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ERIC Number: EJ775749
Record Type: Journal
Publication Date: 2007-Oct
Pages: 22
Abstractor: Author
ISSN: ISSN-0307-5079
The Impact of Students' Conceptions of Constructivist Assumptions on Academic Achievement and Drop-out
Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G.
Studies in Higher Education, v32 n5 p581-602 Oct 2007
This study investigated the impact of students' conceptions of constructivist learning activities on academic achievement and drop-out. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was adopted to test different models relating students' conceptions to their achievement in the university setting. Results suggested an indirect relationship between conceptions and achievement, mediated by actual learning activities. What students believe about the role of knowledge construction in learning predicts the actual learning activities they undertake. How important they consider inability to learn and motivation for learning predicts their study time. (Contains 5 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands