Literaturnachweis - Detailanzeige
| Autor/inn/en | Vermetten, Yvonne; und weitere |
|---|---|
| Titel | Change and Stability in Learning Strategies during the First Two Years at the University. |
| Quelle | (1997), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; College Students; Foreign Countries; Higher Education; Individual Differences; Learning Strategies; Longitudinal Studies; Majors (Students); Student Development; Netherlands |
| Abstract | This longitudinal study examined the question of change and stability in students' used learning strategies during the first 2 years of study at the university. A total of 188 students from Tilburg University in the Netherlands took part in the study, including 90 in law, 27 in art, 48 in economics, and 23 in the social sciences. The students completed a 100-item inventory at the end of each semester during their first 2 years of study that covered the four domains of learning, namely cognitive processing strategies, metacognitive regulation strategies, learning orientations, and mental models of learning. Significant shifts in learning activity patterns were displayed by students in all four groups. More deep processing strategies and more self-regulation typified the students in the fourth semester compared to the first semester. Students in economics and art showed more shifts in learning strategies than the students in law and the social sciences. Whereas the results of paired-sample t-tests indicated that students showed fluctuations in the learning strategies used and thus were at least partly flexible, there was also evidence for an underlying consistency in learning strategy use. Pearson correlation-coefficients demonstrated strong associations between used learning strategies in the earlier and later semesters. (MDM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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