Related Papers
How students learn and study
Noel Entwistle
Student Approaches to Learning and Studying. Research Monograph
1987 •
PalmitaaJr Lopez
Learning and Individual Differences
Approaches to studying, conceptions of learning and learning styles in higher education
Research Journal of Agricultural Science
How do students learn? A cross-sectional investigation about learning in higher education
2015 •
Cristina Tulbure
The issue of learning has been frequently approached within the academic environment. Learning is a generic concept used to describe different processes that change people’s behavior. Also, learning is a fundamental activity for students involved in higher education, as it provides the basis for the further development of professional and cross-sectional competencies. The study aims at approaching two research objectives, namely to analyze the students’ learning process (why they learn; how many techniques of learning they know and use) and to identify to what extent students are interested in learning new and efficient learning techniques. The study has been accomplished during the second semester of the university year 2014-2015 on a sample of 72 students attending the first year of study at the Faculty of Agriculture of a Romanian university. The data was collected using a questionnaire of opinion as a tool that contained a total number of 10 items, 6 items with closed, pre-coded...
European Journal of Psychology of Education
Task, development, and process in student learning: Towards an integrated theory of studying
1989 •
Piet Janssen
European Journal of Psychology of Education
Introduction. The psychology of student learning
1989 •
Noel Entwistle
An examination of university students' learning and studying approaches
Students' learning and studying approaches have positive effect on the quality of learning, academic achievement and performance. The aim of this study was to explore if the students' learning and studying approaches show significant differences in terms of gender, departments and Undergraduate Placement Exam (UPE) scores. The current study was conducted during 2016-2017 academic year with the participation of 56 female and 122 male students of different departments at Yildiz Technical University. Approaches to Learning and Studying Inventory (ALSI), developed by Hounsell, Entwistle, Anderson et al. (2002) and adapted to Turkish by Topyaka, Yaka and Ogretmen (2011) was used to identify students' approaches to learning and studying. Data were analyzed using One-Way ANOVA and Independent t-test, and Pearson correlation analysis. According to the findings, it was concluded that there were not any significant differences of university students' approaches to learning and studying such as surface, deep, and strategic approaches in terms of their departments. The results also showed that there are significant differences between female and male students regarding their departments. Moreover, it was found out that there is a positive correlation between students' UPE scores and strategic learning approaches, while there is a negative relation between students' UPE scores and deep learning approaches.
British Journal of Educational Psychology
Students' approaches to learning and their experiences of the teaching-learning environment in different disciplines
2010 •
Anna Parpala, Erkki Komulainen, Topi Litmanen, Laura Hirsto
Higher education
Individual differences in study processes and the quality of learning outcomes
1979 •
Ingah Ijun
Conceptions of learning, approaches to studying and personal development in UK higher education
Rob edmunds
Background. Students in higher education are known to vary in their conceptions of learning, their approaches to studying, and the personal development and personal change that result. Aims. This study aimed to explore the relationships among these four aspects of students’ experience; to examine whether there were variations across academic subjects and across departments in each subject; and to explore whether there were changes from first year to after graduation. Sample. Students in the first year and the final year of the undergraduate programmes at 15 departments, five offering each of three subjects: bioscience, business studies, and sociology. Method. Participants completed a questionnaire containing four instruments and were given a similar questionnaire roughly two years later (when the entering students were in their third year, and when the exiting students were in their second year after graduation). Results. The students’ conceptions of learning showed a clear relationship with their approaches to studying, but the relationships with their personal development and personal change were much weaker. The students’ scores were significantly related to age and gender and showed some significant differences across academic subjects and departments. However, there was little change in their scores over time. Conclusion. Students’ approaches to studying are influenced by their conceptions of learning and are relatively consistent across different contexts. In contrast, their reports of personal change and development seem to be determined by their implicit theories on entering higher education.
