Psychology students’ perceptions of the correspondence between approaches to learning and outcomes
2015 (English)In: EARLI 2015 Book of Abstracts, European Association for Research on Learning and Instruction , 2015, 908-908 p.Conference paper, Abstract (Other academic)
Psychology students' perceptions of the correspondence between approaches to learning and academic outcome were mapped and compared with actual influence. Both quantitative and qualitative data were analysed. Preliminary results suggest a successive homogenization of student activities related to coursework. The perception of applying more "efficient" ways of dealing with coursework, corresponding better to examination demands, was identified as an important driver. Although the development towards perceived efficacy could be described as students successively adopting higher levels of surface approaches to learning, students in general judged such approaches as resulting in poorer examination grades, compared to deep approaches. However, surface approaches to learning were negatively correlated to examination grades, but to a lesser extent than students thought, while deep approaches turned out to be less influential. Strategic approaches to learning stood out as having the most positive impact on course grades, both as judged by the students and in actual fact.
Place, publisher, year, edition, pages
European Association for Research on Learning and Instruction , 2015. 908-908 p.
mixed-method research, learning approaches, higher education
Research subject Psychology
IdentifiersURN: urn:nbn:se:su:diva-125260OAI: oai:DiVA.org:su-125260DiVA: diva2:892231
16th Biennial EARLI Conference for Research on Learning and Instruction. August 25-29, 2015, Limassol, Cyprus.
Maria Öhrstedt was supported by a PhD position with funding provided by the Faculty of Social Sciences at Stockholm University to Petra Lindfors. Conference participation was supported by CeSam, The Centre for Teaching and Learning in the Social Sciences, Stockholm University.2016-01-082016-01-082016-01-08