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Quality of Learning on an MBA Programme: The impact of approaches to learning on academic performance 总被引：1，自引：0，他引：1
ANGUS DUFF 《教育心理学》2003,23(2):123-139
This investigation: first, examines some psychometric properties of the scores obtained on a 30 item short form of the Revised Approaches to Studying Inventory (RASI) using samples of postgraduate management (MBA) students (n=75); second, examines the relationship between scores on the three dimensions of the RASI and background variables of age, gender and prior educational experience; third, tests for any relationship between the background variables and academic performance as measured by four distinct types of assessment; and fourth, examines the relationship between scores on the three dimensions of the RASI and academic performance. No previous published work has examined the approaches to learning of postgraduate business students. Key findings include: the instrument has satisfactory psychometric properties; and scores obtained on the RASI using samples of MBA students are good predictors of academic performance in continuous assessment tasks but poor predictors of performance in examinations and oral presentations. 相似文献
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ANTONY WILLIAMS 《Counselor Education & Supervision》1987,26(4):245-254
The learning of supervision implies not only acquisition of formal knowledge but also changes in the learner. Because these changes cannot be completely specified at the outset, the way a supervisor learns must be through a mixture of experiential and didactic teaching. The dialectic between the “inner” and the “outer” learnings required for counselors to change their roles to becoming supervisors forms the substance of this article. Early in the course, the class was fascinated by the seeming inevitability of “parallel process” issues between supervisor, trainee, and client. In the second half of the year, the beginning supervisors took on a new group of trainees and learned the importance of having a developmental model to guide their work. The bias in the course as a whole was that all learning requires a change in relationship, that supervision needs to be understood developmentally, and that it is best to treat beginning supervisors and trainees as creative geniuses. 相似文献
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