Self-Perceived Gains in Communication and Critical Thinking Skills: Are There Disciplinary Differences? AIR 1998 Annual Forum Paper.

This study sought to identify similarities and differences influencing students' self-perceived gains in communication and critical thinking skills. The study examined students' background characteristics and general college experiences, as well as their experiences in their major field of study. Structural equation modeling was used to examine the influence of disciplinary differences on self-perceived gains. The sample used for the study consisted of senior students (n.694) enrolled for the 1995-96 academic year at a midwestern research university. Students completed a self-report instrument designed to measure how college experiences influence educational success. The study found that contrary to expectations, students in multi-paradigm disciplines reported no greater gains in learning than students in single-paradigm disciplines. Also disappointing was the finding that advising had no substantial influence on any of the variables in the model. The study did find that student background characteristics implied distinct ways in which gender and academic aptitude were related to self-perceived gains. The study concludes that most important to student learning were high-quality experiences in the major and an environment conducive to academic and social integration. (Contains 42 references.) (CH) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Self-Perceived Gains in Communication and Critical Thinking Skills: Are There Disciplinary Differences? Correspondence Address: by Guihua Li, Ph.D. Senior Research Specialist University of Missouri Shawna Long, Ph.D.(c) Graduate Research Assistant Mary Ellen Simpson Ph.D. Graduate Research Assistant Guihua Li Office of Student Life Studies 1 Parker Hall University of Missouri-Columbia Columbia MO 65211 Phone: (573) 884-6741 Fax: (573) 884-4936 U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Flesearch and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) IWThis document has been reproduced as received from the person or organization AIR originating it. 0 Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 AR for Management Research, Policy AnalysZs, and Planning This paper was presented at the Thirty-Eighth Annual Forum of the Association for Institutional Research held in Minneapolis, Minnesota, May 17-20, 1998. This paper was reviewed by the AIR Forum Publications Committee and was judged to be of high quality and of interest to others concerned with the research of higher education. It has therefore been selected to be included in the ERIC Collection of AIR Forum Papers. Dolores Vura Editor AIR Forum Publications Self-Perceived Gains in Communication and Critical Thinking Skills: Are There Disciplinary Differences?