Individual and Institutional Factors That Contribute to Student Learning among Latina and Latino Undergraduate Students

Autor/inn/en	Espinoza-Parra, Oscar; Collins, Christopher S.
Titel	Individual and Institutional Factors That Contribute to Student Learning among Latina and Latino Undergraduate Students
Quelle	In: Journal of Latinos and Education, 19 (2020) 4, S.325-337 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2018.1518140
Schlagwörter	Student Characteristics; Institutional Characteristics; College Environment; College Freshmen; College Seniors; Undergraduate Study; Hispanic American Students; Intellectual Development; Teacher Student Relationship; Learner Engagement; Predictor Variables; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Hochschulumwelt; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Grundstudium; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Mental development; Geistige Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor
Abstract	This study examined student learning via the composite measure of intellectual abilities among 1,210 Latina/o undergraduates at 4-year institutions. Longitudinal pre and post surveys were used to examine the impact of interrelated variables on Latina/o' senior year cognitive gains. This study applied Becker's (1993) human capital theory and Astin's (2012) Input-Environment-Output model to organize and analyze the data. Through structural equation modeling, the findings revealed the pathways that promote and hinder student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01