The Relationship between Students’ Conceptions of Learning and Their Academic Achievement

Alamdarloo, Ghorban Hemati; Moradi, Shahram; Dehshiri, Gholamreza

doi:10.4236/psych.2013.41006

Cited by 20 publications

(15 citation statements)

References 15 publications

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“…Apart from societal factors, educational settings; formal education (educators, courses, school discipline and school climates) and informal education (parents, culture values in society) enculture students' conceptions of learning (Choi, 2016). The nature of these conceptions of learning can be used to explain differences in students' academic performance (Alamdarloo et al, 2013). Pivotal and central aspects of students' learning and academic performance such as their regulation of learning, learning approaches, and learning orientations are meaningfully related to their conceptions of learning, (Vermunt, 1996(Vermunt, , 2005Vermunt & Vermetten, 2004).…”

Section: Conceptions Of Learningmentioning

confidence: 99%

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

Ali

Khurshid

Shahzad

et al. 2018

EURASIA J MATH SCI T

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Conceptions of learning determine students' ways to learn, motivations and expectations in schools. Conceptions have potential to understand and mold their learning behaviors at schools. Certain types of conceptions of learning appear obvious feature of students performing poorly in schools. Literature suggests that students' conceptions of learning are affected by students' social and cultural backgrounds. Students in underdeveloped, minority and Asian social and cultures have quite different conceptions than the students in developed countries. In Pakistani public school, most students are from the lower socio-economic background. Available literature reports drill, memorization, and external regulation of learning and lack of adequate motivation to learn in students of these schools, which signpost undesired conceptions of learning. The current study deals with the students studying in Pakistani schools to determine and understand their conception of learning. A qualitative data collection approach was used to collect the data from the respondents. An approach of applied thematic analysis used reduced qualitative data into themes, sub-themes and into sub-sub-themes. The thematic analysis corroborated Pakistani secondary school science students' intake of knowledge and cooperation conceptions of learning. The findings were in line to various studies on Asian students. The high failing rate at secondary school level in science education in Pakistani schools is congruent to presence of intake of knowledge and cooperation conceptions of learning.

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Section: Conceptions Of Learningmentioning

confidence: 99%

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

Ali

Khurshid

Shahzad

et al. 2018

EURASIA J MATH SCI T

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“…Examples of a reproductive conception of learning are phrases like: learning as an 'increase of knowledge' (Säljö, 1979), 'remembering and keeping something in mind' (Eklund-Mirskog, 1998) and 'learning as reducing deficient knowledge through individual effort' (Vezzani & Miniati, 2010). On the other hand, for a constructive conception of learning, knowledge is generated by self-involvement through understanding of information and coconstruction as well sharing of meaningful knowledge (Entwistle & Peterson, 2004) that involves the use of metacognitive and strategic approaches to studying (Vermunt & Vermetten, 2004), and is linked to successful academic results (Alamdarloo, Moradi, & Dehshiri, 2013). Examples of a constructive conception of learning are phrases like: learning as 'a co-constructive and cultural process', 'personal challenge, self-efficacy and personal growth' (Vezzani & Miniati, 2010), learning as 'abstraction of meaning' and learning as 'an interpretative process aimed at the understanding of reality' (Säljö, 1979), 'getting a new perspective ' (Eklund-Mirskog, 1998).…”

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confidence: 99%

University students’ conceptions of learning across multiple domains

2017

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2University students' conceptions of learning across multiple domains AbstractResearch on students' conceptions of learning is a growing and complex area of interest in the field of psychology of education. Even though much of the investigation addressed to explore conceptions of learning at the university level, still less research has considered how naïve (i.e.'learning as reduction of deficit knowledge through individual effort') and sophisticated (i.e. 'learning as opportunity and self-efficacy') conceptions of learning are related to personal and contextual factors. This research investigated how gender, academic area, and level of study influence university students' conceptions of learning. 346 university students participated in the study. They were either from humanities (240) or technical-scientific (106) areas of study and they were attending either a Bachelor (140) or Master's degree (206) course. Conceptions of learning were explored using a self-report instrument (LCQ: Learning Conceptions Questionnaire). A MANOVA revealed that females show conceptions of learning more related to social and motivational aspects of learning with a greater personal involvement, compared with males. No typical pattern of conceptions of learning was found for humanities students or for technicalscientific students. Increasing with the level of study, students showed both naïve and sophisticated conceptions of learning increased, since both 'learning as reduction of deficit knowledge through individual effort' and 'learning as opportunities and self-efficacy' were more likely. Implications of these results and future lines of research will be discussed.

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“…Como se ha indicado en la introducción, la investigación de las concepciones de aprendizaje constituye un capítulo creciente en la investigación educativa (1,15). En el ámbito de la formación de posgrado resulta evidente que los alumnos han desarrollado con carácter previo concepciones de aprendizaje que van ineludiblemente a proyectar sobre su proceso formativo (6).…”

Section: Discussionunclassified

“…La concepción que tiene el alumno de cualquier nivel educativo sobre su propio proceso de aprendizaje constituye un elemento esencial para la adquisición de competencias en cualquier fase de su proceso formativo (1).…”

Section: Introductionunclassified

Identification of learning conceptions in postgraduate students of health sciences and social sciences

Sola¹,

Sánchez²,

Ruyffelaert³

et al. 2015

Actual. Med.

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Identificación de las concepciones de aprendizaje en estudiantes de postgrado de ciencias de la salud y ciencias sociales ResumenObjetivo: En el presente trabajo hemos realizado un estudio comparativo entre las concepciones de aprendizaje de alumnos de posgrado que realizan un máster en el área de las ciencias de la salud y un máster en el área de las ciencias sociales, con el objetivo de examinar las concepciones de aprendizaje de ambos grupos. Métodos: Con el objeto de evaluar las concepciones de aprendizaje de los alumnos, se aplica la encuesta COLI (Conceptions of Learning Inventory) modificada "ad hoc" para incorporar las competencias de estudios de posgrado. La muestra consta de un total de 41 estudiantes, 22 pertenecientes a un máster del área de salud y 19 a un máster de ciencias sociales. El estudio de los distintos ítems se lleva a cabo con una escala de Likert de 7 niveles y posteriormente se realiza un análisis estadístico de los datos mediante el método Anova. Resultados: El estudio realizado demuestra la existencia de diferencias significativas en las concepciones de aprendizaje en los alumnos de ambos programas en relación con la obtención de información, el recuerdo, uso y comprensión de la información y la adquisición de competencias. Conclusiones: Estas diferencias deben ser tenidas en cuenta para planificar el desarrollo de este tipo de programas. AbstractObjective: In this study we carried out a comparative study between posgraduate students conducting a master's degree in the area of health sciences and students conducting a master's degree in the area of social sciences, in order to examine the conceptions of learning in both groups. Methods: In order to evaluate the conceptions of learning, the COLI (Conceptions of Learning Inventory) survey modified "ad hoc" to evaluate the component "learning as acquisition of competence" is applied. The sample consists of a total of 41 students, 22 belonging to a master in the health area and 19 to a master of social sciences. The study of the different items is carried out with a Likert scale of 7 levels and then a statistical analysis of the data using ANOVA test was performed. Results: The study shows significant differences in conceptions of learning in students of both programs regarding to the different components: obtaining information, memory, use and understanding of information and the acquisition of competences Conclusions: These differences should be taken into account in planning and implementing such programs.

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The Relationship between Students’ Conceptions of Learning and Their Academic Achievement

Cited by 20 publications

References 15 publications

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

University students’ conceptions of learning across multiple domains

Identification of learning conceptions in postgraduate students of health sciences and social sciences

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