INDIVIDUAL AND GROUP DIFFERENCES IN STUDY PROCESSES
INDIVIDUAL AND GROUP DIFFERENCES IN STUDY PROCESSES
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DOI：
10.1111/j.2044-8279.1978.tb03013.x
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发表时间：
1978-01-01
影响因子：
3.7
通讯作者：
BIGGS, JB
中科院分区：
文献类型：
--
作者：
BIGGS, JB
总结：研究过程被假设为在预测变量(个人的、机构的)和产品变量(学业成绩)之间进行干预。几项研究的结果表明，特定的学习策略会根据特定的人格因素而获得不同的成功，最显著的是与内部或外部控制源有关的一系列特征。对学习行为产生影响的制度因素包括：教师资格(文科/理科)、评估模式(客观/论文)以及综合分数的方法。然而，决定学习成绩的个性和环境因素之间的相互作用是相当复杂的，不能简单地一概而论，只能说学业成功不是通过任何单一的学习策略实现的；优秀的学生以非常不同但具有特色的方式有效地工作。学习过程的10个维度在学习过程问卷(SPQ)中演变为子量表，它们呈现出稳定的二级结构，由三个正交维度组成：再现、内化和组织。每个维度都包含价值-动机-战略复合体的独特版本。提出了维度间相互作用的两种不同模型，并对未来的研究提出了建议。
Summary.Study processes are postulated to intervene between classes of presage variables (personological, institutional) and product variables (academic performance). Results from several studies indicate that particular study strategies are deployed with differing success according to certain personality factors, most notably a syndrome of characteristics related to internal or external locus of control. Institutional factors that have an effect on study behaviour include Faculty membership (Arts/Science), mode of evaluation (Objective/Essay), and method of combining marks for final grade.The interaction between personality and environmental factors as determining performance is, however, rather complex and no easy generalisations can be drawn, beyond saying that academic success is not achieved by any single study strategy; ‘good’ students work effectively in quite diverse but characteristic ways. Ten dimensions of study process have evolved as sub‐scales in a Study Process Questionnaire (SPQ), and they show a stable second‐order structure consisting of three orthogonal dimensions: Reproducing, Internalising and Organising. Each dimension comprises a unique version of the value‐motive‐strategy complex. Two different models of the interaction between dimensions are postulated together with implications for future research.