The relationship between motivation, learning approaches, academic performance and time spent
- Author
- Patricia Everaert (UGent) , Evelien Opdecam (UGent) and Sophie Maussen (UGent)
- Organization
- Abstract
- Previous literature calls for further investigation in terms of precedents and consequences of learning approaches ( deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the accounting students have a slightly higher score for deep learning compared to surface learning. Moreover, high intrinsic motivation and extrinsic motivation have a significant positive influence on deep learning. Next, deep learning leads to higher academic performance; surface learning on the other hand leads to lower academic performance. The effect of deep learning on performance still holds, when we control for time spent, gender and ability. Consequently we can conclude that a deep learning approach is much more than 'simply' spending a lot of time on studying.
- Keywords
- Learning approaches, motivation, time spent, performance, ACHIEVEMENT-MOTIVATION, HIGHER-EDUCATION, STUDENTS, QUALITY, PERCEPTIONS, CONTEXT, WEB
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8507907
- MLA
- Everaert, Patricia, et al. “The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent.” ACCOUNTING EDUCATION, edited by Alan Sangster, vol. 26, no. 1, Taylor and Francis online, 2017, pp. 78–107, doi:10.1080/09639284.2016.1274911.
- APA
- Everaert, P., Opdecam, E., & Maussen, S. (2017). The relationship between motivation, learning approaches, academic performance and time spent. ACCOUNTING EDUCATION, 26(1), 78–107. https://doi.org/10.1080/09639284.2016.1274911
- Chicago author-date
- Everaert, Patricia, Evelien Opdecam, and Sophie Maussen. 2017. “The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent.” Edited by Alan Sangster. ACCOUNTING EDUCATION 26 (1): 78–107. https://doi.org/10.1080/09639284.2016.1274911.
- Chicago author-date (all authors)
- Everaert, Patricia, Evelien Opdecam, and Sophie Maussen. 2017. “The Relationship between Motivation, Learning Approaches, Academic Performance and Time Spent.” Ed by. Alan Sangster. ACCOUNTING EDUCATION 26 (1): 78–107. doi:10.1080/09639284.2016.1274911.
- Vancouver
- 1.Everaert P, Opdecam E, Maussen S. The relationship between motivation, learning approaches, academic performance and time spent. Sangster A, editor. ACCOUNTING EDUCATION. 2017;26(1):78–107.
- IEEE
- [1]P. Everaert, E. Opdecam, and S. Maussen, “The relationship between motivation, learning approaches, academic performance and time spent,” ACCOUNTING EDUCATION, vol. 26, no. 1, pp. 78–107, 2017.
@article{8507907,
abstract = {{Previous literature calls for further investigation in terms of precedents and consequences of learning approaches ( deep learning and surface learning). Motivation as precedent and time spent and academic performance as consequences are addressed in this paper. The study is administered in a first-year undergraduate course. Results show that the accounting students have a slightly higher score for deep learning compared to surface learning. Moreover, high intrinsic motivation and extrinsic motivation have a significant positive influence on deep learning. Next, deep learning leads to higher academic performance; surface learning on the other hand leads to lower academic performance. The effect of deep learning on performance still holds, when we control for time spent, gender and ability. Consequently we can conclude that a deep learning approach is much more than 'simply' spending a lot of time on studying.}},
author = {{Everaert, Patricia and Opdecam, Evelien and Maussen, Sophie}},
editor = {{Sangster, Alan}},
issn = {{0963-9284}},
journal = {{ACCOUNTING EDUCATION}},
keywords = {{Learning approaches,motivation,time spent,performance,ACHIEVEMENT-MOTIVATION,HIGHER-EDUCATION,STUDENTS,QUALITY,PERCEPTIONS,CONTEXT,WEB}},
language = {{eng}},
number = {{1}},
pages = {{78--107}},
publisher = {{Taylor and Francis online}},
title = {{The relationship between motivation, learning approaches, academic performance and time spent}},
url = {{http://doi.org/10.1080/09639284.2016.1274911}},
volume = {{26}},
year = {{2017}},
}
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