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 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.

Do learning approaches of medical students affect their satisfaction with problem-based learning?

2013 ◽  
Vol 37 (1) ◽  
pp. 85-88 ◽  
Author(s):  
Erol Gurpinar ◽  
Esin Kulac ◽  
Cihat Tetik ◽  
Ilgaz Akdogan ◽  
Sumer Mamakli
Keyword(s):  
Medical Students ◽  
Problem Based Learning ◽  
Approaches To Learning ◽  
Study Group ◽  
Learning Approaches ◽  
Approach To Learning ◽  
Factor Study ◽  
Deep Approach To Learning ◽  
Study Process ◽  
Different Levels

The aim of this research was to determine the satisfaction of medical students with problem-based learning (PBL) and their approaches to learning to investigate the effect of learning approaches on their levels of satisfaction. The study group was composed of medical students from three different universities, which apply PBL at different levels in their curricula. The revised two-factor study process survey was applied to the study group to determine their approaches to learning as “deep” or “surface” learning. In addition, another survey of 20 questions was used to determine satisfaction levels of students with PBL and other variables. Of the study group, 64.6% were found to adopt a deep approach to learning, and we confirmed that these students were reasonably more satisfied with PBL.

Personality and approaches to learning as predictors of academic achievement

2003 ◽  
Vol 17 (2) ◽  
pp. 143-155 ◽  
Author(s):  
Åge Diseth
Keyword(s):  
Academic Achievement ◽  
Approaches To Learning ◽  
Significant Negative Correlation ◽  
Personality Factors ◽  
Separate Analysis ◽  
Deep Approach ◽  
Approach To Learning ◽  
Study Results ◽  
Deep Approach To Learning ◽  
The Relationship

The relationship between personality, approaches to learning, and academic achievement was investigated. Two different undergraduate student samples, totalling 310 students, participated in the study. Results showed the expected significant correlations between the personality factors of openness, neuroticism, and conscientiousness, on the one hand, and deep, surface, and strategic approaches to learning, on the other. A significant negative correlation between surface approach and achievement was observed in sample 1. In sample 2, achievement was positively correlated with neuroticism, openness, and deep approach, and negatively correlated with agreeableness. Path analysis showed that each approach to learning was predicted by multiple personality traits, and that academic achievement was predicted by approaches to learning. A separate analysis showed that the relationship between openness and achievement was mediated by a deep approach to learning. Copyright © 2002 John Wiley & Sons, Ltd.

scholarly journals STUDENT'S CONCEPTS OF AND APPROACHES TO LEARNING AND THE RELATIONSHIPS BETWEEN THEM

2020 ◽  
Vol 39 (3) ◽  
pp. 620-632
Author(s):  
Mohammad Ahmad Alkhateeb ◽  
Osamah Abdel Qader Bani Milhem
Keyword(s):  
Qualitative Content Analysis ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Deep Approach ◽  
Conceptions Of Learning ◽  
Surface Approach ◽  
Approach To Learning ◽  
Deep Approach To Learning ◽  
Study Population ◽  
Surface Approach To Learning

The study attempted to characterize students’ conceptions of learning and approaches to learning and revealing the correlation between the students’ concepts and approaches to learning. The researchers used qualitative content analysis and a descriptive approach. The study population comprised 90 male and female students of the Faculty of Educational Science in the HU University, Jordan, during the 2019/2020 academic year. The quantitative concepts were dominating among students (87.77%), especially the concept of learning as a knowledge increase (33.33%). On the other hand, the qualitative concepts of learning were low (12.22%), especially on the person change (2.22%). In addition, there was an emergence of a new concept of learning outside the traditional concepts, namely learning as exam preparation. The results showed that the deep approach to learning was low, and the surface approach to learning was high. The results further showed a correlation between the quantitative concepts of learning and the surface approach to learning, as well as a correlation between the qualitative concepts of learning the deep approach to learning. Hence, the general conclusion implies that if teachers are to place learners at the heart of the learning process, they must be aware of the concepts of learning and learning approaches of the students.

scholarly journals Relation between learning approaches of chemistry students and their achievement in general chemistry

2019 ◽  
Vol 38 (2) ◽  
pp. 293 ◽  
Author(s):  
Stanislava Olić Ninković ◽  
Jasna Adamov ◽  
Ljiljana Vojinović Ješić
Keyword(s):  
Approaches To Learning ◽  
First Year ◽  
Learning Approaches ◽  
Deep Approach ◽  
Approach To Learning ◽  
Chemistry Students ◽  
Deep Approach To Learning ◽  
Novi Sad ◽  
The Relationship ◽  
Learning Chemistry

This research was conducted with the aim of investigating the relationship between students’ approaches to learning chemistry and their levels of achievement. The sample was comprised of 46 students in the first year of the Faculty of Sciences in Novi Sad (Serbia). The research involved two instruments: a knowledge test and an instrument for assessing the learning approach. The results showed that students have difficulties in understanding the factors that influence the chemical equilibrium, as well as with writing equations of the chemical reaction of salt hydrolysis. Most students use a deep approach to learning chemistry content. The deep approach significantly correlates with student achievement. On the basis of these results, it is concluded that is important to create a climate in the classroom that will encourage a deep approach to the study of chemistry.

Learning approaches of undergraduate medical students to physiology in a non-PBL- and partially PBL-oriented curriculum

2008 ◽  
Vol 32 (1) ◽  
pp. 35-37 ◽  
Author(s):  
R. R. Abraham ◽  
P. Vinod ◽  
M. G. Kamath ◽  
K. Asha ◽  
K. Ramnarayan
Keyword(s):  
Medical Students ◽  
Group Learning ◽  
Approaches To Learning ◽  
Curricular Reform ◽  
Learning Approaches ◽  
Undergraduate Medical Students ◽  
Approach To Learning ◽  
Medical College ◽  
Deep Approach To Learning ◽  
Study Support

Melaka Manipal Medical College (Manipal Campus; Manipal, Karnataka, India) conducts the Bachelor of Medicine and Bachelor of Surgery program, for which the admission intakes are during the months of March and September. The present study was undertaken to study the differences in learning approaches to physiology of undergraduate medical students in a partially problem-based learning (PBL)- and non-PBL-oriented curriculum. PBL was introduced as a curricular reform for the September 2006 batch of students (partially PBL group), whereas it was not incorporated for the March 2006 batch of students (non-PBL group). Learning approaches to physiology of both groups of students were compared using the short inventory of approaches to learning. Mean scores for deep and strategic approaches were found to be significantly higher for the partially PBL group compared with the non-PBL group. The results of the present study support the earlier observation that PBL promotes a deep approach to learning.

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 Contrasting approaches to a theory of learning

1981 ◽  
Vol 4 (1) ◽  
pp. 125-139 ◽  
Author(s):  
Timothy D. Johnston
Keyword(s):  
Animal Learn ◽  
Ecological Approach ◽  
Individual Species ◽  
Critical Function ◽  
Learning Abilities ◽  
General Process ◽  
Approach To Learning ◽  
Ex Post ◽  
Ex Post Facto ◽  
Global Principles

AbstractThe general process view of learning, which guided research into learning for the first half of this century, has come under attack in recent years from several quarters. One form of criticism has come from proponents of the so-called biological boundaries approach to learning. These theorists have presented a variety of data showing that supposedly general laws of learning may in fact be limited in their applicability to different species and learning tasks, and they argue that the limitations are drawn by the nature of each species' adaptation to the particular requirements of its natural environment. The biological boundaries approach has served an important critical function in the move away from general process learning theory, but it is limited in its ability to provide an alternative to the general process approach. In particular, the biological boundaries approach lacks generality, it is in some respects subservient to the general process tradition, and its ecological content is in too many cases limited to ex post facto adaptive explanations of learning skills. A contrasting, ecological approach to learning, which can provide a true alternative to general process theory, is presented. The ecological approach begins by providing an ecological task description for naturally occurring instances of learning; this step answers the question: What does this animal learn to do? The next step is an analysis of the means by which learning occurs in the course of development, answering the question: How does the animal learn to do this? On the basis of such analyses, local principles of adaptation are formulated to account for the learning abilities of individual species. More global principles are sought by generalization among these local principles and may form the basis for a general ecological theory of learning.

Exit of youths and feminization of smallholder livestock production–a field study in India

2013 ◽  
Vol 29 (2) ◽  
pp. 146-150 ◽  
Author(s):  
M. Jothilakshmi ◽  
D. Thirunavukkarasu ◽  
N. K. Sudeepkumar
Keyword(s):  
Well Being ◽  
Economic Policies ◽  
Predominant Role ◽  
Livestock Farming ◽  
Nutritional Security ◽  
Family Farmers ◽  
Farming Community ◽  
Ex Post ◽  
Ex Post Facto

AbstractStudies in India from the early to late 1990s found that rural youths and women played a predominant role in livestock farming. Even though many studies differ in the extent and nature of the contribution of youths and women in livestock farming, all acknowledge their roles and contribution. Livestock farming acts as a source of supplementary income to youths and women and provides increased nutritional security. New economic policies of the1990s have brought changes to the livestock farming community. This paper attempts to understand and describe the role of women and youths in livestock farming. The research methodology employed for the present study is ex post facto design, and includes semi-structured open-ended interviews, observation and conversations with key informants. The study has found that a change in the roles of women and the participation of youths in livestock farming has occurred, which could be detrimental to the well-being of rural family farmers.

scholarly journals Perceived Effects, Motor Dexterity, Cognitive and Affective Functioning Between Smokers and Non-Smokers among Selected College Students

2020 ◽  
pp. 1-6
Author(s):  
Georgekutty Kochuchakkalackal Kuriala ◽  
Keyword(s):  
Psychological Functioning ◽  
Well Being ◽  
Ex Post ◽  
Increased Risk ◽  
Significant Difference ◽  
Affective Functioning ◽  
Ex Post Facto ◽  
Perceived Effects ◽  
Motor Dexterity ◽  
Chronic Smoking

Background/Aim: Smoking addiction is a pervasive and high risk behavior linked with complex and damaging effects to a person’s biology, behaviors, psychological well-being and cultural influence. Chronic smoking is also associated with increased risk of exposure to neurodegenerative diseases and cigarette smoking poorly affects both cognitive and affective functioning of the smokers. The perceived effects of smoking are often generalized by society such that it is viewed in extremes. This means that the societal perceptions are either smoking serves as a “relaxing mechanism”, hence, making it as acceptable as any normal habit or that, conversely, smoking is gravely dangerous to one’s health when considered as a vice. This research focused on the causal comparative ex post facto of smoking and its perceived effects to the psychological functioning among smokers and non-smokers. Methods: O’ Connor Finger Dexterity Test, Abstract Reasoning Test and Affective Functioning Assessment Test were used as bases of data comparison between the two groups. Result/Conclusion: The test results indicate that there is a significant difference between the cognitive functioning and affective functioning among the smokers in comparison with non-smokers.

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