MARC Record from bcl_marc

LEADER: 03223nam 2200421 4500
004 NDA3022
005 20000524102800.0
008 970516s1989 ||||||||||||||||| ||||| d
035 $a(UnM)AAI9014888
035 9 $aNDA3022
040 $aUnM$cUnM
100 1 $aChacko, Sandra Beermann.
245 10 $aCOGNITIVE ABILITIES, AFFECTIVE CHARACTERISTICS AND LEARNING STRATEGIES AS RELATED TO ACADEMIC ACHIEVEMENT AMONG FIRST-YEAR NURSING STUDENTS: TEST VALIDATION AND CAUSAL MODELING.
300 $a146 p.
500 $aSource: Dissertation Abstracts International, Volume: 51-01, Section: A, page: 0105.
502 $aThesis (PH.D.)--IOWA STATE UNIVERSITY, 1989.
520 $aThe present research had two purposes. First, the study was designed to validate the Learning and Study Strategies Inventory (LASSI) (Weinstein, 1987) with undergraduate nursing students. Second, a causal model of learning for undergraduate nursing students was developed and tested. Results of the validation study were used for the development of the model.
520 $aThe data were collected on 134 first-year nursing students enrolled at a Midwestern community college. Analysis of the data included (1) factor analysis of the LASSI data; (2) Cronbach alpha to estimate internal consistencies of the revised LASSI scales; (3) Pearson product-moment correlations to determine the relationships among the various variables related to academic achievement; (4) path analysis of the proposed causal model of learning.
520 $aFactor analysis of the LASSI data indicated existence of four learning process scales with the current sample of students. The four scales were motivation, self-efficacy, concentration/preparation for class and self-monitoring/use of study strategies. These showed moderate to high internal consistency estimates that ranged form.80 to.91.
520 $aIn the path analysis language ability, reading ability and self-efficacy were found to have a direct effect on the academic achievement of nursing students. Self-efficacy was found to be directly affected by the students' language ability, math ability, motivation, and concentration/preparation for class. Life stress, motivation and self-monitoring/use of study strategies were found to influence students' concentration and preparation for class. In turn, self-monitoring/use of study strategies was found to be influenced by individuals' motivation. Overall, this model explained 46% of the variance in academic achievement. Results are discussed in terms of assisting educators to enhance the academic achievement of undergraduate nursing students in community colleges.
590 $aSchool code: 0097.
650 4 $aEducation, Philosophy of.
650 4 $aHealth Sciences, Nursing.
650 4 $aEducation, Health.
650 4 $aEducation, Tests and Measurements.
650 4 $aEducation, Educational Psychology.
690 $a0998
690 $a0569
690 $a0680
690 $a0288
690 $a0525
710 2 $aIowa State University.
791 $aPH.D.
773 0 $tDissertation Abstracts International$g51-01A.
790 $a0097
792 $a1989
852 00 $aMChB$bMICRO$cFICHE$hRT42$i.N86$91
948 $aLTI 08/08/2000