Susan L. Stockdale

Development of the PRO-SDLS: A Measure of Self-Direction in Learning Based on the Personal Responsibility Orientation Model.

The purpose of this study was to develop a reliable and valid instrument to measure self-directedness in learning among college students based on an operationalization of the personal responsibility orientation (PRO) model of self-direction in learning. The resultant 25-item Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS) was found to be a highly reliable instrument in the selected sample of graduate and undergraduate education students. Confirmatory factor analysis established that a four latent variable model fit the data. Scores from the PRO-SDLS were significantly related to criterion variables thought to demonstrate self-direction and to a known instrument of self-direction while accounting for additional variance. Recommendations for further research in the ongoing process of scale validation and implications for practice are provided.

Psychological Versus Generic Critical Thinking as Predictors and Outcome Measures in a Large Undergraduate Human Development Course

This study examines the differential status of psychological critical thinking and generic critical thinking as predictors of test performance and as outcome measures in a large human development course. Psychological critical thinking proved to be the better predictor of test performance and more responsive to instructional procedures in the course.

High-Performing Students with Low Critical Thinking Skills

This study focused on selected cognitive measures, work habits, and performance patterns of students with low critical thinking skills who achieved high grades in a large entry-level course. The high-performing low critical thinkers were compared on all target variables with both low critical thinkers who achieved low grades in the course and high critical thinkers who achieved high grades. The findings point to particular work habits that instructors could promote in helping low critical thinkers improve their course performance.

Cooperative Learning Groups at the College Level: Differential Effects on High, Average, and Low Exam Performers

A repeated-measures mixed-design was used in examining the effects of cooperative learning study teams on exam performance for 378 undergraduate students enrolled in one of 10 large sections of an introductory educational psychology course over a two-semester period. Students were assigned to 5-member cooperative groups based on previous exam achievement (low, average, high). Bonuses (20% of exam score) were offered to groups who improved their mean exam performance to a pre-established criterion in the cooperative-group phase. Results yielded an overall effect size of 0.42 for cooperative study versus individual study. Students who had obtained low and average scores on the preceding exam improved significantly during cooperative study, but the previously high achievers decreased somewhat.

Classroom motivation strategies for prospective teachers

Abstract National surveys indicate that student motivation is a principal concern of teachers, yet few publications within the teacher education literature directly address how teachers can best apply established motivational principles. Pivotal to mobilizing student motivation is understanding the role of rewards in sustaining productive task engagement. This article examines the difference between intrinsic and extrinsic motivation for academic learning, the relative value of intrinsic and extrinsic motivation, the effects of extrinsic rewards on intrinsic motivation, the potential compatibility of cognitive and behavioral perspectives of student motivation, and research‐based recommendations for promoting classroom motivation.

A Collaborative Research Effort in Self-Directed Learning

This article tells the story of how an effort to help a group of doctoral students find a way to complete their dissertation research evolved into something that has made it possible for a growing number of individuals to make contributions to scholarship in self-directed learning (SDL), way beyond the original intent of providing a dissertation support group. In 1997, Ralph Brockett found himself with an unusually large group of doctoral students in the doctoral program in Adult Education at the University of Tennessee nearing the dissertation stage of their programs. In an effort to try and manage this large advising load, he convened a meeting of his doctoral advisees in order to explore the possibility of starting a research group, focusing on SDL. An organizational meeting was held and about 15 interested graduate students attended. During this exploratory session, no specific guidelines were established for the group; rather, the purpose was to gauge interest in creating a group that could work together and create a focus on SDL that would make it possible for members to support each other in their dissertation research. It quickly became clear that this group could provide support and opportunities for collaboration for those at the dissertation stage of their program, and that this was quite appealing to many of the participants. Much enthusiasm was generated, for this initiative was not only seen as a means of expediting the dissertation process, but also as a way of developing innovative dissertation topics through collaboration. Ideas of sharing databases and providing sounding boards for dissertation-related questions proved to be a catalyst for launching the research group, and later on galvanizing and sustaining group members over time. Getting Started Subsequently, a core group developed and began meeting on a regular basis in 1998. Those who were further along in their graduate studies began concentrating on ways of sharing, as well as refining, individual dissertation topics. Others in the group, who were in the coursework phase of their graduate program, offered critiques and input to those at the dissertation stage. However, it became apparent that the original intent of having group members collaborate on actual data collection was not going to be feasible because members were progressing with their research at different rates. At this point, the group began struggling for its identity since collaborating on data collection was one of the primary reasons for forming the group in the first place. It seemed as if the group was at risk of losing its impetus, energy, and synergy. At the same time, there appeared to be a declining interest in SDL research in many corners of the adult education field. Consequently, the group reached an important crossroads early in its existence. Broadening the Focus In order to reenergize the group, we started thinking of ways to expand our efforts and contribute to maintaining and revitalizing the research focus on SDL that had been growing for about three decades. One of the group members suggested that we identify a research project we could work on together, above and beyond the dissertation studies that were in progress. Ralph proposed an idea that he believed could rejuvenate the interest and excitement that had accompanied the groups beginning. His suggestion was to undertake a content analysis of the SDL literature found in major journals in adult education. Group members expressed interest in the idea and this helped to re-energize us through a shared interest. Our group proceeded to identify and review all articles published on SDL in mainstream North American adult education journals between 1980 and 1999. The major objective was to create a content analysis based on our findings. A protocol was developed that included locating and copying the indices of 14 adult education journals (four additional journals were added to the analysis later on) that we thought were clearly identifiable as adult education publications. …