Abstract

This qualitative study investigates how the Learning Partnerships Model (LPM; Baxter Magolda, 2001, 2004a) could be operationalized in the context of an academic advising retention program. The findings focus on what epistemological outcomes emerge for students who entered the program as formula followers. Findings suggest that although students likely will not self-author in one semester, there are specific changes (e.g., beliefs, cognitive interdependence, and affect regulation) that emerge as precursors to subsequent self-authorship development.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 196-214
Launched on MUSE
2007-03-15
Open Access
No
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