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Kyndt Eva Donche Vincent Coertjens Liesje van Daal Tine Gijbels David Van Petegem Peter 《European Journal of Psychology of Education - EJPE》2019,34(2):457-478
European Journal of Psychology of Education - The transition from secondary to higher education is a challenging process, in which the development of students’ motivation plays a pivotal... 相似文献
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De Backer Liesje Van Keer Hilde Valcke Martin 《European Journal of Psychology of Education - EJPE》2017,32(4):617-642
European Journal of Psychology of Education - The present study investigates collaborative learners’ adoption of key regulation activities (i.e., orienting, planning, monitoring, and... 相似文献
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Vincent Donche Liesje Coertjens Peter Van Petegem 《Learning and individual differences》2010,20(3):256-259
Research on learning pattern development in higher education contexts is scarce. This longitudinal study seeks to address this issue by analysing the development of students' learning patterns throughout University College. Vermunts' Inventory of Learning Styles was used to assess individual differences in learning conceptions and learning strategies. By examining intra-individual changes in learning patterns we expected to find developmental trends within learning patterns. Results show that meaning oriented learning increases over time and undirected learning decreases. Some learning patterns are however more subject to change than others. The development of learning patterns was found to be relative and dependent on the learning pattern which students have already acquired in the first-year of University College. 相似文献
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Gert Vanthournout Liesje Coertjens David Gijbels Vincent Donche Peter Van Petegem 《Studies in Educational Evaluation》2013
Research regarding the development of students’ learning approaches have at times reported unexpected or lack of expected changes. The current study explores the idea of differential developments in learning approaches according to students’ initial learning profiles as a possible explanation for these outcomes. A learning profile is conceived as the degree to which students use aspects of deep and surface approaches in their learning process and taking into account the dynamic interrelations between these aspects. Two cohorts of students in a teacher-training course-module completed questionnaires measuring their learning approaches, in a pre-test post-test design. Analyses on the whole sample indicated few significant changes in students’ learning approaches during the course-module. Only a significant decrease in the deep motive subscale was found. Hierarchical cluster-analysis revealed four groups of students with specific initial learning profiles: a deep approach profile, a surface approach profile, an all-low profile and an all-high profile. Using a regressor variable approach, significant differences in growth were found for the initial learning profiles on the surface approach to learning and the deep strategy scale, even after controlling for other significant background variables such as students’ academic discipline and gender. These results suggest that unexpected developments in students’ learning approaches, or lack of significant changes at a whole-group level, may be partially due to dynamic (contradictory) tendencies at the sub-group level. Findings point towards the need of looking at approaches to learning at a more fine-grained level. 相似文献
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The study examines whether structuring (SS) versus problematising scaffolds (PS) differently affect reciprocal peer-tutoring (RPT) groups’ adoption of particular regulation skills, deep-level regulation, and tutee-initiated regulation. A quasi-experimental design involving two experimental groups (SS versus PS condition) was adopted. The first, third, and sixth RPT-session of eight randomly selected RPT-groups (four from the SS condition, four from the PS condition) were videotaped (48hr). Mixed ANOVAs were conducted to investigate the impact of both scaffold types on RPT-groups’ metacognitive regulation. The results indicate that neither scaffold type encourages RPT-groups into a balanced adoption of, or initiative for, regulation skills and a deep-level approach. Nevertheless, the PS condition significantly outperforms the SS condition in evoking deep-level monitoring, tutee-initiated orientation, and tutee-initiated monitoring. 相似文献
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Willems Jonas Coertjens Liesje Tambuyzer Bart Donche Vincent 《European Journal of Psychology of Education - EJPE》2019,34(4):847-872
European Journal of Psychology of Education - Science students’ study success rates in the first year of higher education (FYHE) are problematic. Although a considerable amount of previous... 相似文献
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De Backer Liesje Van Keer Hilde Valcke Martin 《European Journal of Psychology of Education - EJPE》2021,36(4):1075-1094
European Journal of Psychology of Education - This study investigates (1) the impact of structuring versus reflection-provoking support on university students’ adoption of socially shared... 相似文献