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• W2087288416 abstract "The capability of life-long learning is a stable set of attributes and skills related to interest in and self-regulation of continuous learning. This and other attributes related to professional skill development have been increasingly viewed as a priority for the development in post-secondary education, rather than solely focusing on technical and discipline-specific knowledge acquisition. In the current study we examined the role of life-long learning as an antecedent of academic engagement in a university course using student engineering project teams with extensive team-related deliverables. We adopted multilevel longitudinal methodology and analytics to support several novel contributions. First, the general trend over the course of the semester was a decrease in academic engagement, but only for students low on the attribute of life-long learning. Second, life-long learning was a significant predictor of all 12 indicators of academic engagement over three time periods. Third, life-long learning was more important for academic engagement than other dispositional variables known to be relevant, namely conscientiousness and its facet of achievement-striving. As such, this adds unique evidence in support of recent accreditation initiatives, interventions, and learning structures that promote life-long learning development." @default.
• W2087288416 created "2016-06-24" @default.
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• W2087288416 date "2015-04-01" @default.
• W2087288416 modified "2023-09-27" @default.
• W2087288416 title "Life-long learning, conscientious disposition, and longitudinal measures of academic engagement in engineering design teamwork" @default.
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• W2087288416 doi "https://doi.org/10.1016/j.lindif.2015.03.022" @default.
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