Adult, Flexible Students' Approaches to Studying in Higher Education

Autor/in	Ronning, Wenche M.
Titel	Adult, Flexible Students' Approaches to Studying in Higher Education
Quelle	In: Scandinavian Journal of Educational Research, 53 (2009) 5, S.447-460 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
Schlagwörter	Higher Education; Self Efficacy; Adult Students; Foreign Countries; Study Habits; Prior Learning; Learning Strategies; Social Influences; Nontraditional Students; Flexible Progression; Predictor Variables; Questionnaires; Student Attitudes; Locus of Control; Norway; Approaches to Studying Inventory + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Self-efficacy; Selbstwirksamkeit; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland; Study behavior; Study behaviour; Studienverhalten; Vorkenntnisse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sozialer Einfluss; Prädiktor; Fragebogen; Schülerverhalten; Norwegen
Abstract	A Norwegian translation of the Approaches to Studying Inventory (ASI-32) was administered to 1477 adult students attending flexible study programs in higher education in Norway (2004-05). The intention was to investigate their approaches to studying, taking into account their educational backgrounds and their present, challenging study conditions. The latter being characterized by off-campus studies and shortage of time due to working-life and family obligations. This article is concerned with two questions: (1) Is prior education correlated with approaches to learning among these students? and (2) To what extent are contextual constraints, personal effort, and self-efficacy associated with study approaches among these students? This study shows that adult, flexible students are primarily meaning oriented. The first-time students among them, however, are more reproducing oriented than students with prior higher education. Self-efficacy turned out to be more strongly associated with approaches than personal efforts. Obligations of everyday life, contrary to hypothesis, did not have the expected impact. (Contains 4 tables and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10