Approaches to Learning, Cognitive Style, and Motives as Predictors of Academic Achievement

Diseth, Åge; Martinsen, Ole J.

doi:10.1080/01443410303225

Cited by 222 publications

(210 citation statements)

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“…Conceptions or ideas and beliefs about learning have an impact on goal setting, learning activities and performance (Bakx, Vermetten & Van der Sanden, 2003;Diseth & Martinsen, 2003). Since learning conceptions are to a certain degree context-dependent, it is relevant to take the knowledge domain into account when studying learning conceptions (Bakx, Van der Sanden, Sijtsma, Croon & Vermetten, 2006;Eklund, 1998;Vermunt & Vermetten, 2004).…”

Section: Person: Student Characteristicsmentioning

confidence: 99%

The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills

2009

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Although many educators help others to develop oral presentation skills, little research is available to direct the instructional design activities of these educators. In the present article an explorative study on university freshman is described, in which goal-setting, selfreflection, and several characteristics of the subjects during oral presentations were analysed.The research results emphasize the critical impact of motivational constructs, such as self-

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Section: Person: Student Characteristicsmentioning

confidence: 99%

The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills

2009

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“…Students need to be rewarded to adopt deep learning strategies because if they believe that the test's materials could be studied sufficiently through surface learning strategies, there is no reason to use deep learning strategies. A study completed by Diseth and Martinsen (2003) investigated the relationship between approaches to learning, cognitive style, motives, and academic achievement. 192 undergraduate psychology students completed Approaches and Study Skills Inventory for Students (ASSIST) and students' examination grades were used as the measure of academic achievement.…”

Section: International Journal Of Educationmentioning

confidence: 99%

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Al-Harthy¹,

Was²,

Isaacson³

2010

IJE

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The purpose of this study was to illustrate the relationship between self-efficacy, task value, goal orientations, metacognitive self-regulation, self-regulation and learning strategies and to investigate the unique contribution of each on the variability in students' total scores of 12 exams. Our study revealed that students' self-efficacy, task-value, self-regulation, and elaboration are significantly positively correlated with total scores. Path analysis demonstrated that self-efficacy was the strongest predictor of total score and positively predicted mastery goals, but negatively predicted avoidant goals. The study reveals positive direct effect of mastery goals on metacognitive self-regulation. In addition, positive direct effects of metacognitive self-regulation on deep learning strategies and on self-regulatory strategies are found. However, some expected direct effects were not represented with significant parameters in the model. Performance-approach goals were not a significant predictor of other variables in the model. Also, there were no significant direct effects of mastery goals nor metacognitive self-regulation and deep learning strategies on total scores which were discussed here.

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“…There is general agreement that students' own study behaviors and engagement with the study materials are of great importance for their subsequent study results (Diseth & Martinsen, 2003;Kusurkar, Ten Cate, Vos, Westers, & Croiset, 2013;Mattick, Dennis, & Bligh, 2004;Richardson, Abraham, & Bond, 2012;Salamonson et al, 2013). Building on the work of Marton and Säljö (1976) four decades ago, Entwistle and Ramsden (1983) introduced a much used conceptual framework in an attempt to distinguish between the qualitatively different approaches to studying that students employ.…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the Short ASSISTScales

Bonsaksen¹

2018

Uniped

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Background: The shortening of measurement scales may improve their feasibility, but may also affect the scales' measurement properties. This study investigated the psychometric properties of the short Norwegian Approaches and Study Skills Inventory for Students (ASSIST) among occupational therapy students.Methods: The students (n = 148) completed the Norwegian ASSIST and provided sociodemographic data. Scale structure was examined with Principal Components Analysis (PCA). Scale consistency was assessed with Cronbach's α. Bivariate associations between the full and short scales were examined with Pearson's r. Linear regression analyses were used to assess associations between scale scores and the students' average exam grade.Results: Three factors were confirmed, but one item did not fit within the deep approach scale. Cronbach's α for the scales ranged 0.64-0.71. The full-length scales were strongly associated with the corresponding short scales, r ranging 0.85-0.87. For the surface scales, the full-length and short scale scores were both associated with the students' average exam grade. For the strategic scale, only the full-length scale scores were associated with exam grade.Conclusions: The short scales of the Norwegian ASSIST have satisfactory psychometric properties and represent a feasible way of assessing students' study approaches in Norwegian higher education.

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Approaches to Learning, Cognitive Style, and Motives as Predictors of Academic Achievement

Cited by 222 publications

References 0 publications

The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills

The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Psychometric Properties of the Short ASSISTScales

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