2014
DOI: 10.1080/13562517.2014.934348
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What impedes or enhances my studying? The interrelation between approaches to learning, factors influencing study progress and earned credits

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Cited by 54 publications
(60 citation statements)
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“…Even though researchers today share a common understanding that emotions play an important role in learning (e.g., Linnenbrick & Pekrun, 2011;Pekrun & Stephens, 2010), there is a scarcity of research on how emotions are related to students' study progress. Whereas previous studies have investigated into variables that relate to study progress (e.g., Duff, 2004;Hailikari & Parpala, 2014;Rytkönen, Parpala, Lindblom-Ylä nne & Postareff, 2012;Van den Berg & Hoffman 2005), there is a lack of research on the subjective, experiential, correlates of study progress. Understanding the role that emotions play in study progress is important in order to better support students in their studies.…”
Section: Introductionmentioning
confidence: 99%
“…Even though researchers today share a common understanding that emotions play an important role in learning (e.g., Linnenbrick & Pekrun, 2011;Pekrun & Stephens, 2010), there is a scarcity of research on how emotions are related to students' study progress. Whereas previous studies have investigated into variables that relate to study progress (e.g., Duff, 2004;Hailikari & Parpala, 2014;Rytkönen, Parpala, Lindblom-Ylä nne & Postareff, 2012;Van den Berg & Hoffman 2005), there is a lack of research on the subjective, experiential, correlates of study progress. Understanding the role that emotions play in study progress is important in order to better support students in their studies.…”
Section: Introductionmentioning
confidence: 99%
“…It is pointed out that the deep learning approach students, think critically and deeply to form their own conclusions about course material (Bolkan, et al, 2011). In essence, literature reveals that students with a deep approach to learning aim to understand the teaching and learning environment as well as subject matter more positively than students with surface approach (Hailikari & Parpala, 2014). Students in this category focus on understanding the course material instead of relying on memorisation (Felder & Brent, 2005).…”
Section: Deep Learning Approachmentioning
confidence: 99%
“…Felder and Brent (2005) argue that student who employ surface approach to learning tend to memorise facts, do not fit them into context and they aim for routine solution methods without attempting to understand their original and limitation. It has been stated that students following the surface learning approach often learn to remember facts, identify aspects and focus on what they were taught (Abedina et al, 2013;Warren, 2004).Regarding this, it has been stated that these students face the challenge in forming a bigger picture and aiming at reproducing the knowledge (Hailikari & Parpala, 2014). Surface learners have a reproductive conception of learning and are extrinsically motivated mostly by the results (Roblyer, McDaniel, Webb, Herman, & Witty, 2010).…”
Section: Surface Learning Approachmentioning
confidence: 99%
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