EDUCATIONAL CONFLICT SITUATIONS, LOCUS-OF-CONTROL AND EXPRESSED ANGER MANIFESTATIONS IN THE RETURNING RN BSN COMPLETION STUDENT.
Contributors: University of San Francisco.
Published: 1990
Number of pages: 215
Subjects: Health Sciences, Nursing.; Education, Higher.; Education, Adult and Continuing.
Description: This study's purpose was to isolate and describe adult learners' anger responses generated from 50 identified educational situations. The population included 66 returning Registered Nurse, Bachelor of Science in Nursing (RN BSN) students in a four-year university BSN program.

The study was grounded in role theory and social learning theory, specifically Locus of Control (LOC) and tested Shane's returning to school model focusing on the conflict phase. Five primary research questions addressed the extent, timing and potential predictors of anger.

Instruments included the Adult Nowicki-Strickland Internal-External Scale (test-retest,.74 to.86) measuring LOC and the researcher developed Osborne Situational Conflict Response Scale (alphas, pilot and sample,.968 and.958 respectively) measuring anger frequency, intensity and timing. Effect sizes, frequency distributions, correlational matrices, and factor analysis were used in data analyses.

Data showed very little anger is present in all 50 educational situations but isolated 14 situations as anger producing. Further analysis showed two distinct groups. Those not currently attending nursing classes, but completing challenge tests or other general education courses, were angrier (ES.66) than those on campus in clinical courses. Most anger was experienced by the end of the second semester, when these RN students were off campus and had minimal interaction with other students or faulty. Educational situations including course requirements/assignments, threats to self concept, and didactic/theory (vs. clinical) situations elicited the greatest anger. Correlations revealed that of the demographics studied, only level/semester in the program showed a significant correlation with total anger (r =.274, p = $\le$.02). Only age had a relationship with LOC (r = $-$.293, p =.02) and LOC did not correlate with anger.

Findings of this study are applicable to nursing research and practice as directions for students, nursing education and higher education are implied. With RN BSN students increasing in numbers description of this population and educational alternatives and improvements are needed. This study's recommendations address ways to decrease anger thus enhancing learning.
Notes: Source: Dissertation Abstracts International, Volume: 52-01, Section: B, page: 0163.

Thesis (ED.D.)--UNIVERSITY OF SAN FRANCISCO, 1990.

School code: 6019.