Personality structure,instructional outcomes,and instructional preferences |
| |
| Authors: | Bruce W Tuckman Dominick S Orefice |
| |
| Institution: | (1) Rutgers University, New Brunswick, New Jersey, USA |
| |
| Abstract: | Four instructional treatments differing in structure and student responsibility were used with 60 abstractthinking and 60 concrete-thinking students. As predicted, abstract students preferred those treatments with less structure and more responsibility; however, abstract and concrete students showed similar achievement levels as a result, of each treatment. The differentiated outcomes hypothesis is offered to account for the findings.
Résumé Quatre méthodes de traitement pédagogique de structure et de responsabilité des étudiants ont été employées avec 60 étudiants pensant abstraitement et 60 étudiants pensant de manière concrète. Ainsi que prévu, les étudiants pensant abstraitement préféraient les méthodes ayant moins de structure et plus de responsabilité. Les deux catégories d'étudiants ont toutefois obtenu des niveaux d'accomplissement pareils avec chaque méthode de traitement. L'hypothèse des  aboutissements différenciés est offerte comme explication des conclusions.
This study was based in part on the doctoral dissertation of the junior author. The authors would like to thank the students and staff of the County College of Morris, Morristown, N.J., for their cooperation. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
