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Noyens Dorien Donche Vincent Coertjens Liesje van Daal Tine Van Petegem Peter 《European Journal of Psychology of Education - EJPE》2019,34(1):67-86
European Journal of Psychology of Education - Previous theoretical research proposed a link between students’ academic motivation and students’ experiences of social integration, but... 相似文献
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Eva Kyndt Ine Janssens Liesje Coertjens David Gijbels Vincent Donche Peter Van Petegem 《Vocations and Learning》2014,7(3):365-392
The current study reports on the process of developing a self-assessment instrument for vocational education students’ generic working life competencies. The instrument was developed based on a competence framework and in close collaboration with several vocational education teachers and intermediary organisations offering various human resource services. A first version of the questionnaire was presented to 26 students and 5 recent graduates who were asked to comment on the items. The pilot version of the questionnaire was completed by 826 students. Half of the data were used to explore the structure of the questionnaire (n?=?413) and the other half were used to confirm the structure (n?=?413). The results showed that 8 factors could be distinguished. Further analysis reduced this to 7 usable factors: empathy, listening, assertiveness, professional attitude, problem solving, cooperation ability and, planning and prioritising. The revised questionnaire containing 44 items was tested a second time to determine the stability and measurement invariance of the instrument. In total, 456 students from the first sample completed the questionnaire. The structure was confirmed and measurement invariance across students with and without working experience was established. 相似文献
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The aim of this article is to review the state of the art of research and theory development on student learning patterns in higher education and beyond. First, the learning patterns perspective and the theoretical framework are introduced. Second, research published since 2004 on student learning patterns is systematically identified and reviewed. This part includes two main sections. In the first section, new evidence on internal and external relationships of learning patterns is reviewed. Four themes are covered here: the dimensionality and the internal relationships of learning patterns and relationships of learning patterns with personal, contextual, and outcome variables. In the second section, new directions in learning patterns research are examined. These include studies on learning patterns in new international contexts and populations, longitudinal development of learning patterns over time, methodological advances in learning patterns research, and studies on fostering the quality of students’ learning patterns. Next, relationships with adjacent theories on student learning are discussed, the learning patterns perspective is critically examined, and pathways are derived to move the model forward. Finally, future conceptual and methodological directions for learning patterns research are derived. 相似文献
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ABSTRACTBy implementing student-centred learning environments, higher education institutions aim to foster student self-efficacy and self-regulation. Previous research that focuses on how students perceive these learning environments usually does not take the differential impact of students’ study motivation into account. However, the type of motivation might influence how students perceive their learning environment. To this end, this study investigates the relationship between students’ perceived autonomy support in student-centred learning environments and self-regulation and self-efficacy by taking study motivation into account. The results indicate that autonomy-supportive teacher behaviour enhances self-efficacy for students who are autonomously motivated. Amotivated students might need other than autonomy-supportive teacher behaviour to develop self-efficacy. Self-regulation seems to play a less distinct role. Overall, when examining the effects of autonomy-supportive teaching in higher education, the quality and quantity of students’ motivation has a role to play, an aspect which is important to consider in future research and practice. 相似文献
5.
Liesje Coertjens Tine van Daal Vincent Donche Sven De Maeyer Gert Vanthournout Peter Van Petegem 《Studies in Educational Evaluation》2013
Change in learning strategies during higher education is an important topic of research when considering students’ approaches to learning. Regarding the statistical techniques used to analyse this change, repeated measures ANOVA is mostly relied upon. Recently, multilevel and multi-indicator latent growth (MILG) analyses have been used as well. The present study provides details concerning the differences between these three techniques. By applying them to the same dataset, we aim to answer two research questions. Firstly, how are findings on the average trend complementary, convergent or divergent? Secondly, how are results on the differential growth over time complementary, convergent or divergent? Data originates from a longitudinal study on the change in learning strategies during the transition from secondary to higher education in Flanders (Belgium). 425 students provided complete data at each of the three waves of data collection. Results on the significance of average trends are convergent while the strength of the growth over time diverges across analysis techniques. Regarding the differential change, the MILG seems more able to detect variance in growth over time. Recommendations for future research on the changeability of learning strategies over time are provided. 相似文献
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Within teacher education, it is widely recognised that internships play a major role in preparing prospective teachers. The current research examines if the learning activities students’ undertake in the workplace can be explained by students’ goal orientation and their perceptions of the workplace. In addition, it will be investigated whether this model is predictive for students’ academic achievement. Participants in this study were 464 bachelor students enrolled in teacher education. The results from the structural equation modelling show that students’ learning goal orientation is an important predictor for students’ learning activities and academic achievement. Students with a higher learning goal orientation demonstrate a more active approach towards their learning. Regarding the context, some positive relations between work-related variables such as job demands and job control on the one hand and students’ learning activities on the other hand were identified, but their relationship was more limited than expected. 相似文献
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This study examines the influence of personality traits, goal orientation and self-efficacy on high school teachers’ participation in learning activities in the workplace (i.e. experimentation, informal interaction with colleagues, self-regulation and avoidance behaviour). A convenience sample of 95 teachers from six high schools in Flanders (Belgium) participated in this exploratory study. They completed a questionnaire consisting of different instruments to map their personality (NEO-FFI), goal orientation (adaptation of Achievement Goal Questionnaire), self-efficacy (Teachers’ Sense of Efficacy Scale) and participation in learning activities (adaptations from different scales). Results of multivariate regression analyses indicate that conscientiousness, extraversion and openness have a positive effect on teachers’ participation in learning activities in the workplace. However, learning orientation and self-efficacy are found to be better predictors for participation in experimentation, informal interaction and selfregulation. Analysis using structural equation modeling reveals an indirect relationship between extraversion and self-regulation, mediated by self-efficacy. Learning orientation mediates the impact of conscientiousness on informal interaction. As teachers’ goal orientation and self-efficacy can be influenced, school policy makers should reflect upon ways on how teachers’ goal orientation and self-efficacy can further be enhanced. 相似文献
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Peter?Van?PetegemEmail author Vincent?Donche Jan?Vanhoof 《Learning Environments Research》2005,8(3):309-332
Within two Flemish institutes of pre-service and inservice teacher education, the relationship between the learning styles
and preferences for learning environments of pre-service teachers were examined. Results indicate that some components of
pre-service teachers' learning approaches (learning conceptions, learning strategies and learning orientations) are predictors
for preferences for constructivist learning environments. Differences in learning approaches and preferences for learning
environments are also related to the type of teacher education that pre-service teachers followed. 相似文献
10.
Research on learning pattern development during pre-service teacher education is scarce. In a cross-sectional (study 1) and
longitudinal study (study 2) the development of learning patterns of student teachers is analysed. Participants in study 1
were 646 first-year and 350 third-year student teachers enrolled in an initial pre-service teacher education programme. 236
student teachers participated in study 2. Vermunt’s’ Inventory of Learning Styles was used to assess differences in learning
patterns. 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 mastered in the first-year of a teacher education programme. 相似文献