Field-dependent and field-independent cognitive learning styles and internal and external locus of control: Relationships to understanding and performance on a computer project management program
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| Pubblicato in: | ProQuest Dissertations and Theses (1997) |
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ProQuest Dissertations & Theses
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| Accesso online: | Citation/Abstract Full Text - PDF |
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| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 304382542 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 978-0-591-62327-7 | ||
| 035 | |a 304382542 | ||
| 045 | 0 | |b d19970101 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a White, Lawrence Milton | |
| 245 | 1 | |a Field-dependent and field-independent cognitive learning styles and internal and external locus of control: Relationships to understanding and performance on a computer project management program | |
| 260 | |b ProQuest Dissertations & Theses |c 1997 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a The purpose of this study is to investigate whether users of personal computers who are field-independent in cognitive learning style and internal in locus of control achieve greater understanding and higher performance than those who are field-dependent in cognitive learning style and external in locus of control. The control variables are personal computer competency, gender, and ethnicity. The focus of the review of related research and literature encompassed two specific areas of study pertaining to learning: field-dependent - field-independent cognitive learning styles and locus of control. Research related to field dependent and field independent cognitive learning styles and internal and external locus of control appear to have meaningful implications for adult learners who are users of personal computers. The model for this research is the one group design. The sequence of administration for participants is a pretest to establish the beginning knowledge of the program. The two independent variables are cognitive learning style and locus of control. The two dependent variables are understanding of and performance on a computer project management program. The intervention consists of a tutorial program with a posttest to follow to measure the change in understanding of the computer program. Performance was measured by time on task and number of lessons attempted. The correlation analysis shows a significant relationship between understanding (posttest) and GEFT score, pretest, computer competency, computer skills, and level of experience. It also shows a significant relationship between performance (time on task) and locus of control and computer competency. However, the multiple regression analysis only shows a significant relationship between understanding and Group Embedded Figures Test score and computer skills. The analysis also shows a significant relationship between performance (time on task) and locus of control and computer skills. Therefore, the two major hypotheses were partially supported. The first hypothesis was supported only for understanding and the second hypothesis only for performance. These findings are consistent with the two most relevant studies referred to in this study. These studies, Howard (1990) and Barrett (1991), are grounded in both social and experiential learning theories as well as exploring factors related to learning personal computer skills. The results of this study confirm Howard's findings concerning understanding and computer skills as well as confirming Barrett's findings concerning computer skills and understanding. | |
| 653 | |a Cognitive therapy | ||
| 653 | |a Occupational psychology | ||
| 653 | |a Educational technology | ||
| 653 | |a Management | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (1997) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/304382542/abstract/embedded/IZYTEZ3DIR4FRXA2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/304382542/fulltextPDF/embedded/IZYTEZ3DIR4FRXA2?source=fedsrch |