![]() Results are discussed as they relate to researchers and practitioners who are becoming interested in finding ways to develop organizational members and allay job-related stress. The relationship between mentor transformational behavior and protégé job-related stress was moderated by the level of mentoring functions received. Both mentor transformational behavior and mentoring functions received were negatively related to protégé job-related stress. Results of Partial Least Squares analysis revealed that mentor transformational behavior was more positively related to mentoring functions received than transactional contingent reward behavior, while mentor laissez-faire behavior was negatively related to mentoring functions received. This research examined linkages between mentor leadership behaviors (laissez-faire, transactional contingent reward, and transformational), protégé perception of mentoring functions received (career development and psychosocial support) and job-related stress of 204 mentor–protégé dyads. Students’ perceptions of teaching-learning environments and indicate the relationships thatĮxist between these and their reported approaches to studying. The initial data sets obtained have identified the main factors within the items concerned with Finally, students are asked to rate their academic progress Īssessment grades are being subsequently collected from the institutions involved. It also asks about the demands made by the unit, and what studentsīelieve they have learned from it. The main section of this questionnaire concerns students’ perceptions of the teachinglearningĮnvironment. Of the unit, contains a short version of the inventory but focused specifically on the unit being ![]() ![]() Questionnaire, the Experiences of Teaching and Learning Questionnaire, completed towards the end These – the Learning and Studying Questionnaire – given towards the beginning of a course unit,Ĭovers students’ learning orientations and their reasons for studying that unit, and alsoĬontains an inventory assessing typical approaches to learning and studying. The remainder of the paper describes theĭevelopment and initial analyses of two questionnaires completed by students. The mainĬoncepts and conceptual frameworks being used in the project are introduced, along with aīrief summary of a literature review used to define the most salient aspects of teachinglearningĮnvironments in higher education. This paper introduces work on a major ongoing research project being carried outĬollaboratively between Edinburgh, Durham and Coventry Universities in Britain. ![]()
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