Abstract

This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students’ critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes.

pdf

Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 402-432
Launched on MUSE
2014-04-23
Open Access
No
Archive Status
Archived
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.