Antecedents of college students' study deficiencies: the relationship between course features and students' study activities

Springer Science and Business Media LLC - Tập 22 - Trang 275-296 - 1991
John W. Thomas1, Linda Bol1, Robert W. Warkentin1
1University of California, Graduate School of Education, Berkeley, USA

Tóm tắt

Students entering institutions of higher learning have been observed to be deficient in the skills and dispositions necessary for engaging in sustained autonomous study. Evidence from investigations comparing instructional features and students' study activities across different courses and grade levels suggests that (a) particular features of courses may act to prompt or inhibit the development of proficiency at academic studying; and (b) the difficulties experienced by postsecondary students may be traced to certain discontinuties between characteristics of courses at the secondary versus post-secondary levels. These discontinuities can be described in terms of three dimensions: (a) differences in the demands made on particular study activities associated with different coursework requirements; (b) the degree to which instructors provide supportive practices designed to facilitate or sustain students' productive study activities; and (c) the prevalance of teaching strategies designed to compensate students for their study deficiencies. Using evidence from extant research on studying and results from recent investigation of secondary-level courses, the claim is made that particular patterns of instructor-implemented demands (workload, test difficulty, and latitude for self-direction) and compensations (test review practices, overlap between test items and instructor handouts, and the presence of ‘safety nets’) might account for deficiencies in the study activities of postsecondary graduates. Further, improving the level of preparedness of secondary-level graduates for the demands associated with higher education courses is discussed in terms of the need for the provision of particular support practices (e.g., feedback, clear performance expectations, and guided practice) in secondary-level courses.

Tài liệu tham khảo

Anderson, T. H., and Armbruster, B. B. (1984). ‘Studying’, in Pearson, P.D. (ed.), Handbook of Reading Research. New York: Longman, pp. 657–680. Annis, L., and Annis, D. (1982). ‘A normative study of students' preferred study techniques’, Reading World 21, 201–207. Bereiter, C., and Scardamalia, M. (1987). ‘Intentional learning as a goal of instruction’, in Resnick, L. B. (ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser. Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 361–392. Biggs, J. B. (1970). ‘Personality correlates of certain dimensions of study behavior’, Australian Journal of Psychology 22, 287–297. Biggs, J. B. (1976). ‘Dimensions of study behavior: another look at ATT’, British Journal of Educational Psychology 46, 68–80. Bol, L., and Thomas, J. W. (1991). ‘The relationship between teachers' classroom practices and students' study activities’. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, April 1991. Borkowski, J. G., and Krause, A. J. (1985). ‘Metacognition and attributional beliefs’, in d'Ydewalle, G. (ed.), Cognition, Information Processing, and Motivation. North Holland: Elsevier Science Publishers B. V., pp. 557–567. Bossone, R. M. (1970). The reading-study skills problems of students in community colleges of the City University of New York. Paper, New York: City University of New York. Bracewell, R. J. (1983). ‘Investigating the control of writing skills’, in Mosenthal, P., Tamor, L., and Walmsley, S. J. (eds.), Research on writing. New York: Longman, pp. 177–203. Bransford, J. D., Nitsch, K. E., and Franks, J. J. (1977). ‘Schooling and the facilitation of knowing’, in Anderson, R. C., Spiro, R. J., and Montague, W. E. (eds.), Schooling and the Acquisition of Knowledge. Hillsdale, NJ: Erlbaum, pp. 31–56. Bretzing, B. H., Kulhavy, R. W., and Caterino, L. C. (1987). ‘Notetaking by junior-high school students’, Journal of Educational Research 80, 359–362. Brown, A. L., Campione, J. C., and Day, J. D. (1981). ‘Learning to learn: on training students to learn from text’, Educational Researcher 10, 14–21. Brown, A. L., Smiley, S. S., and Lawton, S. W. C. (1978). ‘The effects of experience on the selection of suitable retrieval cues for studying texts’, Child Development 49, 829–835. Brown, A. L., Bransford, J. D., Ferrara, R. A., and Campione, J. C. (1983). ‘Learning, remembering, and understanding’, in Flavell, J. H., and Markman, E. H. (eds.), Handbook of Child Psychology: Cognitive Development. Vol. 3. New York: Wiley, pp. 77–176. Christopoulos, J., Rohwer, W. D. Jr., and Thomas, J. W. (1987). ‘Grade-level differences in students' study activities as a function of course characteristics’, Contemporary Educational Psychology 12, 303–323. Connor, J. M. (1977). ‘Effects of organization and expectancy on recall and recognition’, Memory and Cognition 5, 315–318. Crooks, T. J. (1988). ‘The at impact of classroom evaluation practices on students’, Review of Educational Research 58, 438–481. Curley, R. G., Trumbull Estrin, E., Thomas, J. W., and Rohwer, W. D. Jr. (1987). ‘Relationships between study activities and achievement as a function of course characteristics’, Contemporary Educational Psychology 12, 324–343. Dansereau, D. F. (1985). ‘Learning strategy research’, in Segal, J. W., Chipman, S. F., and Glaser, R. (eds.), Thinking and Learning Skills Volume 1. Hillsdale, NJ: Erlbaum, pp. 209–240. Davis, J. A. (1975). ‘The impact of special service programs in higher education for disadvantaged students’. Paper, Princeton: Educational Testing Service. Doyle, W. (1981). ‘Research on classroom contexts’, Journal of Teacher Education 32, 3–6. Duckworth, K., Fielding, G., and Shaughnessey, J. (1986). ‘The relationship of high school teachers' class testing practices to students' feelings of efficacy and efforts to study’, Eugene, OR: Center for Educational Policy and Management, Oregon University. d'Ydewalle, G., Swerts, A., and De Corte, E. (1983). ‘Study time and test performance as a function of test expectations’, Contemporary Educational Psychology 8, 55–67. Einstein, G. O., Morris, J., and Smith, S. (1985). ‘Notetaking, individual differences, and memory for lecture information’, Journal of Educational Psychology 77, 522–532. Entwistle, N. J., and Ramsden, P. (1983). Understanding Student Learning. London: Croom Helm. Entwistle, N. J., and Tait, H. (1990). ‘Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments’, Higher Education 19, 168–194. Feldt, R. C. (1990). ‘Test expectancy and performance on factual and higher-level questions’, Contemporary Educational Psychology 15, 212–233. Fetters, W., Brown, G. H., and Owings, J. A. (1984). ‘High school seniors. A comparison study of the classes of 1972 and 1980’, Washington, D.C.: National Center for Education Statistics. Fleming, M., and Chambers, B. (1983). Teacher-Made Tests: Windows on the Classroom. San Francisco: Jossey-Bass. Fullilove, R. E., and Treisman, P. U. (1990). ‘Mathematics and achievement among African American undergraduates at the University of California, Berkeley: an evaluation of the Mathematics Workshop Program’, Journal of Negro Education 59, 63–478. Green, C. A., and Rankin, P. T. (1985). ‘Detroit high school students perceptions regarding homework and study habits, 1985’, Detroit, MI: Detroit Public Schools, Office of Instructional Improvement. Goldman, R. D., and Warren, R. (1973). ‘Discriminant analysis of study strategies connected with college grade success in different major fields’, Journal of Educational Measurement 10, 39–47. Gullickson, A. R. (1984). ‘Teacher perspectives of their instructional use of tests’, Journal of Educational Research 77, 244–248. Haertel, E. (1986). ‘Choosing and using classroom tests: teachers perspectives on assessment’. Paper presented at the annual Meeting of the American Educational Research Association, San Francisco. Hakstian, A. R. (1971). ‘The effects of type of examination anticipated on test preparation and performance’, Journal of Educational Research 64, 319–324. Houston, L. N. (1987). ‘The predictive validity of a study habits inventory for first semester undergraduates’, Educational and Psychological Measurements 47, 1025–1030. Jensen Delucchi, J., Rohwer, W. D. Jr., and Thomas, J. W. (1986). ‘Study time allocation as a function of grade level and course characteristics’, Contemporary Educational Psychology 12, 365–380. Keith, T. Z. (1982). ‘Time spent on homework and high school grades: a large-sample path analysis’, Journal of Educational Psychology 74, 248–253. Keith, T. Z., Reimers, T. M., Fehrmann, P. G., Pottebaum, S. M., and Aubey, L. W. (1986). ‘Parental involvement, homework, and TV time: direct and indirect effects on high school achievement’, Journal of Educational Psychology 78, 373–380. Kiewra, K. A. (1985). ‘Investigating notetaking and review: a depth of processing alternative’, Educational Psychologist 20, 23–32. Kulhavy, R. W. (1977). ‘Feedback in written instruction’, Review of Educational Research 47, 211–232. Kumar, V. K., Rabinsky, L., and Pandar, T. J. (1979). ‘Test mode, test instructions, and retention’, Contemporary Educational Psychology 4, 211–218. Laurillard, D. (1979). ‘The processes of student learning’, Higher Education 8, 395–409. Leong, F. T. L., and Sedlacek, W. E. (1981). ‘A profile of the incoming freshmen of the University of Maryland’. Paper, College Park, MD: Counseling Center, University of Maryland. Light, R. J. (1990). ‘The Harvard Assessment Seminars: Explorations with student and faculty about teaching, learning, and student life: First Report’, Cambridge, MA: Harvard Graduate School of Education. Losak, J., Schwartz, M. I., and Morris, C. (1982). ‘College students in remedial courses: report on their high school preparation’, College Board Review 125, 21–22, 29–30. Miller, C. M. L., and Parlett, M. (1974). Up to the Mark: A Study of the Examination Game. London: Society for Research into Higher Education. Natriello, G. (1987). ‘The impact of evaluation processes on students’, Educational Psychologist 22, 15–175. Nettles, M. T. (1988). ‘Factors related to black and white students' college performance’, in Nettles, M. T. (ed.), Toward Black Undergraduate Student Equality in American Higher Education, New York: Greenwood Press, pp. 17–34. Peterson, P. L., and Swing, S. R. (1983). ‘Problems in classroom implementation of cognitive strategy instruction’, in Pressley, M., and Levin, J. R. (eds.), Choice and Perceived Control. Hillsdale, NJ: Erlbaum, pp. 267–287. Pond, L. (1964). ‘A study of high and low achieving freshmen’, Australian Journal of Higher Education 2, 73–78. Pressley, M., and Ghatala, E. S. (1990). ‘Self-regulated learning: monitoring learning from text’, Educational Psychologist 25, 19–33. Pressley, M., Snyder, B. L., and Cariglia-Bull, T. (1986). ‘How can good strategy use be taught to children: evaluation of six alternative approaches’, in Cormier, S. and Hagman, J. (eds.), Transfer of Learning: Contemporary Research and Applications. Orlando, FL: Academic Press, pp. 81–121. Rickards, J. P., and Friedman, F. (1978). ‘The encoding versus the external storage hypothesis’, Journal of Educational Psychology 3, 136–143. Rohwer, W. D. Jr. (1984). ‘An invitation to a developmental psychology of studying’, in Morrison, F. J., Lord, C. A., and Keating, D. P. (eds.), Advances in Applied Developmental Psychology Vol. 1. New York: Academic Press, pp. 1–57. Roueche, J. E., Baker, G. A., and Roueche, S. D. (1983). College Responses to Low-Achieving Students: A National Study. Orlando, FL: HBJ Media Systems Co. Sanford, J. P. (1987). ‘Management of science tasks and effects on students' learning opportunities’, Journal of Research in Science Teaching 24, 249–265. Santeusanio, R. P. (1974). ‘Do college reading programs serve their purpose?’, Reading World 13, 258–269. Schallert, D. L., and Tierney, R. J. (1980). Learning from Expository Text: The Interaction of Text Structure with Reader Characteristics. Austin, TX: Department of Educational Psychology, Texas University. Schuman, H., Walsh, E., Olson, C., and Etheridge, B. (1985). ‘Effort and Reward: the assumption that college grades are affected by quantity of study’, Social Forces 63, 945–966. Strage, A., Thomas, J. W., and Bol, L. (1991 April). ‘The relationship between teachers' classroom practices and student achievement in high-school Biology courses’. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago. Strage, A. Tyler, A. B., Rohwer, W. D. Jr., and Thomas, J. W. (1987). ‘An analytic framework for assessing distinctive course features within and across grade levels’. Contemporary Educational Psychology 12, 279–302. Thomas, J. W. (1988). ‘Proficiency at academic studying’, Contemporary Educational Psychology 13, 265–275. Thomas, J. W., and Rohwer, W. D. Jr. (1986). ‘Academic studying: the role of learning strategies’, Educational Psychologist 21, 19–41. Thomas, J. W., and Rohwer, W. D. Jr. (1987). ‘Grade-level and course-specific differences in academic studying: summary’, Contemporary Educational Psychology 12, 381–385. Thomas, J. W., and Rohwer, W. D., Jr. (in press). ‘Studying across the life span’, in Yussen, S. R. and Smith, M. C. (eds.), Reading Across the Life Span. New York: Springer-Verlag. Thomas, J. W., Strage, A., Bol, L. and Warkentin, R. W. (1990). ‘Features of high school science courses expected to prompt students' study activities’. Paper presented at the Annual Meeting of the American Educational Research Association, Boston. Warkentin, R. W., Bol, L., and Thomas, J. W. (1990). ‘Validation of a study activity inventory based on hierarchical models of studying’. Paper presented at the Annual Meeting of the American Educational Research Association, Boston. Weissberg, M., Berentson, M., Cote, A., Cravey, B., and Heath, K. (1982). ‘An assessment of the personal, career, and academic needs of undergraduate students’, Journal of College Student Personnel 23, 115–122. Wolf, R. M. (1979). ‘Achievement in the United States’, in Walberg, H. J. (ed.), Educational Environments and Effects. Berkeley, CA: McCutchan, pp. 313–330. Zimmerman, B. J. (1989). ‘A social-cognitive view of self-regulated learning’, Journal of Educational Psychology 81, 329–339.