東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Quasi-Experimental Investigation of ...

Rader, Paul.

Linked to FindBook

Google Book

Amazon

博客來

Quasi-Experimental Investigation of an Interaction Effect between Autonomy and Instructor Conscientiousness to Student Satisfaction.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Quasi-Experimental Investigation of an Interaction Effect between Autonomy and Instructor Conscientiousness to Student Satisfaction./
Author:	Rader, Paul.
Description:	129 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
Subject:	Sociology, Organizational. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3537313
ISBN:	9781267963932

Quasi-Experimental Investigation of an Interaction Effect between Autonomy and Instructor Conscientiousness to Student Satisfaction.
Rader, Paul.

Quasi-Experimental Investigation of an Interaction Effect between Autonomy and Instructor Conscientiousness to Student Satisfaction. - 129 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2013.

The job characteristics model (JCM) is one of the most researched theories in organizational behavior. Recently, the model was extended by adding worker dispositional elements to better reflect a modern work environment and to make the model more complete. Extended JCM studies reports on interaction effects between job characteristics and personality elements to job performance have been inconsistent. Specifically, the utility of the extended JCM model has been constrained by ambiguity in the interaction between the job characteristic autonomy and the dispositional factor conscientiousness. A recent development in delivery of higher education courses, blended learning, provided an objective measure for low autonomy work environments when compared to the same courses taught traditionally (i.e., where more autonomy tends to exist). This quantitative quasi-experimental field study was employed to investigate an interaction effect between two independent variables, the job characteristic autonomy and the dispositional factor conscientiousness, on a dependent variable, student satisfaction with instructor performance. Participants in the study were 74 volunteer instructors at a for-profit institute of higher education in the Western United States. Results reported no significant relationship between student satisfaction and high and low levels of autonomy Z = -.392 and p = .695. No significant relationship between instructor conscientiousness and student satisfaction Z = -.383 and p = .702 was also found. However, results did report a negative significant interaction effect between high and low levels of autonomy and high and low levels of conscientiousness to student satisfaction Z = -2.270 and p < .05. Reasons for the first two unexpected results of finding no significant relationship between conscientiousness and autonomy to student satisfaction included a low sample size of instructors exacerbated by the use of quartiles for conscientiousness scores along with the possibility that instructors may be more conscientious than workers in general. These concerns provide direction for future research. Replication of this study in other environments could strengthen support of the negative relationship between instructor conscientiousness and autonomy to student satisfaction. This study along with future research will help explain ambiguity in prior studies and strengthen the predictive power of the extended JCM.

ISBN: 9781267963932Subjects--Topical Terms:

1018023
Sociology, Organizational.

Quasi-Experimental Investigation of an Interaction Effect between Autonomy and Instructor Conscientiousness to Student Satisfaction.
LDR:03421nam a2200301 4500 001 1959824
005 20140520124922.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781267963932
035 $a (MiAaPQ)AAI3537313
035 $a AAI3537313
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rader, Paul. $3 2095356
245 1 0 $a Quasi-Experimental Investigation of an Interaction Effect between Autonomy and Instructor Conscientiousness to Student Satisfaction.
300 $a 129 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Adviser: Phillip Schnarrs.
502 $a Thesis (Ph.D.)--Northcentral University, 2013.
520 $a The job characteristics model (JCM) is one of the most researched theories in organizational behavior. Recently, the model was extended by adding worker dispositional elements to better reflect a modern work environment and to make the model more complete. Extended JCM studies reports on interaction effects between job characteristics and personality elements to job performance have been inconsistent. Specifically, the utility of the extended JCM model has been constrained by ambiguity in the interaction between the job characteristic autonomy and the dispositional factor conscientiousness. A recent development in delivery of higher education courses, blended learning, provided an objective measure for low autonomy work environments when compared to the same courses taught traditionally (i.e., where more autonomy tends to exist). This quantitative quasi-experimental field study was employed to investigate an interaction effect between two independent variables, the job characteristic autonomy and the dispositional factor conscientiousness, on a dependent variable, student satisfaction with instructor performance. Participants in the study were 74 volunteer instructors at a for-profit institute of higher education in the Western United States. Results reported no significant relationship between student satisfaction and high and low levels of autonomy Z = -.392 and p = .695. No significant relationship between instructor conscientiousness and student satisfaction Z = -.383 and p = .702 was also found. However, results did report a negative significant interaction effect between high and low levels of autonomy and high and low levels of conscientiousness to student satisfaction Z = -2.270 and p < .05. Reasons for the first two unexpected results of finding no significant relationship between conscientiousness and autonomy to student satisfaction included a low sample size of instructors exacerbated by the use of quartiles for conscientiousness scores along with the possibility that instructors may be more conscientious than workers in general. These concerns provide direction for future research. Replication of this study in other environments could strengthen support of the negative relationship between instructor conscientiousness and autonomy to student satisfaction. This study along with future research will help explain ambiguity in prior studies and strengthen the predictive power of the extended JCM.
590 $a School code: 1443.
650 4 $a Sociology, Organizational. $3 1018023
650 4 $a Education, Higher. $3 543175
650 4 $a Business Administration, Management. $3 626628
650 4 $a Education, Technology of. $3 1018012
690 $a 0703
690 $a 0745
690 $a 0454
690 $a 0710
710 2 $a Northcentral University. $3 1018547
773 0 $t Dissertation Abstracts International $g 74-07A(E).
790 $a 1443
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3537313