Skip to content

Influences Affecting The Development Of Students Critical Thinking Skills

Research in Higher Education

Description:Research in Higher Education publishes empirical studies that enhance our understanding of an educational institution or allow comparison among institutions. It focuses on post-secondary education, including two-year and four-year colleges, universities, and graduate and professional schools. Papers in the journal assist faculty and administrators in making more informed decisions about current or future operations and in improving the efficiency and effectiveness of an institution.

Among the topics covered in the journal are administration and faculty; curriculum and instruction; student characteristics; alumni assessment; recruitment and admissions; prediction and student academic performance; campus climate; and retention, attrition, and transfer. The journal also publishes brief methodological notes.

Coverage: 1973-2014 (Vol. 1, No. 1 - Vol. 55, No. 8)

Moving Wall: 3 years (What is the moving wall?)

The "moving wall" represents the time period between the last issue available in JSTOR and the most recently published issue of a journal. Moving walls are generally represented in years. In rare instances, a publisher has elected to have a "zero" moving wall, so their current issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year moving wall, articles from the year 2002 are available.

Terms Related to the Moving Wall
Fixed walls: Journals with no new volumes being added to the archive.
Absorbed: Journals that are combined with another title.
Complete: Journals that are no longer published or that have been combined with another title.

ISSN: 03610365

EISSN: 1573188X

Subjects: Education, Social Sciences

Collections: Arts & Sciences VIII Collection

  • American College Testing Program (1989).Report on the Technical Characteristics of CAAP: Pilot Year 1, 1988–89. Iowa City, IA: Author.Google Scholar

  • Anaya, G. (1989). Students' perceived cognitive change. Paper presented at the meeting of the American Educational Research Association, San Francisco.Google Scholar

  • Astin, A. (1984). Student involvement: A developmental theory for higher education.Journal of College Student Personnel 25: 297–308.Google Scholar

  • Baxter Magolda, M. (1987). The affective dimension of learning: Faculty-student relationships that enhance intellectual development.College Student Journal 21: 46–58.Google Scholar

  • Bennett, M. (1975–1976). A study of the relationship between curricula taken and the critical thinking abilities of high school seniors and University of Illinois freshmen, sophomores, and seniors majoring in elementary education.Dissertation Abstracts 36: 5799A.Google Scholar

  • Blunt, M., and P. Blizard (1975). Recall and retrieval of anatomical knowledge.British Journal of Medical Education 9: 255–263.Google Scholar

  • Brethower, D. (1977). Research in learning behavior: Some implications for college teaching. In S. Scholl and S. Inglis (eds.),Teaching in Higher Education. Columbus: Ohio Board of Regents.Google Scholar

  • Burns, R. (1974). The testing of a model of critical thinking ontogeny among Central State College undergraduates.Dissertation Abstracts International 54: 5467A.Google Scholar

  • Chickering, A. (1969).Education and Identity. San Francisco: Jossey-Bass.Google Scholar

  • Dressel, P., and L. Mayhew (1954).General Education: Explorations in Evaluation. Westport, CT: Greenwood.Google Scholar

  • Endo, J., and R. Harpel (1982). The effect of student-faculty interaction on students' educational outcomes.Research in Higher Education 16: 115–138.Google Scholar

  • Endo, J., and R. Harpel (1983). Student-faculty interaction and its effect on freshman year outcomes at a major state university. Paper presented at the meeting of the Association for Institutional Research, Toronto.Google Scholar

  • Forrest, A. (1982).Increasing Student Competence and Persistence: The Best Case for General Education. Iowa City, IA: American College Testing Program.Google Scholar

  • Gaff, J. (1973). Making a difference: The impacts of faculty.Journal of Higher Education 44: 605–622.Google Scholar

  • Gustav, A. (1969). Retention of course material over varying intervals of time.Psychological Reports 25: 727–730.Google Scholar

  • Heath, D. (1968).Growing up in College. San Francisco: Jossey-Bass.Google Scholar

  • Heath, D. (1978). A model of becoming a liberally educated and mature student. In C. Parker (ed.),Encouraging Development in College Students (pp. 189–212). Minneapolis: University of Minnesota Press.Google Scholar

  • Jones, E. (1992). Is a core curriculum best for everybody? In J. Ratcliff (ed.),Assessment and Curriculum Reform (pp. 37–46). New Directions for Higher Education, No. 80. San Francisco: Jossey-Bass.Google Scholar

  • King, P., P. Wood., and R. Mines (1990). Critical thinking among college and graduate students.Review of Higher Education 13: 167–186.Google Scholar

  • McLeish, J. (1968).The Lecture Method (Cambridge Monograph on Teaching Methods, No. 1). Cambridge, England: Cambridge Institute of Education.Google Scholar

  • McMillan, J. (1987). Enhancing college students' critical thinking: A review of studies.Research in Higher Education 26: 3–29.Google Scholar

  • National Education Goals Panel (1991).Executive Summary: The National Education Goals Report, 1991: Building a Nation of Learners. Washington, DC: Author.Google Scholar

  • Ory, J., and L. Braskamp (1988). Involvement and growth of students in three academic programs.Research in Higher Education 28: 116–129.Google Scholar

  • Pace, C. (1984).Measuring the Quality of College Student Experiences. Los Angeles: University of California, Higher Education Research Institute.Google Scholar

  • Pace, C. (1987).Good Things Go Together. Los Angeles: University of California at Los Angeles, Center for the Study of Evaluation.Google Scholar

  • Pace, C. (1990).The Undergraduates: A Report of Their Activities and Progress in Colleges in the 1980s. Los Angeles: University of California at Los Angeles, Center for the Study of Evaluation.Google Scholar

  • Pascarella, E. (1985). College environmental influences on learning and cognitive development: A critical review and synthesis. In J. Smart (ed.),Higher Education: Handbook of Theory and Research (vol. 1, pp. 1–61). New York: Agathon.Google Scholar

  • Pascarella, E. (1989). The development of critical thinking: Does college make a difference?Journal of College Student Development 30: 19–26.Google Scholar

  • Pascarella, E., and P. Terenzini (1978). Student-faculty informal relationships and freshman year educational outcomes.Journal of Educational Research 71: 183–189.Google Scholar

  • Pascarella, E., and P. Terenzini (1991).How College Affects Students: Findings and Insights from Twenty Years of Research. San Francisco: Jossey-Bass.Google Scholar

  • Pike, G. (1989). Background, college experiences, and the ACT-COMP exam: Using construct validity to evaluate assessment instruments.Review of Higher Education 13: 91–117.Google Scholar

  • Pike, G., and T. Banta (1989). Using construct validity to evaluate assessment instruments: A comparison of the ACT-COMP exam and the ETS Academic Profile. Paper presented at the meeting of the American Educational Research Association, San Francisco.Google Scholar

  • Pike, G., and R. Phillippi (1988). Relationships between self-reported coursework and performance on the ACT-COMP exam: An analysis of the generalizability of the differential coursework methodology. Paper presented at the meeting of the Association for the Study of Higher Education, St. Louis.Google Scholar

  • Sanford, N. (1962). Developmental status of the entering freshman. In N. Sanford (ed.),The American College: A Psychological and Social Interpretation of the Higher Learning (pp. 253–282). New York: Wiley.Google Scholar

  • Smith, D. (1977). College classroom interactions and critical thinking.Journal of Educational Psychology 69: 180–190.Google Scholar

  • Smith, D. (1981). Instruction and outcomes in an undergraduate setting. Paper presented at the meeting of the American Educational Research Association, Los Angeles.Google Scholar

  • Terenzini, P. and E. Pascarella (1980). Student/faculty relationships and freshman year educational outcomes: A further investigation.Journal of College Student Personnel 21: 521–528.Google Scholar

  • Terenzini, P., L. Springer, E. Pascarella, and A. Nora (in press) Academic and out-of-class influences affecting the development of students' intellectual orientations.Review of Higher Education.Google Scholar

  • Terenzini, P., C. Theophilides, and W. Lorang (1984). Influences on students' perceptions of their academic skill development during college.Journal of Higher Education 55: 621–636.Google Scholar

  • Terenzini, P., and T. Wright (1987). Influences on students' academic growth during four years of college.Research in Higher Education 26: 161–179.Google Scholar

  • Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research.Review of Educational Research 45: 89–125.Google Scholar

  • Tinto, V. (1987).Leaving College: Rethinking the Causes and Cures of Student Attrition. Chicago: University of Chicago Press.Google Scholar

  • Volkwein, J., T. Wright, and M. Agrotes (1987). The impact of college experiences on the intellectual growth of transfer students. Paper presented to the meeting of the North East Association for Institutional Research, Rochester, NY.Google Scholar

  • Weidman, J. (1989). Undergraduate socialization: A conceptual approach. In J. Smart (ed.),Higher Education: Handbook of Theory and Research (vol. 5, pp. 289–322). New York: Agathon.Google Scholar

  • Wilson, R., J. Gaff, E. Dienst, L. Wood, and J. Bavry (1975).College Professors and Their Impact on Students. New York: Wiley-Interscience.Google Scholar

  • Wilson, R., L. Wood, and J. Gaff (1974). Social-psychological accessibility and faculty-student interaction beyond the classroom.Sociology of Education 47: 74–92.Google Scholar

  • Winter, D., D. McClelland, and A. Stewart (1981).A New Case for the Liberal Arts: Assessing Institutional Goals and Student Development. San Francisco: Jossey-Bass.Google Scholar