Effects of goal instability, peer affiliation, and teacher support on distance learners

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.