Impacts of Good Practices on Cognitive Development, Learning Orientations, and Graduate Degree Plans During the First Year of College

By Ty M. Cruce, Gregory C. Wolniak, Tricia A. Seifert, Ernest T. Pascarella. 2006

224 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b8bc51c421b02a4689aa7940e6548dfdce93d922

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Student engagement evidence summary (2010, background): “Studies have revealed the compensatory effect of engagement – meaning that those students who are least prepared academically benefit more from engagement than those who are most prepared, in relation to effects on grades and persistence (Carini, Kuh and Klein, 2006; Cruce et al., 2006; Kuh, 2009b; ”
What Student Affairs Professionals Need to Know About Student Engagement (2009, background): “The compensatory effect of engagement has been noted by others (Cruce et al., 2006; Pascarella & Terenzini, 2005), suggesting that institutions should seek ways to channel student energy toward educationally effective activities, especially for those who start college with two or more “risk”…”
The Effort—Outcome Gap: Differences for African American and Hispanic Community College Students in Student Engagement and Academic Achievement (2008, background): “Cruce et al. (2006) and Kuh et al. (2007) recently reported that engagement had compensatory effects for historically underserved and minority students; net of controls for prior academic achievement and other variables, they found that African American and Hispanic college students achieved and/or…”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, methodology): “…Assessment of Academic Proficiency (CAAP) from American College Testing Program (ACT) operationalizes cognitive gains in terms of reading, mathematics, and critical thinking, and it has been used to measure college students’ cognitive growth over time (Cruce et al. 2006; Seifert et al. 2007).”
First-Generation Undergraduate Students and the Impacts of the First Year of College: Additional Evidence (2012, background): “…research suggests a positive relationship exists between student– faculty interaction and student learning and cognitive development (Astin, 1993; Cruce et al., 2006; Kuh & Hu, 2001; Pascarella & Terenzini, 1991, 2005; Terenzini, Pascarella, & Blimling, 1996), first-generation students who had…”