The Influence of Time-Limitations, Faculty, and Peer Relationships on Adult Student Learning: A Causal Model
By Carol A. Lundberg. 2003
162 citations recorded by the source corpus.
Subfields: Education, Political Science and International Relations
View Paper: https://www.semanticscholar.org/paper/f94ab24db64c1a9c5612cc1d66f1ce7c964056b8
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Stephen R. Porter
- Carol A. Lundberg
- L. Schreiner
- E. Anderson
- Terrell Lamont Strayhorn
- Esau Tovar
- Young K. Kim
- Paul D. Umbach
In Political Science and International Relations
Citations in the corpus
- Peers and Faculty as Predictors of Learning for Community College Students (2014, background): “In studies of 4-year college students, learning was enhanced by student interaction with one another around academic topics, often through peer teaching (Lundberg, 2003; Treisman, 1992).”
- INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT (2006, background): “College peers have been shown, for example, to affect intellectual self-confidence and degree aspirations (Antonio, 2004), interracial interaction and diversity related activities (Antonio, 2001; Milem, Umbach, and Liang, 2004), and self-reported learning (Lundberg, 2003).”
- Perceived Social Support and Well Being: First-Year Student Experience in University. (2014, background): “The findings of this research indicate that the nature of support and opportunities for sharing and learning through peer interactions is important for personal and academic development (Lundberg, 2003; Swenson, Nordstrom, & Hiester, 2008).”
- The Impact of Faculty and Staff on High-Risk College Student Persistence (2011, background): “Yet high-risk students are the ones most likely to benefit from increased interaction with faculty and are most influenced by the quality of the interaction experience (Lundberg, 2003).”
- A framework for analysing higher education performance: students' satisfaction, perceived learning outcomes, and dropout intentions (2014, unknown): “(Bean, 1985; Lizzio et al., 2002; Lundberg, 2003; Zhao, Kuh, & Carini, 2005), student satisfaction (Martensen et al.”