NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ809249
Record Type: Journal
Publication Date: 2008-Sep
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0020-4277
Relationships between Students' Conceptions of Constructivist Learning and Their Regulation and Processing Strategies
Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G.
Instructional Science: An International Journal of the Learning Sciences, v36 n5-6 p445-462 Sep 2008
The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as well as their beliefs regarding their own (in)ability to learn and motivation to learn. Two hypothesized models were tested within 98 psychology students, using a structural equation modelling approach: The first model implemented regulation and processing variables of the Inventory of Learning Styles [ILS, Vermunt ("Learning styles and regulation of learning in higher education--towards process-oriented instruction in autonomous thinking, 1992")], the second model of the Motivated Strategies for Learning Questionnaire [MSLQ, Pintrich and de Groot ("Journal of Educational Psychology, 82", 33-40, "1990")]. Results showed that structural relations exist between conceptions of constructivist learning and regulation and processing strategies. Furthermore, students who express doubt with regard to their own learning capacities are at risk for adopting an inadequate regulation strategy. A three-tiered structure of conceptual, controlling, and operational level appeared valid for the MSLQ variables, but not entirely for those of the ILS.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Style Inventory; Motivated Strategies for Learning Questionnaire