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Linkages between approaches to learning, perceived stress and expected and actual academic outcomes among first-semester psychology students
Stockholm University, Faculty of Social Sciences, Department of Psychology, Work and organizational psychology.
Stockholm University, Faculty of Social Sciences, Department of Psychology, Work and organizational psychology.
2018 (English)In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 42, no 1, p. 116-129Article in journal (Refereed) Published
Abstract [en]

Previous research indicates that higher educational students’ perceptions of stress are in part related to the teaching and learning context, and influence academic outcomes. This study intends to deepen our understanding of these processes by examining the linkages between approaches to learning, perceived stress and expected and actual academic outcomes within a specific educational setting. First-semester psychology students (N = 191) completed a questionnaire, including short versions of ASSIST and PSS, and estimated their course grade before a written examination. Later, actual grades were added. The results suggest that surface approach to learning is positively associated with high levels of perceived stress, and reflected in lower levels of expected grades. The relationships between deep and strategic approaches to learning and perceived stress seem to be more ambivalent, despite positive associations with expected grades. Coping and motivational aspects of the concepts of surface and strategic approaches to learning seem to be crucial to understanding the linkages between the examined factors. Also, the significance of a strategic approach in relation to actual academic outcomes is highlighted.

Place, publisher, year, edition, pages
2018. Vol. 42, no 1, p. 116-129
Keywords [en]
approaches to learning, stress, academic outcome, higher education, psychology students
National Category
Psychology
Research subject
Psychology
Identifiers
URN: urn:nbn:se:su:diva-149385DOI: 10.1080/0309877X.2016.1206856ISI: 000428717700009OAI: oai:DiVA.org:su-149385DiVA, id: diva2:1161358
Note

This research was made possible through grants to the last author from Stockholm University funding the PhD-position of the first author.

Available from: 2017-11-29 Created: 2017-11-29 Last updated: 2018-04-30Bibliographically approved

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