The Relationship of Supplemental Instruction to Affect.

Visor, Julia N.; And Others

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Peer reviewed

ERIC Number: EJ454850

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0894-3907

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The Relationship of Supplemental Instruction to Affect.

Visor, Julia N.; And Others

Journal of Developmental Education, v16 n2 p12-14,16-18 Win 1992

Describes a study of affective differences between 300 university undergraduates enrolled in an introductory psychology course, comparing students who elected to participate in Supplemental Instruction (a nonremedial, academic support model targeting high-risk courses) with those who did not. Assesses Supplemental Instruction's effects on locus of control, self-efficacy, and self-esteem. (DMM)

Descriptors: Academic Achievement, Affective Objectives, College Programs, Higher Education, Locus of Control, Outcomes of Education, Program Effectiveness, Self Efficacy, Self Esteem, Small Group Instruction, Tutorial Programs, Undergraduate Students, Universities

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A