scholarly journals The role of self-regulation in different approaches to learning

2014 ◽  
Vol 46 (2) ◽  
pp. 251-276
Author(s):  
Snezana Mirkov
Keyword(s):  
Self Regulation ◽  
Approaches To Learning ◽  
Total Sample ◽  
Metacognitive Strategies ◽  
Learning Goals ◽  
Approach To Learning ◽  
Deep Approach To Learning ◽  
The University ◽  
Oriented Approach

The paper presents the results of an empirical study aimed at analysing the role of self-regulation in different approaches to learning that were established in the previous studies. We examined whether certain categories of metacognitive strategies were present in the deep, surface and achievement-oriented approach. The sample included 560 first- to fifth-year students of the Teacher Training Faculty, the Faculty of Philosophy and the Faculty of Philology of the University of Belgrade. A shorter version of the Instrument for measuring learning goals and strategies was applied. The previous research had established that learning goals and strategies comprised by this instrument were grouped into three second-order factors: the surface, deep and achievement-oriented approach to learning. The items from the Scale of students? metacognitive strategies were included. Factor analysis confirmed the existence of the three approaches to learning that include learning goals and strategies. We analysed the frequency of individual approaches to learning on the total sample, the frequency of individual approaches in the respondents of different gender and the correlations of the approach to learning with the age, year of studies and academic achievement. Different metacognitive strategies contribute to the defining of the deep and achievement-oriented approach to learning, but they do not occur in the surface approach to learning. According to the obtained findings, self-regulation can play different roles in accordance with the goals set by students and the strategies used in learning. The results of this study point to possible directions of encouraging the deep approach to learning and self-regulation at the university level, as well as in primary and secondary school.

scholarly journals Lithuanian undergraduate students' approaches to learning English for Specific Purposes

2021 ◽  
Vol 12 (1) ◽  
pp. 469-477
Author(s):  
Nijolė Burkšaitienė ◽  
Jolita Šliogerienė
Keyword(s):  
Undergraduate Students ◽  
Approaches To Learning ◽  
English For Specific Purposes ◽  
Quantitative Methodology ◽  
Deep Approach ◽  
Approach To Learning ◽  
Deep Approach To Learning ◽  
The University ◽  
Study Participants ◽  
Learning English

Aim. It has been established by research that the nature of students’ learning is closely related to their approach to learning and to the learning environment in which learning occurs. In higher education environments, students’ approaches to learning have been widely investigated across different fields of study, however, little known research has focused on students’ approaches to learning foreign languages. To contribute to knowledge in this field, the present research aims to establish undergraduate students’ approaches to learning English for Specific purposes (ESP) at a university in Lithuania. Method. The research was conducted with the participation of 111 undergraduate students, majors in 11 different study programmes, who took a mandatory course in ESP. The data were collected from the structured questionnaires; to carry out the research, quantitative methodology was used. Results.  The analysis of students’ engagement in the study activities, their willingness to go beyond the task and their ability to self-regulate their learning revealed that the study participants demonstrated both surface approach and deep approach to learning ESP. Conclusion. The results indicate that to guide the students towards deep approach to learning ESP at the university, their engagement in study activities should be fostered. 

scholarly journals Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

2020 ◽  
Vol 12 (17) ◽  
pp. 6984
Author(s):  
Jesús de la Fuente ◽  
Francisco Javier Peralta-Sánchez ◽  
José Manuel Martínez-Vicente ◽  
Flavia H. Santos ◽  
Salvatore Fadda ◽  
...  
Keyword(s):  
Approaches To Learning ◽  
Well Being ◽  
Personality Factors ◽  
Learning Approaches ◽  
Achievement Emotions ◽  
Approach To Learning ◽  
Ex Post ◽  
Ex Post Facto ◽  
Deep Approach To Learning ◽  
Linear Predictors

The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.

scholarly journals The cognitive requirement in the multiple-choice exams in the university context and its relationship with learning approaches, self-regulation, teaching methods and academic performance

2019 ◽  
Vol 9 (3) ◽  
pp. 177-187
Author(s):  
Pilar Gandía Herrero ◽  
Agustín Romero Medina
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Multiple Choice ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Multiple Choice Questions ◽  
Academic Context ◽  
Predominant Type ◽  
Training Activities ◽  
The University

The quality of academic performance and learning outcomes depend on various factors, both psychological and contextual. The academic context includes the training activities and the type of evaluation or examination, which also influences cognitive and motivational factors, such as learning and study approaches and self-regulation. In our university context, the predominant type of exam is that of multiple-choice questions. The cognitive requirement of these questions may vary. From Bloom's typical taxonomy, it is considered that from lower to higher cognitive demand we have questions about factual, conceptual, application knowledge, etc. Normally, the teacher does not take these classifications into account when preparing this type of exam. We propose here an adaptation model of the multiple choice questions classification according to cognitive requirement (associative memorization, comprehension, application), putting it to the test analyzing an examination of a subject in Psychology Degree and relating the results with measures of learning approaches (ASSIST and R-SPQ-2F questionnaires) and self-regulation in a sample of 87 subjects. The results show differential academic performance according to "cognitive" types of questions and differences in approaches to learning and self-regulation. The convenience of taking into account these factors of cognitive requirement when elaborating multiple choice questions is underlined.

The role of self-regulation in the professional choice of a personality

2021 ◽  
pp. 123-132
Author(s):  
С.А. Лысуенко
Keyword(s):  
Public Education ◽  
Young People ◽  
University Students ◽  
Action Plan ◽  
Self Regulation ◽  
First Year ◽  
Mathematical Methods ◽  
First Year Students ◽  
The University

В статье обсуждаются вопросы, связанные с особенностями профессионального выбора выпускников общеобразовательных организаций. Представлены результаты исследования, позволяющие определить роль осознанной саморегуляции активности молодых людей, оказавшихся в ситуации профессионального выбора (на примере студентов педагогического вуза). В исследовании приняли участие 302 студента первого курса, обучающихся по направлению подготовки 44.03.01 «Педагогическое образование». В качестве инструментария были использованы методика «Мотивация учения студентов педагогического вуза» С. А. Пакулиной и М. В. Овчинникова и опросник «Стиль саморегуляции поведения» В. И. Моросановой. Данные, полученные в процессе исследования, были структурированы, обработаны и проинтерпретированы с применением математических методов. Было установлено, что студенты первого курса, совершившие при поступлении в вуз профессиональный выбор с учетом своих интересов и склонностей, обладают сформировавшейся потребностью продумывать способы своих действий и поведения для достижения намеченных целей, а план их действий отличается детализированностью и развернутостью. Также им свойственны самостоятельность при проектировании способов достижения индивидуальных целей, гибкость в случае возникновения непредвиденных обстоятельств, развитая адекватная оценка себя и полученных результатов. По итогам исследования был сделан вывод о том, что наличие сформированной системы осознанной саморегуляции произвольной активности у индивида, находящегося на этапе выбора профессии, позволяет совершить более правильный профессиональный выбор, что, в свою очередь, является одним из условий актуализации профессионально-личностного потенциала. The article discusses issues related to the peculiarities of the professional choice of graduates of public education organizations. There are results of the study presented, which allow us to determine the role of conscious self-regulation of the activity of young people who find themselves in a situation of having to make a professional choice (on the example of students of a pedagogical university). The research involved 302 first-year students studying in the field of training 44.03.01 «Pedagogical Education». As research tools, the «Motivation of teaching pedagogical university students» methodology by S.А. Pakulina and M.V. Ovchinnikov and the questionnaire «Style of self-regulation of behaviour» by V.I. Morosanova were used. The data obtained during the research were organized, processed and interpreted using mathematical methods. It was found that first-year students who, upon entering the university, made a professional choice more consciously, taking into account their interests and inclinations have a well-developed need to think through their actions and behaviour to achieve their goals and their action plan is detailed. They are also characterized by independence in designing an action plan to achieve individual goals, flexibility in the situation of unforeseen circumstances, an advanced adequate assessment of themselves and the results they achieved. As the main conclusion, the following is formulated: the possession of a developed system of conscious self-regulation of arbitrary activity in an individual who is at the stage of choosing a profession allows him to make an adequate professional choice, which, in turn, is one of the conditions for the actualization of professional and personal potential.

scholarly journals Calculus Self-Efficacy Inventory: Its Development and Relationship with Approaches to learning

2019 ◽  
Vol 9 (3) ◽  
pp. 170 ◽  
Author(s):  
Yusuf F. Zakariya ◽  
Simon Goodchild ◽  
Kirsten Bjørkestøl ◽  
Hans K. Nilsen
Keyword(s):  
Self Efficacy ◽  
Quantitative Research ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Surface Approach ◽  
Approach To Learning ◽  
Economics Students ◽  
Exploratory Factor Analyses ◽  
Deep Approach To Learning ◽  
Surface Approach To Learning

This study was framed within a quantitative research methodology to develop a concise measure of calculus self-efficacy with high psychometric properties. A survey research design was adopted in which 234 engineering and economics students rated their confidence in solving year-one calculus tasks on a 15-item inventory. The results of a series of exploratory factor analyses using minimum rank factor analysis for factor extraction, oblique promin rotation, and parallel analysis for retaining extracted factors revealed a one-factor solution of the model. The final 13-item inventory was unidimensional with all eigenvalues greater than 0.42, an average communality of 0.74, and a 62.55% variance of the items being accounted for by the latent factor, i.e., calculus self-efficacy. The inventory was found to be reliable with an ordinal coefficient alpha of 0.90. Using Spearman’ rank coefficient, a significant positive correlation ρ ( 95 ) =   0.27 ,   p <   0.05 (2-tailed) was found between the deep approach to learning and calculus self-efficacy, and a negative correlation ρ ( 95 ) =   − 0.26 ,   p <   0.05 (2-tailed) was found between the surface approach to learning and calculus self-efficacy. These suggest that students who adopt the deep approach to learning are confident in dealing with calculus exam problems while those who adopt the surface approach to learning are less confident in solving calculus exam problems.

scholarly journals Educational Tourism and Local Development: The Role of Universities

2020 ◽  
Vol 12 (17) ◽  
pp. 6766 ◽  
Author(s):  
Sabrina Tomasi ◽  
Gigliola Paviotti ◽  
Alessio Cavicchi
Keyword(s):  
Local Development ◽  
Local Economy ◽  
Learning Goals ◽  
International Mobility ◽  
Educational Tourism ◽  
Local Stakeholders ◽  
Mobility Programs ◽  
Secondary Objective ◽  
The University

On the basis of a scoping review of the literature about educational tourism—a type of tourism in which the traveller’s primary or secondary objective is learning—this study summarizes views on how Higher Education Institutions (HEIs) can foster local development through educational tourism. The results show that international students can be considered as educational tourists, and their stay can benefit them and the destination. In this context, the university can actively facilitate relationships between tourists and local stakeholders to foster learning at the destination and improve the sustainability of the local economy; some reports about specific cases are described. We argue that the tourism component should be considered by any institution organising or managing educational programmes, in order to exploit the opportunities offered by the destination for the achievement of learning goals. More specifically, the paper focuses on educational tourism related to HEI students in international mobility programs, who are educational tourists inasmuch as their overall experience at the destination includes leisure and tourism activities. Further research is needed to formulate models of intervention.

scholarly journals Learning Approaches of Undergraduate Computer Technology Students: Strategies for Improvement

2012 ◽  
Author(s):  
Suseela Malakolunthu ◽  
Alice Joshua
Keyword(s):  
Approaches To Learning ◽  
Statistical Correlation ◽  
Mean Value ◽  
Learning Approaches ◽  
Deep Approach ◽  
Approach To Learning ◽  
Significant Difference ◽  
Deep Approach To Learning ◽  
Study Process ◽  
Almost All

Purpose – In recent times, quality of graduates and their performance has been questioned. Students’ performance is an indicator of the kind of approach (deep or surface) that is taken. This study investigates the kind of undergraduates take in their learning processes.   Methodology – This quantitative survey used Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Sixty-three students participated in the study. Findings – Results showed no significant difference between the types of approach by gender, nationality, year of study, and major. However, the rank ordering of the mean value indicated that almost all the students who participated in the study did not possess a deep approach to learning. The Pearson’s r analysis revealed a weak negative statistical correlation between the deep and surface approaches to learning and weak positive statistical correlation between surface strategy and deep approach. However, a significant relationship between deep strategy and deep approach (r = .903**, p < .01) was found.   Significance – The lack of deep approach to learning among students can be attributed to factors such as the conditions of learning, professional capacity of teachers, and lack of instructional rigor in the program or coursework. It is imperative that emphasis is placed on using deep approaches to learning in the university courses so that deep learning experiences are created for students.

scholarly journals Η εννοιολογική αλλαγή στη μάθηση της φυσικής και ο ρόλος της σχετικής με τη φυσική προσωπικής επιστημολογίας

2020 ◽  
Vol 18 (1) ◽  
pp. 37
Author(s):  
Χριστίνα Σταθοπούλου
Keyword(s):  
Theoretical Model ◽  
Knowledge Acquisition ◽  
Cultural Context ◽  
Self Regulation ◽  
Personal Epistemology ◽  
Study Strategies ◽  
Learning Goals ◽  
New Information ◽  
Indirect Impact

The present paper presents a skeletal theoretical model for understanding the role of physics-related personal epistemology in conceptual change in physics learning. It is argued that personal beliefs regarding the nature of knowledge and knowing in physics can function as constraints on the knowledge acquisition process, just like ontologicalpresuppositions and other beliefs of a motivational and affective character can do. Beliefs about knowledge and knowing can have a direct impact on the kind of new information that is picked up from the physical and social-cultural context and the way it is explained. They can also have an indirect impact on picking up and explaining information, by influencing certain mediating cognitive and metacognitive functions, such as study strategies used to accomplish learning goals and self-regulation of knowledge acquisition. Evidence from a number of studies supporting the theoretical model is presented.

scholarly journals Malaysian Tertiary Students' Perceptions of Constructive Alignment in Learning in EAP Classrooms: A Qualitative Study

2021 ◽  
Author(s):  
◽  
Bharathi Vijayan
Keyword(s):  
Approaches To Learning ◽  
English For Academic Purposes ◽  
Academic English ◽  
Structured Interviews ◽  
Solo Taxonomy ◽  
Constructive Alignment ◽  
Deep Approach To Learning ◽  
English Classroom ◽  
The University ◽  
Reading Activities

<p>English for Academic Purposes (EAP) is offered as a course in many Malaysian institutions of higher learning. In contrast with English taught at secondary schools, at the tertiary level EAP courses primarily cater to learners’ language needs that arise from learning in a range of disciplines, in the workplace, and eventually in the wider society.  This study explores 12 Malaysian tertiary students’ perceptions of how learning takes place in EAP classrooms during reading activities. Biggs’ Constructive Alignment framework and the 3P model (Presage, Process and Product) provide a theoretical framework. The research investigates how students’ factors in learning and the tasks given in the classrooms align with the students’ views of outcomes in learning and by considering the constructive alignment of the student factors, the task and the outcomes (the presage, process and product stages), it is possible to see the potential for deep approaches to learning and to consider whether that potential is realised in particular tasks.  This study uses a single embedded explanatory case, consisting of 12 Malaysian tertiary students from three EAP classrooms in a public university in Malaysia. The data collection methods used for this study were semi-structured interviews, stimulated recall interviews and students’ written samples of EAP tasks undertaken in the three classrooms. The tasks were adapted from an EAP workbook used at the university.  The data were analysed using Braun and Clarke’s thematic analysis. An analytic tool was created using Biggs’ and Collis’ SOLO Taxonomy to ascertain the potential of the tasks to allow a deep approach to learning. The findings of this study showed the complexity of the learning process among these learners in the academic English classroom.  The findings showed that the learners did not see the alignment between the presage, process and product stages. In the presage and process stages, the findings showed that there were multiple factors such as background, motives for learning, anxiety in learning, topic and content interests, and prior knowledge that influenced the learners’ engagement with the tasks. Motives for learning were particularly important since the other factors either influenced or were influenced by them. Further, these factors also influenced students’ perceived outcomes of learning in the EAP classroom.  In the process and product stages, the students reported that they found the content taught in class did not align with their motives for learning. They also said that they had difficulties seeing the transfer of learning from the content taught in the EAP classroom to their other subjects at the university. Although the students showed some interest and engagement with the reading tasks in the classroom, the lack of alignment could contribute to a surface motive for learning in the EAP classroom.  This study also found that a process of internal compromise took place within the learners to adapt themselves to the learning situations in the EAP classroom which was clearly evident in their responses to the reading tasks in the classroom as well as in their opinions about learning in academic English as a whole. Biggs’ concept that learning takes place within a system is particularly important in EAP courses where the learning should be designed to transfer to students’ achievements in other subjects, in the workplace and beyond.  An understanding of constructive alignment in EAP courses will enable EAP course designers, material writers and EAP instructors to use this powerful tool to support the achievement of the aims of EAP courses. It also has implications for EAP educators when they consider the design of tasks in their courses and the issues that affect the potential for deep or surface approaches to learning.</p>

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