Regulating approaches to learning
Testing learning strategy convergences across a year at university
Bibliographic Data
| ID | 5264333 |
|---|---|
| Authors | Luke K Fryer (0000-0001-6250-5950, University of Hong Kong, corresponding author), Jan D Vermunt (0000-0001-9110-4769, University of Cambridge UK) |
| Year | 2018 |
| Volume | 88 |
| Issue | 1 |
| Pages | 21-41 |
| Publication date | 2018-03-01 |
| 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/bjep.12169 |
| PMID | 28691734 |
| OpenAlex | W2734778744 |
| Language | EN |
| Citations received | 18 |
| References cited | 65 |
BackgroundContemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences.AimsDevelop and test a person-centred longitudinal model of learning strategies across the first-year university experience.MethodsJapanese university students (n = 933) completed surveys (deep and surface approaches to learning; self, external, and lack of regulation) at the beginning and end of their first year. Following invariance and cross-sectional tests, latent profile transition analysis (LPTA) was undertaken.ResultsInitial difference testing supported small but significant differences for self-/external regulation. Fit indices supported a four-group model, consistent across both measurement points. These subgroups were labelled Low Quality (low deep approaches and self-regulation), Low Quantity (low strategy use generally), Average (moderate strategy use), and High Quantity (intense use of all strategies) strategies. The stability of these groups ranged from stable to variable: Average (93% stayers), Low Quality (90% stayers), High Quantity (72% stayers), and Low Quantity (40% stayers). The three largest transitions presented joint shifts in processing/regulation strategy preference across the year, from adaptive to maladaptive and vice versa.ConclusionsPerson-centred longitudinal findings presented patterns of learning transitions that different students experience during their first year at university. Stability/variability of students' strategy use was linked to the nature of initial subgroup membership. Findings also indicated strong connections between processing and regulation strategy changes across first-year university experiences. Implications for theory and practice are discussed
Convergence (economics) · Developmental psychology · Longitudinal study · Machine learning · Preference · Quality (philosophy) · Stability (learning theory) · Statistics · Test (biology) · Computer Science · Education, Achievement, and Giftedness · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Mathematics · Psychology
University students’ experiences of fully online teaching and learning environment—differences among learning profiles
Fostering self-regulated learning using synchronous or asynchronous digital learning environments
The mediating role of personality traits and internet addiction among medical students
Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)
Learning behavior among undergraduate nursing students
Nature vs nurture
Longitudinal clustering of students’ self-regulated learning behaviors in engineering design
When, how and for whom changes in engagement happen
Unfolding self‐regulated learning profiles of students
Dynamic Evolution of Self‐Regulated Learning Profiles in Blended Learning
Approaches to the study, associated factors and academic performance in a sample of Mexican undergraduates from native communities / Aproximaciones al estudio, factores asociados y desempeño académico en una muestra de universitarios mexicanos de pueblos originarios
Learner profile stability and change over time
University students’ learning approaches
How Did Students with Different Learning Profiles Experience 'Normal' and Online Teaching Situation during Covid-19 Spring
The intersection between depth and the regulation of strategy use
The relation between cognitive and metacognitive processing
Looking down the road
The impact of parenting practices and family economy on psychological wellbeing and learning patterns in higher education students
Analysis of Incomplete Multivariate Data
Metacognitive, cognitive and affective aspects of learning styles and strategies
Likelihood Ratio Tests for Model Selection and Non-Nested Hypotheses
Academic motivation and self-regulation
How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?
A Learning Patterns Perspective on Student Learning in Higher Education
A social cognitive view of self-regulated academic learning.
Estimation of Composite Reliability for Congeneric Measures
Do Students Develop Towards More Deep Approaches to Learning During Studies? A Systematic Review on the Development of Students’ Deep and Surface Approaches to Learning in Higher Education
Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance
Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling
Factor Analysis and AIC
Estimating the Dimension of a Model
The Role of Goal Orientation in Self-Regulated Learning
Testing the number of components in a normal mixture
Chicken or the egg
Student-centred teaching methods
Assessing students’ development in learning approaches according to initial learning profiles
Assessing the impact of learning environments on students' approaches to learning
The self-activating entrance examination system – its hidden agenda and its correspondence with the Japanese “salary man”
A US–Japan lesson study collaboration reveals critical lenses for examining practice
Teaching the Chinese learner
Choosing a multivariate model
Individualism and collectivism
The regulation of constructive learning processes
Reconsidering the dimensions of approaches to learning
The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment
Between students' instrumental goals and how they learn
Self-regulated learning from illustrated text
Evoked prior learning experience and approach to learning as predictors of academic achievement
The relation between cognitive and metacognitive strategic processing during a science simulation
A short-term longitudinal investigation of cross-cultural differences in study approaches using Biggs' SPQ questionnaire
Monitoring and depth of strategy use in computer-based learning environments for science and history
Approaches to learning in science
Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire
Studying in higher education
The epistemological beliefs, learning approaches and study orchestrations of university students
Alternative Ways of Assessing Model Fit
| Unique citing works | 18 |
|---|---|
| Citations per year | 2,25 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |