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Relationships between student cognitions and their effects on study strategies.

Johan Ferla (UGent) , Martin Valcke (UGent) and Gilberte Schuyten (UGent)
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Abstract
Using Vermunt's model [Vermunt, J. D. (1998). The regulation of constructive teaming processes. British Journal of Educational psychology, 68, 149-171] of self-regulated learning as a conceptual framework, this study aims to contribute to the development of finer grained models of higher education students' learning by (1) investigating causal relationships between three student cognitions which feature prominently in the research literature: self-efficacy, conceptions of learning and attributions for academic success and by (2) researching both the direct and indirect effects of these student cognitions on first year university students' study strategies. To that end a model was developed, respecified, tested, and cross validated using path analyses. Results show that within an educational context learning conceptions are fundamental student cognitions since they directly and/or indirectly influence students' self-efficacy, attributions for academic success, and study strategy.
Keywords
conceptions of learning, study strategies, self-efficacy, attributions, path analysis, SELF-EFFICACY, ACADEMIC-PERFORMANCE, LEARNING-STRATEGIES, CONCEPTIONS, MOTIVATION, ACHIEVEMENT, COMPETENCE, PATTERNS

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Citation

Please use this url to cite or link to this publication:

MLA
Ferla, Johan, Martin Valcke, and Gilberte Schuyten. “Relationships Between Student Cognitions and Their Effects on Study Strategies.” LEARNING AND INDIVIDUAL DIFFERENCES 18.2 (2008): 271–278. Print.
APA
Ferla, J., Valcke, M., & Schuyten, G. (2008). Relationships between student cognitions and their effects on study strategies. LEARNING AND INDIVIDUAL DIFFERENCES, 18(2), 271–278.
Chicago author-date
Ferla, Johan, Martin Valcke, and Gilberte Schuyten. 2008. “Relationships Between Student Cognitions and Their Effects on Study Strategies.” Learning and Individual Differences 18 (2): 271–278.
Chicago author-date (all authors)
Ferla, Johan, Martin Valcke, and Gilberte Schuyten. 2008. “Relationships Between Student Cognitions and Their Effects on Study Strategies.” Learning and Individual Differences 18 (2): 271–278.
Vancouver
1.
Ferla J, Valcke M, Schuyten G. Relationships between student cognitions and their effects on study strategies. LEARNING AND INDIVIDUAL DIFFERENCES. Amsterdam ;  NETHERLANDS: Elsevier Science; 2008;18(2):271–8.
IEEE
[1]
J. Ferla, M. Valcke, and G. Schuyten, “Relationships between student cognitions and their effects on study strategies.,” LEARNING AND INDIVIDUAL DIFFERENCES, vol. 18, no. 2, pp. 271–278, 2008.
@article{627894,
  abstract     = {Using Vermunt's model [Vermunt, J. D. (1998). The regulation of constructive teaming processes. British Journal of Educational psychology, 68, 149-171] of self-regulated learning as a conceptual framework, this study aims to contribute to the development of finer grained models of higher education students' learning by (1) investigating causal relationships between three student cognitions which feature prominently in the research literature: self-efficacy, conceptions of learning and attributions for academic success and by (2) researching both the direct and indirect effects of these student cognitions on first year university students' study strategies. To that end a model was developed, respecified, tested, and cross validated using path analyses. Results show that within an educational context learning conceptions are fundamental student cognitions since they directly and/or indirectly influence students' self-efficacy, attributions for academic success, and study strategy.},
  author       = {Ferla, Johan and Valcke, Martin and Schuyten, Gilberte},
  issn         = {1041-6080},
  journal      = {LEARNING AND INDIVIDUAL DIFFERENCES},
  keywords     = {conceptions of learning,study strategies,self-efficacy,attributions,path analysis,SELF-EFFICACY,ACADEMIC-PERFORMANCE,LEARNING-STRATEGIES,CONCEPTIONS,MOTIVATION,ACHIEVEMENT,COMPETENCE,PATTERNS},
  language     = {eng},
  number       = {2},
  pages        = {271--278},
  publisher    = {Elsevier Science},
  title        = {Relationships between student cognitions and their effects on study strategies.},
  url          = {http://dx.doi.org/10.1016/j.lindif.2007.11.003},
  volume       = {18},
  year         = {2008},
}

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