Investigation of Qualitative Differences in University Students' Learning Goals, Based on an Unfolding Model of Stage Development
Bibliographic Data
| ID | 5264065 |
|---|---|
| Authors | Simone Volet (0000-0001-8450-6663, Murdoch University, corresponding author), Simone E Volet, Denise Chalmers (0000-0002-5273-7405, Edith Cowan University) |
| Year | 1992 |
| Volume | 62 |
| Issue | 1 |
| Pages | 17-34 |
| Publication date | 1992-02-01 |
| 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 | 10.1111/j.2044-8279.1992.tb00996.x |
| OpenAlex | W1986527056 |
| Language | EN |
| Citations received | 6 |
The significance of students' goals on their management of study has been emphasised in theories of self-regulation of learning and empirical research on student learning, but little empirical attention has been given to the issue of adaptation and change in students' goals. The lack of attention given to the malleable and adaptive nature of goals may be related to researchers' reliance on discrete categories for describing student learning. In this paper, it is proposed that, since qualitatively distinct goals involve different levels of content processing to achieve them, they can be conceptualised as a hierarchy reflecting a developmental continuum, with surface and deep processing orientations as the two opposing poles of that continuum. It is also argued that students' endorsements of goals reflect an unfolding principle of stage development. Empirical evidence is provided to support the conceptual usefulness of the unfolding model for describing qualitative differences in students' goals and investigating their significance in management of study. Significant relationships were found between students' learning goals, as measured on the unfolding scale, their perceptions of the learning situation and their course performance
Adaptation (eye) · Conceptual change · Empirical research · Epistemology · Hierarchy · Mathematics education · Perception · Qualitative research · Social science · Sociology · Educational and Psychological Assessments · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Psychology
Between deep and surface
Self-regulated learning
When the form stands in the way of content – a study of student teachers’ reading practices
A quantitative and qualitative study of changes in the use of learning outcomes and distractions by students and tutors during a biology poster assessment
Constructing Images of Ourselves? A Critical Investigation into ‘Approaches to Learning’ Research in Higher Education
Learning and conceptions of understanding in history and science
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,21 |
| Citation span | 1997 - 2015 (19) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |