Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Identification of learning style strategies which enable college students with differing personality temperament to cope with learning blocks
Abstract
The purpose of this study was to identify the major coping strategies which college students with different personality temperament used to deal with their learning blocks. Students' temperament type was obtained from the pool of the Myers-Briggs Type Indicator results available at the Agricultural College, UN-L. An instrument measuring learning blocks was designed and administered in the Fall, 1987. The Coping Strategy Inventory (CSI) was developed and administered in the Spring, 1988. One hundred and twenty seven agricultural college students responded to the first phase of the study, and 230 agricultural college students took the CSI. The Statistical Package for the Social Science (SPSS-X) was used in the following data analysis: Spearman-Brown correlation, t-test, ANOVA with Fisher LSD Post Hoc Test, Kruskal-Wallis one way ANOVA, and descriptive statistics. Findings. (1) One temperament type significantly differed from other type(s) with respect to 9 learning blocks. The main serious learning blocks for each type were also reported. (2) Six learning blocks showed significant correlation with GPA. (3) No significant relationships were found between students' responses to the learning blocks and their completed credit hours. (4) One temperament type significantly differed from other type(s) with respect to 30 coping strategies of the CSI. (5) Students' GPA had a significant relationship with 27 coping strategies. (6) There was a significant relationship between students' responses toward only 4 coping strategies and their completed credit hours. (7) Male and female students showed significantly different responses in utilizing 16 coping strategies. (8) The students' age was significantly correlated with only six coping strategies. (9) It was found that the CSI had items from the lowest to the highest level of contribution to students cognitive development. Recommendations for practical application were provided for advisers, counsellors, administrators, and instructors. Recommendations were also suggested for further research study.
Subject Area
Curricula|Teaching|Educational psychology
Recommended Citation
Zamani Zarghani, Gholam Hossein, "Identification of learning style strategies which enable college students with differing personality temperament to cope with learning blocks" (1988). ETD collection for University of Nebraska-Lincoln. AAI8824960.
https://digitalcommons.unl.edu/dissertations/AAI8824960