The Predictive Association between the Ego-Stage and Group-Relevant Aspects of Personality and Learner Satisfaction and Learning Achievement on the Basis of the Degree of Congruence in Teacher-Learner Dyads in Adult Learning Groups; Abstract of a Thesis.

Autor/in	Borger, Valbur
Institution	Wisconsin Univ., Madison.
Titel	The Predictive Association between the Ego-Stage and Group-Relevant Aspects of Personality and Learner Satisfaction and Learning Achievement on the Basis of the Degree of Congruence in Teacher-Learner Dyads in Adult Learning Groups; Abstract of a Thesis.
Quelle	(1969), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Adult Development; Adult Educators; Adult Learning; Adult Students; Correlation; Doctoral Dissertations; Group Dynamics; Group Instruction; Interaction; Participant Satisfaction; Perception; Personality; Research; Self Concept + Suchen Sie Ihr Suchwort? Performance; Leistung; Erwachsenwerden; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adulte education; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Korrelation; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Gruppendynamik; Gruppenunterricht; Interaktion; Wahrnehmung; Personalität; Forschung; Selbstkonzept
Abstract	This study investigated congruence in ego stage and group relevant aspects of teachers' and learners' personalities, and between their preferences for and perceptions of group work and emotionality behaviors, as related to learners' learning achievement and to teacher and student satisfaction with learning group membership. Subjects (130 learners and seven teachers) were given the Ideal Group and Self-Description questionnaires, and measures of perception and satisfaction; each teacher also constructed a test of terminal student proficiency. Overall evidence from analysis of the ego-stage dyadic congruency, the group-relevant congruency, and the preference and perception congruency variables in association with teacher and learner satisfaction and learning achievement, did not form any assumptions as to their predictive relationships. The data did reveal some strength by the ego-stage dyadic congruency variable, especially in association with the dependent variables of learner achievement. Supplemental analysis of the eight ego stages indicated that teacher-learner dyadic congruency was not significantly related to learner satisfaction. Reasons for the findings were suggested, along with wider implications. Thesis is available from University Microfilms. (LY)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01