N J Entwistle
Biographic Data
| ID | 2208583 |
|---|---|
| NAME | N J Entwistle |
| GIVEN NAMES | N J |
| FAMILY NAME | Entwistle |
| SIGNATURE | ENTWISTLE N J |
| VERIFIED | No |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 64 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1967 |
| LATEST PUBLICATION YEAR | 1984 |
| H-INDEX | 3 |
Identifying Dimensions of School Motivation in Britain and Hungary
S ummary . Previous research in Britain and USA has indicated that motivation in education has several dimensions. Besides academic achievement motivation (hope for success), there are also dimensions reflecting fear of failure, extrinsic motivation related to external rewards, and intrinsic motivation out of personal interest in the subject matter itself. In Hungary extensive interview studies have led to the development of an integrated descrip…
Study skills and independent learning
(1982). Study skills and independent learning. Studies in Higher Education: Vol. 7, No. 1, pp. 65-73
Effects of Academic Departments on Students' Approaches to Studying
2208 students from 66 academic departments in six contrasting disciplines from British universities and polytechnics completed an 'approaches to studying' inventory and a course perceptions questionnaire. Factor analyses of these instruments confirmed the factor structures previously reported. Approaches to studying can be described in terms of three main factors-orientations towards personal meaning, reproducing, and achieving. In the present an…
Educational Research
Approaches to Learning and Levels of Understanding
Three exploratory studies are reported which extend the work on approaches to learning carried out by Marton and his colleagues in Gothenburg. The main aim of the studies was to develop a questionnaire to investigate the way students approach the task of reading an academic article. Marton had distinguished between ‘deep’ and ‘surface’ approaches, and a coding procedure has been developed to obtain similar categories from questionnaires. These ex…
Knowledge Structures and Styles of Learning
S ummary . Recent research on representations of knowledge and styles of learning carried out by Pask and his colleagues is summarised and discussed in relation to earlier work. The claims made for the wide applicability of conversation theory to learning and teaching in schools and higher education are considered in the light of the evidence presented to date
Educational Research in Classrooms and Schools
Aptitude Tests for Higher Education
Attitudes to School Subjects
S ummary . The attitudes of 600 second‐year and fifth‐year grammar school pupils towards their school subjects were investigated using a repertory grid developed specifically for this purpose. Attitude dimensions of ‘interest,’ ‘difficulty,’ ‘freedom,’ and ‘social benefit’ were isolated. Rank orders of mean scores of pupils on these four scales were produced together with inter‐correlations indicating the extent to which attitudes were specific t…
The Role of Research in Educational Change
Educational Research in Action
Age of Transfer to Secondary Education
S ummary . Of the year‐group of 2,900 Aberdeen children who had been the subjects of a study on the age of transfer to secondary education, about one quarter went on to the fifth and sixth years of secondary education, and their careers were examined. The best prediction of final secondary school performance was given by assessments of attainment in the first two years of secondary school; next in order were verbal reasoning tests at ages 11, 12 …
Personality and Academic Attainment
Research using the scales developed by Eysenck and Cattell is reviewed at school level and in higher education. The results suggest an age effect in which academic success at primary school is linked to stable extra-version, while success at university is associated with introversion. This simple pattern is, however, complicated by a variety of interactions which indicate that the relationships may differ with intellectual level, with type of ins…
The Academic Performance of Students
S ummary . As an alternative to correlational analysis, a method of cluster analysis has been applied to 23 psychological variables related to academic performance among university students. Twelve clusters were described which suggested the existence of alternative paths to academic success and failure. The approach appears to offer advantages for analyses of data in which complex interactions are anticipated
The Relationships Between Personality, Study Attitudes and Academic Performance in a Technical College
S ummary . 117 students taking ONC courses were tested using the Eysenck Personality Inventory and the Brown‐Holtzman Survey of Study Habits and Attitudes. The relationships between the sub‐scores on these scales and examination performance at the end of the first or second year of study were investigated. Stable introverts were found to have the best study attitudes, though their examination results were not significantly better than those of th…
The Academic Performance of Students
S ummary . The development of scales of motivation, study methods and examination technique is reported, together with evidence of test/retest reliability. Validity is inferred from correlations with the Brown‐Holtzman scales and with a criterion of academic performance obtained for 898 university students, 562 college of education students and 190 students in polytechnics and colleges of technology. Multiple correlation coefficients indicate imp…
Research in Education
The Transition to Secondary Education
Understanding Research in Education
The Relationships Between Personality, Study Methods and Academic Performance
139 university students and 118 students at a college of education were given the Eysenck Personality Inventory and a questionnaire relating to academic motivation and study methods. A correlational analysis of these scores in relation to academic performance at the end of the first year showed the superiority of introverts and students with good study methods. Introverts also tended to have better study methods, but this only partially explained…
Correlates of School Attainment at Different Ability Levels
S ummary . Correlations between school attainment and various intellectual, personality and social variables are reported separately for the top and bottom thirds of the ability range. The ability groups were formed from an age‐group of 2,538 Aberdeen children, who had been given tests yearly between the ages of 11 and 14. Results suggest that secondary school attainment is more difficult to predict in the high ability group than in the low abili…
Neuroticism and School Attainment—a Linear Relationship
S ummary . In a follow‐up study 2,995 Aberdeen children aged about 13 years were given the Junior Eysenck Personality Inventory. School attainment was measured by teachers' average rank order in class, scaled on a verbal reasoning test. The relationships between attainment and the personality dimensions of neuroticism and extraversion were examined. Evidence is presented which suggests that the relationship between neuroticism and attainment is l…
Academic Motivation and School Attainment
A twenty-four item self-rating inventory was constructed to assess academic motivation. Scores on the inventory were compared with teachers' ratings to give evidence of concurrent validity. A test-retest reliability coefficient of + 0.83 was obtained with an interval of 2 1/2 months. The inventory was given to 2,707 Aberdeen 13-year-olds who had previously been given various intellectual tests. School attainment was measured from teachers' estima…
Intelligence and Family Size, 1949-1965
An age-group of 2,868 Aberdeen school children has been tested at ages 7, 9, 11 and 12, on verbal reasoning, non-verbal reasoning and attainment tests. The relations between family size and test score were expressed as regression coefficients. The usual inverse relationship between family size and test score was observed. Regression coefficients from the verbal tests were larger than from the non-verbal. Consistently larger regression coefficient…
Effects of Academic Departments on Students' Approaches to Studying
2208 students from 66 academic departments in six contrasting disciplines from British universities and polytechnics completed an 'approaches to studying' inventory and a course perceptions questionnaire. Factor analyses of these instruments confirmed the factor structures previously reported. Approaches to studying can be described in terms of three main factors-orientations towards personal meaning, reproducing, and achieving. In the present an…
Intelligence and Family Size, 1949-1965
An age-group of 2,868 Aberdeen school children has been tested at ages 7, 9, 11 and 12, on verbal reasoning, non-verbal reasoning and attainment tests. The relations between family size and test score were expressed as regression coefficients. The usual inverse relationship between family size and test score was observed. Regression coefficients from the verbal tests were larger than from the non-verbal. Consistently larger regression coefficient…
Academic Motivation and School Attainment
A twenty-four item self-rating inventory was constructed to assess academic motivation. Scores on the inventory were compared with teachers' ratings to give evidence of concurrent validity. A test-retest reliability coefficient of + 0.83 was obtained with an interval of 2 1/2 months. The inventory was given to 2,707 Aberdeen 13-year-olds who had previously been given various intellectual tests. School attainment was measured from teachers' estima…
Personality and Academic Attainment
Research using the scales developed by Eysenck and Cattell is reviewed at school level and in higher education. The results suggest an age effect in which academic success at primary school is linked to stable extra-version, while success at university is associated with introversion. This simple pattern is, however, complicated by a variety of interactions which indicate that the relationships may differ with intellectual level, with type of ins…
The Relationships Between Personality, Study Methods and Academic Performance
139 university students and 118 students at a college of education were given the Eysenck Personality Inventory and a questionnaire relating to academic motivation and study methods. A correlational analysis of these scores in relation to academic performance at the end of the first year showed the superiority of introverts and students with good study methods. Introverts also tended to have better study methods, but this only partially explained…
Knowledge Structures and Styles of Learning
S ummary . Recent research on representations of knowledge and styles of learning carried out by Pask and his colleagues is summarised and discussed in relation to earlier work. The claims made for the wide applicability of conversation theory to learning and teaching in schools and higher education are considered in the light of the evidence presented to date
Attitudes to School Subjects
S ummary . The attitudes of 600 second‐year and fifth‐year grammar school pupils towards their school subjects were investigated using a repertory grid developed specifically for this purpose. Attitude dimensions of ‘interest,’ ‘difficulty,’ ‘freedom,’ and ‘social benefit’ were isolated. Rank orders of mean scores of pupils on these four scales were produced together with inter‐correlations indicating the extent to which attitudes were specific t…
Identifying Dimensions of School Motivation in Britain and Hungary
S ummary . Previous research in Britain and USA has indicated that motivation in education has several dimensions. Besides academic achievement motivation (hope for success), there are also dimensions reflecting fear of failure, extrinsic motivation related to external rewards, and intrinsic motivation out of personal interest in the subject matter itself. In Hungary extensive interview studies have led to the development of an integrated descrip…
Approaches to Learning and Levels of Understanding
Three exploratory studies are reported which extend the work on approaches to learning carried out by Marton and his colleagues in Gothenburg. The main aim of the studies was to develop a questionnaire to investigate the way students approach the task of reading an academic article. Marton had distinguished between ‘deep’ and ‘surface’ approaches, and a coding procedure has been developed to obtain similar categories from questionnaires. These ex…
The Relationships Between Personality, Study Attitudes and Academic Performance in a Technical College
S ummary . 117 students taking ONC courses were tested using the Eysenck Personality Inventory and the Brown‐Holtzman Survey of Study Habits and Attitudes. The relationships between the sub‐scores on these scales and examination performance at the end of the first or second year of study were investigated. Stable introverts were found to have the best study attitudes, though their examination results were not significantly better than those of th…
The Academic Performance of Students
S ummary . The development of scales of motivation, study methods and examination technique is reported, together with evidence of test/retest reliability. Validity is inferred from correlations with the Brown‐Holtzman scales and with a criterion of academic performance obtained for 898 university students, 562 college of education students and 190 students in polytechnics and colleges of technology. Multiple correlation coefficients indicate imp…
Correlates of School Attainment at Different Ability Levels
S ummary . Correlations between school attainment and various intellectual, personality and social variables are reported separately for the top and bottom thirds of the ability range. The ability groups were formed from an age‐group of 2,538 Aberdeen children, who had been given tests yearly between the ages of 11 and 14. Results suggest that secondary school attainment is more difficult to predict in the high ability group than in the low abili…
Neuroticism and School Attainment—a Linear Relationship
S ummary . In a follow‐up study 2,995 Aberdeen children aged about 13 years were given the Junior Eysenck Personality Inventory. School attainment was measured by teachers' average rank order in class, scaled on a verbal reasoning test. The relationships between attainment and the personality dimensions of neuroticism and extraversion were examined. Evidence is presented which suggests that the relationship between neuroticism and attainment is l…
Intelligence and Family Size, 1949-1965
An age-group of 2,868 Aberdeen school children has been tested at ages 7, 9, 11 and 12, on verbal reasoning, non-verbal reasoning and attainment tests. The relations between family size and test score were expressed as regression coefficients. The usual inverse relationship between family size and test score was observed. Regression coefficients from the verbal tests were larger than from the non-verbal. Consistently larger regression coefficient…
Neuroticism and School Attainment—a Linear Relationship
S ummary . In a follow‐up study 2,995 Aberdeen children aged about 13 years were given the Junior Eysenck Personality Inventory. School attainment was measured by teachers' average rank order in class, scaled on a verbal reasoning test. The relationships between attainment and the personality dimensions of neuroticism and extraversion were examined. Evidence is presented which suggests that the relationship between neuroticism and attainment is l…
Academic Motivation and School Attainment
A twenty-four item self-rating inventory was constructed to assess academic motivation. Scores on the inventory were compared with teachers' ratings to give evidence of concurrent validity. A test-retest reliability coefficient of + 0.83 was obtained with an interval of 2 1/2 months. The inventory was given to 2,707 Aberdeen 13-year-olds who had previously been given various intellectual tests. School attainment was measured from teachers' estima…
Correlates of School Attainment at Different Ability Levels
S ummary . Correlations between school attainment and various intellectual, personality and social variables are reported separately for the top and bottom thirds of the ability range. The ability groups were formed from an age‐group of 2,538 Aberdeen children, who had been given tests yearly between the ages of 11 and 14. Results suggest that secondary school attainment is more difficult to predict in the high ability group than in the low abili…
The Transition to Secondary Education
Understanding Research in Education
The Relationships Between Personality, Study Methods and Academic Performance
139 university students and 118 students at a college of education were given the Eysenck Personality Inventory and a questionnaire relating to academic motivation and study methods. A correlational analysis of these scores in relation to academic performance at the end of the first year showed the superiority of introverts and students with good study methods. Introverts also tended to have better study methods, but this only partially explained…
The Academic Performance of Students
S ummary . As an alternative to correlational analysis, a method of cluster analysis has been applied to 23 psychological variables related to academic performance among university students. Twelve clusters were described which suggested the existence of alternative paths to academic success and failure. The approach appears to offer advantages for analyses of data in which complex interactions are anticipated
The Relationships Between Personality, Study Attitudes and Academic Performance in a Technical College
S ummary . 117 students taking ONC courses were tested using the Eysenck Personality Inventory and the Brown‐Holtzman Survey of Study Habits and Attitudes. The relationships between the sub‐scores on these scales and examination performance at the end of the first or second year of study were investigated. Stable introverts were found to have the best study attitudes, though their examination results were not significantly better than those of th…
The Academic Performance of Students
S ummary . The development of scales of motivation, study methods and examination technique is reported, together with evidence of test/retest reliability. Validity is inferred from correlations with the Brown‐Holtzman scales and with a criterion of academic performance obtained for 898 university students, 562 college of education students and 190 students in polytechnics and colleges of technology. Multiple correlation coefficients indicate imp…
Research in Education
Age of Transfer to Secondary Education
S ummary . Of the year‐group of 2,900 Aberdeen children who had been the subjects of a study on the age of transfer to secondary education, about one quarter went on to the fifth and sixth years of secondary education, and their careers were examined. The best prediction of final secondary school performance was given by assessments of attainment in the first two years of secondary school; next in order were verbal reasoning tests at ages 11, 12 …
Personality and Academic Attainment
Research using the scales developed by Eysenck and Cattell is reviewed at school level and in higher education. The results suggest an age effect in which academic success at primary school is linked to stable extra-version, while success at university is associated with introversion. This simple pattern is, however, complicated by a variety of interactions which indicate that the relationships may differ with intellectual level, with type of ins…
The Role of Research in Educational Change
Educational Research in Action
Aptitude Tests for Higher Education
Attitudes to School Subjects
S ummary . The attitudes of 600 second‐year and fifth‐year grammar school pupils towards their school subjects were investigated using a repertory grid developed specifically for this purpose. Attitude dimensions of ‘interest,’ ‘difficulty,’ ‘freedom,’ and ‘social benefit’ were isolated. Rank orders of mean scores of pupils on these four scales were produced together with inter‐correlations indicating the extent to which attitudes were specific t…
Knowledge Structures and Styles of Learning
S ummary . Recent research on representations of knowledge and styles of learning carried out by Pask and his colleagues is summarised and discussed in relation to earlier work. The claims made for the wide applicability of conversation theory to learning and teaching in schools and higher education are considered in the light of the evidence presented to date
Educational Research in Classrooms and Schools
Approaches to Learning and Levels of Understanding
Three exploratory studies are reported which extend the work on approaches to learning carried out by Marton and his colleagues in Gothenburg. The main aim of the studies was to develop a questionnaire to investigate the way students approach the task of reading an academic article. Marton had distinguished between ‘deep’ and ‘surface’ approaches, and a coding procedure has been developed to obtain similar categories from questionnaires. These ex…
Educational Research
Effects of Academic Departments on Students' Approaches to Studying
2208 students from 66 academic departments in six contrasting disciplines from British universities and polytechnics completed an 'approaches to studying' inventory and a course perceptions questionnaire. Factor analyses of these instruments confirmed the factor structures previously reported. Approaches to studying can be described in terms of three main factors-orientations towards personal meaning, reproducing, and achieving. In the present an…
Study skills and independent learning
(1982). Study skills and independent learning. Studies in Higher Education: Vol. 7, No. 1, pp. 65-73
Identifying Dimensions of School Motivation in Britain and Hungary
S ummary . Previous research in Britain and USA has indicated that motivation in education has several dimensions. Besides academic achievement motivation (hope for success), there are also dimensions reflecting fear of failure, extrinsic motivation related to external rewards, and intrinsic motivation out of personal interest in the subject matter itself. In Hungary extensive interview studies have led to the development of an integrated descrip…
Psychology (23 works) · Mathematics education (14 works) · Developmental psychology (12 works) · Social Psychology (11 works) · Pedagogy (8 works) · Sociology (8 works) · Personality (6 works) · Big Five personality traits (5 works) · Cognition (5 works) · Education Systems and Policy (5 works)