Abstract
Fostering field independence among learners is important for the individuals themselves and for the profession for which they are preparing. The manner in which the collaborative distance-education Bachelor of Health Science (Nursing) program influenced the field dependence/field independence of students was investigated. The target population was Hong Kong Chinese registered nurses who studied in an undergraduate distance-learning nursing program. Cognitive style was measured by the Group Embedded Figures Test; data were collected from 246 students from 2 cohorts enrolled in the Bachelor of Health Sciences (Nursing) program. The nursing students became more field independent during their study in the distance-education undergraduate nursing program, apparently as a result of the self-directed learning environment of the distance-education program. </br>[Copyright of Journal of Experimental Education is the property of Routledge . Full article may be available at the publisher's website: </br>http://dx.doi.org/10.1080/00220679809597550]
Keywords
Learning environmentStructural equation modelingPsychologyPath analysis (statistics)PsychosocialMathematics educationSalientPerceptionCognitionLongitudinal studyCausal modelDevelopmental psychologyComputer scienceMathematics
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Publication Info
- Year
- 1998
- Type
- article
- Volume
- 91
- Issue
- 4
- Pages
- 247-255
- Citations
- 45
- Access
- Closed
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Cite This
Ngai‐Ying Wong,
D. Neil Watkins
(1998).
A Longitudinal Study of the Psychosocial Environmental and Learning Approaches in the Hong Kong Classroom.
The Journal of Educational Research
, 91
(4)
, 247-255.
https://doi.org/10.1080/00220679809597550
Identifiers
- DOI
- 10.1080/00220679809597550