Search

The intent of this paper is to describe the development of a freshman year course within a learning community and with a service learning component. Furthermore, it attempts to understand how participation in such a course may influence students' learning experiences and perceptions about community service. The study consisted of a pre- and post-questionnaire that was administered to 25 freshmen enrolled in the course. Results indicate that that a freshman year course within a learning community and with a service learning component can be an important aspect of students' academic, and social adjustment while it fosters community engagement at the same time. (Contains 2 tables.)

This study examined the impact of motivation orientation on the accuracy of metacognitive knowledge monitoring; the impact of metacognitive knowledge monitoring on academic help seeking; and the impact of motivation orientation on academic help seeking behavior, and the joint impact of metacognitive knowledge monitoring and motivational orientation on help-seeking. Data was obtained from 137 students. Results revealed subjects with higher knowledge monitoring ability reviewed more words which they had originally estimated not knowing. Participants with high knowledge monitoring ability reviewed more nonsense words. No significant results were obtained for the impact of motivation orientation on academic help seeking, or the joint impact of metacognitive knowledge monitoring, and motivational orientation on help seeking.