Running head: MODES OF FUNCTIONING AND AUTHENTIC LEARNING Dispositional Modes of Functioning and Authentic Learning

How dispositional modes of functioning relate to students' domain-comprehensive perspectives on authentic learning in an undergraduate educational psychology course was studied with 40 students. Course instructors rated students with regard to their dispositional modes of functioning as creative or habitual, dynamic or active, and constructive or unconstructive. Also rated was students ' written work for the course using whole theme standards of authentic learning. Results provide initial support for the hypothesis that students with creative, dynamic, and constructive modes of functioning may indeed be better prepared for future learning. These students appeared to benefit most where the production, reorganization, advancement, and utilization of knowledge is concerned. Recommendations for future study are suggested. Appendixes contain a list of criteria of authentic learning and a phi coefficient 2 x 2 contingency table. (Contains 17 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document