Linking Study Behaviors and Student Culture to Academic Success Among Hispanic Students

Bliss, Leonard B.; Sandiford, Janice R.

doi:10.1080/10668920490256462

Cited by 12 publications

(9 citation statements)

References 5 publications

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“…In an article preceding this paper, entitled 'Institutional culture and learning I: interrelationships between perceptions of the learning environment and undergraduate musicians' attitudes to learning' (Papageorgi et al 2010b), we have discussed literature suggesting that higher education students are affected by: (1) the student culture, and (2) the culture of the institution (Bliss and Sandiford 2004). Recent conceptualisations of learning in higher education view it as an interactive system, within which the quality of learning achieved is the product of interactions between:…”

Section: Institutional Culturementioning

confidence: 99%

Institutional culture and learning II: inter-relationships between perceptions of the learning environment and undergraduate musicians' attitudes to performance

Papageorgi

Haddon

Creech

et al. 2010

Music Education Research

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This paper, following on from our previous paper focusing on findings regarding students' approaches to learning, explores students' approaches to performance with particular focus on musical self-efficacy beliefs and experiences of performance anxiety in solo and group performances. The research design included a large questionnaire survey followed up by 13 case study interviews and six focus groups. Survey participants were 170 undergraduate musicians studying in three distinctively different higher education institutions, encompassing classical, popular, jazz and Scottish traditional music genres. Findings suggest that the context of music performance learning and the prevailing institutional culture relate to students' approaches to performance. By statistically controlling for gender and genre biases across the three institutions, we were able to observe both similarities and differences between students' self-reported self-efficacy beliefs, as well as experiences, perceived causes and strategies used to cope with performance anxiety. Implications of findings from the two 'institutional culture and learning' papers for learners and educators in higher education are discussed.

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Section: Institutional Culturementioning

confidence: 99%

Institutional culture and learning II: inter-relationships between perceptions of the learning environment and undergraduate musicians' attitudes to performance

Papageorgi

Haddon

Creech

et al. 2010

Music Education Research

View full text Add to dashboard Cite

show abstract

“…Influences of institutional culture and learning context on student learning Bliss and Sandiford (2004) maintain that higher education students are affected by:…”

Section: Introductionmentioning

confidence: 99%

Institutional culture and learning I: perceptions of the learning environment and musicians' attitudes to learning

Papageorgi

Haddon

Creech

et al. 2010

Music Education Research

View full text Add to dashboard Cite

Research in higher education has established a relationship between student approaches to learning and their perceptions of the learning environment. This study aims to make a contribution to music education literature by investigating undergraduate music students' perceptions of the learning context and their attitudes towards learning and performance. The research design included a large questionnaire survey followed up by 13 case study interviews and six focus groups. Survey participants were 170 undergraduate musicians studying in three distinctively different higher education institutions, encompassing classical, popular, jazz and Scottish traditional music genres. Findings suggest that the context of learning and the prevailing institutional culture are related to students' approaches to learning and performance. This paper focuses on findings related specifically to students' approaches to learning. Whilst statistically controlling for biases in gender and genre across the three institutions, differences were observed in students' self-assessment and perceived control over musical skills, as well as perceived relevance and pleasure obtained from engagement with musical activities. Our findings also highlight undergraduate musicians' perceptions of successful learning environments. A subsequent paper will focus on students' approaches to performance, in terms of musical self-efficacy and experiences of performance anxiety.

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“…Educators and educational researchers have tried to deal with this problem by looking at the factors that may facilitate student learning. One of the often-mentioned factors related to student achievement is the typical behaviors and habits students exhibit when they are studying (Bliss & Sandiford, 2004;Zimmerman, 1989).…”

Section: Introductionmentioning

confidence: 99%

A Q factor analysis of college undergraduate students' study behaviours

Yang

Bliss

2014

Educational Research and Evaluation

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This study attempted to better understand the study behaviors of undergraduate students by categorizing students into distinctive typologies based on their self-reported study behaviors through an exploratory approach-Q factor analysis. A sample of 152 undergraduate students completed a survey instrument, the Study Behavior Inventory. The Q factor analysis yielded a two-factor structure. Participants exhibiting the first behavioral type demonstrated reflective, well-organized study behaviors and favored high-level thinking; thus were described as "Organized Holistic Learners". Those exhibiting the second behavioral type were found to manage time poorly and primarily focus on memorizing facts; thus were labeled "Disorganized Procrastinators". Type 1 students had significantly higher average GPAs than Type 2 students. Student type was a significant predictor of academic achievement, as measured by self-reported GPA above and beyond students' attribute variables including sex, age, major, and enrollment status. Theoretical and practical implications were discussed.

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Linking Study Behaviors and Student Culture to Academic Success Among Hispanic Students

Cited by 12 publications

References 5 publications

Institutional culture and learning II: inter-relationships between perceptions of the learning environment and undergraduate musicians' attitudes to performance

Institutional culture and learning II: inter-relationships between perceptions of the learning environment and undergraduate musicians' attitudes to performance

Institutional culture and learning I: perceptions of the learning environment and musicians' attitudes to learning

A Q factor analysis of college undergraduate students' study behaviours

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