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ERIC Number: EJ1149736
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0965-948X
Influences on Personal Understanding: Intentions, Approaches to Learning, Perceptions of Assessment, and a "Meeting of Minds"
Karagiannopoulou, Evangelia; Entwistle, Noel
Psychology Teaching Review, v19 n2 p80-96 Aut 2013
Using a case-study approach, interviews with four final-year psychology students showed different approaches to learning and varying experiences of teaching in courses assessed through open-book exams. Analysis of their experiences, supported by previous research findings, provided insights into the reasons for the contrasting approaches being adopted. Some students reported misperceptions of the purpose of the open-book format and failed, but a changed perception of the assessment, later on, made them more aware of having to adopt a deep approach. In other cases, perceptions of teaching, and of the tutor, played an important part in the students' readiness to develop a personal understanding, bringing in both cognitive and affective influences. In our sample, we found evidence that teaching-learning experiences involving feelings of acceptance and encouragement, with mutual respect of each other's thinking and reasoning, could provide students with the freedom and confidence necessary to develop academically valid, personal understandings through a "meeting of minds." Where such respect and encouragement was lacking, the pursuit of personal understanding was curtailed, and passing exams seemed to become the main concern.
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A