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Secondary school students' conceptions of learning and their relationship to achievement |
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| Authors: | Elizabeth R Peterson Gavin TL Brown S Earl Irving |
| Institution: | 1. Department of Anthropology, University of British Columbia, Vancouver, BC, Canada;2. Department of Archaeology, Simon Fraser University, Burnaby, BC, Canada;1. Department of Natural Medicinal Chemistry, China Pharmaceutical University, Nanjing 210009, China;2. Department of Medical Science, Shunde Polytechnic College, Shunde, Guangdong 528333, China |
| Abstract: | Conceptions of learning were investigated in three studies. Study 1 piloted a modified version of Purdie and Hattie's (2002) Conceptions of Learning Inventory (COLI-I) with 236 secondary students. Multilog analysis was used to remove items with poor measurement characteristics. Study 2 used a nationally representative sample of 701 New Zealand secondary school students who completed the COLI-II. The measurement model had marginally acceptable fit. Study 3 consisted of 608 secondary students who completed a slightly revised COLI-III and provided standardised academic reading and mathematics achievement data. The Study 2 and 3 samples were found to have configural invariance and the structural model mapping students' conceptions of learning onto their academic achievement had acceptable fit. The conception that learning is a duty predicted lower achievement and the conception of learning as continuous predicted higher achievement. This is the first study to empirically demonstrate a direct relationship between learning conceptions and academic outcomes in the secondary sector. |
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