Upper secondary school students’ conceptions of learning, learning strategies, and academic achievement
Bibliographic Data
| ID | 21348366 |
|---|---|
| Authors | Giulia Vettori (0000-0001-9616-1615, University of Florence, corresponding author), Claudio Vezzani (0000-0002-9718-7865, University of Florence), Lucia Bigozzi (0000-0002-5685-633X, University of Florence), Giuliana Pinto (0000-0002-1984-9616, University of Florence) |
| Year | 2020 |
| Volume | 113 |
| Issue | 6 |
| Pages | 475-485 |
| Publication date | 2020-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2020.1861583 |
| OpenAlex | W3116341383 |
| Language | EN |
| Citations received | 4 |
| References cited | 45 |
The relations between more surface- or deep-level learning approaches and academic achievement were investigated. Gender, level of study, and type of schools were moderating variables. 170 upper-secondary school students’ conceptions of learning and their chosen learning strategies were explored via two self-report questionnaires. Furthermore, their academic achievement in a range of subject areas was collected. A Confirmatory Factorial Analysis of the two questionnaires’ dimensions identified two factors showing learning approaches of different qualitative nature, more surface- or deep-level. Then, General Linear Models showed that the predictive impact of the tracked factors was differently related to students’ academic achievement. The factor “Deep metacognitive theory of learning” positively predicted academic achievement, whereas the factor “Surface metacognitive theory of learning” was a negative predictor
Academic achievement · Cognition · Mathematics education · Metacognition · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
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| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |