Does a New Learning Environment Come Up to Students' Expectations? A Longitudinal Study

Journal of Educational Psychology

Volumn 100, Issue 3, 2008, Pages 535-548

  Könings, Karen D ^a   Brand Gruwel, Saskia ^a   van Merriënboer, Jeroen J G ^a   Broers, Nick J ^b  

^a OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^b MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

disappointment; educational innovation; student expectations; student perceptions

Indexed keywords

EID: 50849089013     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.100.3.535     Document Type: Article

References (48)

1. Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 84 (1977) 195-215
2. Broekkamp H., van Hout-Wolters B.H.A.M., Rijlaarsdam G., and van den Bergh H. Importance in instructional text: Teachers' and students' perceptions of task demands. Journal of Educational Psychology 94 (2002) 260-271
3. Carver C.S., and Scheier M.F. Optimism, pessimism, and self-regulation. In: Chang E.C. (Ed). Optimism and pessimism: Implications for theory, research, and practice (2001), American Psychological Association, Washington, DC 31-51
4. Collis B., and Winnips K. Two scenarios for productive learning environments in the workplace. British Journal of Educational Technology 33 (2002) 133-148
5. Cordova D.I., and Lepper M.R. Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology 88 (1996) 715-730
6. Craske M. Learned helplessness, self-worth motivation, and attribution retraining for primary school children. British Journal of Educational Psychology 58 (1988) 152-164
7. De Corte E., Verschaffel L., Entwistle N., and van Merriënboer J.J.G. Powerful learning environments: Unravelling basic components and dimensions (2003), Elsevier Science, Oxford, UK
8. Eccles J.S., and Wigfield A. Motivational beliefs, values, and goals. Annual Review of Psychology 53 (2002) 103-132
9. Elliot A.J., and Devine P.G. On the motivational nature of cognitive dissonance: Dissonance as psychological discomfort. Journal of Personality and Social Psychology 67 (1994) 382-394
10. Entwistle N.J. Approaches to learning and perceptions of the learning environment. Higher Education 22 (1991) 201-204
11. Entwistle N.J., and Tait H. Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education 19 (1990) 169-194
12. Erez A., and Isen A.M. The influence of positive affect on the components of expectancy motivation. Journal of Applied Psychology 87 (2002) 1055-1067
13. Festinger L. A theory of cognitive dissonance (1957), Stanford University Press, Stanford, CA
14. Gnys J.A., Willis W.G., and Faust D. School psychologists' diagnoses of learning disabilities: A study of illusory correlation. Journal of School Psychology 33 (1995) 59-73
15. Hermans H.J.M. Prestatiemotief en faalangst in gezin en onderwijs [Performance motive and fear of failure in family and education] (1975), Swets & Zeitlinger, Amsterdam, The Netherlands
16. Könings, K. D., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2005a, August). Students' perspective on an innovative learning environment and the relation with learning-related student characteristics. Paper presented at the European Association for Research on Learning and Instruction conference, Cyprus, Greece.
17. Könings K.D., Brand-Gruwel S., and van Merriënboer J.J.G. Towards more powerful learning environments through combining the perspectives of designers, teachers and students. British Journal of Educational Psychology 75 (2005) 645-660
18. Könings K.D., Brand-Gruwel S., and van Merriënboer J.J.G. Teachers' perspective on innovations: Implications for educational design. Teaching and Teacher Education 23 (2007) 985-997
19. Kauffman D.F., and Husman J. Effects of time perspective on student motivation: Introduction to a special issue. Educational Psychology Review 16 (2004) 1-7
20. Kirschner P.A., Meester M., Middelbeek E., and Hermans H. Agreement between student expectations, experiences and actual objectives of practicals in the natural sciences at the Open University of The Netherlands. International Journal of Science Education 15 (1993) 175-197
21. Locke E.A., and Latham G.P. Building a practically useful theory of goal setting and task motivation: A 35-year Odyssey. American Psychologist 57 (2002) 705-717
22. Lopez F.G., Lent R.W., Brown S.D., and Gore P.A. Role of social-cognitive expectations in high school students' mathematics-related interest and performance. Journal of Counseling Psychology 44 (1997) 44-52
23. Luyten L., Lowyck J., and Tuerlinckx F. Task perception as a mediating variable: A contribution to the validation of instructional knowledge. British Journal of Educational Psychology 71 (2001) 203-223
24. Merton R.K. The self-fulfilling prophecy. Antioch Review 8 (1948) 193-210
25. Ministerie van Onderwijs, Cultuur, en Wetenschap [Dutch Ministry of Education, Culture, and Science]. (n.d.). Dossier Tweede Fase [Dossier Second Phase. Retrieved August 1, 2005, from http://www.minocw.nl/tweedefase/factsheet.html
26. Moreno R., and Mayer R.E. Multimedia-supported metaphors for meaning making in mathematics. Cognition and Instruction 17 (1999) 215-248
27. Murray C.B. Estimating achievement performance: A confirmation bias. Journal of Black Psychology 22 (1996) 67-85
28. Nurmi J.E., Aunola K., Salmela-Aro K., and Lindroos M. The role of success expectation and task-avoidance in academic performance and satisfaction: Three studies on antecedents, consequences and correlates. Contemporary Educational Psychology 28 (2003) 59-90
29. Olson J.M., Roese N.J., and Zanna M.P. Expectancies. In: Higgins E.T., and Kruglanski A.W. (Eds). Social psychology: Handbook of basic principles (1996), Guilford Press, New York 211-238
30. Onderwijsinspectie [Dutch Inspection of Education]. Opbrengstenkaarten [Achievement cards] (2006). http://www.onderwijsinspectie.nl/ Retrieved December 15, 2006, from http://www.onderwijsinspectie.nl/
31. Picarelli A., Slaats M., Bouhuijs P.A.J., and Vermunt J.D. Leerstijl en leeromgeving in het Voortgezet Onderwijs: Nederland en Vlaanderen vergeleken [Learning style and learning environment in secondary education: The Netherlands and Flanders compared]. Pedagogische Studien 83 (2006) 139-155
32. Rosenthal R., and Jacobson L. Pygmalion in the classroom (1968), Holt, Rinehart, and Winston, New York
33. Rosinski E.F., and Hill P.M. Student expectations and personal perceptions as an approach to course evaluation. Medical Education 20 (1986) 228-233
34. Seligman M.E.P., and Mayer S.F. Failure to escape traumatic shock. Journal of Experimental Psychology 74 (1967) 1-9
35. Simons J., Dewitte S., and Lens W. The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn!. British Journal of Educational Psychology 74 (2004) 343-360
36. Stuurgroep Profiel Tweede Fase Voortgezet Onderwijs. [Steering Committee for the Profile for the Second Stage of Secondary Education]. Verschil moet er zijn [There should be a difference] (1995), Author, The Hague, The Netherlands
37. Tsai C.C. Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research 42 (2000) 193-205
38. Van Merriënboer J.J.G., and Paas F. Powerful learning and the many faces of instructional design: Toward a framework for the design of powerful learning environments. In: De Corte E., Verschaffel L., Entwistle N., and van Merriënboer J.J.G. (Eds). Powerful learning environments: Unravelling basic components and dimensions (2003), Elsevier Science, Oxford, UK
39. Vermunt J.D.H.M. Leerstijlen en sturen van leerprocessen in het hoger onderwijs: Naar procesgerichte instructie in zelfstandig denken [Learning styles and regulations of learning in higher education: Toward process-oriented instruction in autonomous thinking] (1992), Swets & Zeitlinger, Amsterdam/Lisse, The Netherlands
40. Vermunt J.D.H.M. Metacognitive, cognitive, and affective aspects of learning styles and strategies: A phenomenographic analysis. Higher Education 31 (1996) 25-50
41. Vermunt J.D.H.M. The power of learning environments and the quality of student learning. In: De Corte E., Verschaffel L., Entwistle N., and van Merriënboer J.J.G. (Eds). Powerful learning environments: Unravelling basic components and dimensions (2003), Elsevier Science, Oxford, UK
42. Vermunt J.D.H.M., Bouhuijs P.A.J., and Picarelli A. Vragenlijst Leerstijlen voor het Voortgezet Onderwijs (VLS-VO) [Inventory of learning styles for secondary education (ILS-SE)] (2003), Expertise Center Active Learning, Maastricht University, Maastricht, The Netherlands
43. Vermunt J.D.H.M., and Vermetten Y.J. Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review 16 (2004) 359-384
44. Veugelers W., de Jong U., and Schellings G. Studie naar het onderzoek van de tweede fase havo/vwo [Metastudy of research of the second phase in senior general secondary education/preuniversity education] (2004), Instituut voor de Lerarenopleiding, Amsterdam
45. Weinstein R.S. Promoting positive expectations in schooling. In: Lambert N.M., and McCombs B.L. (Eds). How students learn: Reforming schools through learner-centered education (1998), American Psychological Association, Washington, DC 81-111
46. Wierstra R.F.A., and Beerends E.P.M. Leeromgevingspercepties en leerstrategieën van eerstejaars studenten sociale wetenschappen [Perceptions of the learning environment and learning strategies of social science students in their first year]. Tijdschrift voor Onderwijsresearch 21 (1996) 306-322
47. Wierstra R.F.A., Kanselaar G., van der Linden J.L., and Lodewijks H.G.L.C. Learning environment perceptions of European university students. Learning Environments Research 2 (1999) 79-98
48. Wigfield A., and Eccles J.S. Expectancy-value theory of achievement motivation. Contemporary Educational Psychology 25 (2000) 68-81