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| Research in Higher Education | 4 |
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| Dumont, Richard G. | 1 |
| Flowers, Lamont A. | 1 |
| Franklin, Maureen | 1 |
| Pascarella, Ernest T. | 1 |
| Pike, Gary R. | 1 |
| Troelstrup, Richard L. | 1 |
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| Journal Articles | 4 |
| Reports - Research | 4 |
| Speeches/Meeting Papers | 1 |
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Peer reviewedFlowers, Lamont A.; Pascarella, Ernest T. – Research in Higher Education, 2003
In this longitudinal study of African American and Caucasian students from 18 4-year institutions, objective tests were used to estimate the cognitive effects of race in college, while applying statistical controls for an extensive set of confounding influences. Found that Caucasian students scored higher than African Americans on standardized…
Descriptors: Black Students, Cognitive Development, Comparative Analysis, Higher Education
Peer reviewedFranklin, Maureen – Research in Higher Education, 1995
A longitudinal study of 2,165 college students at 4-year institutions suggests that students' precollege traits, quality of academic effort in college, and faculty and peer interactions were more influential on learning and student perceptions of cognitive development than institutional characteristics and environment. A resulting causal model is…
Descriptors: Academic Achievement, Cognitive Development, College Environment, College Students
Peer reviewedPike, Gary R. – Research in Higher Education, 1996
A study of 1,568 students in 10 2- and 4-year colleges and universities found that while students' self-reports of academic development and test scores developed from the same test specifications did measure the same constructs, the measures are not necessarily interchangeable. Analyses also produced ambiguous results concerning stability of…
Descriptors: Academic Achievement, Cognitive Development, College Students, Comparative Analysis
Peer reviewedDumont, Richard G.; Troelstrup, Richard L. – Research in Higher Education, 1981
The potential utility of a college admissions test as a measure of the cognitive learning outcomes of general education is investigated. A residual form of the ACT Assessment was administered to a stratified random sample of 112 seniors at Tennessee Technological University. (Author/MLW)
Descriptors: Cognitive Development, Cognitive Measurement, Cognitive Tests, College Admission
