References
- Arum, R., Eccles, J. S., Heckhausen, J., Orona, G. A., von Keyserlingk, L., Wegemer, C. M., Wright, C. E., & Yamaguchi-Pedroza, K. (2021). Ensuring a more equitable future: assessing student learning and growth in higher edducation. Postsecondary Value Commission. https://www.postsecondaryvalue.org/wp-content/uploads/2021/05/PVC-Arum-FINAL.pdf
- Biancani, S., & McFarland, D. A. (2013). Social networks behavior in higher education. In M. B. Paulsen & J. C. Smart (Eds.), Higher education: Handbook of theory and research (Vol. 28, pp. 151–215). Springer.
- Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Educational psychology handbook series. Handbook of self-regulation of learning and performance (pp. 408–425). Routledge/Taylor & Francis Group.
- Breakstone, J., Smith, M., Wineburg, S., Rapaport, A., Carle, J., Garland, M., & Saavedra, A. (2021, May). Students’ civic online reasoning: A national portrait. Educational Researcher. https://doi.org/https://doi.org/10.3102/0013189X211017495
- Burt, R. S. (2000). The network structure of social capital. Research in Organizational Behavior, 22, 345–423. https://doi.org/https://doi.org/10.1016/S0191-3085(00)22009-1References (Continued)
- Chevalier, A., & Feinstein, L. (2006). Sheepskin or Prozac: The causal effect of education on mental health. IZA Discussion Paper No. 2231. https://ssrn.com/abstract=923530
- Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/https://doi.org/10.1146/annurev.psych.53.100901.135153
- Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/https://doi.org/10.1016/j.cedpsych.2020.101859
- Flanagan, C., & Levine, P. (2010). Civic engagement and the transition to adulthood. The Future of Children, 20, 159–179. https://doi.org/https://doi.org/10.1353/foc.0.0043
- Granovetter, M. S. (1973). The strength of weak ties. American Journal of Sociology, 78, 1360–1380. https://doi.org/https://doi.org/10.1086/225469
- Heckhausen, J., Schulz, R., & Wrosch, C. (1998). Developmental regulation in adulthood: Optimization in primary and secondary control—A multiscale questionnaire (OPS-Scales). Technical report, Max Planck Institute for Human Development, Berlin, Germany. https://pure.mpg.de/rest/items/item_2103212_3/component/file_3080635/content
- Heckhausen, J., Wrosch, C., & Schulz, R. (2019). Agency and motivation in adulthood and old age. Annual Review of Psychology, 70, 191–217. https://doi.org/https://doi.org/10.1146/annurev-psych-010418-103043
- Huta, V., & Ryan, R. M. (2010). Pursuing pleasure or virtue: The differential and overlapping well-being benefits of hedonic and eudaimonic motives. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 11(6), 735–762. https://doi.org/https://doi.org/10.1007/s10902-009-9171-4
- Kezar, A. (2014). Higher education change and social networks: A review of research. The Journal of Higher Education, 85(1), 91–125. https://doi.org/https://doi.org/10.1353/jhe.2014.0003
- Liu, O. L., Frankel, L., & Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next‐generation assessment. ETS Research Report Series, 2014(1), 1–23. https://doi.org/https://doi.org/10.1002/ets2.12009
- Liu, O. L., Mao, L., Frankel, L., & Xu, J. (2016). Assessing critical thinking in higher education: The HEIghten™ approach and preliminary validity evidence. Assessment & Evaluation in Higher Education, 41(5), 677–694.
- McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). Birds of a feather: Homophily in social networks. Annual Review of Sociology, 27(1), 415–444.
- Pascarella, E. T., Wang, J.-S., Trolian, T. L., & Blaich, C. (2013). How the instructional and learning environments of liberal arts colleges enhance cognitive development. Higher Education, 66(5), 569–583.
- Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452–502). Academic Press.
- Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813.
- Postsecondary Value Commission. (2021). Equitable value: Promoting economic mobility and social justice through postsecondary education. https://www.postsecondaryvalue.org/wp-content/uploads/2021/07/PVC-Final-Report-FINAL-7.2.pdf
- Stanton-Salazar, R. D. (2011). A social capital framework for the study of institutional agents and their role in the empowerment of low-status students and youth. Youth & Society, 43(3), 1066–1109. https://doi.org/https://doi.org/10.1177/0044118X10382877
- Tinto, V. (1993). Leaving college: Rethinking the cause and cures of student attrition (2nd ed.). University of Chicago.
- Weinstein, C. E., Palmer, D., & Schulte, A. C. (1987). Learning and study strategies inventory (LASSI). H & H Publishing.
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/https://doi.org/10.1207/s15430421tip4102_2