Educational Self-Direction and the Cognitive Functioning of Students*
作者:
Karen A. Miller,
Melvin L. Kohn,
Carmi Schooler,
期刊:
Social Forces
(OUP Available online 1985)
卷期:
Volume 63,
issue 4
页码: 923-944
ISSN:0037-7732
年代: 1985
DOI:10.1093/sf/63.4.923
出版商: The University of North Carolina Press
数据来源: OUP
摘要:
This paper reports an analysis of data from a small but substantially representative nationwide sample of white students in seventh grade through college. We propose and measure a concept, educational self-direction, by which we mean the use of initiative, thought, and independent judgment in schoolwork. Reciprocal-effects causal models show that the degree of educational self-direction exercised by students, in particular the substantive complexity of their schoolwork, has a decided impact on their cognitive functioning. Cognitive functioning, in turn, affects the exercise of educational self-direction. Separate models for secondary-school and college students confirm these findings at both educational levels.
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