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Research & Practice in Assessment, v7 p41-49 Sum 2012

Alumni self-ratings of their personal growth were linked to their intellectual development during college four to seven years earlier. Graduates that were satisfied with their personal growth in the arts, creative thinking, making logical inferences, learning independently, exercising initiative, and tolerating other points of view had higher intellectual scores in Commitment and Empathy as undergraduates years earlier. These findings support a relationship between college student intellectual development and alumni perceptions of their personal growth. The implications of this study support continuing the custom of querying graduates about their earlier education, a practice in wide use already; and add to the validity of the Scale of Intellectual Development as a measure of college impact upon personal dispositions.

Descriptors: College Graduates, Alumni, Self Evaluation (Groups), Individual Development, Student Attitudes, Empathy, Persistence, Motivation, Responsibility, Intellectual Development, Rating Scales, Cognitive Development, Graduate Surveys, Measures (Individuals), Statistical Analysis, Creative Thinking, Inferences, Goal Orientation, Self Esteem, Social Attitudes, Multivariate Analysis, Longitudinal Studies

Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor[at]rpajournal.com; Web site: http://www.rpajournal.com/





Autor: Erwin, T. Dary

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1873&id=EJ1062707







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