Students' conceptions of constructivist learning in different programme years and different learning environments

British Journal of Educational Psychology

Volumn 79, Issue 3, 2009, Pages 501-514

  Loyens, Sofie M M ^a   Rikers, Remy M J P ^a   Schmidt, Henk G ^a  

^a ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ADULT; AGE; ARTICLE; ATTITUDE; COMPARATIVE STUDY; CROSS-SECTIONAL STUDY; CURRICULUM; EDUCATION; FEMALE; GROUP PROCESS; HUMAN; MALE; NETHERLANDS; PROBLEM BASED LEARNING; PROBLEM SOLVING; PSYCHOLOGICAL ASPECT; PSYCHOLOGY; QUESTIONNAIRE; STUDENT;

ADOLESCENT; AGE FACTORS; ATTITUDE; CROSS-SECTIONAL STUDIES; CURRICULUM; FEMALE; GROUP PROCESSES; HUMANS; MALE; NETHERLANDS; PROBLEM SOLVING; PROBLEM-BASED LEARNING; PSYCHOLOGY; QUESTIONNAIRES; STUDENTS; YOUNG ADULT;

EID: 68249161222     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709908X378117     Document Type: Article

References (48)

1. Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. In W. H. Gijselaers (Ed.), New directions for teaching and learning (Vol. 68, pp.3-11). San Francisco: Jossey-Bass.
2. Block, S. D. (1996). Using problem-based learning to enhance the psychosocial competence of medical students. Academic Psychiatry, 20(2), 65-75.
3. Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445-457.
4. Boulton-Lewis, G. M., Wilss, L., & Lewis, D. C. (2001). Changes in conceptions of learning for Indigenous Australian university students. British Journal of Educational Psychology, 71(2), 327-341.
5. Boyle, E. A., Duffy, T., & Dunleavy, K. (2003). Learning styles and academic outcome: The validity and utility of Vermunt's inventory of learning styles in a British higher education setting. British Journal of Educational Psychology, 73, 267-290.
6. Cantwell, R. H., & Moore, P. J. (1996). The development of measures of individual differences in self-regulatory control and their relationship to academic performance. Contemporary Educational Psychology, 21(4), 500-517.
7. Cohen, J. (1977). Statistical power analysis for the behavioural sciences. New York, NY: Academic Press.
8. Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1994). Conceptions of mathematics and how it is learned: The perspectives of students entering university. Learning and Instruction, 4(4), 331-345.
9. Duke, M., Forbes, H., Hunter, S., & Prosser, M. (1998). Problem-based learning (PBL): Conceptions and approaches of undergraduate students of nursing. Advances in Health Sciences Education, 3(1), 59-70.
10. Entwistle, N. J., & Peterson, E. R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. International Journal of Educational research, 41, 407-428.
11. Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In R. C. Calfee & D. C. Berliner (Eds.), Handbook of educational psychology (pp.15-46). New York, NY: Macmillan.
12. Hancock, G. R., & Mueller, R. O. (2001). Rethinking construct reliability within latent systems. In R. Cudeck, S. du Toit, & D. Sörbom (Eds.), Structural equation modelling: Present and future-A Festschrift in honour of Karl Jöreskog (pp.195-216). Lincolnwood, IL: Scientific Software International.
13. Heikkilä, A., & Lonka, K. (2006). Studying in higher education: Students' approaches to learning, self-regulation, and cognitive strategies. Studies in Higher Education, 31(1), 99-117.
14. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
15. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1),88-140.
16. Lloyd-Jones, G., & Hak, T. (2004). Self-directed learning and student pragmatism. Advances in Health Sciences Education, 9, 61-73.
17. Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2006). Students' conceptions of constructivist learning: A comparison between a traditional and a problem-based learning curriculum. Advances in Health Sciences Education, 11(4), 365-379.
18. Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2007a). Students' conceptions of distinct constructivist assumptions. European Journal of Psychology of Education, 12, 179-199.
19. Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2007b). The impact of students' conceptions of constructivist assumptions on academic achievement and dropout. Studies in Higher Education, 32, 581-602.
20. Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science, 36, 445-462.
21. Marshall, H. H. (Ed.), (1992). Redefining student learning: Roots of educational change. Norwood, NJ: Ablex.
22. Marton, F., Dall'Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19, 277-300.
23. McLean, M. (2001). Can we relate conceptions of learning to student academic achievement? Teaching in Higher Education, 6(3), 399-413.
24. Minnaert, A., & Janssen, P. J. (1999). The additive effect of regulatory activities on top of intelligence in relation to academic performance in higher education. Learning and Instruction, 9(1), 77-91.
25. Morgan, A., & Beaty, E. (1997). The world of the learner. In F. Marton, D. J. Hounsell, & N. J. Entwistle (Eds.), The experience of learning (pp.217-237). Edinburgh: Scottish Academic Press.
26. Needels, M., & Knapp, M. (1994). Teaching writing to children who are underserved. Journal of Educational Psychology, 86, 339-349.
27. Norman, G. R., & Schmidt, H. G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9), 557-565.
28. Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York, NY: Holt, Rinehart & Winston.
29. Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
30. Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education. Theory, research, and applications. Englewoods Cliffs, NJ: Prentice-Hall.
31. Säljö, R. (1979). Learning in the learner's perspective I. Some common-sense conceptions. Goteborg: University of Goteborg, Department of Education.
32. Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp.103-118). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
33. Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the epistemic belief inventory (EBI). In P. R. Pintrich & B. K. Hofer (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp.261-275). Mahwah, NJ, US: Lawrence Erlbaum Associates, Publishers.
34. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231.
35. Steffe, L. P., & Gale, J. E. (1995). Constructivism in education. Hillsdale, NJ: Erlbaum.
36. Stevens, J. (1996). Applied multivariate statistics for the social sciences. Hillsdale, NJ: Erlbaum.
37. Tabachnik, B. G., & Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York, NY: Harper & Row.
38. Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27, 293-302.
39. Tenenbaum, G., Naidu, S., Jegede, O., & Austin, J. (2001). Constructivist pedagogy in conventional on-campus and distance learning practice: An exploratory investigation. Learning and Instruction, 11, 87-111.
40. Tynjälä, P. (1997). Developing education students' conceptions of the learning process in different learning environments. Learning and Instruction, 7(3), 277-292.
41. Van Rossum, E. J., & Schenk, S. M. (1984). The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54(1), 73-83.
42. VanZile-Tamsen, C., & Livingston, J. A. (1999). The differential impact of motivation on the self-regulated strategy use of high- and low-achieving college students. Journal of College Student Development, 40(1), 54-60.
43. Vermunt, J. D. H. M. (1992). Leerstijlen en sturen van leerprocessen in het hoger onderwijs -naar procesgerichte instructie in zelfstandig denken [Learning styles and regulation of learning in higher education - towards process-oriented instruction in autonomous thinking]. Amsterdam/Lisse: Swets & Zeitlinger.
44. Vermunt, J., & van Rijswijk, F. (1988). Analysis and development of students' skill in self-regulated learning. Higher Education, 17, 647-682.
45. Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131-175.
46. Wigfield, A., Eccles, J. S., & Pintrich, P. R. (1996). Development between the ages of 11 and 25. In R. C. Calfee & D. C. Berliner (Eds.), Handbook of educational psychology (pp.148-185). New York, NY: Macmillan.
47. Woolfolk, A. E. (2004). Educational psychology (9th ed.). Needham Heights, MA: Allyn and Bacon.
48. Zimmerman, B. J., & Campillo, M. (2003). Motivating self-regulation problem solvers. In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving (pp.233-262). New York, NY: Cambridge University Press.