Learning Style Characteristics of Adult Dependent Decision Makers: Counseling and Instructional Implications

Reynolds, Jim; Gerstein, Martin

doi:10.1002/j.2161-0045.1991.tb00319.x

Cited by 4 publications

(2 citation statements)

References 5 publications

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“…An interchange about career self-efficacy measures between Osipow (1991b) and Hackett (1991) was instructive about needed improvements in both conceptualization and instrumentation. Reynolds and Gerstein (1991) found learning styles, patterns of behavior such as reduced motivation, limited persistence, and less responsibility for learning, are associated with adult dependent decision makers and suggested counselors tailor specific interventions to those styles.…”

Section: Cognitive Behaviormentioning

confidence: 98%

Annual Review: Practice and Research in Career Counseling and Development, 1991

Jepsen

1992

The Career Development Quart

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The purpose of this review was to integrate information from selected journal articles, book chapters, and a few books published in 1991 about careers. More than 140 entries were selected from more than 400 identified and were organized under three broad categories: ( a ) understanding careers, ( b ) t h e context of careers, and (c) career interventions. Each category was subdivided into thematic sections containing several entries on the same topic. The material, both from individual entries and integrated themes, was interpreted as lessons for the professional development of counselors, program planners, and researchers.At a recent presentation I attended, the speaker introduced her topic by describing a puzzling experience from her clinical internship. When a consulting strategy seemed somewhat arbitrary she inquired about the rationale. Her supervisor said he believed it was appropriate based on research summarized in a literature review. She checked and found not one, but several respected reviews drew conclusions supporting her supervisor's belief. Further digging revealed that apparently only two studies had ever addressed the problem directly, but their findings had been cited over and over again. The skeptical intern carried out her own research and David A.

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Section: Cognitive Behaviormentioning

confidence: 98%

Annual Review: Practice and Research in Career Counseling and Development, 1991

Jepsen

1992

The Career Development Quart

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“…If the ultimate goal is to improve the academic growth of student populations, one must conclude that improvement of student learning begins with the improvement of relatively ineffective teachers regardless of the student placement strategies deployed within a school [5]. -Reynolds [6] their study investigated learning style characteristics of adult community college students.…”

Section: Previous Studiesmentioning

confidence: 99%

Factors Afficting Students Achievement at Jordanian Community Colleges

Moghli¹

2013

IIJE

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The present study aims to identify the most important factors that affect the academic achievement of the community colleges students, the original study was conducted as a requirement to get a doctorate degree in education from the University of Bucharest-Romania (prepared in English). The academic achievement consider one or the most important tasks of the academic institution , community colleges in Jordan as a higher education institutions, which is entrusted with the task of preparing skilled and qualified graduates to an moderate level of skill to be a link graduates academics and workers with limited skills or education, and this attention was always focused on the outputs of these colleges. But relatively Almtdn level of graduates of these colleges raised its educators and Associates as well as the recipients of the service of economic institutions and various social this research is trying to identify some of the factors that affect academic achievement of the graduates of Jordanian community colleges Jordanian the main question of the study was what are the main factors that affecting the academic achievement of students in Jordanian community colleges and sub-questions were are there a relationship between the GBA average obtained by the students enrolled in college on their academic achievement at colleges? Does the environment affect academic achievement of the students? In order to achieve the objective the researcher designed three questionnaires respectively allocated for students, teachers, deans dealing with the assumed range of factors from the standpoint of the researcher and randomly distributed on a sample of college students, teachers, deans of colleges It was used simple statistics as percentages and x2 to find the results. The results showed that students, teachers and deans agreed that low GPA for students enrolled in community colleges was one of the important factors affecting the academic achievement as it was showed by the link between the rate of students in high school and their grades in college, and the results also showed that the academic environment and curriculum taught in colleges and qualifications for faculty members have a significant impact on student achievement as the results also showed their responses on their questionnaire. Researcher recommends raising acceptance rates at community colleges or the work of a special rehabilitation courses for students enrolled with low GPA at school, also stresses the need for a suitable learning environment for students and teaching strategies styles and update the curriculum to be adequate with the requirements of the labor market.

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Yes, but how?: Development and evaluation of careers education in higher education by careers advisers

McChesney

1995

British Journal of Guidance & Counselling

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Learning Style Characteristics of Adult Dependent Decision Makers: Counseling and Instructional Implications

Cited by 4 publications

References 5 publications

Annual Review: Practice and Research in Career Counseling and Development, 1991

Annual Review: Practice and Research in Career Counseling and Development, 1991

Factors Afficting Students Achievement at Jordanian Community Colleges

Yes, but how?: Development and evaluation of careers education in higher education by careers advisers

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