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Abstract

An objective of the study was to determine the nature of the relationships existing between and among the several qualities of emotion and types or levels of work orientation in small adult instructional group interaction and to discern relationships and/or patterns of behavior which could be tested under laboratory conditions. The group studied was composed of sixteen nursery school teachers who met for eight sessions of two hours each. A Q-sort was administered at the initial session to determine the members' preferenees for an ideal group culture; administered during the last session to ascertain the members' perceptions of the culture experienced, and from transcripts of the group inter action. The analysis was carried out on a representative sub group. The analysis supported the practical framework of the Work-Emotionality Theory for the study of adult learning processes but demonstrated its weaknesses. Individuals with an orientation toward one type of interaction may interact differently under group pressures. Changes in interaction patterns may be induced without the knowledge of members or it may be a voluntary act of members.

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An Application of Work-Emotionality Theory To Adult Education

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