Learning Hindrances and Self-Regulated Learning Strategies Reported by Undergraduate Students: Identifying Characteristics of Resilient Students

Autor/inn/en	Ainscough, Louise; Stewart, Ellen; Colthorpe, Kay; Zimbardi, Kirsten
Titel	Learning Hindrances and Self-Regulated Learning Strategies Reported by Undergraduate Students: Identifying Characteristics of Resilient Students
Quelle	In: Studies in Higher Education, 43 (2018) 12, S.2194-2209 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1315085
Schlagwörter	Undergraduate Students; Barriers; Learning Strategies; Resilience (Psychology); Student Characteristics; Low Achievement; Academic Achievement; Foreign Countries; Differences; Australia + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterdurchschnittliche Leistung; Schulleistung; Ausland; Unterscheiden; Australien
Abstract	Students in higher education face a variety of learning hindrances while studying at university. These hindrances may negatively impact on learning by distracting from study, or may enhance learning by encouraging students to address challenges as they arise. In the current study students were asked to describe their learning hindrances at a single point early in semester, and to outline the strategies for overcoming these hindrances in future. Five hindrance clusters were determined and differences between student academic subgroups were identified. Hindrances associated with difficulties understanding were reported most frequently by improving students, who had demonstrated resilience by passing second year biomedical science courses after failing in first year. Improving students were also most likely to report learning strategies that promote understanding. These results suggest that early interventions to encourage students to critically evaluate their understanding may benefit struggling students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01