Effect of acquisition of knowledge on self-evaluation and the relationship of self-evaluation to perception of real and ideal self-concept.
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.
D004511:Education, Nursing, Graduate; D004522:Educational Status; D005260:Female; D006801:Humans; D007858:Learning; D008393:Marriage; D010555:Personality Inventory; D012649:Self Concept; D012647:Self-Assessment; D013338:Students, Nursing; D013663:Teaching / Q000379:methods