Studying in higher education: students' approaches to learning, self‐regulation, and cognitive strategies.
Saved in:
| Title: | Studying in higher education: students' approaches to learning, self‐regulation, and cognitive strategies. |
|---|---|
| Authors: | Heikkilä, Annamari (AUTHOR), Lonka, Kirsti (AUTHOR) |
| Source: | Studies in Higher Education. Feb2006, Vol. 31 Issue 1, p99-117. 19p. 3 Charts. |
| Subjects: | Higher education, Universities & colleges, College students, Academic achievement, Learning, Cognition |
| Abstract: | The authors looked at aspects of successful and problematic studying in terms of three different research traditions: students’ approaches to learning, self‐regulated learning and cognitive strategies. These frameworks have been widely applied when explaining university student learning. However, relations among different traditions have not been sufficiently looked at. In this study the authors explored the relations between learning approaches, regulation of learning and cognitive strategies. The subjects were students at the University of Helsinki who filled in the Task Booklet of Learning and the Strategy and Attribution Questionnaire. Their academic achievement was coded from university archives. It was found that approaches to learning, regulation of learning, and cognitive strategies were related to each other, and further, to study success. [ABSTRACT FROM AUTHOR] |
| Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The authors looked at aspects of successful and problematic studying in terms of three different research traditions: students’ approaches to learning, self‐regulated learning and cognitive strategies. These frameworks have been widely applied when explaining university student learning. However, relations among different traditions have not been sufficiently looked at. In this study the authors explored the relations between learning approaches, regulation of learning and cognitive strategies. The subjects were students at the University of Helsinki who filled in the Task Booklet of Learning and the Strategy and Attribution Questionnaire. Their academic achievement was coded from university archives. It was found that approaches to learning, regulation of learning, and cognitive strategies were related to each other, and further, to study success. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 03075079 |
| DOI: | 10.1080/03075070500392433 |
