College Seniors’ Plans for Graduate School: Do Deep Approaches Learning and Holland Academic Environments Matter?

Rocconi, Louis M.; Ribera, Amy K.; Laird, Thomas F. Nelson

doi:10.1007/s11162-014-9358-3

Cited by 11 publications

(11 citation statements)

References 43 publications

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“…Several studies have shown that surface learners have lower academic outcomes and are less successful in school, whereas those with a deep approach to learning are more successful in school [ 31 , 32 , 33 , 34 , 35 ]. Additionally, the probability of graduating from higher education institutions is lower for students who study superficially [ 36 ].…”

Section: Introductionmentioning

confidence: 99%

Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures

Rozgonjuk

Saal

Täht

2018

IJERPH

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Several studies have shown that problematic smartphone use (PSU) is related to detrimental outcomes, such as worse psychological well-being, higher cognitive distraction, and poorer academic outcomes. In addition, many studies have shown that PSU is strongly related to social media use. Despite this, the relationships between PSU, as well as the frequency of social media use in lectures, and different approaches to learning have not been previously studied. In our study, we hypothesized that both PSU and the frequency of social media use in lectures are negatively correlated with a deep approach to learning (defined as learning for understanding) and positively correlated with a surface approach to learning (defined as superficial learning). The study participants were 415 Estonian university students aged 19–46 years (78.8% females; age M = 23.37, SD = 4.19); the effective sample comprised 405 participants aged 19–46 years (79.0% females; age M = 23.33, SD = 4.21). In addition to basic socio-demographics, participants were asked about the frequency of their social media use in lectures, and they filled out the Estonian Smartphone Addiction Proneness Scale and the Estonian Revised Study Process Questionnaire. Bivariate correlation analysis showed that PSU and the frequency of social media use in lectures were negatively correlated with a deep approach to learning and positively correlated with a surface approach to learning. Mediation analysis showed that social media use in lectures completely mediates the relationship between PSU and approaches to learning. These results indicate that the frequency of social media use in lectures might explain the relationships between poorer academic outcomes and PSU.

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Section: Introductionmentioning

confidence: 99%

Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures

Rozgonjuk

Saal

Täht

2018

IJERPH

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“…The study shows that students from these seven "211 Project" universities are at the middle level in terms of their deep learning. A similar national survey on US college students [2] makes it easier to find the great gap in performance between college students in China and those in United States with regard to deep learning. The in-depth interview with the tested subjects reveals that in daily learning, passing the examination is the main learning and teaching goals both for students and teachers.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

“…Specifically, students' learning methods can be divided into shallow learning and deep approach to learning (or deep learning，DAL) and the latter is an effective educational practice. Students using DAL will extract independent meaning from the learning materials, integrating or relating them with their previous experience [2]. Nelson Laird believes that DAL consists of reflective and integrative learning and higher-order learning.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Deep Approach to Learning on Undergraduate Students' Vocational Interest Type

Cheng¹

2017

Proceedings of the 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 201

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Abstract. With the survey from 1310 undergraduates in seven "211 project" universities, this paper exams Chinese undergraduate students' vocational interest (VI) and their characteristics of deep approach to learning (DAL), and analyzes the relationship between VI type and characteristics of DAL. The research indicates that: (1) the main VI of undergraduates can be categorized into three types, they are artistic type, social type and research type; (2) the characteristics for different types vary from the perspective of sex, major, birthplace, and the level of income; (3) DAL has positive prediction on VI type of the undergraduate students. This paper also provides three suggestions for the development of undergraduates' cultivation, they are: (1) breaking through the limitation among different disciplines，and encouraging the diversification of VI for undergraduates; (2) optimizing the evaluation for undergraduates ， and enhancing the level of undergraduates' DAL; (3) emphasizing the interaction between VI and DAL，and promoting the level of learning performance and employability.

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“…Deep learning is a basic strategy in which the students draw meaning and understanding from course materials and their experiences (Warburton, 2003). In other words, it can be said that learning by making sense of information is the opposite of superficial learning which is information processing by trying to memorize pieces of information without creating any coherent structure (Rocconi, Ribera & Laird, 2015). According to this; there is a need for deep leadership that is committed to achieving deep learning outcomes (Fullan, 2016).…”

Section: Introductionmentioning

confidence: 99%

Principals as Indelible Leaders in the Context of School Culture

Çetin

Dogruyol-Aladak

2019

JETS

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The aim of this study is to determine the views of teachers on the leadership characteristics of school principals who leave marks in the context of school culture. For this purpose, the focus is on exploring the opinions of teachers based on the components of the school culture and the theory of indelible leadership which constitutes the theoretical framework of this study. With this purpose; the study was conducted as a phenomenological qualitative research design. Criterion sampling was used to access rich knowledge and experience and eight teachers who met the criteria were involved in the study. The data were collected through interviews with a semi-structured interview form prepared by the researcher. The descriptive analysis approach was used to analyze the data of the study. As a result of the descriptive analysis; three themes have been identified: “The Characteristics of Indelible Leaders”, “The Process of Being Indelible to Create School Culture” and “Suggestions.” By examining the characteristics of the leader who leaves marks; it is concluded that as a continuous learner, the leader is both essential and dispensable, supports teacher learning and sees a student as a change agent. Besides, in this study, it can be said that according to teacher opinions, the school principal's ability to create and reshape organizational culture can be shown as a trait of principals as indelible leaders.

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College Seniors’ Plans for Graduate School: Do Deep Approaches Learning and Holland Academic Environments Matter?

Cited by 11 publications

References 43 publications

Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures

Problematic Smartphone Use, Deep and Surface Approaches to Learning, and Social Media Use in Lectures

The Influence of Deep Approach to Learning on Undergraduate Students' Vocational Interest Type

Principals as Indelible Leaders in the Context of School Culture

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