Huckabay L M, Arndt C
Nurs Res. 1976 Jul-Aug;25(4):244-51.
To investigate the effect of knowledge acquisition on self-evaluation and self-concept 69 graduate nursing students--25 in an experimental group, 18 in control group I, and 26 in control group II--enrolled in three nursing courses provided demographic data, self-evaluation of entering behavior, and personality test data. The latter two tests were given on pre- and posttest bases. Seven hypotheses were tested. Overall results showed: The experimental group which was taught by means of mastery learning acquired significantly more knowledge than the control groups which received the traditional lecture-discussion method of learning; there was an inverse relationship between knowledge acquisition and self-evaluation of entering behavior; positive correlation between "amount of overestimation or underestimation of previous knowledge'' and extremes of self-concept was partially supported; in general, single students were less able to evaluate accurately by what they thought they knew than were married subjects; employment was inversely related with knowledge acquisition and course grade. The relationship between self-concept and acquisition of knowledge was not significant.
为研究知识获取对自我评估和自我概念的影响，69名护理学研究生（25名在实验组，18名在对照组I，26名在对照组II）参加了三门护理课程，他们提供了人口统计学数据、入学行为的自我评估和人格测试数据。后两项测试在课前和课后进行。对七个假设进行了检验。总体结果显示：采用掌握学习法授课的实验组比采用传统讲授讨论法学习的对照组获取的知识显著更多；知识获取与入学行为的自我评估之间存在负相关；“对先前知识高估或低估的程度”与自我概念的极端情况之间的正相关得到部分支持；一般来说，单身学生比已婚学生更难以根据自己认为自己所知的内容进行准确评估；就业与知识获取和课程成绩呈负相关。自我概念与知识获取之间的关系不显著。
