An approach to the measurement of psychological characteristics of college environments.

Pace, C. Robert; Stern, George G.

doi:10.1037/h0047828

Cited by 321 publications

(140 citation statements)

References 5 publications

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“…This term is largely identical with that of climate [7] . Furthermore, one of the 10 questions to be asked when planning a course or curriculum is what educational environment or climate should be fostered?…”

Section: Introductionmentioning

confidence: 49%

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Evaluation of the Learning Environment at the Faculty of Medicine, Suez Canal University: Students? Perceptions

Khadragy¹

2016

Intel Prop Rights

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Section: Introductionmentioning

confidence: 49%

“…The theory behind these instruments originated with Murray, who hypothesized that persons respond differently to environmental features (or press) according to their individual needs [7,11].…”

Section: Measurement Of Educational Environmentsmentioning

confidence: 99%

Evaluation of the Learning Environment at the Faculty of Medicine, Suez Canal University: Students? Perceptions

Khadragy¹

2016

Intel Prop Rights

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“…Although there is no consensus as to what actually culture is and how pervasive it in academic, there is a general agreement that culture is a major force affecting employee behavior, motivation, commitment and organizational effectiveness, it may be one of the decisive influence for the survival or fall of the organization (Marcoulides & Heck, 1993;Schein, , 1990, [50,51,52]). …”

Section: Culture and Its Impact:-mentioning

confidence: 99%

Precursors and Outcomes of Organizational Cutltre in Higher Education: A Theoretical Perspective.

Hussain¹,

Joshi²

2016

IJAR

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“…Those sourced from the: (i) internal press of social practice (Brown et al 1989); (ii) external requirements in the forms of the cultural practice of hairdressing (Barker 1968;Pace and Stern 1958) that together comprise the social experience (Valsiner 2000); and (iii) personal histories in the form of their existing knowledge and how they construe and construct that experience (i.e. their cognitive experience).…”

Section: Working and Learning Influenced By These Dispositionsmentioning

confidence: 99%

“…This view suggests that the potency of dispositions resides in the differences between what individuals may be capable of doing and what tasks they actually undertake and how they undertake them. Such perspective might look to issues of personal motivation (Hoffman 1986) or interest (Tobias 1994) or the press of social circumstances (Barker 1968;Pace and Stern 1958) to engage learners in realising their full capabilities. Yet, beyond this quality of enacting potential, there are perhaps more fundamental roles that dispositions play in shaping how individuals construe and construct what they experience and, therefore, think and act.…”

Section: Nature and Contribution Of Dispositionsmentioning

confidence: 99%

Subjectivity, Learning and Work: Sources and Legacies

Billett

2008

Vocations and Learning

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Individuals' dispositions have long been held to direct and energise cognition in ways that shape how they experience and respond to events in the social world. Therefore, a consideration of these dispositions is likely to be helpful in understanding the inter-psychological processes between individual and social world that frame contemporary socio-cultural accounts of learning. Here, the specific concern is to elaborate the sources, legacies and potency of individuals' dispositions in the learning of occupational practice through these processes. Having reviewed ideas about the dispositional underpinnings of individuals' construal and construction of the knowledge required for work, these conceptions are exercised through illuminating the roles dispositions play in the process of constructing the knowledge required for an occupational practice (i.e. hairdressing). The study reported here combines workplace ethnography and problem-solving tasks to identify the source of these subjectivities, how they shape individuals' cognitive processes at work tasks and their learning through participation in vocational practice. In all, it identified how individuals' dispositions arise through socially-shaped life histories or ontogenies, albeit in person-dependent ways. The participants' conceptions, preferences and procedures that shape their learning and the enactment of their practice were found to be products of earlier socially-derived experiences, thereby making them personally-subjective. These personally-subjective dispositions were identified as shaping how these individuals engage in work, learning and the ongoing remaking of work activities, because they influence inter-psychological processes that comprise the immediate experiences that constitute the enactment of these activities. So, this suggests that the sociogeneses of knowledge and learning likely includes personally unique social contributions that arise through ontogeny.

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An approach to the measurement of psychological characteristics of college environments.

Cited by 321 publications

References 5 publications

Evaluation of the Learning Environment at the Faculty of Medicine, Suez Canal University: Students? Perceptions

Evaluation of the Learning Environment at the Faculty of Medicine, Suez Canal University: Students? Perceptions

Precursors and Outcomes of Organizational Cutltre in Higher Education: A Theoretical Perspective.

Subjectivity, Learning and Work: Sources and Legacies

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