{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/66013"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/66013","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Selected Learner Traits Related to Learning Interpersonal Skills: An Empirical-Descriptive Exploratory Study","abstract":"The primary purpose of this study was to investigate the relationship between field-dependence-independence, open-mindedness and ten selected factors from the Sixteen Factor Personality Questionnaire (Factors A+, B+, E+, H+, I+, L-, M+, O-, Q1+ and Q2+) and achievement in a sequence of instruction in interpersonal skills. The secondary purposes were to link these traits to a theory of instruction for teaching interpersonal skills and to suggest ideas for further research into the relationship between learner traits and learning interpersonal skills. The subjects in this study were sophomore medical students. The personality measures, the Group Embedded Figures Test (GEFT), the Rokeach Dogmatism Scale (RDS), and the Sixteen Personality Factor Questionnaire (16PF), were administered on the first day of instruction. The achievement measure, the Affective Sensitivity Scale, was administered prior to and at the end of instruction. The data were analyzed using case study methodology and exploratory data analysis techniques. Of all the traits tested, two appeared to be related to learning interpersonal skills. These traits were field-independence, as measured by the GEFT, and Factor H+ from the Sixteen Personality Factor Questionnaire. Suggestions for further research and implications for practice and for a theory of instruction were discussed.","abstract_html":"The primary purpose of this study was to investigate the relationship between field-dependence-independence, open-mindedness and ten selected factors from the Sixteen Factor Personality Questionnaire (Factors A+, B+, E+, H+, I+, L-, M+, O-, Q1+ and Q2+) and achievement in a sequence of instruction in interpersonal skills. The secondary purposes were to link these traits to a theory of instruction for teaching interpersonal skills and to suggest ideas for further research into the relationship between learner traits and learning interpersonal skills. The subjects in this study were sophomore medical students. The personality measures, the Group Embedded Figures Test (GEFT), the Rokeach Dogmatism Scale (RDS), and the Sixteen Personality Factor Questionnaire (16PF), were administered on the first day of instruction. The achievement measure, the Affective Sensitivity Scale, was administered prior to and at the end of instruction. The data were analyzed using case study methodology and exploratory data analysis techniques. Of all the traits tested, two appeared to be related to learning interpersonal skills. These traits were field-independence, as measured by the GEFT, and Factor H+ from the Sixteen Personality Factor Questionnaire. Suggestions for further research and implications for practice and for a theory of instruction were discussed.","abstract_has_math":false,"creators":["Smith, Marcia Rae"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-12T19:57:13Z","date_published":"2014-12-12T19:57:13Z","updated_at":"2026-07-22T22:25:55Z","subjects":["Education, Guidance and Counseling"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8108666"],"render_values":[{"text":"(UMI)AAI8108666","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/66013","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Smith, Marcia Rae"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-12T19:57:13Z","10000-01-01","1980"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Guidance and Counseling"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/66013","(UMI)AAI8108666"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The primary purpose of this study was to investigate the relationship between field-dependence-independence, open-mindedness and ten selected factors from the Sixteen Factor Personality Questionnaire (Factors A+, B+, E+, H+, I+, L-, M+, O-, Q1+ and Q2+) and achievement in a sequence of instruction in interpersonal skills. The secondary purposes were to link these traits to a theory of instruction for teaching interpersonal skills and to suggest ideas for further research into the relationship between learner traits and learning interpersonal skills. The subjects in this study were sophomore medical students. The personality measures, the Group Embedded Figures Test (GEFT), the Rokeach Dogmatism Scale (RDS), and the Sixteen Personality Factor Questionnaire (16PF), were administered on the first day of instruction. The achievement measure, the Affective Sensitivity Scale, was administered prior to and at the end of instruction. The data were analyzed using case study methodology and exploratory data analysis techniques. Of all the traits tested, two appeared to be related to learning interpersonal skills. These traits were field-independence, as measured by the GEFT, and Factor H+ from the Sixteen Personality Factor Questionnaire. Suggestions for further research and implications for practice and for a theory of instruction were discussed.","Made available in DSpace on 2014-12-12T19:57:13Z (GMT). No. of bitstreams: 1 8108666.pdf: 5059215 bytes, checksum: 6fc9aae186bd140629797f269376eafa (MD5) Previous issue date: 1980","Embargo set by: Seth Robbins for item 66192 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","149 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1980."]},{"key":"dc:title","label":"Title","values":["Selected Learner Traits Related to Learning Interpersonal Skills: An Empirical-Descriptive Exploratory Study"]}]}],"canonical_facts":{"dc:creator":["Smith, Marcia Rae"],"dc:date":["2014-12-12T19:57:13Z","10000-01-01","1980"],"dc:description":["The primary purpose of this study was to investigate the relationship between field-dependence-independence, open-mindedness and ten selected factors from the Sixteen Factor Personality Questionnaire (Factors A+, B+, E+, H+, I+, L-, M+, O-, Q1+ and Q2+) and achievement in a sequence of instruction in interpersonal skills. The secondary purposes were to link these traits to a theory of instruction for teaching interpersonal skills and to suggest ideas for further research into the relationship between learner traits and learning interpersonal skills. The subjects in this study were sophomore medical students. The personality measures, the Group Embedded Figures Test (GEFT), the Rokeach Dogmatism Scale (RDS), and the Sixteen Personality Factor Questionnaire (16PF), were administered on the first day of instruction. The achievement measure, the Affective Sensitivity Scale, was administered prior to and at the end of instruction. The data were analyzed using case study methodology and exploratory data analysis techniques. Of all the traits tested, two appeared to be related to learning interpersonal skills. These traits were field-independence, as measured by the GEFT, and Factor H+ from the Sixteen Personality Factor Questionnaire. Suggestions for further research and implications for practice and for a theory of instruction were discussed.","Made available in DSpace on 2014-12-12T19:57:13Z (GMT). No. of bitstreams: 1 8108666.pdf: 5059215 bytes, checksum: 6fc9aae186bd140629797f269376eafa (MD5) Previous issue date: 1980","Embargo set by: Seth Robbins for item 66192 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","149 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1980."],"dc:identifier":["http://hdl.handle.net/2142/66013","(UMI)AAI8108666"],"dc:language":["eng"],"dc:subject":["Education, Guidance and Counseling"],"dc:title":["Selected Learner Traits Related to Learning Interpersonal Skills: An Empirical-Descriptive Exploratory Study"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:55Z"}