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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...127 Hits 1 – 20 of 2.534 1 Challenges of first-generation Hispanic college females : a collective case study exploring resources that lead to academic progress. Fierro, Iris, 1986-. - 2022 BASE Show details 2 A phenomenological study exploring GEAR UP students’ perceptions of post-secondary preparedness. Walls, Cynthia Garza, 1969-. - 2022 BASE Show details 3 What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present Campbell, Jessica. - 2022 BASE Show details 4 Struggle Gives Birth to Solidarity: The Lived Experiences of Trans Spectrum College Students in Red States Since the 2016 U.S. Presidential Election Howle, Jonathan Victor. - 2022 BASE Show details 5 Lessons From Two Experimental Studies of Multiple Measures Assessment Cullinan, Dan; Kopko, Elizabeth Mary. - : Community College Research Center, Teachers College, Columbia University, 2022 BASE Show details 6 Still I Aspire: Graduate Degree Aspirations for Community College Transfer Students of Color Fregoso, Julio. - : eScholarship, University of California, 2022 BASE Show details 7 Disrupting Trauma Tourism in Diversity Workshops and Scholarship Essays: A Participatory Study Describing Counternarratives by Queer, Trans, and Students of Colour. Fernández, Óscar; Martin, Staci B.; Anaya, Luz Maria... In: University Studies Faculty Publications and Presentations (2022) BASE Show details 8 Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ... sarbunan, thobias. - : Open Science Framework, 2022 BASE Show details 9 The Impact of Extracurricular Activities and Attendance on Student Achievement at a Mississippi Community College Marbury, Amanda Hyde In: Doctoral Dissertations and Projects (2022) BASE Show details 10 Differences of Attitudes and Norms Toward Plagiarism Between First- and Continuing-Generation College Students Harris, Michael Owen In: Doctoral Dissertations and Projects (2022) BASE Show details 11 Perceptions of Community Among Dual Credit Students Taking STEM Courses Offered Through a Community College Johnson, Teresa M. In: Doctoral Dissertations and Projects (2022) BASE Show details 12 Exploring First-Generation College Students Transition into Higher Education Shaw, Derrick Jamal In: Culminating Experience Projects (2022) BASE Show details 13 Newsletter Georgia Southern University In: Georgia Southern College of Arts and Humanities Newsletter (2022) BASE Show details 14 Writing and Linguistics News Georgia Southern University In: Writing & Linguistics News (2022) BASE Show details 15 Writing and Linguistics News Georgia Southern University In: Writing & Linguistics News (2022) BASE Show details 16 Encountering American higher education: First-year academic transition of international undergraduate students in the United States Krsmanovic, Masha In: Journal of Global Education and Research (2022) BASE Show details 17 How do students from different disciplines perceive the concept of “data”?: A visual elicitation method Tsai, Tien-I; Chang, Yun-Chi; Lin, Chieh-Ru. - : iSchools, 2022 BASE Show details 18 HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab Her, Pa; Gloria, Alberta M; Chang, Shee Yee... In: Journal of Southeast Asian American Education and Advancement (2022) BASE Show details 19 The axis of access: a quantitative ethnography of presidential discourse on the construct of college access in the United States Donnelly, Pamela M In: Theses and Dissertations (2022) BASE Show details 20 Autonomia intelectual de estudantes universitários : a investigação e a construção de um conceito Blando, Alessandra. - 2022 Abstract: Esta tese tem por objetivo investigar em que consiste a autonomia intelectual do estudante universitário, elaborando, a partir desse estudo, um construto desse conceito e buscando evidências de existência dessa autonomia. Desse modo, o problema de pesquisa deste estudo visa à compreensão do que consiste a autonomia intelectual do estudante universitário e como ela pode ser verificada. Para tal, propõe-se uma interpretação dialética interacionista e não positivista. Parte da Epistemologia Genética de Jean Piaget, no modo de conceber o sujeito, seu desenvolvimento cognitivo e sua aprendizagem, e na contribuição de outros conceitos teóricos como a autoria, a consciência, a criticidade, a reflexividade, o protagonismo, o engajamento universitário, além de estabelecer uma relação com as teorias de construção de si de McAdams e a de construção e de adaptabilidade de carreira de Savickas quanto à preocupação, à curiosidade e à confiança. Também se pautará na autorregulação da aprendizagem, a partir de um ponto de vista interacionista piagetiano. Sobre a metodologia, trata-se de uma pesquisa quantiqualitativa em que a coleta de dados foi realizada em duas etapas. Na primeira, utilizouse um questionário online, com perguntas abertas e fechadas e uma escala de Likert composta das dimensões e subdimensões da autonomia intelectual visando a estabelecer um perfil dos estudantes, bem como a mapear os participantes da etapa seguinte, constituída por uma entrevista online. Ainda, a partir do cálculo da média, da mediana e do desvio-padrão de cada dimensão da escala de Likert, realizaram-se de cortes estatísticos que melhor representassem a amostra para a entrevista, chegando-se a três grupos distintos, cujos escores médios superaram a média geral na escala, comparando-os entre si. Para a segunda etapa foi feita uma entrevista semiestruturada com os participantes que obtiveram 1,5 desvio-padrão superior à média na escala, em busca das regularidades diante de sua aprendizagem e estudos frente às dimensões e subdimensões da autonomia intelectual. Participaram deste estudo 531 graduandos da Universidade Federal do Rio Grande do Sul. Os dados indicaram, nessa amostra, a existência de autonomia intelectual em que o protagonismo se desenvolve em um primeiro momento, em seguida a autorregulação da aprendizagem e, por fim, a autoria. Além disso, constatou-se que o desenvolvimento dessa autonomia intelectual pode ser facilitado pela universidade, mas não significa que todos os estudantes que ingressam, permanecem e se formam no ensino superior avançam nesse sentido. Por fim, a autonomia intelectual é um conceito multidimensional – que abarca aspectos cognitivos, motivacionais e comportamentais – associado ao protagonismo, à autorregulação da aprendizagem e à autoria. O protagonismo e a autorregulação permitem o desenvolvimento do sujeito aprendente agente e a autoria do sujeito aprendente autor. ; This doctoral dissertation investigates what college student’s intellectual autonomy consists of. Based on this study, it develops a conceptual construct and looks for evidence of this autonomy’s presence. Thus, the research question aims to understand what college student's intellectual autonomy consists of and how it can be verified. To this end, it targets a nonpositivist, interactionist dialectical interpretation. It is rooted in Jean Piaget's genetic epistemology, on how it conceives the subject, its cognitive development, and its learning process, as well as theoretical concepts such as authorship, conscience, criticality, reflectiveness, protagonism, and student engagement. It also establishes a relation between McAdams narrative identity theory and Savickas' career construction and adaptability theories in terms of concern, curiosity, and confidence, along with the theory of self-regulation in the learning process based on Piaget’s interactionism. The design was a mixed-method study in which data were collected in two phases. In the first phase, data were collected through an online questionnaire containing both open-ended and closed-ended questions based on the Likert scale, composed of the dimensions and sub-dimensions of intellectual autonomy. This framework was chosen to establish the students’ profile, as well as to outline the participants of the next phase, which consisted of an online interview. By calculating the mean, the median, and the standard deviation of the Likert scale aspects, statistical treatment was performed to select the sample for the interview. Three distinct groups, whose mean scores exceeded the overall mean on the scale, were selected and compared. In the second phase, a semi-structured interview was conducted among the participants whose standard deviation amounts to 1.5, in order to identify regularities regarding their learning process, as well as the dimensions and sub-dimensions of their intellectual autonomy. Altogether, 531 undergraduates from the Federal University of Rio Grande do Sul took part in this study. The results indicate the presence of intellectual autonomy, in which protagonism develops first, followed by selfregulation in the learning process, and, finally, authorship. In addition, it was found that the development of intellectual autonomy can be provided by the university, but this does not mean that all students will follow this direction. Finally, intellectual autonomy is a multidimensional concept – which embraces cognitive, motivational, and behavioral aspects – associated with protagonism, self-regulation in the learning process, and authorship. Protagonism and selfregulation allow the development of the learning subject as an agent, as well as the authorship of the learning subject as an author. Keyword: Autonomia; College student; Estudante : Ensino superior; Higher education; Intellectual autonomy; Learning URL: http://hdl.handle.net/10183/235579 BASE Hide details Page: 1 2 3 4 5...127

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