Differential use of learning strategies in first-year higher education
The impact of personality, academic motivation, and teaching strategies
Dados Bibliográficos
| ID | 5264520 |
|---|---|
| Autores | Vincent Donche (0000-0002-9405-3896, Institute for Educational and Information Sciences University of Antwerp Belgium, autor correspondente), Sven De Maeyer (0000-0003-2888-1631, Institute for Educational and Information Sciences University of Antwerp Belgium), Liesje Coertjens (0000-0003-1209-5089, Institute for Educational and Information Sciences University of Antwerp Belgium), Tine Van Daal (0000-0001-9398-9775, Institute for Educational and Information Sciences University of Antwerp Belgium), Peter Van Petegem (0000-0002-4078-7800, Institute for Educational and Information Sciences University of Antwerp Belgium) |
| Ano | 2013 |
| Volume | 83 |
| Fascículo | 2 |
| Páginas | 238-251 |
| Data de publicação | 2013-06-01 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | British Journal of Educational Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12016 |
| PMID | 23692533 |
| OpenAlex | W1997910683 |
| Idioma | EN |
| Citações recebidas | 24 |
| Referências citadas | 34 |
BackgroundAlthough the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics.AimsPrevious studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education.SampleIn this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated.MethodsSelf-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account.ResultsDifferent personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies.ConclusionsThe study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do
Academic achievement · Amotivation · Big Five personality traits · Conscientiousness · Context (archaeology) · Extraversion and introversion · Higher education · Intrinsic motivation · Learning styles · Mathematics education · Openness to experience · Personality · Applied Psychology · Education, Achievement, and Giftedness · Evaluation of Teaching Practices · Learning Styles and Cognitive Differences · Psychology · Social Psychology
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On the Assessment of Intrinsic, Extrinsic, and Amotivation in Education
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Teacher educators' conceptions of learning to teach and related teaching strategies
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Learning styles and academic outcome
Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning
| Citações por ano | 1,85 |
|---|---|
| Intervalo de citações | 2013 - 2026 (14) |
| Altamente citado | Não |