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ERIC Number: EJ792566
Record Type: Journal
Publication Date: 2008
Pages: 8
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1041-6080
Relationships between Student Cognitions and Their Effects on Study Strategies
Ferla, Johan; Valcke, Martin; Schuyten, Gilberte
Learning and Individual Differences, v18 n2 p271-278 2008
Using Vermunt's model [Vermunt, J. D. (1998). "The regulation of constructive learning processes". "British Journal of Educational Psychology", 68, 149-171] of self-regulated learning as a conceptual framework, this study aims to contribute to the development of finer grained models of higher education students' learning by (1) investigating causal relationships between three student cognitions which feature prominently in the research literature: self-efficacy, conceptions of learning and attributions for academic success and by (2) researching both the direct and indirect effects of these student cognitions on first year university students' study strategies. To that end a model was developed, respecified, tested, and cross validated using path analyses. Results show that within an educational context learning conceptions are fundamental student cognitions since they directly and/or indirectly influence students' self-efficacy, attributions for academic success, and study strategy.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A