Upper Secondary School Students' Conceptions of Learning, Learning Strategies, and Academic Achievement

Autor/inn/en	Vettori, Giulia; Vezzani, Claudio; Bigozzi, Lucia; Pinto, Giuliana
Titel	Upper Secondary School Students' Conceptions of Learning, Learning Strategies, and Academic Achievement
Quelle	In: Journal of Educational Research, 113 (2020) 6, S.475-485 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vettori, Giulia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1861583
Schlagwörter	Secondary School Students; Student Attitudes; Gender Differences; Academic Achievement; Correlation; Cognitive Style; Learning Strategies; Factor Analysis; Metacognition; Learning Theories; Predictor Variables; Institutional Characteristics; Foreign Countries; Measures (Individuals); Italy + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülerverhalten; Geschlechterkonflikt; Schulleistung; Korrelation; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Faktorenanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning theory; Lerntheorie; Prädiktor; Ausland; Messdaten; Italien
Abstract	The relations between more surface- or deep-level learning approaches and academic achievement were investigated. Gender, level of study, and type of schools were moderating variables. 170 upper-secondary school students' conceptions of learning and their chosen learning strategies were explored via two self-report questionnaires. Furthermore, their academic achievement in a range of subject areas was collected. A Confirmatory Factorial Analysis of the two questionnaires' dimensions identified two factors showing learning approaches of different qualitative nature, more surface- or deep-level. Then, General Linear Models showed that the predictive impact of the tracked factors was differently related to students' academic achievement. The factor "Deep metacognitive theory of learning" positively predicted academic achievement, whereas the factor "Surface metacognitive theory of learning" was a negative predictor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01