The Impact of Students' Conceptions of Constructivist Assumptions on Academic Achievement and Drop-out

Autor/inn/en	Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G.
Titel	The Impact of Students' Conceptions of Constructivist Assumptions on Academic Achievement and Drop-out
Quelle	In: Studies in Higher Education, 32 (2007) 5, S.581-602 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Study Habits; Learning Activities; Constructivism (Learning); Academic Achievement; Structural Equation Models; Dropouts; Academic Persistence; Student Attitudes; Learning Motivation; Learning Processes; Problem Based Learning; Foreign Countries; Metacognition; College Students; Netherlands + Suchen Sie Ihr Suchwort? Study behavior; Study behaviour; Studienverhalten; Lernaktivität; Schulleistung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerverhalten; Motivation for studies; Lernmotivation; Learning process; Lernprozess; Problem-based learning; Problemorientiertes Lernen; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Collegestudent; Niederlande
Abstract	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.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10