Am. Schwitzer et C. Lovell, Effects of goal instability, peer affiliation, and teacher support on distance learners, J COLL STUD, 40(1), 1999, pp. 43-53
Researchers examined the effects of personality construct, goal instability
, peer affiliation, and teacher support on 79 (87%female; 78% White, II% Af
rician American, 6% Native American) undergraduate distance learners ' qual
ity of learning experiences and academic outcomes. Participants demonstrati
ng high goal instability had more positive learning experiences when they p
erceived higher levels of classroom social support, whereas participants wi
th low goal instability had equally positive learning experiences regardles
s of perceived support.