From Expectations to Experiences: Using a Structural Typology to Understand First-Year Student Outcomes in Academically Based Living-Learning Communities
From Expectations to Experiences: Using a Structural Typology to Understand First-Year Student Outcomes in Academically Based Living-Learning Communities
复制标题
从期望到经验：使用结构类型来了解以学术为基础的生活学习社区中一年级学生的成果
DOI：
10.1353/csd.0.0119
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发表时间：
2010
影响因子：
2.1
通讯作者：
Jody E. Jessup
中科院分区：
文献类型：
--
作者：
Matthew R. Wawrzynski;Jody E. Jessup
这项纵向研究调查了非认知变量（例如，对大学的期望）和大学环境（即，以学术为基础的生活学习社区）影响学生的大学经历。这项研究超越了将所有生活学习的学生归为一类，这在大部分文献中占据主导地位，通过使用经验得出的生活学习社区结构类型学（Inkelas，Longerbeam，伦纳德，& Soldier，2005）。结果表明，作为一个学生在一个协作的生活学习社区更有可能预测更大的同行学术互动和丰富的教育环境。对实践和未来研究的影响进行了讨论。
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.