Overall, the results appear to
indicate that these students held both extrinsic and intrinsic goal orientations concurrently.
But the "supervision" data again
indicate that both Naive and Sophisticated students are aware of this requirement.
Because transition planning is a service that is mandated for students with disabilities at age 16 (Hardman, Drew, Egan, & Wolf, 1993; Yell, Rogers, & Rogers, 1998), it might be expected that many of the elementary and middle school counselors would
indicate they do not assist with transition planning.
Admittedly, this procedure is quasi-scientific at best; however, a review of these people's experience
indicates that they have above average credentials.
The low response concerning rare earth content and type of rare earth source being used would seem to
indicate that there is still a lot of confusion in this area.
These findings seem to
indicate that, based on student preferences, offline activities should not be abandoned in the introductory textile science course, again supporting the use of a hybrid presentation format for the course.
Again, these responses
indicate an acknowledgement of gay and lesbian individuals in the workforce, but at the same time may
indicate reluctance to fully accept these individuals as co-workers.
Some evidence seems to
indicate that a lack of a good background in music education decreases the student's self-concept in regard to their ability to make or teach music.
