British Journal of Educational Psychology
0007-0998
2044-8279
Mỹ
Cơ quản chủ quản: Wiley-Blackwell , WILEY
Lĩnh vực:
EducationDevelopmental and Educational Psychology
Các bài báo tiêu biểu
ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* Summary . This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This approach allows processes and strategies of learning to be examined, as well as the outcomes in terms of what is understood and remembered. The starting point of this research was that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surface‐level or deep‐level processing.
Tập 46 Số 1 - Trang 4-11 - 1976
Non‐formal learning and tacit knowledge in professional work Background. This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and learning in the workplace. Aims. 1. To clarify the multiple meanings accorded to terms such as ‘ non‐formal learning’, ‘ implicit learning’ and ‘ tacit knowledge’, their theoretical assumptions and the range of phenomena to which they refer. 2. To discuss their implications for professional practice. Method. A largely theoretical analysis of issues and phenomena arising from empirical investigations. Analysis. The author's typology of non‐formal learning distinguishes between implicit learning, reactive on‐the‐spot learning and deliberative learning. The significance of the last is commonly overemphasised. The problematic nature of tacit knowledge is discussed with respect to both detecting it and representing it. Three types of tacit knowledge are discussed: tacit understanding of people and situations, routinised actions and the tacit rules that underpin intuitive decision‐making. They come together when professional performance involves sequences of routinised action punctuated by rapid intuitive decisions based on tacit understanding of the situation. Four types of process are involved‐reading the situation, making decisions, overt activity and metacognition‐and three modes of cognition‐intuitive, analytic and deliberative. The balance between these modes depends on time, experience and complexity. Where rapid action dominates, periods of deliberation are needed to maintain critical control. Finally the role of both formal and informal social knowledge is discussed; and it is argued that situated learning often leads not to local conformity but to greater individual variation as people's careers take them through a series of different contexts. This abstract necessarily simplifies a more complex analysis in the paper itself.
Tập 70 Số 1 - Trang 113-136 - 2000
THE RELATIONSHIP BETWEEN LEARNING CONCEPTION, STUDY STRATEGY AND LEARNING OUTCOME Summary . The essential point of the present study is that human learning should be studied from a second‐order perspective. This means that the emphasis is on how people see and understand the world around them. Attention is given to the ways in which students tackle the studying of a text, using the distinction introduced by Marton and Säljö between a deep‐level and a surface‐level approach. Also investigated is the extent to which these study strategies can be related to the views of students on learning itself (learning conceptions) and the quality of the learning outcome. It turned out that a learning outcome of relatively high quality must be especially associated with deep‐level approach and a constructive learning conception.
Tập 54 Số 1 - Trang 73-83 - 1984
Approaches to learning in science: A longitudinal study Background. Longitudinal studies of students’ approaches to learning in higher education can tell us much about the impact of the tertiary experience. More information about teaching and learning practices and how students respond to these may enable educators to better assist students to gain the maximum benefit from their tertiary studies. Aims. The study set out: (i) to monitor the change in approaches to learning over a three‐year period; (ii) to evaluate the relationship between student age, sex and university entry mode on students’ approaches to learning; and (iii) to evaluate the predictive validity of the SPQ scales on one mode of learning outcome, that being annual GPA. Samples. The sample consisted of 200 commencing students studying in a science course at an Australian university. Method. The Biggs SPQ was administered in a first‐year chemistry class and repeated at intervals of 4 and 8 months. This was followed by administration by post after 16 months and 30 months. Results. Student approach to learning is dynamic and amenable to change as a result of the learning experience. Of the three SPQ scales, the achieving approach appears to undergo the greatest change with time, while the deep approach showed a consistent positive correlation with assessment outcomes. Student age was a major factor in both the SPQ scores and assessment outcomes but no gender effect was evident. Conclusions. Students see university study, and in particular the first year, as a survival course and adopt strategies suited to that task. Older students adopt approaches to study which differ from their younger colleagues and as a consequence they are in general more successful in the tertiary environment.
Tập 71 Số 1 - Trang 115-132 - 2001
ON QUALITATIVE DIFFERENCES IN LEARNING: IV—EFFECTS OF INTRINSIC MOTIVATION AND EXTRINSIC TEST ANXIETY ON PROCESS AND OUTCOME SUMMARY. Eighty‐one students were asked to read an article under different conditions of extrinsic and intrinsic motivation. The conditions were varied by choosing the sample so as to make the article relevant or irrelevant to contrasting subgroups, thus attempting to control the level of intrinsic motivation. The test conditions were varied to increase ego‐involvement and threat to self‐esteem in one situation, while providing a situation for other subgroups which was supportive and non‐demanding. The qualitative differences in learning process and outcomes and the quantitative differences in recall of factual knowledge were investigated in relation to the various experimental subgroups created. Self‐reports on trait and state test‐anxiety, and the extent to which the students had actually experienced the types of motivation intended to be produced by experimental manipulation, were also investigated in relation to qualitative and quantitative differences in learning. Lack of interest in the text, efforts to adapt to expected test demands, and high test anxiety, were all found to increase the tendency towards surface‐processing and ineffective, reproductive attempts at recall. However, an adaptive approach allied to strong interest and low anxiety produced a high proportion of deep‐level approaches with good factual recall.
Tập 47 Số 3 - Trang 244-257 - 1977
The social skills problems of victims of bullying: Self, peer and teacher perceptions Background. A small number of prior studies have found that victims of school bullying tend to exhibit poor social skills. Few of these have examined this issue from multiple perspectives, and there has been a focus on a restricted range of social skills.Aims. To determine the extent to which self, peers, and teachers regard victims as having poorer social skills than non‐victims across 20 behaviours/competencies.Sample. A convenience sample of 330 pupils aged between 9 and 11 years (162 girls and 168 boys) provided self‐report and peer‐report data. They were drawn from 12 classes from 6 junior schools in the UK. Additionally, 11 of the class teachers provided data.Method. Three separate methods were employed and in each case, participants were provided with 20 short statements that described a different social skill: (1) participants who were classified as either ‘victims’ or ‘non‐victims’ (using peer nominations) rated themselves on a 3‐point scale in terms of how like them each description was, (2) participants were asked to think of a victim and a non‐victim in their class and to rate both of these people on each description, and (3) teachers were asked to rate a previously identified victim and a non‐victim from their class on each description.Results. Using a direct discriminant function analysis of the self‐ratings, six of the social skills items were found to discriminate between victims and non‐victims, and the discriminant function was able to correctly classify 80% of the participants. For 18 of the items, peer ratings indicated significantly more pronounced social skills problems for victims than for non‐victims. Teacher ratings were significant for eight of the social skill items, and in each case, victims were rated as having greater problems.Conclusion. The finding that victims are perceived by three different sources to have poor social skills has important implications for interventions to support victims of bullying.
Tập 75 Số 2 - Trang 313-328 - 2005
The interplay between motivation, self‐efficacy, and approaches to studying Background The strategies students adopt in their study are influenced by a number of social‐cognitive factors and impact upon their academic performance. Aims The present study examined the interrelationships between motivation orientation (intrinsic and extrinsic), self‐efficacy (in reading academic texts and essay writing), and approaches to studying (deep, strategic, and surface). The study also examined changes in approaches to studying over time. Sample A total of 163 first‐year undergraduate students in psychology at a UK university took part in the study. Methods Participants completed the Work Preference Inventory motivation questionnaire, self‐efficacy in reading and writing questionnaires and the short version of the Revised Approaches to Study Inventory. Results The results showed that both intrinsic and extrinsic motivation orientations were correlated with approaches to studying. The results also showed that students classified as high in self‐efficacy (reading and writing) were more likely to adopt a deep or strategic approach to studying, while students classified as low in self‐efficacy (reading and writing) were more likely to adopt a surface approach. More importantly, changes in students' approaches to studying over time were related to their self‐efficacy beliefs, where students with low levels of self‐efficacy decreased in their deep approach and increased their surface approach across time. Students with high levels of self‐efficacy (both reading and writing) demonstrated no such change in approaches to studying. Conclusions Our results demonstrate the important role of self‐efficacy in understanding both motivation and learning approaches in undergraduate students. Furthermore, given that reading academic text and writing essays are essential aspects of many undergraduate degrees, our results provide some indication that focusing on self‐efficacy beliefs amongst students may be beneficial to improving their approaches to study.
Tập 80 Số 2 - Trang 283-305 - 2010
CULTURAL SPECIFICITY OF APPROACHES TO STUDY Summary . This paper discusses the cultural specificity of constructs reported in research into approaches to study of western students. Data are reported from a survey of approaches to study of students at a Hong Kong tertiary institution. The Biggs' Study Process Questionnaire (SPQ) was administered to a sample of 1043 students. The SPQ and the Approaches to Studying Inventory were both administered to a smaller sample to aid in interpretation of the data. The resulting factor structures for deep and achieving approach scales were reasonably consistent with those obtained in western countries. However, the results cast doubt on the direct transferability of the surface approach construct to Hong Kong students for whom a narrow approach appeared to predominate, characterised by a systematic, step‐by‐step, processing of information. Students tried to understand each segment of information before committing it to memory. It is suggested that the different approaches might arise because of either limited English language ability or the nature of schooling and upbringing of children in Hong Kong.
Tập 60 Số 3 - Trang 356-363 - 1990
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure Background The multidimensionality of the academic self‐concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so‐called affect‐competence separation) needs further examination. Aim This study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics. Sample Data analysed in this study were part of a large‐scale longitudinal research project. Following a five‐wave design, math enjoyment, math competence beliefs, math achievement, and perceived math effort expenditure measures were repeatedly collected from a cohort of 4,724 pupils in Grades 3–7. Method Confirmatory factor analysis (CFA ) was used to test the internal factor structure of the math self‐concept. Additionally, a series of nested models was tested using structural equation modelling to examine longitudinal reciprocal interrelations between math competence beliefs and math enjoyment on the one hand and math achievement and perceived math effort expenditure on the other. Results Our results showed that CFA models with separate factors for math enjoyment and math competence beliefs fit the data substantially better than models without it. Furthermore, differential relationships between both constructs and the two educational outcomes were observed. Math competence beliefs had positive effects on math achievement and negative effects on perceived math effort expenditure. Math enjoyment had (mild) positive effects on subsequent perceived effort expenditure and math competence beliefs. Conclusion This study provides further support for the affect‐competence separation. Theoretical issues regarding adequate conceptualization and practical consequences for practitioners are discussed.
Tập 84 Số 1 - Trang 152-174 - 2014
Typical intellectual engagement, Big Five personality traits, approaches to learning and cognitive ability predictors of academic performance Background Both ability (measured by power tests) and non‐ability (measured by preference tests) individual difference measures predict academic school outcomes. These include fluid as well as crystalized intelligence, personality traits, and learning styles. This paper examines the incremental validity of five psychometric tests and the sex and age of pupils to predict their General Certificate in Secondary Education (GCSE) test results.Aims The aim was to determine how much variance ability and non‐ability tests can account for in predicting specific GCSE exam scores.Sample The sample comprised 212 British schoolchildren. Of these, 123 were females. Their mean age was 15.8 years (SD 0.98 years).Method Pupils completed three self‐report tests: the Neuroticism–Extroversion–Openness‐Five‐Factor Inventory (NEO‐FFI) which measures the ‘Big Five’ personality traits, (Costa & McCrae, 1992 ); the Typical Intellectual Engagement Scale (Goff & Ackerman, 1992 ) and a measure of learning style, the Study Process Questionnaire (SPQ; Biggs, 1987 ). They also completed two ability tests: the Wonderlic Personnel Test (Wonderlic, 1992 ) a short measure of general intelligence and the General Knowledge Test (Irving, Cammock, & Lynn, 2001 ) a measure of crystallized intelligence. Six months later they took their (10th grade) GCSE exams comprising four ‘core’ compulsory exams as well as a number of specific elective subjects.Results Correlational analysis suggested that intelligence was the best predictors of school results. Preference test measures accounted for relatively little variance. Regressions indicated that over 50% of the variance in school exams for English (Literature and Language) and Maths and Science combined could be accounted for by these individual difference factors.Conclusions Data from less than an hour's worth of testing pupils could predict school exam results 6 months later. These tests could, therefore, be used to reliably inform important decisions about how pupils are taught.
Tập 79 Số 4 - Trang 769-782 - 2009