MARC Record from Library of Congress

LEADER: 03551cam a2200433 a 4500
001 2015473213
003 DLC
005 20151021113938.0
008 150922s2012 caua b 001 0 eng d
010 $a 2015473213
020 $a1118500547 (pbk.)
020 $a9781118500545 (pbk.)
035 $a(OCoLC)ocn801926567
040 $aYDXCP$cYDXCP$dVVN$dOCLCO$dCC#$dELW$dBTCTA$dKEC$dCHVBK$dOCLCF$dCPT$dDLC
042 $alccopycat
050 00 $aLB1060$b.A834 2012
245 00 $aAssessing meaning making and self-authorship :$btheory, research, and application /$cMarcia B. Baxter Magolda, Patricia M. King.
260 $aHoboken, N.J. :$bWiley Periodicals, Inc.,$aSan Francisco, Calif. :$bJossey-Bass,$cc2012.
300 $axvii, 138 p.:$bill. ;$c23 cm.
490 1 $aASHE higher education report,$x1551-6970 ;$vv. 38, no. 3
504 $aIncludes bibliographical references (p. 123-129) and indexes.
505 0 $aNudging minds to life : self-authorship as a foundation for learning -- Assessing self-authorship and its evolution -- Development of the ten positions in the journey toward self-authorship -- Trusting external authority : external positions -- Entering the crossroads : predominantly external positions -- Leaving the crossroads : predominantly internal positions -- Self-authorship : internal positions -- Using the self-authorship assessment guide -- Appendix : Wabash National Study of Liberal Arts Education : qualitative research team.
520 $aOne reason so many students fail to achieve complex learning goals may be that they rely too heavily on others' opinions about what to believe, who to be, and how to relate to others. The meaning-making capacity of self-authorship provides a basis from which to understand and learn from one's experiences; without this, students are at a loss to know how to make intentional choices about what to believe and how to act. Similarly, without a means to access and assess students' meaning making, researchers are at a disadvantage in deciding how to interpret students' academic performance and other behaviors, and educators are at a disadvantage in translating findings into the design of new programs and services. This monograph is for those who are interested in understanding self-authorship and its assessment, and in using this approach in their own work. Drawing from well-established theories and extensive longitudinal research including nearly two thousand interviews, it offers a detailed account of how young adults' capacities become more complex and adaptive over time. Those who understand the role of meaning making will be better able to document its effects on educational outcomes and provide better information to decision makers about program effectiveness. -- Back cover.
650 0 $aLearning, Psychology of.
650 0 $aConstructivism (Education)
650 0 $aCognitive styles.
650 0 $aSelf-actualization (Psychology)
650 0 $aDevelopmental psychology.
650 7 $aCognitive styles.$2fast$0(OCoLC)fst00866554
650 7 $aConstructivism (Education)$2fast$0(OCoLC)fst00876181
650 7 $aDevelopmental psychology.$2fast$0(OCoLC)fst00891816
650 7 $aLearning, Psychology of.$2fast$0(OCoLC)fst00995009
650 7 $aSelf-actualization (Psychology)$2fast$0(OCoLC)fst01111481
650 7 $aLerntheorie.$2gnd
650 7 $aLernpsychologie.$2gnd
650 7 $aStudent.$2gnd
700 1 $aBaxter Magolda, Marcia B.,$d1956-
700 1 $aKing, Patricia M.,$d1950-
830 0 $aASHE higher education report ;$vv. 38, no. 3.