Matching Achievement Styles and Instructional Environments.
Reactions of students with four achievement styles based on combinations of the Achievement via Conformance and the Achievement via Independence scales of the CPI to small group learning experiences are explored as a function of group composition, achievement styles, and the demands of different tas...
| Publicado en: | Contemporary Educational Psychology Vol. 5; no. 3; pp. 216 - 227 |
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| Formato: | Artículo |
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Academic Press Inc.
Jul1980
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=22051794&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 22051794 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0361476X CEP jtl: Contemporary Educational Psychology issn: 0361476X maglogo: N pubinfo: dt: Jul1980 vid: 5 iid: 3 pid: 735 pub: Academic Press Inc. artinfo: ui: 22051794 10.1016/0361-476X(80)90044-2 ppf: 216 ppct: 11 formats: tig: atl: Matching Achievement Styles and Instructional Environments. aug: au: Ross, Helgola G. affil: Department of Educational Leadership, College of Education, University of Cincinnati, Cincinnati, Ohm 45221. su: Psychology of students Educational psychology Task analysis (Education) Achievement Learning Sociometry sug: subj: Psychology of students Educational psychology Task analysis (Education) Achievement Learning Sociometry ab: Reactions of students with four achievement styles based on combinations of the Achievement via Conformance and the Achievement via Independence scales of the CPI to small group learning experiences are explored as a function of group composition, achievement styles, and the demands of different tasks over time. Student reactions to working in homogeneous groups were largely positive: there were no differences due to achievement styles alone. Comparisons of reactions of students with the same achievement style in homogeneous and heterogeneous groups showed outcomes to be complex interactions between achievement styles, group composition, task, and time. Results were integrated with sociometric data from the perspective of students with different achievement styles. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1980 holdings: @attributes: islocal: N |
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