Does teaching rigorously really enhance undergraduates’ intellectual development? The relationship of academic rigor with critical thinking skills and lifelong learning motivations
Crossref DOI link: https://doi.org/10.1007/s10734-019-00361-z
Published Online: 2019-02-13
Published Print: 2019-09
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Culver, K. C.
Braxton, John
Pascarella, Ernie
Text and Data Mining valid from 2019-02-13
Article History
First Online: 13 February 2019