Learning Strategy Preferences, Decision-Making Styles, Ways of Knowing, and Cultural Awareness of Members of the National Academic Advising Association

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Autor/in	Trout, Donna K.
Titel	Learning Strategy Preferences, Decision-Making Styles, Ways of Knowing, and Cultural Awareness of Members of the National Academic Advising Association
Quelle	(2009), (268 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Oklahoma State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-1872-3
Schlagwörter	Hochschulschrift; Dissertation; Cognitive Style; Cultural Awareness; Learning Strategies; Lifelong Learning; Cultural Pluralism; Discriminant Analysis; Academic Advising; Cognitive Processes; Decision Making; Professional Associations; Group Membership; Learning Processes; Internet; Surveys; Attitude Measures; Measures (Individuals); Gender Differences; Age; Race; Educational Attainment; Institutional Characteristics; Counselor Role; Profiles; Reliability; Factor Structure; Counselor Attitudes; School Counselors + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Cognitive styles; Kognitiver Stil; Cultural identity; Kulturelle Identität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Life-long learning; Lebenslanges Lernen; Kulturpluralismus; Diskriminanzanalyse; Akademischer Rat; Cognitive process; Kognitiver Prozess; Decision-making; Entscheidungsfindung; Gruppenzugehörigkeit; Learning process; Lernprozess; Survey; Umfrage; Befragung; Messdaten; Geschlechterkonflikt; Alter; Lebensalter; Rasse; Abstammung; Bildungsabschluss; Bildungsgut; Charakterisierung; Profilanalyse; Reliabilität; Faktorenstruktur; School counselor; Beratungslehrer; Pädagogischer Berater
Abstract	Academic advisors help students with the process of decision making, of making sense of their world, of understanding how they go about learning, and of understanding how to appreciate diversity in their world. If advisors are to help students in these areas, academic advisors should be aware of the cognitive processes of how they make sense of the world and of how they approach learning situations. Therefore, the purpose of this study was to describe the cognitive style dimensions of decision-making styles, ways of knowing, learning strategy preferences, and cultural awareness levels of the members of the National Academic Advising Association (NACADA). To do this, data were collected over the Internet from 360 members of NACADA using the General Decision-Making Survey (GDMS), the Attitude Toward Thinking and Learning Survey (ATTLS), Assessing The Learning Strategies of AdultS (ATLAS), and the Cultural Appreciation in Lifelong Learning (CALL). In addition, data were gathered on the following demographic variables: gender, age, race, education level, advising experience, role in institution, type of institution, degrees offered at the institution, region, and size of institution. Prior to constructing profiles of the participants on each of the instruments, the reliability for the GDMS and the ATTLS and the factor structures for this sample were confirmed. For decision-making style, the NACADA members overwhelmingly use the logical, rational style as their primary decision-making style. The overall scores for both scales of ways of knowing were very similar with no difference on either due to gender as hypothesized by the authors of the instrument. For learning strategy preference, the NACADA members had more people who initiate learning activities by generating alternatives than found in the general population, and as a group they prefer initiating learning from the cognitive domain rather than the affective domain. In terms of cultural appreciation, NACADA members are open to cultural diversity. No practical relationships were found between any of the instruments and the demographic variables. Likewise, discriminant analysis revealed no meaningful interaction among the four cognitive style dimensions. Conclusions were drawn related to decision-making styles, ways of knowing, learning strategy preferences, cultural appreciation levels, and cognitive processes. These include conclusions about the structure of the instruments, the relationships to demographic variables, the independence of the four cognitive style dimensions in the study, and the cognitive style approaches of members of NACADA. Recommendations were made for how these could be used to influence academic advising. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10