Differential Use of Learning Strategies in First-Year Higher Education: The Impact of Personality, Academic Motivation, and Teaching Strategies

Autor/inn/en	Donche, Vincent; De Maeyer, Sven; Coertjens, Liesje; Van Daal, Tine; Van Petegem, Peter
Titel	Differential Use of Learning Strategies in First-Year Higher Education: The Impact of Personality, Academic Motivation, and Teaching Strategies
Quelle	In: British Journal of Educational Psychology, 83 (2013) 2, S.238-251 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12016
Schlagwörter	Foreign Countries; Personality Traits; Learning Strategies; Context Effect; Learning Motivation; Educational Strategies; College Freshmen; College Faculty; Measurement Techniques; Measures (Individuals); Multivariate Analysis; Student Characteristics; Educational Environment; Predictor Variables; Rating Scales; Statistical Data; Likert Scales; Questionnaires; Teaching Methods; Belgium; Academic Motivation Scale + Suchen Sie Ihr Suchwort? Ausland; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Lehrstrategie; Studienanfänger; Fakultät; Messtechnik; Messdaten; Multivariate Analyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prädiktor; Rating-Skala; Likert-Skala; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Belgien
Abstract	Background. Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint Influences of personal and contextual characteristics. Aims. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first year higher education. Sample. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Methods. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content focused versus learning-focused teaching strategies were measured. Multivariate multilevel analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Results. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. Conclusions. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor over interpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10