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Motivational components of self-dire...

McCall, David Lee.

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Motivational components of self-directed learning among undergraduate students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Motivational components of self-directed learning among undergraduate students./
作者:	McCall, David Lee.
面頁冊數:	206 p.
附註:	Chair: John Henschke.
Contained By:	Dissertation Abstracts International62-10A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3029729
ISBN:	0493419667

Motivational components of self-directed learning among undergraduate students.
McCall, David Lee.

Motivational components of self-directed learning among undergraduate students. - 206 p.

Chair: John Henschke.

Thesis (Ed.D.)--University of Missouri - Saint Louis, 2002.

This investigation is an exploratory study of the effect of an undergraduate internship on self-direction in learning. Eight ministerial interns, five men and three women, were followed during the 2000–2001 academic year. The interns were assessed for self-directed tendencies at the beginning and end of the internship experience by administration of Guglielmino's Self-Directed Learning Readiness Scale. During the internship, the interns were interviewed twice to determine how striving for competence, self-determined motivation, perceptions of causality, values and a sense of calling, self-efficacy, challenge, and the context of the internship influenced self-directedness.

ISBN: 0493419667Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Motivational components of self-directed learning among undergraduate students.
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520 $a This investigation is an exploratory study of the effect of an undergraduate internship on self-direction in learning. Eight ministerial interns, five men and three women, were followed during the 2000–2001 academic year. The interns were assessed for self-directed tendencies at the beginning and end of the internship experience by administration of Guglielmino's Self-Directed Learning Readiness Scale. During the internship, the interns were interviewed twice to determine how striving for competence, self-determined motivation, perceptions of causality, values and a sense of calling, self-efficacy, challenge, and the context of the internship influenced self-directedness.
520 $a It was found that the striving for competence, self-efficacy, and the context of the internship had an impact on self-direction for these interns. The internship afforded the interns an opportunity to practice skills, which produced a growth in self-efficacy, influencing self-directedness. The context of the internship provided a structure to practice skills under the guidance of a supervisor. The supervisor's guidance either created a sense of trust or limited the intern's ability to practice ministerial skills. A sense of trust and freedom created a perception of causality. Support from ministerial colleagues was valued very highly by the interns. The ministerial students' discussion of their sense of calling did not yield enough data to lead to any conclusions.
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