The Influences of Conceptions of Learning and Learner Self-Concept on High School Students' Approaches to Learning
| Autor: | Hitendra K. Pillay, Paul C. Burnett, Barry C. Dart |
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| Rok vydání: | 2003 |
| Předmět: |
Cooperative learning
05 social sciences Educational technology 050301 education Open learning Experiential learning Learning sciences Education Psychiatry and Mental health Concept learning Pedagogy Active learning ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Learning theory Mathematics education 0501 psychology and cognitive sciences Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | School Psychology International. 24:54-66 |
| ISSN: | 1461-7374 0143-0343 |
| DOI: | 10.1177/0143034303024001621 |
| Popis: | This study investigated the mediating effect of learner selfconcept between conceptions of learning and students' approaches to learning using structural equation modelling. Data were collected using a modified version of Biggs' Learning Process Questionnaire, together with the recently developed 'What is Learning Survey' and 'Learner Self-Concept Scale'. A sample of 355 high school students participated in the study. Results indicate that learner self-concept does mediate between conceptions of meaning and approaches to learning. Students who adopted a deep approach liked learning new things and indirectly viewed learning as experiential, involving social interaction and directly viewed learning as personal development. Implications for teachers are discussed, with consideration given to appropriate classroom practice. |
| Databáze: | OpenAIRE |
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