COGNITIVE STYLE AS A DETERMINANT OF SATISFACTION WITH EDUCATIONAL ACTIVITIES, SUCCESSFUL LEARNING OUTCOMES AND CONTINUAL PARTICIPATION IN LEARNING OPPORTUNITIES (NURSING).
Contributors: State University of New York at Buffalo.
Published: 1986
Number of pages: 98
Subjects: Education, Administration.
Description: This study was designed to investigate the effects of cognitive style, course structure and perceptions regarding a current learning experience on continuing education of Registered Nurses. The research was based on several hypotheses which assumed that individuals would be satisfied with course structure congruent with their cognitive style, however courses with low level structure result in perceptions of having a successful learning experience. Perception of having a successful learning experience would be a factor in persistence with continuing education. The assumption was also made that perception of having a successful learning experience would be correlated with the graded learning experience.

The methodology included the administration of three instruments to a sample of Registered Nurses currently enrolled in a course at a college/university in Western New York, taking a course in which the degree of structure was high level or low level and willing to participate in the study. The instruments included: (1) Group Embedded Figures Test for field dependence/independence, (2) Autonomous Learner Index for the degree of self-direction in Learning, and (3) Questionnaire on Taking An Educational Course (developed by researcher) to assess perception of satisfaction with course structure, increased learning outcome and persistence with continuing education. Data from one hundred and fifty-nine Questionnaires was used in the study.

Results indicated: (1) Field independent individuals expressed satisfaction with courses of higher structure and field dependent individuals expressed satisfaction with low structure courses. Therefore the adult participants expressed satisfaction with course structures that appeared incongruent with their cognitive style. (2) Students' perception of having a successful learning experience was not related to their taking courses with low level structure. The major factor for perception of having a successful learning experience was being satisfied with the course structure. (3) Adult participants did not equate having a successful learning experience with receiving high course grades. (4) Field independent aspect of cognitive style, expressed satisfaction with course structure and perceived successful learning experience were all factors for continuing education; perceived learning was the strongest factor. Implications based on these findings are discussed.
Notes: Source: Dissertation Abstracts International, Volume: 47-06, Section: A, page: 1947.

Thesis (PH.D.)--STATE UNIVERSITY OF NEW YORK AT BUFFALO, 1986.

School code: 0656.