Variables related to reported learning in brief experiential groups held at professional meetings
Identifieur interne : 001B12 ( Main/Exploration ); précédent : 001B11; suivant : 001B13Variables related to reported learning in brief experiential groups held at professional meetings
Auteurs : William E. Piper [Canada] ; Jacquelyn L. Connelly [Canada] ; John T. Salvendy [Canada]Source :
- Group [ 0362-4021 ] ; 1984-09-01.
Abstract
Abstract: Reports of learning from 119 participants of 18 general psychodynamic groups from the 1981 and 1982 annual meetings of the Canadian Group Psychotherapy Association were investigated. Two main learning factors emerged from a factor analysis of participant ratings, learning about oneself in a small group (factor one) and learning how to be an effective leader with professional skills (factor two). Participants reported moderate to considerable learning for both factors even though the stated task of the groups did not emphasize the learning of professional skills. Relationships between several classes of variables (group, leader, demographic) and reported learning were studied. Results that were consistent with several previous investigations were found. The discovery of a participant, sex-difference finding, i.e., greater reported learning by the women, generated a number of questions that may be addressed in future investigations.
Url:
DOI: 10.1007/BF01456762
Affiliations:
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Two main learning factors emerged from a factor analysis of participant ratings, learning about oneself in a small group (factor one) and learning how to be an effective leader with professional skills (factor two). Participants reported moderate to considerable learning for both factors even though the stated task of the groups did not emphasize the learning of professional skills. Relationships between several classes of variables (group, leader, demographic) and reported learning were studied. Results that were consistent with several previous investigations were found. The discovery of a participant, sex-difference finding, i.e., greater reported learning by the women, generated a number of questions that may be addressed in future investigations.</div></front></TEI><affiliations><list><country><li>Canada</li></country><region><li>Ontario</li><li>Québec</li></region><settlement><li>Montréal</li><li>Toronto</li></settlement><orgName><li>Université McGill</li><li>Université de Toronto</li></orgName></list><tree><country name="Canada"><region name="Québec"><name sortKey="Piper, William E" sort="Piper, William E" uniqKey="Piper W" first="William E." last="Piper">William E. Piper</name></region><name sortKey="Connelly, Jacquelyn L" sort="Connelly, Jacquelyn L" uniqKey="Connelly J" first="Jacquelyn L." last="Connelly">Jacquelyn L. Connelly</name><name sortKey="Piper, William E" sort="Piper, William E" uniqKey="Piper W" first="William E." last="Piper">William E. Piper</name><name sortKey="Salvendy, John T" sort="Salvendy, John T" uniqKey="Salvendy J" first="John T." last="Salvendy">John T. Salvendy</name><name sortKey="Salvendy, John T" sort="Salvendy, John T" uniqKey="Salvendy J" first="John T." last="Salvendy">John T. Salvendy</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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