A multivariate comparative analysis of work-related symptoms of distance and campus undergraduates

Arthur, James

doi:10.1007/bf00973617

Cited by 4 publications

(5 citation statements)

References 17 publications

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“…Further research is necessary to establish or reject this issue. The results are similar to those of James (1982) which suggested that higher anxiety, work satisfaction, and syllabus-boundness are common amongst distance learners. An interesting development from this study is the fact that, while anxiety increased at the end of the semester, the negative feelings associated with some factors which affected learning at a distance decreased significantly (p < .05) towards the end of the semester.…”

Section: Discussion Of Resultssupporting

confidence: 93%

“…Very few studies on anxiety have been reported within the distance learning environment. For example, James (1982) using the University College London Study Difficulty Questionnaire (UCLSQ) compared the well-being of on-campus and distance students. The absence of reported studies in the crucial area of anxiety and distance learning suggests the need to fill the vacuum.…”

Section: Introductionmentioning

confidence: 99%

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Students' anxiety in learning through distance education

Jegede¹,

Kirkwood²

1994

Distance Education

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Section: Discussion Of Resultssupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Students' anxiety in learning through distance education

Jegede¹,

Kirkwood²

1994

Distance Education

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“…A total of 368 men and women distance learners with the UK Open University (OU) were observed. Details are reported elsewhere in a study of the psychological well-being of campus vs. non-campus students (James, 1982).…”

Section: Methods Subjectsmentioning

confidence: 99%

“…The second was the subject's factor score on the psychoneurotic component of a psychiatric-type questionnaire. In the research mentioned previously (James, 1982) subjects were asked to complete the University College London Study Questionnaire (UCLSQ) (Crown et al, 1973;Lucas et al, 1976) which contains eight subscales which tap affective (emotional) dimensions of study difficulty. These are: anxiety, obsessionality, depression, disorganization, somaticism, low motivation, work satisfaction, and sylbism.…”

Section: Variablesmentioning

confidence: 99%

The validity of ‘;biorhythmic’ theory questioned

Arthur¹

1984

British J of Psychology

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The study was of the relation between three categorical independent variables (cases in the critical, positive or regenerative phase of their 'biorhythmic' cycle) and two numerical independent variables, academic performance and factor scores on the psychoneurotic component of the University College London Study Questionnaire. The sample comprised 368 Open University students. A subset was used to study the relation between cases at the peaks and troughs of their cycles. If 'biorhythms' had any effect then it would be expected that the mean scores of the three subgroups would differ significantly. Results for 18 ANOVAs showed that none of the observed relations was greater than would be expected by chance.

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“…This consists of eight scales of nine items (symptoms), each of which identifies some aspect of study difficulty in the affective domain, such as anxiety, low motivation, work satisfaction, and so on. Later this research into the well-being of campus students formed the basis of a comparative study of campus versus distance students, in which some interesting similarities and differences were found (James, 1982). It was confirmed that psychological well-being, as defined and measured by the UCLSQ, consisted of psychoneurotic and motivational components which linked with academic attainment.…”

Section: Introductionmentioning

confidence: 92%

Age‐group differences in the psychological well‐being and academic attainment of distance learners

Arthur¹

1984

Distance Education

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This was an exploratory study of possible differences in reported symptoms of psychological well-being and academic attainment among a representative sample of 379 U.K. Open University distance learners. Three levels of the independent variable of Age were observed: under 30, 30-40, and over 40. There were two numerical dependent variables: student scores on the eight scales of a self-report on feelings about study; and academic attainment in both course work and end-of-session examination.Students in the under 30 and 30-40 age groups performed significantly better in the end-of-session examination than the over 40s. But no difference was observed in course work assessment. By contrast, the over 40 group was better organised, more highly motivated, and work-satisfied than the other two groups. A plausible explanation for these results is that the presumed natural decline with age in cognitive functioning and response speed results in a performance deficit in the over 40s under the timed conditions of the end-of-session examination, where speed is of the essence. But the greater motivation and persistence of the over 40s compensates to some extent in course work assessment where there is less time stress. This result suggests that a mixed assessment strategy is a useful policy in distance learning.

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A multivariate comparative analysis of work-related symptoms of distance and campus undergraduates

Cited by 4 publications

References 17 publications

Students' anxiety in learning through distance education

Students' anxiety in learning through distance education

The validity of ‘;biorhythmic’ theory questioned

Age‐group differences in the psychological well‐being and academic attainment of distance learners

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