The Effects of Teacher Behaviors on Students' Inclination to Inquire and Lifelong Learning

Authors

Chad N. Loes, Mount Mercy UniversityFollow
Kem Saichaie, University of Minnesota - Twin CitiesFollow
Ryan D. Padgett, Northern Kentucky UniversityFollow
Ernest T. Pascarella, University of IowaFollow

Abstract

This study estimated the effects of teacher organization, clarity, classroom challenge and faculty expectations, support, and prompt feedback on students’ inclination to inquire and lifelong learning during the first year of college. Controlling for a battery of potential confounding influences, teacher organization was positively associated with gains in students’ Need for Cognition, while instructor clarity, classroom challenge/high expectations, and prompt feedback resulted in gains in both Need for Cognition and Positive Attitudes Toward Literacy. Lastly, it appears that the influence of teacher support on students’ Need for Cognition is conditional by level of tested academic preparation.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Loes, Chad N.; Saichaie, Kem; Padgett, Ryan D.; and Pascarella, Ernest T. (2012) "The Effects of Teacher Behaviors on Students' Inclination to Inquire and Lifelong Learning," International Journal for the Scholarship of Teaching and Learning: Vol. 6: No. 2, Article 7.
Available at: https://doi.org/10.20429/ijsotl.2012.060207