DIFFERENTIAL ADOPTION OF STUDY APPROACHES WITHIN INDIVIDUAL STUDENTS
DIFFERENTIAL ADOPTION OF STUDY APPROACHES WITHIN INDIVIDUAL STUDENTS
复制标题
DOI：
10.1007/bf00145015
复制
发表时间：
1992-04-01
期刊：
影响因子：
5
通讯作者：
ELEY, MG
中科院分区：
文献类型：
--
作者：
ELEY, MG
有人声称，学生采用的学习方法将有所不同，部分取决于手头的学习任务的性质。 同一个学生会从一个任务到另一个任务改变方法。 这一主张的主要证据似乎来自两个来源：访谈研究报告和比较不同课程的不同学生群体的问卷调查。 在本研究中，调查问卷的答复收集学生要求报告比较他们的学习方法，同时采取两个课程单元，以及他们的看法，如何这两个相同的单位已提交。 因此，普遍支持的方法与学习环境的要求，确实发现了质的不同，并真正加强，从访谈研究和组间研究。 此外，发现之间的关系标记和方法和学习背景下，在每个比较课程单元，提供了支持的背景下，以接近性能模型的影响。
It has been claimed that the study approach adopted by a student will vary dependent, in part, upon the nature of the learning task at hand. The same student will change approaches from one task to another. The prime evidence for this claim seems to derive from two sources; reports from interview studies, and questionnaire studies comparing separate groups of students enrolled in different courses. In the present study questionnaire responses were collected from students asked to report comparatively on their learning approaches in two course units taken concurrently, and on their perceptions of how those same two units had been presented. The general support which was indeed found for the approach versus learning context claim was thus qualitatively different to, and genuinely strengthened, that from interview studies and that from between-groups studies. Moreover, relationships found between marks and both approach and learning context, within each compared course unit, provided support for a context to approach to performance model of influence.