Programmed Learning and Personality: A Review and a Preliminary Study

Dallos, Rudi

doi:10.1080/1355800750120102

Cited by 6 publications

(3 citation statements)

References 8 publications

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“…(d) Anxiety Inconsistent findings have been reported (Dallos, 1975;Jamison et al, 1974). Suchett-Kaye (1972) suggested that with younger children, a degree of anxiety is beneficial, but with older children and adults the beneficial degree of anxiety is lower; and that student-paced material will reduce the effect of anxiety level as contrasted to externally-mediated pacing.…”

Section: Self-pacing In Post-school Education/trainingmentioning

confidence: 90%

“…Reviews have demonstrated that the relationship between intelligence and performance after learning by self-instruction is complex (Dallos, 1975;SuchettKaye, 1972). Taylor et al (1972) have analysed a basic US Army training course using programmed methods based on six principles: mastery, criterion-referenced evaluation, functional context (i.e.…”

Section: Research Concerning Type Of Students (A) Abilitymentioning

confidence: 98%

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Self-pacing in post-school education/training

Hermann¹

1986

The Vocational Aspect of Education

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In this paper are reviewed the definition of the variable 'Control of Pacing" the relationship between a self-paced system and the variable of Control of Pacing, empirical data relating to self-paced systems used in post-school education~training, and variables which may play major roles in self-paced systems. The paper concludes that self-paced methods allow of more student-based learning by more readily accommodating differing entering behaviours, differing degrees of industrial experience, and mastery learning techniques.

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Section: Self-pacing In Post-school Education/trainingmentioning

confidence: 90%

Section: Research Concerning Type Of Students (A) Abilitymentioning

confidence: 98%

Self-pacing in post-school education/training

Hermann¹

1986

The Vocational Aspect of Education

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“…It appeared from the literature (Kulik, Kulik, and Carmichael, 1974;Keller, 1968) that broad motivational factors related to individual differences in personality and intellectual characteristics operated in individualized learning situations and contributed substantially to the effectiveness of personalized learning. Dallos (1975) pointed out several studies of programmed instruction which related personality variables such as intelligence, anxiety, neuroticism, achievement, motivation, extroversion-introversion, and creativity to achievement. Dallos' survey of literature (1975) re-vealed that personality factors may interact with specific variables and affect achievement.…”

mentioning

confidence: 99%

Relationship Between Individual Variables and Students' Selection and Performance in Competency‐ Based Education

Cummings

Bell

1979

Home Economics Research Journal

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This study determined if students with varying grade point averages and self‐concept, internal‐ external locus of control, and self‐directedness scores selected and performed differentially under two approaches to competency‐based teacher education. Two hundred and eighty students enrolled in various home economics education classes at Texas Tech University participated in the study. The students elected to study particular competency areas by either a teacher‐directed approach or a student‐directed modular approach. Cognitive criterion tests and Likert‐type attitude scales were used for pre‐ and post‐assessments. Students who selected the student‐directed modular approach scored significantly higher in self‐directedness than did those choosing the teacher‐directed ap proach. The two groups did not vary significantly on the other variables. Comparison of students selecting teacher‐directed instruction and student‐directed instruction revealed no significant difference with regard to attitudinal gains but there was a significant difference in cognitive gains. Students in the teacher‐directed group gained significantly more in the cognitive area than did those in the student‐directed group.

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Teaching Social Skills to Managers

Winfield

1980

The Analysis of Social Skill

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Programmed Learning and Personality: A Review and a Preliminary Study

Cited by 6 publications

References 8 publications

Self-pacing in post-school education/training

Self-pacing in post-school education/training

Relationship Between Individual Variables and Students' Selection and Performance in Competency‐ Based Education

Teaching Social Skills to Managers

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