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SELF-DIRECTED LEARNING IN PROFESSION...

SEXTON, CHARLENE ANN.

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SELF-DIRECTED LEARNING IN PROFESSIONAL PRACTICE: THE RELATIONSHIP BETWEEN ERIKSONIAN PSYCHOSOCIAL FACTORS AND ASSUMING RESPONSIBILITY FOR LEARNING.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	SELF-DIRECTED LEARNING IN PROFESSIONAL PRACTICE: THE RELATIONSHIP BETWEEN ERIKSONIAN PSYCHOSOCIAL FACTORS AND ASSUMING RESPONSIBILITY FOR LEARNING./
作者:	SEXTON, CHARLENE ANN.
面頁冊數:	279 p.
附註:	Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 0759.
Contained By:	Dissertation Abstracts International47-03A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8528448

SELF-DIRECTED LEARNING IN PROFESSIONAL PRACTICE: THE RELATIONSHIP BETWEEN ERIKSONIAN PSYCHOSOCIAL FACTORS AND ASSUMING RESPONSIBILITY FOR LEARNING.
SEXTON, CHARLENE ANN.

SELF-DIRECTED LEARNING IN PROFESSIONAL PRACTICE: THE RELATIONSHIP BETWEEN ERIKSONIAN PSYCHOSOCIAL FACTORS AND ASSUMING RESPONSIBILITY FOR LEARNING. - 279 p.

Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 0759.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1985.

Problem. This study examined the relationship between two independent variables, ego-crises resolutions and support, and the dependent variable, assuming responsibility for learning. The study asserted that if a professional who is a self-reported self-directed learner has decisive positive ego-crises resolutions and the support of a significant other, he/she will engage in behaviors vital to assuming responsibility for continuing professional learning. The professional will seek assistance, find resources, identify constraints, and evaluate progress in learning.Subjects--Topical Terms:

626632
Education, Adult and Continuing.

SELF-DIRECTED LEARNING IN PROFESSIONAL PRACTICE: THE RELATIONSHIP BETWEEN ERIKSONIAN PSYCHOSOCIAL FACTORS AND ASSUMING RESPONSIBILITY FOR LEARNING.
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245 1 0 $a SELF-DIRECTED LEARNING IN PROFESSIONAL PRACTICE: THE RELATIONSHIP BETWEEN ERIKSONIAN PSYCHOSOCIAL FACTORS AND ASSUMING RESPONSIBILITY FOR LEARNING.
300 $a 279 p.
500 $a Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 0759.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1985.
520 $a Problem. This study examined the relationship between two independent variables, ego-crises resolutions and support, and the dependent variable, assuming responsibility for learning. The study asserted that if a professional who is a self-reported self-directed learner has decisive positive ego-crises resolutions and the support of a significant other, he/she will engage in behaviors vital to assuming responsibility for continuing professional learning. The professional will seek assistance, find resources, identify constraints, and evaluate progress in learning.
520 $a The independent variables are derived from Erikson's epigenetic theory of ego-stage development. The resolution of such issues as Trust vs. Mistrust, necessary for psychosocial functioning, is also important for assuming responsibility. Support is another important source of personal motivation and energy critical to learning.
520 $a Methodology. An interview-questionnaire format was used to collect data from a convenience sample of 41 advanced clinical nurses working in seven southern Wisconsin hospitals. Data on ego-crises resolutions were collected with the Self-Description Questionnaire. Data on self-directed learning, support, and assuming responsibility were collected with the Continuing Professional Learning Interview Schedule. Descriptive data were collected with the Demographic Data Form.
520 $a Findings. Six persons assuming responsibility had both decisive positive ego-crises resolutions and support. There were no individuals in the group not assuming responsibility with both decisive positive resolutions and support. Sixteen persons in this group had one psychosocial factor present, but not the other. These data corroborated the hypothesis at the .05 level. However, seventeen persons in the group assuming responsibility did not have decisive positive resolutions and one person did not report support. These outcomes do not corroborate the hypothesis.
520 $a Post hoc analysis revealed that decisive positive resolutions of Stages I and III, Trust and Initiative, were more significant than other ego stages. Spouses and nurse colleagues were most often identified as persons providing emotional and appraisal support.
520 $a Implications. The employment of an epigenetic personality theory provided powerful insights into self-directed learning. The findings demonstrate the centrality of trust in human development and learning, and have implications for counseling and programming relating to self-directed learning. This study provides further support for the epigenetic theory of human development.
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773 0 $t Dissertation Abstracts International $g 47-03A.
790 $a 0262
791 $a Ph.D.
792 $a 1985
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8528448