Wawrzynski¹,

Jessup-Anger²

2010

csd

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This longitudinal study investigated to what extent noncognitive variables (e.g., expectations for college) and the college environment (i.e., academically based living-learning communities) influence students' college experience. This research goes beyond grouping all living-learning students into one category, which has dominated much of the literature, by using an empirically derived structural typology for living-learning communities (Inkelas, Longerbeam, Leonard, & Soldner, 2005). Results suggest that being a student in a collaborative living-learning community is more likely to predict greater peer academic interactions and an enriching educational environment. Implications for practice and future research are discussed.

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The relationship between self reports of college experiences and achievement test scores

Cited by 209 publications

References 16 publications

Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling

Are the Effects of Student–Faculty Interaction Dependent on Academic Major? An Examination Using Multilevel Modeling

Lexical access, knowledge transfer and meaningful learning of scientific terminology via an etymological approach

From Expectations to Experiences: Using a Structural Typology to Understand First-Year Student Outcomes in Academically Based Living-Learning Communities

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