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Approaches to studying in first-year engineering: comparison between inventory scores and students' descriptions of their approaches through interviews
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Numerical Analysis and Computer Science (NADA). KTH Royal Institute of Technology, Sweden.
Stockholm University, Faculty of Social Sciences, Department of Education.
Stockholm University, Faculty of Science, Numerical Analysis and Computer Science (NADA). KTH Royal Institute of Technology, Sweden.
Number of Authors: 42018 (English)In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 75, no 5, p. 827-838Article in journal (Refereed) Published
Abstract [en]

This combined interview and survey study explored the relationship between interview data and data from an inventory describing engineering students' ratings of their approaches to studying. Using the 18-item Approaches and Study Skills Inventory for Students (ASSIST) students were asked to rate their approaches to studying in relation to particular statements. A subsample of nine first-year engineering students participated in subsequent interviews exploring their experiences of studying and learning. The students' views were examined and interpreted into inventory scores which were compared to the students' actual ratings. The interviews confirmed the scales measured in the inventory and provided illustrations to them. While students who were extreme in either approach were easier to interpret, others provided a good example of the complex combination of approaches that can exhibit itself in one individual. The study illustrates how combined data sets can contribute to achieve a holistic understanding of student learning in its context.

Place, publisher, year, edition, pages
2018. Vol. 75, no 5, p. 827-838
Keywords [en]
Approaches to studying, ASSIST, Qualitative interviews, Inventory, Engineering students
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-156623DOI: 10.1007/s10734-017-0172-7ISI: 000431139600005OAI: oai:DiVA.org:su-156623DiVA, id: diva2:1210311
Available from: 2018-05-28 Created: 2018-05-28 Last updated: 2018-05-28Bibliographically approved

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