Influence of Course Structure on Student Affect: The Structural Affect Hypothesis.

Autor/inn/en	Strom, Bruce; Hocevar, Dennis
Titel	Influence of Course Structure on Student Affect: The Structural Affect Hypothesis.
Quelle	(1980), (31 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Affective Behavior; College Instruction; College Students; Course Evaluation; Course Organization; Higher Education; Participant Satisfaction; Personality Traits; Student Behavior; Student Reaction + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Hochschullehre; Collegestudent; Course organisation; Kurskonzept; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Student behaviour; Schülerverhalten; Schülerkritik
Abstract	Course instruction was manipulated to yield two different levels of structure in an exploratory analysis of the effects of course structure on student satisfaction in 166 introductory educational psychology students. Results suggest that student satisfaction for different degrees of course structure depends on personality attributes. Seven significant interactions were found, five of which suggest a possible pattern. Students who prefer moderate structure to high structure tend to score high on a number of adjective check list scales (i.e., dominance, change, number of favorable adjectives checked, affiliation, and intraception) which collectively identify individuals who are described as dependable, cooperative, resourceful, adaptable, and curious. Methodological and theoretical implications are discussed, and the need for further attribute-treatment interaction research on affective outcomes is suggested. (Author/SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01