ERIC Number: ED146561
Record Type: RIE
Publication Date: 1977-Oct
Reference Count: 0
Resistance to Change: Relationship of Personality and Cognitive Ability to Innovation Diffusion Process.
Diamond, Lynn D.
This study examines the influence of personality and cognitive attributes on innovation, focusing on student ability to adapt to changes in learning strategies. Tests were administered to 186 college students, evaluating their levels of self-esteem, need for social approval, dogmatism, critical thinking, reading achievement, and previous academic accomplishments. The students were then taught a "graphic organizer strategy" and, after one month, were tested for use of the strategy. The primary finding suggests that subjects scoring high on critical thinking, self-esteem, and high school average have concomitantly low dogmatism scores and tend to master the learning better than students with the inverse scoring profile. Other results indicate that reading achievement and need for social approval are not related to mastery of learning strategies, that self-esteem is related to observed use of new learning, and that dogmatism, critical thinking, need for social approval, academic achievement, and reading achievement have little influence on the observed use of the new strategy after mastery. The study concludes that knowledge of students' personality and cognitive attributes can be used to match learners with learning strategies that will produce optimum results. Implications for further research are discussed. (Author/RL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (Cincinnati, Ohio, October 1977)