Topic- and Learning-Related Predictors of Deep-Level Learning Strategies
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| Title: | Topic- and Learning-Related Predictors of Deep-Level Learning Strategies |
|---|---|
| Language: | English |
| Authors: | Eve Kikas (ORCID |
| Source: | European Journal of Psychology of Education. 2024 39(3):2129-2153. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 6 Middle Schools |
| Descriptors: | Astronomy, Learning Strategies, Light, Vignettes, Task Analysis, Prior Learning, Freehand Drawing, Student Interests, Knowledge Level, Climate, Reading Processes, Science Tests, Independent Study, Grade 4, Grade 6, Foreign Countries, Predictor Variables, Science Education |
| Geographic Terms: | Estonia |
| DOI: | 10.1007/s10212-023-00766-6 |
| ISSN: | 0256-2928 1878-5174 |
| Abstract: | The aim of this study was to examine which topic- and learning-related knowledge and motivational beliefs predict the use of specific deep-level learning strategies during an independent learning task. Participants included 335 Estonian fourth- and sixth-grade students who were asked to read about light processes and seasonal changes. The study was completed electronically. Topic-related knowledge was assessed via an open question about seasonal changes, and learning-related knowledge was assessed via scenario-based tasks. Expectancies, interest, and utility values related to learning astronomy and using deep-level learning strategies were assessed via questions based on the Situated Expectancy-Value Theory. Deep-level learning strategies (using drawings in addition to reading and self-testing) were assessed while completing the reading task. Among topic-related variables, prior knowledge and utility value--but not interest or expectancy in learning astronomy--were related to using deep-level learning strategies. Among learning-related variables, interest and utility value of effective learning--but not metacognitive knowledge of learning strategies or expectancy in using deep-level learning strategies--were related to using deep-level learning strategies. This study confirms that it is not enough to examine students' knowledge and skills in using learning strategies with general or hypothetical questions, instead, it is of crucial importance to study students in real learning situations. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1439329 |
| Database: | ERIC |
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