LEARNING STYLE PREFERENCE, SELF-DIRECTED LEARNING READINESS AND LOCUS-OF-CONTROL OF BACCALAUREATE NURSING STUDENTS.
Contributors: University of Houston.
Published: 1987
Number of pages: 212
Subjects: Health Sciences, Education.; Health Sciences, Nursing.
Description: The purpose of this study was to investigate if differences in locus of control, self-directed learning readiness and learning style preference could be determined between traditional nursing students (generic) and registered nurse students. It was postulated that the constructs of self-directed learning, locus of control and learning style preference are related components on an individual's learning characteristics. If differences between RN and generic students could be documented, then the educational process could be directed toward facilitating educational goal attainment for these two distinct groups of nursing students.

Generic (N = 175) and RN (N = 170) students enrolled in their first upper division nursing courses in two baccalaureate nursing programs in Texas constituted the study sample. Respondents participated in a classroom setting by completing three self-report instruments and a demographic data form. The Adult Nowicki-Strickland Internal-External scale (ANS-IE), was used to determine locus of control orientation. Guglielmino's Self-Directed Learning Scale (SDLRS), provided a measure of an individual's readiness to engage in self-directed learning; and Rezler and French's Learning Preference Inventory (LPI) was used to determine learning preference.

MANOVA and ANOVA procedures were used to test the research hypotheses. No statistically significant group differences were found for locus of control, self-directed learning readiness and learning style preference, except for the Interpersonal mode, a subscale of the LPI. Generic students indicated a stronger preference for this type of learning.

Although no group differences were found, the data showed an ethnic and age effect involving all the subjects. Caucasian students, both RN and generic, were more internal in their locus of control than either Black or Hispanic students. Likewise, Caucasians and Blacks indicated a greater readiness for self-directed learning than Hispanics.

In respect to age, RN and generic students 31 to 50 years of age, were more self-directed as measured by the SDLRS than younger students. Based upon the findings of the study, recommendations were made for curricular design and further investigation.
Notes: Source: Dissertation Abstracts International, Volume: 49-03, Section: B, page: 0683.

Thesis (ED.D.)--UNIVERSITY OF HOUSTON, 1987.

School code: 0087.