A Study of the Predictive Association between Congruency Measures Based on Work-Emotionality Theory and the Achievement and Satisfaction in Adult Instructional Groups.

Autor/in	Lueder, E. J.
Titel	A Study of the Predictive Association between Congruency Measures Based on Work-Emotionality Theory and the Achievement and Satisfaction in Adult Instructional Groups.
Quelle	(1972), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Students; Educational Research; Emotional Response; Group Dynamics; Instructional Design; Learning Processes; Personality Studies; Small Group Instruction; Student Teacher Relationship; Teacher Effectiveness; Volunteers; Work Attitudes; Workshops + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Bildungsforschung; Pädagogische Forschung; Emotionales Verhalten; Gruppendynamik; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Freiwilliger; Work attitude; Arbeitshaltung; Lernwerkstatt; Schulung
Abstract	The rationale, design, and data collection methods of a study of factors that may influence the effectiveness of adult instructional groups that included interaction are discussed. Two aspects to be considered when studying instructional groups are called work and emotionality. The Work-Emotionality Theory is discussed. Six types of emotionality--fight, flight, pairing, dependency, counter-dependency, and counter-pairing--are defined. The four levels of the concept of work are given. Related research is discussed. In the present study, it was hypothesized that there were positive relationships between group relevant aspects of personality in small instructional groups of adults and the learner's learning achievement and satisfaction. Forty volunteer 4-H leaders participated in a two-day workshop. The learners ranged in age from 27 to 57. Data for the study were collected both prior to the workshop from learners and instructors and from the learners at each instructional session during the workshop. Statistical analysis of the data was carried out. The findings did not produce a uniform pattern of associations of sufficient strength to support the hypothesis. The diversity in results from group to group and from instructor to instructor point to the fact that group relevant aspects of personality had a measurable effect. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01