Study Approaches, Processes and Strategies

Are Three Perspectives Better Than One

Datos Bibliográficos

ID5262201
AutoresCarol Speth (University of Nebraska–Lincoln), Robert Brown (0000-0001-7960-5755, University of Nebraska–Lincoln)
Año1988
Volumen58
Número3
Páginas247-257
Fecha de publicación1988-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-0998 • E-ISSN: 2044-8279
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.1988.tb00900.x
OpenAlexW2052402976
IdiomaEN
Citas recibidas6

A sample of 383 students in educational psychology classes at a large American university completed three inventories, one based on cognitive psychology, one on approaches to learning, one on autonomous studying. A series of factor analyses of items and subscales showed common emphases that transcend differences in theoretical background and terminology: effort-intensive organised study; intention to understand, personalise and integrate the information being learned; strategic or context-sensitive study behaviour; and an unselective intention to reproduce information, impervious to external cues and without personal involvement

Cognition · Cognitive psychology · Context (archaeology) · Developmental psychology · Educational psychology · Linguistics · Terminology · Educational and Psychological Assessments · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Social Psychology