Literaturnachweis - Detailanzeige
| Autor/in | Price, Elsa C. |
|---|---|
| Titel | A Comparison of Learning Styles and Coping Techniques in Traditional and Nontraditional Community College Students. |
| Quelle | (1998), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Adult Students; Anxiety; Cognitive Style; Community Colleges; Coping; Nontraditional Students; Stress Management; Two Year College Students; Two Year Colleges |
| Abstract | This study investigated differences in learning styles, anxiety levels, and coping techniques in traditional (under age 25 years) versus nontraditional (age 25 years or older) community college students. In the fall of 1997, traditional and nontraditional students completed tests on their learning styles, general anxiety levels, and coping techniques. The instruments used were the Group Assessment of Logical Thinking (GALT), the General Anxiety Scale (GAS), and the Coping Techniques Questionnaire. Students were categorized as having formal, transitional, or concrete learning styles. Results showed a high number of concrete learners among both traditional and nontraditional students. There was a significant correlation between formal learners' high anxiety levels and their use of negative coping techniques as measured by the Coping Techniques Questionnaire. Transitional learners displayed a positive correlation between anxiety levels and negative coping skills. Traditional students designated as concrete learners had a significant correlation between concrete learning style and use of negative coping skills. Nontraditional students designated as formal learners had significant correlations in all areas. Nontraditional students who were transitional learners showed no significant differences. The three appendixes include the General Anxiety Scale, the Coping Techniques Questionnaire, and four tables. (Contains 9 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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