Robert J. Drummond

LEARNING STYLE AND PERSONALITY TYPE

To investigate the relations between the Myers-Briggs Type Indicator and the Gregorc Style Delineator and to examine the construct validity of the Style Delineator, 41 undergraduate students preparing to be teachers were given both tests. Observed differences in learning styles by personality type partially support the construct validity of the Style Delineator. Judging individuals (n = 25) tended to perceive themselves as concrete sequential thinkers as opposed to perceptive individuals (n = 16) who thought of themselves as concrete random thinkers. Feeling types (n = 29) tended to prefer random modes of thinking.

JOB SATISFACTION AND WORK VALUES

The purpose of the study was to examine the relationship of work values with job satisfaction. 69 graduate and undergraduate female education majors working in the helping professions were administered the Work Values Scale and the Minnesota Job Satisfaction Scale. Scores on five values scales, measuring intrinsic values, were correlated significantly with scores on job satisfaction. The correlations indicated a negative relationship. Way of Life, Altruism, and Achievement were rated the highest work values by the group.

Predictors of Academic Self-Concept of Older Adults

This study examined the predictors of the academic self-concept of 130 older adults (50 to 68 yr.). The Levenson Multidimensional Locus of Control Scale, the Gregorc Style Delineator, and the Drummond Academic Self-concept Scale and a demographic data sheet were completed by the adults. In stepwise regression, age and enrollment status plus learning style variables accounted for 11.5% and 4.5% of the variance, and the three locus of control scales for 33.1%. How older learners tend to feel about themselves and their world influences their perception of their academic environment more than their preferred modality of learning.

The Predictive Validity of the Florida College Level Academic Skills Test (CLAST) for Predicting Grade Point Average with University Seniors and Recent Graduates

This study was concerned with a determination of the predictive validity of the College Level Academic Skills Test (CLAST) for predicting grade point average among university seniors, and recent graduates. The criterion variable was grade point average (GPA); subjects were 732 seniors, and recent graduates enrolled 1984-1987 at a regional university. It was determined that the moderate correlations with GPA, (i.e., math .290, reading .345, writing .357, and essay .333) suggested that the content (i.e., items) of the CLAST may not be critical to success (i.e., GPA) in the sample studied.

Evaluating nontraditional degree programs in post-secondary education

A process for evaluating non-traditional programs at post-secondary institutions is presented. Three major stages are outlined for conducting the evaluation: 1) the preoperational stages; 2) the implementation stage; and 3) the postoperational stage. A description of how the model has been utilized in evaluating a specific non-traditional graduate program, the Master of Liberal Studies Program, is given. Preliminary results of that evaluation are also outlined.

Correlates of course satisfaction of bankers enrolled in a professional development program

This study examined correlates of satisfaction with a continuing education course, among a group of 2,980 bankers. Bankers were likely to be satisfied with their courses if (a) the classwork was applicable to their present job; (b) they were interested in the previous courses they had taken, (c) they expected a good grade from the courses, and (d) they had a high self-concept. Implications of these results for continuing education are presented.