Effects of a school reform on longitudinal stability of students’ preferences with regard to education

Könings, Karen D.; Brand‐Gruwel, Saskia; Elen, Jan

doi:10.1111/j.2044-8279.2011.02044.x

Cited by 8 publications

(7 citation statements)

References 36 publications

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“…In a longitudinal follow-up study, a remarkable drop in students' preference for student autonomy could be observed, which could possibly be explained by a failed educational innovation in this country during the years of the study aiming at fostering students' active and self-regulated learning. The drop was larger for students with a certificate-oriented motivation and smaller for students high on self-regulation (Konings et al 2012).…”

Section: Relations Of Learning Patterns With Contextual Factorsmentioning

confidence: 99%

“…All these instruments have in common that they are self-report instruments where students are asked to indicate on a Likert-scale the extent to which the activity, view, B-or motive as described in the statement corresponds to their own way of learning, views or motives. Similarly, questionnaires have been used to study students' perceptions of their learning environment, for example the Course Experience Questionnaire (CEQ; Ramsden 1991;Law and Meyer 2011a), and the Inventory of Perceived Learning Environments Extended (IPSEE; Konings et al 2012).…”

Section: Methodological Advances In Learning Patterns Researchmentioning

confidence: 99%

“…Konings et al (2012) and Könings et al (2014) for example studied the learning patterns of tenth grade students in secondary schools in relation to their instructional preferences, while Helle et al (2013) focused on high school students' development of personal interest and selfregulation. Endedijk et al (2014b) focused on the learning patterns of teacher education students who were participating in a dual education programme combining study at university with internship (practice teaching) at a school.…”

Section: Learning Patterns In New International Contexts and Populationsmentioning

confidence: 99%

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A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

2017

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The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed. This part includes two main sections. In the first section, new evidence on internal and external relationships of learning patterns is reviewed. Four themes are covered here: the dimensionality and the internal relationships of learning patterns and relationships of learning patterns with personal, contextual, and outcome variables. In the second section, new directions in learning patterns research are examined. These include studies on learning patterns in new international contexts and populations, longitudinal development of learning patterns over time, methodological advances in learning patterns research, and studies on fostering the quality of students' learning patterns. Next, relationships with adjacent theories on student learning are discussed, the learning patterns perspective is critically examined, and pathways are derived to move the model forward. Finally, future conceptual and methodological directions for learning patterns research are derived.

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Section: Relations Of Learning Patterns With Contextual Factorsmentioning

confidence: 99%

Section: Methodological Advances In Learning Patterns Researchmentioning

confidence: 99%

Section: Learning Patterns In New International Contexts and Populationsmentioning

confidence: 99%

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A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

2017

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“…In addition, because these students were offered increased autonomy over their learning in Studio STEM, these strong supports were likely important to maintaining their positive success beliefs while regularly engaging in meaningful decisionmaking. Research suggests that students with lower success beliefs often prefer less autonomy (Könings, Brand-Gruwel, & Elen, 2012) and perform worse when given ample freedom (Tai, Sadler, & Maltese, 2007).…”

Section: Successmentioning

confidence: 99%

The effects of an afterschool STEM program on students’ motivation and engagement

et al. 2017

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Background: One significant factor in facilitating students' career intentions and persistence in STEM (science, technology, engineering, and mathematics) fields is targeting their interests and motivation before eighth grade. To reach students at this critical stage, a design-based afterschool STEM program, titled Studio STEM, was implemented to foster motivation and engagement in STEM topics and activities. The purpose of this study is twofold: (a) to investigate how Studio STEM affected students' beliefs about science and whether these beliefs differed from their peers who did not participate in the program, and (b) to examine a case study of one Studio STEM implementation to investigate elements of the curriculum that motivated students to engage in the program. Results: After completing two Studio STEM programs, participants' ratings of their values for science and science competence were higher than those of non-participants. In addition, the Studio STEM participants' motivational beliefs about science and intentions to pursue a college degree were more resilient over time than their peers. We also found that students could be motivated in a voluntary afterschool program (Studio STEM) in which they grappled with STEM concepts and activities, and could verbalize specific program elements that motivated them. Conclusions: Through this study, we found that students could be motivated in Studio STEM and that the experience had a positive impact on their perceptions about science as a field. Importantly, Studio STEM appeared to halt the decline in these students' motivational beliefs about science that typically occurs during the middle school years, indicating that afterschool programs can be one way to help students maintain their motivation in science. Studying the program features that the students found motivating may help educators to make connections between research and theory, and their classroom instruction to motivate their students.

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“…La perspectiva de los estudiantes en su educación es de crucial importancia para desempeñarse con eficiencia, pero la opinión de los estudiantes es a menudo reconocida, tanto por los profesores, como por los directivos que diseñan sus procesos educativos, tal como lo mencionan Könings y colaboradores (13). La participación de los estudiantes en el proceso de diseño de los modelos educativos puede ser eventual y deseable para obtener un mayor compromiso de ellos con su aprendizaje.…”

Section: Discussionunclassified

Estrategias de aprendizaje en estudiantes de odontología de una universidad pública en Cartagena, Colombia / Learning Strategies among Dental Students from a Public University in Cartagena, Colombia

et al. 2017

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ABSTRACT. Background: Predoctoral education requires student dedication to meet academic demands and learning goals with quality. University professors often complain that students do not regulate their learning strategies and are unable to act autonomously in their professional training. Purpose: To analyze the use of self-regulated learning in dental students at a Colombian public university. Methods: A descriptive study was carried out using Lindner et al.’s Self-Regulatory Learning Inventory, 4.01 version. The inventory includes four training areas (executive, cognitive, motivation, and environment control) among fourth semester dental students (sophomores) of University of Cartagena in Colombia. Results: The average use of self-regulated learning by the dental students was low. Furthermore, the analysis shows that the score in the scale (60-119) leads to a deficient level of learning (p<0,05). Conclusions: Marked weaknesses in the group of students intervened were identified who, in some cases, did not meet adequate self-regulated learning levels for their current year of study.

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Effects of a school reform on longitudinal stability of students’ preferences with regard to education

Abstract: Stability of Preferences 2 2 AbstractBackground. Students' perspective on education is of crucial importance for its

Cited by 8 publications

References 36 publications

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

The effects of an afterschool STEM program on students’ motivation and engagement

Estrategias de aprendizaje en estudiantes de odontología de una universidad pública en Cartagena, Colombia / Learning Strategies among Dental Students from a Public University in Cartagena, Colombia

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