NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ919145
Record Type: Journal
Publication Date: 2011-May
Pages: 17
Abstractor: As Provided
Reference Count: 60
ISSN: ISSN-0018-1560
Interrelations among University Students' Approaches to Learning, Regulation of Learning, and Cognitive and Attributional Strategies: A Person Oriented Approach
Heikkila, Annamari; Niemivirta, Markku; Nieminen, Juha; Lonka, Kirsti
Higher Education: The International Journal of Higher Education and Educational Planning, v61 n5 p513-529 May 2011
This study investigated the relationships among approaches to learning, regulation of learning, cognitive and attributional strategies, stress, exhaustion, and study success. University students (N = 437) from three faculties filled in a questionnaire concerning their self-reported study behaviour, cognitive strategies, and well-being. Their interrelations were examined in a variable- and a person-oriented way. Latent class clustering was used for clustering students into homogeneous groups. Three groups of students were identified: non-academic, self-directed, and helpless students. Helpless students reported higher levels of stress and exhaustion than non-academic or self-directed students. Self-directed students had the highest GPA. Our findings demonstrate the usefulness of combining cognitive and emotional aspects for investigations of students' learning.
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 - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A