Reconsidering the dimensions of approaches to learning
Bibliographic Data
| ID | 5266015 |
|---|---|
| Authors | David Kember (0000-0002-1134-3741, Hong Kong Polytechnic University, corresponding author), Anthony Wong (0000-0003-0727-981X), Anthony S W Wong (Hong Kong Polytechnic University), Doris Y P Leung (0000-0003-0138-8839, Hong Kong Polytechnic University) |
| Year | 1999 |
| Volume | 69 |
| Issue | 3 |
| Pages | 323-343 |
| Publication date | 1999-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709999157752 |
| OpenAlex | W2060360605 |
| Language | EN |
| Citations received | 15 |
| References cited | 15 |
Background. The dimensionality of student approaches to learning, inherent in the instruments commonly used to measure them, lacks consistency with research, particularly concerning Asian students, conducted since the original instruments were devised. Aims. The study examined four strands of evidence to examine whether, and if so how, the dimensionality of the instruments should be modified. 1. A qualitative study of students' perceptions of the motivational aspects of curricula. 2. A study by confirmatory factor analysis of the SPQ and LPQ which suggested that the surface strategy subscale can be split into two. 3. Recent research, mainly in Asia, which suggests the existence of approaches to learning which combine understanding with memorisation. 4. A review of literature relevant to the motivational dimensions of approaches to learning. Methods and Samples. Item 1 used semi-structured interviews with 55 undergraduate students. Item 2 used confirmatory factor analysis on a sample of 4863 university students from Hong Kong universities who completed the Study Process Questionnaire. Items 3 and 4 were drawn from a review of pertinent literature. Results. The strands of evidence confirm earlier work which suggests that approaches to learning are best described by a model with two main factors, which we labelled meaning and reproducing. Each main factor has a strategy indicator characterised principally by the presence or absence of the intention to understand the material. We also found evidence of four motivation indicators; intrinsic interest, a positive motivator referring to courses with good career preparation, a negative minimising motive and achievement motivation. The final category needs to take into account the evidence of communal rather than competitive achievement motive. Conclusions. Our suggestion is that the instruments be redeveloped in two forms. A simple two-factor- deep and surface- instrument would be suitable for teaching evaluation and simple research applications. The development and testing of an instrument which took into account all the strategy and motive elements would be a useful exercise in clarifying the dimensionality of approaches to learning. It would also permit a more thorough examination of cultural influences upon approaches to learning
Confirmatory factor analysis · Consistency (knowledge bases) · Curriculum · Mathematics education · Meaning (existential) · Pedagogy · Perception · Sample (material) · Statistics · Structural equation modeling · Applied Psychology · Artificial Intelligence · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Student Assessment and Feedback
The role of engagement in inspiring teaching and learning
Misconceptions about the learning approaches, motivation and study practices of Asian students
Good Practices and Learning Strategies of Undergraduate University Students
Profiles of Occupational Therapy Students
Assessing students’ development in learning approaches according to initial learning profiles
A Test and Cross-Validation of the Revised Two-Factor Study Process Questionnaire Factor Structure Among Western University Students
The shortened Study Process Questionnaire
The revised two-factor Study Process Questionnaire
Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire
Approaches to learning in science
Bold, reckless and adaptable? Explaining gender differences in economic thinking and attitudes
The revised learning process questionnaire
Regulating approaches to learning
Characterizing the motivational orientation of students in higher education
The learning approaches and epistemological beliefs of university students
Intrinsic Motivation and Self-Determination in Human Behavior
Evaluating the effectiveness of educational innovations
What do inventories of students' learning processes really measure? A theoretical review and clarification
A new self-report scale of intrinsic versus extrinsic orientation in the classroom
Understanding Student Learning
On Knowing
Intrinsic motivation, extrinsic reinforcement, and inequity
Phenomenography ? Describing conceptions of the world around us
Cultural Specificity of Approaches to Study
Effects of Academic Departments on Students' Approaches to Studying
Interpretation of Factor Analyses From the Approaches to Studying Inventory
The dimensionality of approaches to learning
Reliability and replicability of the Approaches to Studying Questionnaire
A challenge to the anecdotal stereotype of the Asian student
| Unique citing works | 15 |
|---|---|
| Citations per year | 0,58 |
| Citation span | 2000 - 2024 (25) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 15 |