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The Impact of the Freshman Year on Epistemological Development: Gender Differences.
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Baxter Magolda, Marcia B. – 1988
Epistemological development is one of the expected outcomes of higher education. A longitudinal study of the epistemological development of 77 students upon entrance into college and again at the beginning of their sophomore year revealed that both males and females increased their intellectual complexity. Interviews were conducted during the…
Descriptors: Cognitive Style, College Freshmen, College Students, Educational Environment