| Title: |
The Role of Teachable Ownership of Learning Components in College Adjustment |
| Language: |
English |
| Authors: |
Case, Amanda S. (ORCID 0000-0001-7027-7871) |
| Source: |
Journal of Student Affairs Research and Practice. 2022 59(2):180-195. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Learner Engagement; Self Efficacy; Self Management; Adjustment (to Environment); Higher Education; Student Adjustment; Student Characteristics; Student Attitudes; Academic Persistence; College Students |
| DOI: |
10.1080/19496591.2020.1825459 |
| ISSN: |
1949-6591 |
| Abstract: |
Using structural equation modeling, the current study analyzed data from 249 college students to examine how four aspects of ownership of learning (engagement in learning, self-direction, self-efficacy, and self-monitoring) predicted academic, social, and institutional adjustment to college. Results indicated the model was a good fit to the data overall, but that the three types of adjustment were predicted by different components. Implications of the findings for student affairs personnel are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1335682 |
| Database: |
ERIC |