Predicting students' learning strategies. The contribution of chronotype over personality.

Autor/inn/en	Ruffing, Stephanie; Hahn, Elisabeth; Spinath, Frank M.; Brünken, Roland; Karbach, Julia
Titel	Predicting students' learning strategies. The contribution of chronotype over personality.
Quelle	In: Personality and individual differences, (2015) 85, S. 199-204 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0191-8869; 1873-3549
DOI	10.1016/j.paid.2015.04.048
Schlagwörter	Fragebogenerhebung; Persönlichkeit; Selbsteinschätzung; Lernprozess; Lernverhalten; Chronobiologie; Tag-Nacht-Rhythmus; Strategie; Deutschland
Abstract	Students' learning strategies as well as the search for its determinants have gained expanding interest in psychology and educational research. The present study investigated the contribution of chronotype, another construct of increasing importance in the academic context, to students' learning strategies controlling for the established predictor of personality and its relations to chronotype. A sample of 318 college students (mean age = 22.6, SD = 2.5; age range = 19-34) was assessed online through self-report questionnaires. We discriminated between two learning strategy factors aggregated by a diverse set of learning strategies, learning discipline and elaboration. First, results confirmed significant associations between most personality scales and students' strategy use. Furthermore, we found evidence for significant associations between chronotype and personality, as well as chronotype and learning strategies. Finally, structural equation modeling revealed that openness, agreeableness, conscientiousness, and morningness were significant predictors for elaboration, whereas learning discipline was significantly predicted by conscientiousness and morningness. We conclude that chronotype plays an important role explaining students' learning strategies over and above personality. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3