Literaturnachweis - Detailanzeige
Autor/in | Roessger, Kevin M. |
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Titel | Attitudes Matter: Examining How Teaching Strategies for Attitudinal Change Help Adults Value Reflection and Calibrate Their Reflective Thinking |
Quelle | In: Adult Education Quarterly: A Journal of Research and Theory, 73 (2023) 3, S.266-285 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Roessger, Kevin M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-7136 |
DOI | 10.1177/07417136231165007 |
Schlagwörter | Teaching Methods; Attitude Change; Adult Students; Student Attitudes; Reflection; Thinking Skills; Workshops; Cognitive Processes; Psychological Patterns; Change Strategies; College Students Teaching method; Lehrmethode; Unterrichtsmethode; Attitudinal change; Einstellungsänderung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerverhalten; Denkfähigkeit; Lernwerkstatt; Schulung; Cognitive process; Kognitiver Prozess; Lösungsstrategie; Collegestudent |
Abstract | Developing adults' reflective thinking habits is an aim of adult education, but the best way to do it has been overlooked. Common strategies communicate the skills and knowledge needed to reflect while providing practice opportunities. Yet research indicates that reflective habits are comprised of not only skills and knowledge but also of attitudes toward reflection. This study investigated whether attitudinal change strategies in a reflective thinking workshop induced cognitive dissonance by helping adults appreciate reflection and calibrate their reflective behavior. Participants were randomly assigned to a skills-based or skills-based plus attitudinal change workshop. Pre-post measures of learners' need for and engagement in reflection were taken. Multivariate analysis of covariance revealed that attitudinal change strategies induced dissonance by increasing the need for reflection while decreasing perceived engagement in reflection. Exclusively skills-based strategies failed to affect the need for reflection but increased perceived engagement in reflection, creating overconfidence. Implications for research and practice are offered. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |