Students' approaches to learning across the transition between psychology courses
2014 (English)In: Assessing transitions in learning: program & Abstract from SIG4 & SIG17, European association for research on learning and instruction , 2014, 30-30 p.Conference paper (Refereed)
The Student Approaches to Learning (SAL) tradition focuses on assessing student transitions taking place in the learning context of higher education. Previous research suggests that approaches to learning are indeed sensitive to transitions in the learning context, and affect the quality of student learning. However, the knowledge regarding variations in student approaches relating to learning flexibility is still limited. This study investigates whether a natural learning context, providing parallel and resembling courses, involves different approaches to learning. Second semester psychology students were asked to describe their approaches to learning separately for two parallel courses. The analyses suggest that even though individual students seem to exhibit a consistent core regarding their approaches to learning, transitions between similar learning contexts can bring about large changes in both surface and deep approaches to learning. Strategic approaches to learning seem less flexible, but not unaffected. The findings add to the theoretical idea of considering approaches to learning as a flexible construct, which is sensitive to smaller transitions in learning contexts. From a practical view, the results support the idea that there are ways of designing powerful learning environments.
Place, publisher, year, edition, pages
European association for research on learning and instruction , 2014. 30-30 p.
higher education, approaches to learning, psychology students
Research subject Psychology
IdentifiersURN: urn:nbn:se:su:diva-113803OAI: oai:DiVA.org:su-113803DiVA: diva2:787732
Assessing transitions in learning. Earli SIG4 & SIG17 Conference 2014, August 20-22, 2014, Leuven.
Program & Abstract behind login.2015-02-112015-02-112015-02-16Bibliographically approved