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dc.contributor.authorWeigel, Randolph R.
dc.date.accessioned2019-09-25T17:37:05Z
dc.date.available2019-09-25T17:37:05Z
dc.date.created2018-09-04 23:35
dc.date.issued1985-01-01
dc.identifieroai:lib.dr.iastate.edu:rtd-9756
dc.identifierhttp://lib.dr.iastate.edu/rtd/8757
dc.identifierhttp://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=9756&context=rtd
dc.identifier.urihttp://hdl.handle.net/20.500.12424/382679
dc.description.abstractThe purpose of this investigation was to compare field-dependent and field-independent adult learners on the importance of assistance in self-planned learning. Fifty-seven adult learners were interviewed concerning the extent of their self-planned learning efforts. They were given the Embedded Figures Test, an instrument identifying tendencies toward field-dependent or field-independent cognitive style. They were also asked to complete three, researcher designed checklists examining the importance of assistance to self-planned learning;Checklist one listed 20 sources of assistance learners use in self-planned learning. Ten sources of assistance were categorized as human sources (involving interaction with people) and ten were categorized as nonhuman (interaction with materials or inanimate objects). Checklists two and three studied the types of assistance adults receive from human and nonhuman resources during their learning efforts;The study failed to reject eight hypotheses and rejected two. Field-dependent learners did report that nonhuman sources of assistance were more important to their learning than was reported by field-independent learners. The importance of nonhuman sources of assistance was found to be a predictor of reported satisfaction with self-planned learning. No significant difference between field-dependent and field-independent learners was found on the importance of human or nonhuman assistance during the process of choosing, planning, or implementing self-planned learning;The study identified areas needing further investigation including: a more precise examination of the behavior of self-planned learners when engaged in choosing, planning, and implementing learning projects; further study of those sources of assistance that aid or hinder self-planned learning; a more detailed comparison of the learning behavior of those adults possessing strong field-dependent or field-independent cognitive tendencies in lieu of studying the behavior of adults with varying degrees of field-dependence or field-independence.
dc.format.mediumapplication/pdf
dc.languageen
dc.language.isoeng
dc.publisherDigital Repository @ Iowa State University
dc.sourceRetrospective Theses and Dissertations
dc.subjectProfessional studies
dc.subjectEducation
dc.subjectAdult and extension education
dc.subjectAdult and Continuing Education Administration
dc.subjectAdult and Continuing Education and Teaching
dc.titleA comparison of assistance used by field-dependent and field-independent adults engaged in self-planned learning
dc.typetext
ge.collectioncodeEC
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:14967926
ge.identifier.permalinkhttps://www.globethics.net/gel/14967926
ge.lastmodificationdate2018-09-04 23:35
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149801
ge.oai.repositoryid7668
ge.oai.setnameHistorical Departments, Human Sciences
ge.oai.setnameGraduate Theses and Dissertations
ge.oai.setnameGraduate College
ge.oai.setnameEducational Leadership and Policy Studies Theses and Dissertations
ge.oai.setnameCurriculum and Instruction (1990–2012)
ge.oai.setnameRetrospective Theses and Dissertations
ge.oai.setnameCurriculum and Instruction Theses and Dissertations
ge.oai.setnameEducational Leadership and Policy Studies (1968–2012)
ge.oai.setnameCollege of Human Sciences
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ge.setnameGlobeEthicsLib
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ge.linkhttp://lib.dr.iastate.edu/rtd/8757
ge.linkhttp://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=9756&context=rtd


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