Focusing Theory on Learning in College Classrooms

Frances K. Stage, Professor
Educational Leadership and Policy Studies
Indiana University, Bloomington.

Attributions and Self-Efficacy

"Influences on Students' Internal Locus of Attribution for Academic Success in the First Year of College." Pascarella, Ernie T., Edison, Marcia, Hagedorn, Linda S.,Nora, Amaury, and Terenzini, Patrick. Research in Higher Education, 37: 731-756, ERIC Document Number: EJ535991 in 1996.
This study sought to determine the relationships between students' development of internal locus of attribution and institutional characteristics and social and academic experiences in the first year of college. While students' pre-college levels of internal attributions for success were the most powerful predictor, Pascarella and his colleagues found that four faculty teaching behaviors also exercised statistically significant influences on students' attributions. Students' perceptions of teacher organization and preparation was the second most powerful source of influence. While the contribution teacher behaviors have made to student learning have already been confirmed, their influence on students' formation of internal attributions for academic success, particularly in such a short time period (less than one year) has been less frequently recognized.

"Impact of Self-Regulatory Influences on Writing Course Attainment." Zimmerman, Barry J. and Bandura, Albert 1994. American Educational Research Journal, 4:845-862. ERIC Document Number: EJ516385.
Zimmerman and Bandura explored the influence of self-efficacy beliefs concerning academic attainment in the class and the regulation of writing strategies on writing course achievement for 95 first year college students. Controlling for initial verbal apptitude and level of instruction and using path analysis the authors found that beliefs concerning academic course attainment significantly influenced course performance directly and indirectly through students' grade goals. Self-regulatory efficacy had significant indirect inluences. "To summarize, the different facets of perceived self-efficacy played a key role in writing course attainment. They raised the goals students set for themselves and the quality of writing with which they would be satisfied. Through their direct and indirect influence, beliefs of personal efficacy had substantial impact on level of writing attainments" (p. 859).

The Social Context for Learning

"Education for Humanization: Applying Paulo Freire's Pedagogy to Learning a Second Language." Graman, Tomas 1988. Harvard Educational Review, 58:433-448. ERIC Document Number: EJ381428.
Graman applies Freire's theory of concientization, or critical pedagogy within an English as a Second Language (ESL) class of migrant farm workers. He describes his initial teaching experiences that focused on content and that were largely devoid of meaning for his students.

In contrast, he shares later experiences where he employed a critical pedagogy approach. Graman provides a brief description of Freire's theory and relevant issues for education. He next focuses specifically on pedagogy for ESL programs and classrooms. Graman describes the way in which he used the reality of his wartime experiences as a basis for classroom dialogue and learning. Not only did his students make substantive gains in oral and written proficiency, confidence in communication, and expertise in language-building skills, "...by applying Freire's pedagogy to learning, students and teachers have the opportunity and the means to do more than learn language: they can win the freedom to think and act as critically conscious beings" (p.448).

Challenging Assumptions about Learning

"Intelligence and the Epistemics of Interpersonal Acumen: Testing Some Implications of Gardner's Theory." Rosnow, Ralph R., Skleder, Anne A., Jaeger, Marianne A., and Rind, Bruce, 1994. Intelligence, 19:93-116. ERIC Document Number: EJ498439.
Rosnow and his colleagues scutinized one particular aspect of Gardner's theory of multiple intelligences, interpersonal. Using samples of graduate and undergraduate college students they examined whether a construct of interpersonal intelligence existed and whether the construct could be measured according to various levels of complexity. The authors found evidence of a hierarchical structure of interpersonal intelligence as well as stability of measurement across time. "Other results were generally consistent with Gardner's notion of interpersonal intelligence as independent of verbal and mathematical IQ, as well as different from personality..." (p. 110). Profiles of high scorers and low scorers constructed within the context of the study seemed consistent with Gardner's descriptions.

Further reference:
Barr, Robert B. and Tagg, John 1995. "From Teaching to Learning: A New Paradigm for Undergraduate Education." Change, 27:12-25. ERIC Document Number: EJ516385

In addition to reviewing research, Creating Learning Centered Classrooms: What Does Learning Theory Have to Say? by Frances Sage, et al also contains practical suggestions for enhancing academic learning on college campuses.

The monograph is available for $24 including shipping and handling from

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