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1.
It has been claimed that students from “Confucian-heritage” cultures approach studying in higher education differently from Western students. This study investigated the experiences and the approaches to studying of students at a university in China. A total of 356 students completed both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI). Their responses to the CEQ yielded two factors concerned with student support and course demands. Their responses to the RASI yielded two factors: a deep/strategic approach and a surface approach. Students who rated their courses positively in terms of student support were more likely to adopt a deep/strategic approach. Students who rated their courses positively in terms of course demands were less likely to adopt a surface approach. In broad terms, the students' perceptions and approaches to studying were similar to those of Western students, though with some specific differences. The findings add to the literature on Chinese students' approaches to learning and also have practical implications for teachers seeking to promote more desirable forms of studying in their students.  相似文献   

2.
The relationship between university students’ perceptions of their academic environment, their approaches to study, and academic outcomes was investigated for first and fourth-final year students. The responses of 88 first and 92 fourth year students were analysed using a path analysis model. Students’ perceptions of the learning environment were measured by an instrument based on the Course Perceptions Questionnaire (CPQ) and Course Experience Questionnaire (CEQ) inventories. The Approaches to Studying Inventory (ASI) was used to assess students’ approaches to studying. The structure of the ASI inventory was explored by factor analysis. The analysis gave two factors which reflect the deep and surface approaches to studying. Workload does not predict any of the studying approaches and academic outcomes. There was a pattern of relationships between deep approach, perceptions of learning environment which encourage this approach, and outcomes. Assessment methods was the best predictor of satisfaction for all of the students. For the first year students, University grade was not associated with any of the explored variables but the level of satisfaction was predicted by relationships with tutors and fellows. For the fourth year students, good teaching predicted achievement both directly and indirectly through the deep approach to studying. The findings indicate that fourth year students’ perceptions of the current learning environment are a stronger predictor of academic achievement than prior academic ability (university entrance examinations’ grade). The study suggests further exploration of the impact of affect in learning especially for the newcomers.  相似文献   

3.
Previous studies of “the Chinese learner” have confounded the effects of culture and context or have used heterogeneous samples of students. In this study, 134 British students and 207 students from mainland China following 1-year postgraduate programmes at six British business schools completed the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI). The two groups yielded the same factor structure on both instruments. There were no significant differences in their scores on the CEQ. On the RASI, the British students produced higher scores on deep approach and strategic approach. These differences could not be attributed to differences in response style. In short, when British and mainland Chinese students were compared within the same educational context, their perceptions and approaches to studying showed the same underlying constructs, but in the present context Chinese students were less likely to exhibit deep or strategic approaches to studying.  相似文献   

4.
The Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to students who were taking electronically delivered courses in computer science. The constituent structure of the CEQ was preserved in this distinctive context, and a second-order factor analysis confirmed its role as an index of perceived academic quality. The students' scores on the individual scales of the CEQ and the ASI shared nearly two-thirds of their variance. In short, approaches to studying in electronically delivered courses are strongly associated with students' perceptions of the academic quality of those courses.  相似文献   

5.
Research on students' approaches to learning in higher education has consistently demonstrated strong relationships between approaches to studying and perceptions of the learning environment. The vast majority of these studies have been carried out with Australian and British students. Using the Approaches and Study Skills Inventory for Students (ASSIST) and the Course Experience Questionnaire (CEQ), this study investigated these relationships with a large sample of Canadian undergraduates. The factor structure of the ASSIST was confirmed at the main scale level. The factor structure of the CEQ was largely confirmed, though some small changes were noted. Previous findings of significant correlations between approaches and CEQ scales were supported. The strongest relationships were found between heavy workload/inappropriate assessment and surface approach, and between generic skills and deep approach. Consistent with other studies, age was found to be a significant variable with regard to approaches. Implications for the practice of higher education staff development are discussed.  相似文献   

6.
The Course Experience Questionnaire (CEQ) is a 36-item instrument that is intended to measure six different aspects of students’ perceptions of the academic quality of their programmes. It has been widely used in Western countries, and it has also been used in non-Western countries, including China, Hong Kong, Japan and Pakistan. Nevertheless, in the latter countries, it has sometimes not been possible to identify the full range of constructs that were supposed to be measured by the original CEQ. We translated the CEQ into Bengali and administered this to 552 science students at 15 higher secondary schools in West Bengal, India. A confirmatory factor analysis found that their responses provided a poor fit to the original six-factor model of the CEQ. An exploratory factor analysis identified just four constructs, which reflected good teaching, generic skills, student support and appropriate workload. The items with salient loadings on the four factors were used to construct four scales. The students’ scores on three of the four scales showed satisfactory levels of internal consistency. A factor analysis of their scores on all four scales yielded one overarching factor that could be interpreted as a measure of perceived academic quality. A reduced version of the CEQ consisting of the 30 items that constitute these four scales can be recommended as a measure of students’ perceptions of the academic quality of programmes in West Bengal.  相似文献   

7.
Adopting a deep approach to learning is associated with positive academic outcomes. In the current paper, we extend this analysis in a university context by recognising that learners are not isolated individuals, but share important social identifications with others. Using online surveys at an Australian university, we examine the effects of discipline social identification and educational norms on the adoption of learning approaches. Students from a range of academic disciplines indicated their social identification with their discipline, their perceptions of peer norms within their discipline of study, and what their own learning approaches were. Results demonstrate a significant role of discipline-related social identification in predicting learning approaches, even after controlling for personal factors and quality of teaching. Moreover, perceived norms moderated this effect. Students’ approaches to learning are affected not simply by their salient self-concepts, but by their salient discipline-related self-concepts and the norms embodied in the learning environment.  相似文献   

8.
A total of 245 business studies students (115 females and 130 males) responded to the Revised Approaches to Studying Inventory (RASI). Consistent with earlier studies, the purposes of the present study were (i) to examine some of the psychometric properties of the RASI; (ii) to investigate whether the RASI was predictive of academic success; and (iii) to investigate the effects of gender, age and programme of study on approaches to studying. The data were analysed using principal components factor analysis. The resulting fit of the RASI subscales to the hypothesised structure was good, thus providing support for the notions of deep, surface and strategic approaches and the lack of direction and academic self‐confidence orientations. The reliability of the ‘lack of direction’ subscale was low. The RASI's ability to predict academic performance investigated using a range of learning performance measures. These data were further analysed in terms of degree programme. Subjects’ mean scores on each of the scales were analysed in terms of age and gender. This revealed a number of significant effects. These findings, and the use of the RASI, are discussed in terms of their implications for the requirements for increased learner autonomy in further and higher education.  相似文献   

9.
Students at a Pakistani medical college were surveyed using instruments taken from Western research. The students who rated their courses positively tended to adopt an organised approach in their learning and studying. The students who perceived that their assessment and workload were inappropriate preferred a transmissive approach to teaching and adopted a surface approach in their learning and studying. The students who preferred a student-centred approach to teaching tended to adopt a deep approach in their learning and studying. This confirms the idea, well established in Western research, that there exists a strong relationship between students’ perceptions of their courses and the approaches that they adopt on those courses. However, the incorporation of problem-based learning in the medical curriculum had not led to any enhancement of their perceptions and preferences, nor had it led to an unambiguous improvement in their approaches to studying. This is attributed to the hybrid nature of their programmes, in which problem-based activities were combined with more conventional forms of teaching and assessment, and to the anxiety and stress which seem to be common among students at medical schools in Pakistan.  相似文献   

10.
This study investigated how attentional control and study‐related dispositional flow influence students' approaches to studying when preparing for academic examinations. Based on information‐processing theories, it was hypothesised that attentional control would be positively associated with deep and strategic approaches to studying, and negatively associated with surface approach to studying. Based on flow theory, it was hypothesised that flow would partially mediate the relationships between attentional control and approaches to studying. A sample of 237 university students completed the Attentional Control Scale (ACS), the Dispositional Flow Scale‐2 (DFS‐2), the Approaches and Study Skills Inventory for Students (ASSIST) and the Evaluation Anxiety Scale (EVAN) one week before examinations. Multiple regressions supported all the hypothesised relationships. The implications of these findings are outlined.  相似文献   

11.
The study sought to establish the level of students' self‐assessment skill—particularly inexperienced students—and to examine the relationship between self‐assessment skill and learning style, student perceptions of academic locus of control and academic self‐efficacy. Students were asked to evaluate and provide estimated marks for their own work, were which compared with tutors' actual marks. Students also completed measures of learning style, academic locus control and academic self‐efficacy. Comparisons of student estimated and tutor marks indicated a good level of self‐assessment skill in the majority of students. A significant minority of students did however fail to exhibit such skills. There was also some evidence of a tendency for students to underestimate their performance. While both strategic and deep approaches to learning were shown to be positively correlated with tutor mark, only surface approach was negatively correlated with students' estimated mark, suggesting that surface learners are inclined to provide lower evaluations of their own performance. Deep approach was also correlated with accuracy of student self‐assessment skill, suggesting that deep learning is associated with self‐assessment competency. No clear or convincing associations between self‐assessment skill and perceptions of academic locus of control or academic self‐efficacy were identified. Findings suggest that while self‐assessment skill undoubtedly develops, becoming more effective during students' academic career, inexperienced students do have the capacity for self‐evaluation and should therefore be included in self‐assessment activities. In the light of findings related to learning style and the heterogeneous nature of student groups, student monitoring and skill development are proposed in order to allow the integration of self‐assessment into the learning and assessment process.  相似文献   

12.
To investigate the effects of different kinds of curriculum, the Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to 225 2nd-year students at six different schools of occupational therapy. Their curricula were classified as problem-based, subject-based or hybrid. Their scores on the scales of the CEQ and ASI were closely related, insofar as they shared more than half of their respective variance. Problem-based curricula were associated with higher scores on the scales of the CEQ concerned with appropriate assessment and emphasis on independence. With the ASI, problem-based curricula were associated with lower scores on all of the scales concerned with a reproducing orientation, and with higher scores on the scale concerned with a deep approach. These findings suggest that the implementation of a problem-based curriculum has desirable effects on the quality of learning, and these are at least in part mediated by students' perceptions of their academic environment.  相似文献   

13.
The Course ExperienceQuestionnaire (CEQ) and a short form of theApproaches to Studying Inventory (ASI) wereadapted for use in distance education and wereadministered to students taking six differentcourses with the Open University. Theconstituent structure of the CEQ was preservedin this distinctive context, and a second-orderfactor analysis confirmed its status as ameasure of perceived academic quality. Thestudents' scores on the individual scales ofthe CEQ and the ASI shared almost half of theirrespective variance. It is concluded thatapproaches to studying in distance educationare strongly associated with students'perceptions of the academic quality of theircourses.  相似文献   

14.
In this study, we investigated-secondary school students’ perceptions of their constructivist learning environment in Liberal Studies, and whether their perceptions were related to their critical thinking ability. A convenience sample of Secondary Three students (N = 967) studying Liberal Studies in Hong Kong participated in this research by completing a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. Students perceived their learning environment to be moderately constructivist in nature. Both age and school banding differences were identified in that younger students and students in band 1 schools tended to perceive a higher degree of constructivist characteristics in their learning environment. Multiple regression analyses indicated that three of the five scales of CLES were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability, while Personal Relevance and Critical Voice were positively related to critical thinking ability. Findings of the study are discussed with reference to developing students’ critical thinking ability in Liberal Studies classrooms.  相似文献   

15.
Achievement goals predict learning in children and young adults, but it is unclear whether they apply to older adults and how they are related to approaches to studying. An online survey examined achievement goals, approaches to studying and academic attainment in distance learners. The Achievement Goals Questionnaire-Revised and the Approaches to Learning and Studying Inventory were given to 2000 students, yielding 1211 responses. The findings confirmed the 2?×?2 model of mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals in adult distance learners. Mastery goals were positively associated with deep and strategic approaches to studying but negatively associated with a surface approach. Performance goals showed only weak associations with approaches to studying. Performance-approach goals were positively related to attainment, performance-avoidance goals were negatively related to attainment, but mastery goals were unrelated to attainment. The relationship between achievement goals and attainment was partly but not wholly mediated by approaches to studying.  相似文献   

16.
Both learning style and academic belief systems have been identified as significant factors contributing to academic achievement. This paper evaluates the efficacy of teaching and learning in higher education by investigating the relationship between students assessment of their own academic proficiency (in this case Research Methods Proficiency [RMP]), learning style, academic locus of control, academic self-efficacy and academic achievement. First and second year undergraduate students' RMP was measured before and after completing modules in Research Methods. Students also completed measures of approaches to learning, academic self-efficacy and academic locus of control. Academic achievement (module mark) was also recorded. Results showed that perceived proficiency increased after completing the taught modules and that perceived proficiency was positively correlated with academic performance. Level 1 students, taught under the recently modified programme, reported significantly higher perceived proficiency than Level 2 students taught under the previous programme. Perceived proficiency was positively correlated with a strategic learning approach and negatively correlated with a surface learning approach and external locus of control beliefs. Academic achievement was also positively correlated with a strategic learning approach and negatively correlated with an apathetic learning approach. A deep learning approach failed to be associated with either RMP or academic achievement. It is suggested that: (i) these findings confirm, to some degree, the suggestion that there is an emphasis in later education on performance rather than learning (Lyddy, 1998); and (ii) perceived proficiency is a useful evaluation measure and is likely to contribute to effective and productive teaching and learning within higher education.  相似文献   

17.
This article describes research exploring the relationship between students’ self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social identity perspective from social psychology and the student learning research framework are used to explore student identity and learning in the context of higher education. Two structural equation models drawing on both these theoretical frameworks were tested. In the first of these models, deep approaches to learning are positively associated with students’ social identification as university student and positively predict academic achievement. In the second model, surface approaches to learning are negatively associated with students’ social identification and negatively predict academic achievement. The mediational roles of deep and surface approaches to learning in the relationship between student social identity and academic achievement are also explored.  相似文献   

18.
Students’ perception of school climate plays an important role in the quality of their academic experience. However, the effects of perceived school climate on self-determined academic motivation (Ryan & Deci, 2000, 2020) have received little empirical attention to this day. Thus, the present study aimed to investigate the role of school climate in predicting changes in self-determined academic motivation and grades in a longitudinal study with secondary school students. Participants are 957 Belgian students (girls = 52.87 %; Mage = 14.41 years, SDage = 1.66 years) who took part in a three-wave, year-long study. Results from structural equation modeling showed that students’ positive perceptions of school climate at the beginning of the study (Time 1) were positively related to changes in self-determined academic motivation at the mid-point (Time 2), which in turn were positively associated with changes in grades by the end of the study (Time 3), over and above the effects of gender and age. These results have implications for educational psychology by suggesting that organizational aspects of the school setting can positively influence students’ academic grades through increases in the quality of their motivation over time.  相似文献   

19.
In Western countries, university students adopt various approaches to studying depending on how they perceive their learning environment. Their perceptions and approaches are related to demographic and contextual factors such as age, subject of study, gender, and year of study. This study looked for similar relationships in Pakistani students. A survey, administered to 494 male and 418 female undergraduates in four subject areas across four years of study at two universities in Pakistan, addressed their perceptions of the learning environment, learning preferences, motivation, and approaches to studying. Consistent with Western research, students in the arts and social sciences perceived their programmes more positively and were more likely to adopt a deep approach to studying, compared to students in science and technology or business and management. Contrary to Western research, students’ perceptions of their learning environment varied with age and year of study, but their approaches to studying did not. Gender differences were found in their perceptions and motivation. These variations appear to be specific to the context of Pakistan.  相似文献   

20.
ABSTRACT

Students’ ways of approaching their studies influence their academic outcomes. Expecting high grades and having the skills to steer learning activities towards assessment demands seem to be important components of academic success. However, our knowledge about students’ capacity to predict academic achievement is limited. Focusing on first-semester psychology students, this study aimed to investigate (a) students’ self-assessment skills, and (b) how approaches to learning were related to self-assessment skills, and to expected and final academic outcomes. Data from two sources were analysed: (1) students’ (N = 189) responses to the 52-item version of the Approaches and Study Skills Inventory for Students (ASSIST) questionnaire and their assessment expectations and (2) final course grades that were retrieved from official university records. Results showed that 18 per cent of the students provided perfect ratings of their final grades while most underestimated their grades. Students reporting the best self-assessment skills expected high grades, but achieved low grades, and reported a low surface approach. Students with a low surface and a high strategic approach both expected and achieved high grades. Students with a deep approach expected high grades but did not perform as expected. Taken together, students new to a discipline seem to have difficulties estimating their grades. Variations between approaches probably relate to the discipline being new and to circumstances characterising the local educational setting, such as the examination favouring a strategic approach. Practical implications involve carefully considering how assessments may steer student approaches and learning outcomes.  相似文献   

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