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ERIC Number: ED138807
Record Type: Non-Journal
Publication Date: 1977
Pages: 24
Abstractor: N/A
Reference Count: N/A
The Relationship of Educational Goal-Setting Behavior to the Conceptual Level Model (AERC, 1977).
Frewin, Carlos C.
An investigation was conducted to examine the relationship between goal-setting behavior and the Conceptual Level Model (CLM), an interactive theory of development that considers progression or growth to be determined both by the learner's present developmental stage and by the environment he experiences. Conceptual Level (CL) is an index of learner personality organization while the basic environmental variation is the degree of structure. A literature review suggested that (1) the ability to set clear, specific learning goals is an important and desirable aspect of most self-directed learning attempts and (2) a considerable number of learners experience difficulty with this task. A questionnaire was designed and distributed to 106 students in selected classes in the Department of Adult Education at OISE during the 1975 summer session. Data were collected concerning the subjects' (1) perceptions as to whether they had set at least one learning goal for the course; (2) ratings of the adequacy of their goals; (3) attitudes toward the utility and importance of goals; (4) perceptions of environmental structure; and (5) Conceptual Level. Four variables which were found to affect goal-setting are time into the duration of the course, attitude toward goals, Conceptual Level, and degree of structure. (Their effect, importance, and potential usefulness to the instructor or program planner are discussed.) (EM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A