Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Spring 4-15-2024

Abstract

Exploring the manifestation of cognitive dissonance in the classroom setting of traditional first-year college students was the intent of this qualitative, interpretative-phenomenological study. This research consisted of four University of New Mexico first-year student participants from the 2021-2022 and 2022-2023 academic years. Data collection consisted of open-ended interviews with each participant utilizing pre-determined questions and prompts based on dissonance scenarios and a follow-up note review session. The focus of the analysis was a deeper understanding of the college students’ experiences of cognitive dissonance in relation to the classroom. Increasing empirical research pertaining to student development and classroom-related cognitive dissonance in higher education was the primary motivation for this study.

Keywords

cognitive dissonant states, cognitive dissonance theory, phenomenology, persistence, consonance, transformational classroom leadership

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Allison M. Borden

Second Committee Member

Kristopher M. Goodrich

Third Committee Member

Trenia L. Walker

Fourth Committee Member

Douglas Wine

Comments

Please review and let me know if more is needed. With great appreciation. Christopher Gunnare.

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