Selected Learner Traits Related to Learning Interpersonal Skills: An Empirical-Descriptive Exploratory Study

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Smith, Marcia Rae

• Education, Guidance and Counseling

Language dc:language

eng

Identifier

(UMI)AAI8108666

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/66013