Approaches to studying among Greek university students: the impact of gender, age, academic discipline and handedness

Abstract

There is considerable interest in differences in students' approaches to learning, particularly in the difference between 'deep' approaches (characterized by contextualization, critical review and recognition of the value of the content) and 'surface' approaches (characterized by rote learning for functional purposes). The Revised approaches to studying inventory (RASI) attempts to measure approaches but it is suggested that it cannot be applied universally. PurposeThe purpose of the study was to assess the factor structure of an existing measure of students' approaches to studying (RASI) in a sample of Greek undergraduate students, investigating the effects of gender, age, academic discipline and handedness on approaches to studying. SampleThe sample totalled 452 undergraduates from a medium-sized university in Greece. Design and methodsA factor analysis of a 30-item version of the RASI indicated five factors: surface approach, strategic approach, deep approach, metacognitive awareness and academic self-confidence. Mixed-design analysis of variance (MANOVA) was computed for each of the scales of the RASI. Results and conclusionsThe results of the MANOVAs showed statistically significant main effects for sex on strategic approach and faculty on academic self-confidence. There was a statistically significant two-way interaction of sex6handedness on strategic approach, and a three-way interaction of sex6age6 faculty on deep approach.

Enfoques de aprendizaje y rendimiento académico en estudiantes de medicina del primer año de la Universidad Nacional Mayor de San Marcos

“…Por otra parte, existen resultados contradictorios en relación a la edad y los enfoques de aprendizaje (26,27) . En nuestro estudio no se hallaron diferencias significativas de los enfoques de aprendizaje en relación al sexo y edad.…”

Students’ adoption of course-specific approaches to learning in two parallel courses

“…Variations in approaches to learning have been confirmed both on an aggregated level, for example as a matter of discipline being studied (Andreou et al 2006;Baeten et al 2010;Parpala et al 2010), and on individual level, as within students' variation (Nijhuis et al 2008;Vermetten et al 1999). The composition of students' approaches to learning is proposed to develop from a complex process that includes both personal factors, such as gender, age, personality, mental ability and previous studying experiences, and contextual factors, such as feedback procedures, assessment methods and the levelling of student-centred versus teachercentred learning contexts (for an overview, see Baeten et al 2010).…”

Üniversite Hazırlık Sınıfı Öğrencilerinin Öğrenme Yaklaşımlarının Çeşitli Değişkenlere Göre İncelenmesi

“…Examining the literature on learning approaches, a number of studies conducted in different countries abroad have been found (Andreou, Vlachos, & Andreou, 2006;Bernardo, 2003;Cano, 2005;Cuthbert, 2005;Elias, 2005;Gijbels & Dochy, 2006;Kember & Harper, 1987;Ramsden & Entwistle, 1981;Reid, Duvall & Evans, 2005;Richardson, 1993). In Turkey, although less than the study of the learning approaches abroad, it is seen that there is an increase in recent years (Alemdağ, 2015;Altun, 2013;Çolak & Fer, 2007;Çuhadar, Gündüz, & Tanyeri, 2013;Ekinci, 2009;Doğruluk, 2015;Ekinci, 2015;Ekinci & Ekinci, 2011;Gürlen, Turan, & Senemoğlu, 2013;Kızılgüneş, Tekkaya, & Sungur, 2010;Ozan, Köse, & Gündoğdu, 2012;Ozan & Çiftçi;Senemoğlu, 2011;Sezgin-Selçuk, Çalışkan, & Erol, 2007;Yılmaz & Orhan, 2010).…”