Relationships between student cognitions and their effects on study strategies

Learning and Individual Differences

Volumn 18, Issue 2, 2008, Pages 271-278

  Ferla, Johan ^a   Valcke, Martin ^a   Schuyten, Gilberte ^a  

^a GHENT UNIVERSITY   (Belgium)

Author keywords

Attributions; Conceptions of learning; Path analysis; Self efficacy; Study strategies

Indexed keywords

EID: 42249084596     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2007.11.003     Document Type: Article

References (41)

1. Bakx A.W.E.A., Van Der Sanden J.M.M., Sijtsma K., Croon M.A., and Vermetten Y.J.M. The role of students' personality characteristics, self-perceived competence and learning conceptions in the acquisition and development of social communicative competence: A longitudinal study. Higher Education 51 (2006) 71-104
2. Bandura A. Social cognitive theory: An agentive perspective. Annual Review of Psychology 52 (2001) 1-26
3. Bandura A., and Schunk D.H. Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology 41 (1981) 586-598
4. Biggs J.B. Student approaches to learning and studying (1987), Australian Council for Educational Research, Melbourne
5. Bollen K.A., and Long J.S. Introduction. In: Bollen K.A., and Long J.S. (Eds). Testing Structural Equation Models (1993), Sage, Newbury Park, CA
6. Bouffard-Bouchard T. Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology 130 (1990) 353-393
7. Burnett P.C., Pillay H., and Dart B.C. The influences of conceptions of learning and learner self-concept on high school students' approaches to learning. School Psychology International 24 1 (2003) 54-66
8. Byrne B.M. Structural equation modeling with Amos: Basic concepts, applications, and programming (2001), Lawrence Erlbaum Associates, Mahwah, NJ
9. Chan, K.W. (1999). Preservice teachers development: Focus of concerns and perceived factors of successful teaching. Paper presented at the International Conference on Teacher Education (ICTED) 1999 - Teaching effectiveness and teacher development in the new century, 22-24 February, 1999 at The Hong Kong Institute of Education.
10. Chan L.K.S. Relationship of motivation, strategic learning and achievement in grades 5, 7 and 9. Journal of Experimental Education 62 4 (1994) 319-342
11. Coffield F., Moseley D., Hall E., and Ecclestone K. Should we be using learning styles? What research has to say to practice (2004), Learning & Skills Research Centre, London
12. Entwistle N.J. Approaches to learning and forms of understanding. In: Dart B., and Boulton-Lewis G. (Eds). Teaching and learning in higher education (1998), Australian Council for Educational Research, Melbourne
13. Entwistle N.J., and Entwistle A. Contrasting forms of understanding for degree examinations: The student experience and its implications. Higher Education 22 (1991) 205-228
14. Ferla, J., Valcke, M., & Schuyten, G., (submitted for publication). Conceptions of learning and their impact on study strategies and academic achievement. Manuscript.
15. Maclellan E., and Soden R. Facilitating self-regulation in higher education through self-report. Learning Environments Research 9 1 (2006) 95-110
16. Malpass J.R., O'Neil Jr. H.F., and Hocevar D. Self-Regulation, goal orientation, self-efficacy, worry, and high-stakes math achievement for mathematically gifted high school students. Roeper Review 21 4 (1999) 281-290
17. Marton F., Dall'Alba G., and Beaty E. Conceptions of learning. International Journal of Educational Research 19 3 (1993) 277-300
18. Marton, F., & Saljö, R. (1976). On qualitative differences in learning (I and II). British Journal of Educational Psychology, 46, 4-11 and 115-127.
19. Meece J.L., Wigfield A., and Eccles J.S. Predictors of math anxiety and its consequences for young adolescents' course enrolment intentions and performances in mathematics. Journal of Educational Psychology 82 (1990) 60-70
20. Meyer J.H.F., and Boulton-Lewis G. On the operationalisation of conceptions of learning in higher education and their association with students' knowledge and experiences of their learning. Higher Education Research and Development 18 3 (1999) 289-302
21. Pajares F. Current Directions in Self-efficacy Research. In: Maehr M., and Pintrich P.R. (Eds). Advances in motivation and achievement vol. 10 (1997), JAI Press, Greenwich, CT 1-49
22. Perry R.P., Hladkyj S., Pekrun R., and Pelletier S.T. Perceived control and action control in the achievement of college students: A longitudinal field study. Journal of Educational Psychology 93 4 (2001) 776-789
23. Pintrich P.R., and DeGroot E.V. Motivational and self-regulated components of classroom academic performance. Journal of Educational Psychology 82 (1990) 33-40
24. Pintrich P.R., and Schunk D.H. Motivation in education: Theory, research, and applications (1996), Prentice Hall, Englewood Cliffs, NJ
25. Purdie N., Hattie J., and Douglas G. Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology 88 1 (1996) 87-100
26. Purdie N., and Hattie J. Assessing students' conceptions of learning. Australian Journal of Educational & Developmental Psychology 2 (2002) 17-32
27. Salomon G. Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology 76 (1984) 647-658
28. Schunk D.H. Effects of effort attributional feedback on children's perceived self-efficacy and achievement. Journal of Educational Psychology 74 (1982) 548-556
29. Schunk D.H. Self-efficacy perspective on achievement behavior. Educational Psychologist 19 (1984) 48-58
30. Schunk, D. H. (1990). Socialization and the development of self-regulated learning: The role of attributions. Paper presented at the annual meeting of the American Educational Research Association. Boston, MA, April 16-20.
31. Schunk D.H. Self-efficacy and academic motivation. Educational Psychologist 26 (1991) 207-231
32. Schunk, D. H. (1995). Learning goals and self-evaluation: Effects on children's cognitive skill acquisition. Paper presented at the annual meeting of the American Research Association. San Francisco, CA, April 1995.
33. Schunk D.H., and Ertmer P.A. Self-regulation and academic learning: Self-efficacy enhancing interventions. In: Boekaerts M., Pintrich P.R., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic Press, New York 631-650
34. Van Rossum E.J., and Schenk S.M. The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology 54 1 (1984) 73-83
35. Vermunt J.D. Leerstijlen en sturen van leerprocessen in het hoger onderwijs - Naar procesgerichte instructie in zelfstandig denken [Learning styles and regulation of learning processes in higher education - Towards process oriented instruction in autonomous thinking] (1992), Swets & Zeitlinger, Amsterdam
36. Vermunt J.D. The regulation of constructive learning processes. British Journal of Educational psychology 68 (1998) 149-171
37. Vermunt J.D. Relations between student learning patters and personal and contextual factors and academic performance. Higher education 49 (2005) 205-234
38. Vermunt J.D., and Verloop N. Dissonance in students' regulation of learning processes. European Journal of Psychological Education 15 (2000) 75-89
39. Vermunt J.D., and Vermetten Y. Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review 16 4 (2004) 359-384
40. Weiner B. An attributional theory of motivation and emotion (1986), Springer-Verlag, New York
41. Zimmerman B.J., Bandura A., and Martinez-Pons M. Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal 29 (1992) 663-676