Making the Mark: Are Grades and Deep Learning Related?

Campbell, Corbin M.; Cabrera, Alberto F.

doi:10.1007/s11162-013-9323-6

Cited by 55 publications

(80 citation statements)

References 21 publications

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“…Ya hemos mencionado que una razón para ello puede ser la multiplicidad de factores de los cuales depende. Una razón adicional a considerar es el hecho de que el rendimiento no necesariamente refleja el aprendizaje (Campbell & Cabrera, 2014), y hay bastante evidencia y fundamento teórico para sostener que la motivación tiene más que ver con el aprendizaje profundo que con el rendimiento (Espinar & Ortega, 2015;Horzum, Kaymak, & Gungoren, 2015;Pintrich, Marx, & Boyle, 1993). Por ello, tal vez sería más justo con el constructo CMC y las variables motivacionales en general, relacionarlos con medidas de aprendizaje efectivo y no meramente con rendimiento.…”

Section: Conclusionesunclassified

Cuestionario de Clima Motivacional de la Clase: validez intercultural, intergénero, evolutiva y predictiva

Leal-Soto¹,

Alonso‐Tapia²

2017

REV IBEROAM DIAGN EV

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ResumenParte del trabajo docente consiste en crear un clima motivacional propicio para el aprendizaje. El Cuestionario de Clima Motivacional de la Clase (CMCQ) fue desarrollado para su evaluación. Se presentan dos estudios de validación del CMCQ. El primero sometió a prueba la invarianza factorial del instrumento entre estudiantes de educación secundaria españoles y chilenos (n=793), y por sexo en estos últimos; el segundo sometió a prueba la invarianza factorial entre niveles educativos y la validez predictiva del CMCQ sobre cambio en variables motivacionales y rendimiento en estudiantes chilenos (n=2701), a través de modelamiento con ecuaciones estructurales. Los resultados confirman la estructura unifactorial del instrumento y su invarianza por género y nivel educativo, pero muestran diferencias entre culturas; y confirman la validez predictiva del mismo respecto de cambio en variables motivacionales y, a través de éstas, sobre el rendimiento, aunque con variaciones entre culturas y niveles educativos.Palabras clave: clima motivacional de clase, motivación, educación secundaria, rendimiento AbstractPart of teaching is to create a learning motivational climate. Classroom Motivational Climate Questionnaire (CMCQ) was developed for assess the motivational climate in the classroom. Two validation studies of CMCQ are presented. The first tested the factorial invariance of the instrument among Spanish and Chilean secondary school students (n=793), and sex in the latter; the second tested the factorial invariance between educational levels and the predictive validity of CMCQ on change in motivational variables and achievement in Chilean students (n=2701), through structural equation modeling. The results confirm the factor structure of the instrument and its invariance by gender and educational level, but show differences between cultures; and confirm the predictive validity of CMCQ for change in motivational variables and, through them, on performance, although with variations between cultures and educational levels.Keywords: classroom motivational climate, motivation, highschool education, achievement La realización de ambos estudios contó con apoyo financiero a través de GRANT 1110722, otorgado por FONDECYT al primer autor. Los autores agradecen el apoyo del Dr. Rodrigo Ferrer-Urbina en la revisión de los aspectos técnicos del reporte de los resultados en el manuscrito, y de la Srta. Daniela Ramírez en la revisión formal de las referencias.

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Section: Conclusionesunclassified

Cuestionario de Clima Motivacional de la Clase: validez intercultural, intergénero, evolutiva y predictiva

Leal-Soto¹,

Alonso‐Tapia²

2017

REV IBEROAM DIAGN EV

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“…Therefore, in the process of inspiring students' learning orientation and engagement, teachers should turn from passive, teacher-oriented teaching methods to active, learner-centered activity design, and commit to bringing students to a deeper understanding, so they can apply real-life examples to different situations (Tagg, 2003), a concept known as DAL. Campbell and Cabrera (2014) used the National Survey of Student Engagement (NSSE) to measure learning engagement. More than 1400 institutions have applied this to explore their educational practices.…”

Section: Learning Engagement Via Deep Approaches To Learningmentioning

confidence: 99%

“…DAL is one of the important variables, with well-established internal and construct validity, and Goodness-of-fit Indices (RMSEA, CFI, TLI, etc.) (Laird, Shoup, & Kuh, 2006;Campbell & Cabrera, 2014), and can effectively predict students' GPA. DAL has been applied by scholars and HEIs to develop the diversified learning potential of students (Biggs, Kember, & Leung, 2001;Laird, Shoup, & Kuh, 2006;Laird et al, 2008;Pascarella, Wang, Trolian, & Blaich, 2013;Reason et al, 2010).…”

Section: Learning Engagement Via Deep Approaches To Learningmentioning

confidence: 99%

“…Students using DAL not only focus on the substantive content of the information, but also the fundamental meaning, contextual connections, and integrated knowledge it represents, thus improving teaching quality in HEIs (Biggs & Tang, 2011;Pascarella et al, 2013;Ramsden, 2003;Tagg, 2003). The development process is composed of the joint efforts of students, faculties and HEIs to foster an in-depth and specific teaching mode (Biggs & Tang, 2011;Campbell & Cabrera, 2014).…”

Section: Learning Engagement Via Deep Approaches To Learningmentioning

confidence: 99%

“…Previous studies discussing the relationship between learning engagement and outcomes often reached different and contradictory results (Campbell & Cabrera, 2014;Pike et al, 2011Pike et al, , 2012Reason, Cox, Mclntosh, & Terenzini, 2010). It is argued that these inconsistent findings might be caused by contextual variables, such as institutional and student traits, especially in major (Pike et al, 2011).…”

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The Impact of Taiwanese College Students’ Learning Motivation from Self-Determination Perspective on Learning Outcomes: Moderating Roles of Multi-Traits

2017

EDUC SCI-THEOR PRACT

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Citation: Ho, S. S. -H. (2017). The impact of Taiwanese college students' learning motivation from self-determination perspective on learning outcomes: Moderating roles of multi-traits. AbstractThe purpose of this study is to explore the associations among learning motivation, engagement and outcomes, and the moderating role of various traits in the relationship between deep approaches to learning and outcomes. Based on data from 2,340 students in multiple universities in Taiwan, this study proposes two alternative models, tested by Structural Equation Modelling (SEM). The findings suggest that deep approaches to learning play a critical role in improving college students' cognitive and non-cognitive gains.The moderating effect in learning outcomes could be attributed to student and faculty traits, suggesting that in order to understand students' learning process, each trait should be considered individually. Implications for theory and practice are also discussed in this paper.

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Deep Learning on Sustainable Development

Michel¹

2019

Encyclopedia of Sustainability in Higher Education

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Making the Mark: Are Grades and Deep Learning Related?

Cited by 55 publications

References 21 publications

Cuestionario de Clima Motivacional de la Clase: validez intercultural, intergénero, evolutiva y predictiva

Cuestionario de Clima Motivacional de la Clase: validez intercultural, intergénero, evolutiva y predictiva

The Impact of Taiwanese College Students’ Learning Motivation from Self-Determination Perspective on Learning Outcomes: Moderating Roles of Multi-Traits

Deep Learning on Sustainable Development

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