Latent profiling university students’ learning strategies use and effects on academic performance and retention

Han, Cheon-woo; Farruggia, Susan P.; Solomon, Bonnie J.

doi:10.1080/07294360.2018.1498460

Cited by 15 publications

(4 citation statements)

References 58 publications

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“…After Oxford, Mokhtari, and Sheorey’s scales of learning strategy are referred to, the items in the questionnaire are set according to the relevant contents of this study, increasing the diversity of the questionnaire items, making the study more targeted and objective (García-Pérez et al). The Likert scale is introduced, that is, each item is set 1–5 options, corresponding to five levels of “disagree totally,” “disagree,” “uncertain,” “agree” and “agree.” The data are collected and analyzed by using SPSS25 ( Han et al, 2018 ). The number of each learning strategy is set as shown in Figure 1 .…”

Section: Research Methods and Contentmentioning

confidence: 99%

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The Current Situation and Learning Strategies of Foreign Students in Chinese Learning Following Entrepreneurial Psychology

Tang

2022

Front. Psychol.

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Based on entrepreneurial psychology, the current situation of foreign students’ use of learning strategies in Chinese learning is explored, the overall situation of learning strategies in this process is analyzed, and the relationship between foreign students’ use of learning strategies and various factors are obtained through the designed questionnaire survey. First, a questionnaire suitable for the research respondents is designed to investigate the current situation of foreign students’ use of learning strategies in Chinese learning; second, 200 questionnaires are distributed, and 195 questionnaires are recovered, with a recovery rate of 97.5%. After the invalid questionnaire is excluded, the effective rate is 95%; furthermore, the reliability of the questionnaire data is analyzed by SPSS25 software, and Cronbach’s α coefficient is 0.869, which proves that the questionnaire has high reliability; finally, the overall situation of foreign students’ use of learning strategies in Chinese learning is analyzed from the aspects of their majors, their levels of Chinese proficiency, Chinese learning time, age and personality. The results show that the frequency of using cognitive strategies in learning Chinese is the highest, with a score of 3.689; There is a positive correlation between the use of learning strategies and the degree of proficiency of Chinese; Among them, the foreign students who have studied for 2–3 years use learning strategies the most frequently, and the students aged 28–32 use learning strategies the most frequently in the Chinese level test 4. This study provides new ideas for foreign students’ Chinese teaching and has a certain reference for foreign students’ Chinese teaching strategies.

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Section: Research Methods and Contentmentioning

confidence: 99%

“…The Likert scale is introduced, that is, each item is set 1-5 options, corresponding to five levels of "disagree totally, " "disagree, " "uncertain, " "agree" and "agree." The data are collected and analyzed by using SPSS25 (Han et al, 2018). The number of each learning strategy is set as shown in Figure 1.…”

Section: Survey Designmentioning

confidence: 99%

The Current Situation and Learning Strategies of Foreign Students in Chinese Learning Following Entrepreneurial Psychology

Tang

2022

Front. Psychol.

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“…Research Question 2a: Do intellectual curiosity and interest predict information-seeking behavior? On the basis of conceptual considerations and prior research focusing on other (learning) behaviors (e.g., Han et al, 2018;Van Alten et al, 2021), we tentatively proposed that individuals with higher levels of intellectual curiosity and higher levels of personal interest would be more likely to belong to more adaptive information-seeking behavior profiles (i.e., they should engage more with the text and seek more information).…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

How do Intellectually Curious and Interested People Learn and Attain Knowledge? A Focus on Behavioral Traces of Information Seeking

Schumacher,

Kammerer,

Scharinger

et al. 2024

Preprint

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Intellectual curiosity and personal interest are both believed to spark information seeking and facilitate learning. In two preregistered studies (Study 1: exploratory lab study, N = 312; Study 2: online conceptual replication study, N = 960), we investigated effects of curiosity and interest on participants’ information seeking as they studied a hypertext on a historical topic. We captured their behavioral traces with log files. We also examined effects of curiosity, interest, and information-seeking behaviors on knowledge attainment. In both studies, latent profile analyses based on behavioral trace data revealed more adaptive information-seeking profiles (e.g., broad and deep-diving information searches, Study 1, or only broad information search, Study 2) and less adaptive (e.g., disengaged) information-seeking profiles. More adaptive profiles were consistently related to better knowledge test performance. Curiosity and interest positively predicted more adaptive information seeking (Study 1) and knowledge test performance (Study 2); however, these effects were inconsistent across study contexts. Furthermore, curiosity and interest did not interact in predicting information seeking and knowledge attainment (Studies 1 and 2). Overall, our work extends the understanding of how intellectually curious and interested individuals learn and attain knowledge and underscores the promise of using behavioral trace data to study interindividual differences.

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“…Research examining the university stage has traditionally focused on academic performance and the teaching-learning process [1,2]. Motivational and emotional factors related to university students have been studied in recent research alongside well-being, with these being related to healthy habits such as following an active lifestyle and a diet of good quality [3].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Motivational Climate, Emotional Intelligence, and Healthy Habits in Physical Education Teachers of the Future Using Structural Equations

et al. 2019

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This study developed a Structural Equation Model (SEM) in order to identify the associations between motivational climate, emotional intelligence, adherence to the Mediterranean Diet (MD), Physical Activity (PA), and some health indicators in a sample of future teachers. A non-experimental and cross-sectional study was carried in 775 university students (22.22 ± 3.76), using as main scales the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), Emotional Intelligence Inventory adapted for the sport context, Physical Activity Questionnaire for Adolescents (PAQ-A), Mediterranean Diet Quality Index (KIDMED), 20 meter Shuttle Run Test (20mSRT), and percentage of lean and fat mass as calculated by the Tanita TBF300®® (Tanita-Corporation, Tokyo, Japan) electronic scale. The results showed a positive association between emotional intelligence and task climate, whereas the relationship with an ego climate was low. Ego-oriented climate was positively related to MD and high levels of PA. Emotional intelligence was directly related to higher levels of PA and the level of adherence to MD. PA was negatively associated with fat mass and positively with lean mass and VO2MAX. Task-oriented motivational climate showed a positive relation with the emotional intelligence of young people. Ego-oriented motivational climates were related to higher rates of physical-sport engagement and better diet quality.

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Latent profiling university students’ learning strategies use and effects on academic performance and retention

Cited by 15 publications

References 58 publications

The Current Situation and Learning Strategies of Foreign Students in Chinese Learning Following Entrepreneurial Psychology

The Current Situation and Learning Strategies of Foreign Students in Chinese Learning Following Entrepreneurial Psychology

How do Intellectually Curious and Interested People Learn and Attain Knowledge? A Focus on Behavioral Traces of Information Seeking

Analysis of Motivational Climate, Emotional Intelligence, and Healthy Habits in Physical Education Teachers of the Future Using Structural Equations

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