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Identification Of Learning Styles Strategies Which Enable College Students With Differing Personality Temperaments To Cope With Learning Blocks, Gholam Hossein Zamani Zarghani
Identification Of Learning Styles Strategies Which Enable College Students With Differing Personality Temperaments To Cope With Learning Blocks, Gholam Hossein Zamani Zarghani
Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship
The purpose of this study was to identify the major coping strategies which college students with different personality temperament used to deal with their learning blocks. Students' temperament type was obtained from the pool of the Myers-Briggs Type Indicator results available at the Agricultural College, UN-L. An instrument measuring learning blocks was designed and administered in the Fall, 1987. The Coping strategy Inventory (CSI) was developed and administered in the spring, 1988. One hundred and twenty seven agricultural college students responded to the first phase of the study, and 230 agricultural college students took the CSI. The Statistical package for …
Enhancing Undergraduate Achievement In Educational Psychology With Instructional Objectives, Irvin Sam Schonfeld, Eric Rasmussen, Rosemary Nieto, Cheryl Sims
Enhancing Undergraduate Achievement In Educational Psychology With Instructional Objectives, Irvin Sam Schonfeld, Eric Rasmussen, Rosemary Nieto, Cheryl Sims
Publications and Research
Two quasi-experiments were conducted to assess the effects of exposure to instructional objectives on the achievement of undergraduates enrolled in an educational psychology course. Students enrolled in morning and afternoon course sections during the fall semester did not receive objects. Comparable students enrolled in morning and afternoon sections of the course during the subsequent spring semester did. Regression analyses that controlled for age and past achievement indicated that among afternoon classes, exposure to objectives improved performance on the midterm and final exams by at least 7 points. No significant effects were found for the morning classes. It was argued that …