First-Year Students' Approaches to Learning, and Factors Related to Change or Stability in Their Deep Approach during a Pharmacy Course

Autor/inn/en	Varunki, Maaret; Katajavuori, Nina; Postareff, Liisa
Titel	First-Year Students' Approaches to Learning, and Factors Related to Change or Stability in Their Deep Approach during a Pharmacy Course
Quelle	In: Studies in Higher Education, 42 (2017) 2, S.331-353 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1049140
Schlagwörter	Foreign Countries; College Freshmen; Pharmacy; Learning Processes; Learning Strategies; Study Habits; Factor Analysis; Questionnaires; Likert Scales; Pretests Posttests; Semi Structured Interviews; Self Control; Student Motivation; Goal Orientation; Qualitative Research; Statistical Analysis; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Apotheke; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Study behavior; Study behaviour; Studienverhalten; Faktorenanalyse; Fragebogen; Likert-Skala; Selbstbeherrschung; Schulische Motivation; Zielorientierung; Zielvorstellung; Qualitative Forschung; Statistische Analyse
Abstract	Research shows that a surface approach to learning is more common among students in the natural sciences, while students representing the "soft" sciences are more likely to apply a deep approach. However, findings conflict concerning the stability of approaches to learning in general. This study explores the variation in students' approaches to learning and aims to analyse factors that are particularly related to the deep approach. The participants were first-year pharmacy students who completed a questionnaire at the beginning and end of the course. The students were interviewed to determine factors related to changes in their deep approach. The results revealed significant changes in approaches to learning at the group level. Yet, closer analysis showed much more variation at the individual level. Findings based on the interviews indicated different factors, self-regulation skills among them, which seemed to explain both the changes in and stability of the students' deep approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01