Influencing university students' achievement and motivation in a technology course/ (Record no. 21607)

MARC details
000 -LEADER
fixed length control field 01643nam a22002657a 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 121219t2002 wau||||| |||| 00| 0 eng d
022 ## - INTERNATIONAL STANDARD SERIAL NUMBER
International Standard Serial Number 0022-0671
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Edition number 21
Classification number 050/H19
085 ## - SYNTHESIZED CLASSIFICATION NUMBER COMPONENTS
Number where instructions are found-single number or beginning number of span AI 050/H19
085 ## - SYNTHESIZED CLASSIFICATION NUMBER COMPONENTS
-- 21
Number where instructions are found-single number or beginning number of span AI 050/H19
040 ## - CATALOGING SOURCE
Transcribing agency
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Hancock, Dawson R.
245 ## - TITLE STATEMENT
Title Influencing university students' achievement and motivation in a technology course/
246 ## - VARYING FORM OF TITLE
Title proper/short title The Journal of Educational Research
300 ## - PHYSICAL DESCRIPTION
Extent 2 figs.; 3 tables
362 ## - DATES OF PUBLICATION AND/OR SEQUENTIAL DESIGNATION
Dates of publication and/or sequential designation vol. 95, no. 6 (July/August 2002): 365-373.
520 ## - SUMMARY, ETC.
Summary, etc. The authors investigated the interactive and differential effects of professors' instructional methods and university students' conceptual levels on students' achievement and motivation in a course designed to teach computer technologies. As predicted, matching high-conceptual-level persons with student-centered instruction and low-conceptual-level learners with teacher-centered instruction enhanced students' achievement and motivation in the classroom. In addition, an unpredicted main effect for type of instruction was discovered with respect to motivation-regardless of conceptual level, students exposed to student-centered instruction demonstrated greater motivation than did students exposed to teacher-centered instruction. These findings have ramifications for the design and implementation of computer technology course and deserve further research.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element HIGHER EDUCATION.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element MOTIVATION.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element TECHNOLOGY.
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Bray, Marty.
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Nason, Scott A.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type Periodicals Journal Bound

No items available.