RELATIONSHIPS AMONG CONCEPTUAL SYSTEMS, LOCUS OF CONTROL, AND ORIENTATIONS TOWARD SOCIAL BEHAVIOR IN BACCALAUREATE NURSING STUDENTS (LEARNING STYLES, STRUCTURE).
Contributors: University of Pittsburgh.
Published: 1984
Number of pages: 99
Subjects: Education, Curriculum and Instruction.
Description: The problem investigated in this study was whether there are relationships among identified conceptual systems, perceived locus of control, and orientations toward social behavior among nursing students in a baccalaureate program at a university in northwestern North Carolina. Thirty-one junior and senior nursing students were administered three instruments--the Conceptual Systems test, the Internal Locus of Control Scale, and the Orientation Inventory.

Pearson's product moment correlation coefficient revealed no statistically significant relationships among the three variables. There were, however, three findings believed to have implications for nursing education and practice. They were: (1) a sixty-five percent representation of System I, or concrete conceptual functioning, (2) an approximately fifty percent of subjects scoring above the mean (perceived external control) on the I-E Scale, and (3) eighty-one percent of subjects scoring highest on task-orientation than on self- or interaction-orientation. The findings indicated that the majority of students in the nursing program were functioning at the most basic level of conceptualization, but were more concerned with doing an effective job than with maintaining relationships, or meeting the needs of self. Another indication was that almost fifty percent of the students perceived reinforcement as contingent upon some external source, rather than a consequence of their own actions.

The results of the study suggested the need for nursing educators to: (1) utilize multiple sources for investigating and identifying ways students learn, and (2) tailor pedagogical and androgogical activities to the needs and characteristics of students. It was recommended that nursing educators survey their curricula and supervisory practices for conditions that may induce concrete functioning and perceived external control, and look for alternative ways to promote higher level conceptual functioning and perceived internal control of reinforcement.
Notes: Source: Dissertation Abstracts International, Volume: 45-05, Section: A, page: 1285.

Thesis (PH.D.)--UNIVERSITY OF PITTSBURGH, 1984.

School code: 0178.