Affective Underpinnings of Surface Approaches to Learning and Their Relationship with Sensation Seeking

Autor/in	Robinson, Peter M.
Titel	Affective Underpinnings of Surface Approaches to Learning and Their Relationship with Sensation Seeking
Quelle	In: Issues in Educational Research, 28 (2018) 2, S.453-469 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Higher Education; College Students; Teaching Methods; Student Motivation; Student Behavior; Student Reaction; Responses; Stimulation; Hypothesis Testing; Student Characteristics; Age Differences; Accounting; Foreign Students; Measures (Individuals); Questionnaires; Correlation; Regression (Statistics); Statistical Analysis; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Student behaviour; Schülerverhalten; Schülerkritik; Hypothesenprüfung; Hypothesentest; Age; Difference; Age difference; Altersunterschied; Abrechnung; Buchführung; Buchhaltung; Messdaten; Fragebogen; Korrelation; Regression; Regressionsanalyse; Statistische Analyse; Ausland; Australien
Abstract	Surface approaches to learning materials and tasks are a commonplace challenge to teachers, and they prove difficult to shift, even among students who are otherwise talented or motivated to learn. The present study investigates a theory that surface approaches are triggered by a suboptimal, aversive response to learning stimuli, which overrides external motivations and provokes avoidance responses akin to the drive for intensity and novelty of experience found among sensation seekers. The study finds a significant correlation between surface tendencies measured on a new scale and sensation seeking tendencies measured on the Arnett Inventory of Sensation Seeking (AISS). (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01